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All Journal ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature IJEE (Indonesian Journal of English Education) Englisia Journal Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Humanity Studies (IJHS) Tell : Teaching of English Language and Literature Journal Journal Of English Language and Education LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of Educational Research and Evaluation JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) ANIMA Indonesian Psychological Journal IJOLTL (Indonesian Journal of Language Teaching and Linguistics) ELTR Journal Ethical Lingua: Journal of Language Teaching and Literature Al Hikmah: Journal of Education UC Journal: ELT, Linguistics and Literature Journal JEELS (Journal of English Education and Linguistics Studies) Magister Scientiae Englisia COUNS-EDU: The International Journal of Counseling and Education ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Concilianus Laos Mbato
Universitas Sanata Dharma
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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LANGUAGE ATTITUDES OF INDONESIANS AS EFL LEARNERS, GENDER, AND SOCIO-ECONOMIC STATUS Paradewari, Dirtya Sunyi; Mbato, Concilianus Laos
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018): April 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21i1.1051

Abstract

This study explored the language attitude in terms of gender and socio-economic status (SES) in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES). There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1) Indonesian learners showed positive language attitudes toward English (3.58); 2) positive language attitudes toward Indonesian (3.66); 3) positive language attitudes toward English and negative language attitudes toward Indonesian (3.52); 4) positive language attitudes toward Indonesian and negative language attitudes toward English (3.58); 5) positive language attitudes toward English and Indonesian (3.91). These five components of language attitudes were then correlated with gender; 1) gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097); 2) there was no relation between gender and Indonesian language attitude (-.071). In addition, SES was also related to five (5) components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155) than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031) than the learners from upper class and lower class.
EXPLORING AGENCY IN TEACHERS’ IDENTITY CONSTRUCTION THROUGH THE LENS CRITICAL INCIDENT TECHNIQUES Indaswari, Ragilia; Mbato, Concilianus Laos
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.229

Abstract

A major increase in empirical and theoretical interest in teacher identity has occurred within the last 20 years. This increase is frequently ascribed to changing perceptions of teachers' roles. Critical incidents affect teachers' development and their professional identity. The issues include how teachers deal with challenging situations in their profession and their sense of agency. This problem can be overcome by educating students to be more assertive in the classroom. This study aims to investigate the professional identities of three in-service EFL teachers through the lens of critical incidents. Three in-service EFL teachers from different regions in Indonesia were purposefully selected as the participants. The main instrument for data collection in this study was the Critical Incident Technique (CIT) by utilizing reflections and in depth-interview to gather the data and ensure triangulation. Respondents voluntarily participated in this research. The result of this research demonstrated that there were 17 codes of CI which were classified into 3 major categories possessed by the participants, namely: students’ behavior, teachers’ reflective practice, and students’ reaction. The strategies teachers use to handle challenging situations in their profession consist of how teachers deal with decision-making, integrating technology, and developing suitable materials.
Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School Florida, Nancy Agatha; Mbato, Concilianus Laos
Journal of Education Reseach and Evaluation Vol 4 No 1 (2020): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.602 KB) | DOI: 10.23887/jere.v4i1.23959

Abstract

The quality of education is influenced by many factors, one of which is the quality of the teachers. In the spirit of fostering a strong and resilient young generation, teachers in the capital city of Nusa Tenggara Timur (NTT), Kupang, attempted to break through their limitations in order to form their identity. This research investigated how novice and experienced teachers shifted their vulnerability into professional identity and to what extent this strategy impacted on their professional identity construction in a Junior High School in Kupang. This research presented a thematic analysis on their expectation and anxiety, their strategies and how these strategies helped them to build their identity. Results from data analysis clearly indicated that without critical reflections and actions, both novice and experienced teachers could undergo burnt out when dealing with their vulnerability.
LOTS and HOTS reading questions in EFL textbooks (Kurikulum Merdeka): unveiling every learning process purposes Widiastuti, Maria Kartika; Mbato, Concilianus Laos
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 1 (2025): February 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i1.37765

Abstract

Higher-order thinking skills (HOTS) have received much attention in Indonesian English textbooks and research in recent years. However, the role of lower-order thinking skills (LOTS) is inevitable because it creates a stepping stone to reaching HOTS. The current research aimed to fill the gap of research in Bloom's taxonomy by demonstrating the function of LOTS to shape students' higher-order thinking skills in reading comprehension aside from another thinking category. Secondly, the research explored the implication of EFL Senior High School Texbooks’ (Kurikulum Merdeka) different characteristics represented in Bloom’s Taxonomy reading comprehension questions pattern. Each textbook has a different Bloom’s taxonomy question pattern. The second aims are inspired by research investigating Bloom's taxonomy, which mainly did not discuss English textbooks used in Kurikulum Merdeka. This research employed document analysis to investigate Bloom’s taxonomy in two Senior High School English textbooks. To triangulate the data analysis results, the researchers analyzed the answers to open-ended questions from two graduating undergraduate English education students. An experienced English teacher also verified the results of the analysis. The findings show that LOTS enabled students to pay attention to important details and the main ideas and apply the text structure. HOTS enhanced critical thinking, problem-solving, strategic thinking, empathy, and creativity. LOTS and HOTS questions should be complementary to empower students’ reading skills. The findings provide insights into the nuance in reading comprehension through the balanced structure of LOTS and HOTS questions.
Indonesian master students’ motivation and metacognitive strategies in academic writing Gloria, Gloria; Mbato, Concilianus Laos
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.18559

Abstract

In higher education, students must complete their studies by writing academic papers and publishing research articles. Students might have experienced ups and downs because not all students like to write, especially academic papers. Good writers use metacognitive strategies and maintain their motivation to improve their writing skills. The current researchers conducted a mixed-method study to determine master students’ motivation and metacognitive strategies in their writing and how metacognitive strategies affected their motivation in academic writing. The participants were 40 master’s students of English Education at Sanata Dharma University, Yogyakarta. The researchers gathered the data using a close-ended questionnaire on Academic Writing Motivation and Metacognitive Strategy and a semi-structured interview. The first finding revealed that master students were more extrinsically motivated to write academic papers. However, both intrinsic and extrinsic motivation were involved in their success. The second finding indicated that master students were conscious of metacognitive strategies applying the stages namely planning, monitoring, and evaluating in different ways in writing. Data analysis also revealed a strong positive correlation between motivation and metacognitive strategies. They agreed that motivation and metacognitive strategy were connected in academic writing to achieve goals. Therefore, the results underlined that students must activate and maintain motivation and metacognitive strategy during the writing process. The implications and future research opportunities were discussed in this research.
Investigating professional identity construction of EFL teachers in informal language institutions through the lens of critical incidents Larasati, Rachelina; Mbato, Concilianus Laos
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9070

Abstract

The professional identity of English as a foreign language (EFL) teachers in formal education has been widely studied, but research in informal education remains limited. This study explores the context of critical incidents (CIs) identified by informal language institutions (ILIs) EFL teachers and how EFL teachers in ILIs negotiate and construct their professional identities using the critical incident technique (CIT). Ten EFL teachers from an informal English course in Yogyakarta, Indonesia, participated through questionnaires and in-depth interviews. Data analysis identified key themes in CIs affecting teachers' professional identity. Results show that within informal language institution, CIs for teachers occurred in the context of the teacher's professional development, students, and direct work environment. The positive CIs, such as student progression and collaborative support, significantly boosted teachers' confidence and teaching effectiveness, whereas negative CIs, such as absenteeism and perceived inequities, posed challenges to their professional growth. Despite its limitations, including small sample size and reliance on self-reported data, the study provides valuable insights into the unique challenges and opportunities of teaching in informal educational settings, offering directions for future research and practical implications for teacher development programs.
A Flexible Approach to the EGP Syllabus: Why It Is Possible Mbato, Concilianus Laos
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.275

Abstract

Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.
Analyzing the Impact of Spotify and Wordwall.net on Vocabulary Acquisition: A Study of non-English major Students' Preferences Mallisa, Intan Clara Briliant; Mbato, Concilianus Laos
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24118

Abstract

This research explores the impact of digital platforms, specifically Spotify and wordwall.net, on vocabulary acquisition among students in primary school teacher education (PGSD). The study employs qualitative methodologies, including focus group discussions, to gauge student preferences and the effectiveness of these platforms in enhancing second language vocabulary learning. The research participants consist of prospective PGSD students who engage with both platforms, offering insights into their experiences and preferences. The findings reveal a strong preference for Spotify, with 75% of participants favoring its use for language learning. Spotify's appeal lies in its immersive and contextual approach, leveraging music as a medium for vocabulary learning. This preference underscores the platform's ability to integrate language learning into daily routines, making it more engaging and accessible. wordwall.net, preferred by 25% of participants, is recognized for its interactive and game-based approach, offering a dynamic and enjoyable method for vocabulary acquisition. The study highlights the increasing relevance of digital tools in language education, reflecting a shift towards innovative, technology-driven learning methods. It suggests that integrating platforms like Spotify and wordwall.net can cater to diverse learning styles, making vocabulary learning more engaging, effective, and aligned with the digital habits of contemporary learners. The research contributes to the understanding of how digital platforms can enhance language learning and offers insights for educators in adapting their teaching methods to include these tools effectively.
The Role of Volition in Graduate Students’ Academic Writing Diasti, Krismalita Sekar; Mbato, Concilianus Laos
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.15266

Abstract

Due to Covid-19 outbreak, students and teachers experience a rapid shift from conventional to online learning which requires students to be more self-regulated learners. The purpose of this study is to discover how graduate students remain focused and keep devoting effort in academic writing task completion. This research employed a qualitative study involving 13 graduate students of the English Education Master Program of a private university in Indonesia. Data were collected by distributing questionnaire and conducting interview. The data obtained from the questionnaire were analysed using descriptive statistics. Further, open coding techniques were utilized to examine the interview data. There are three major findings drawn in this study, namely, volitional strategies used by students in the academic writing task, persistence amid pandemic situation, and the role of volition in maintaining students’ motivation. The themes describe how students show their determination during the goal-achievement process of academic writing assignments. Students frequently encounter hardships in their learning process which might distance themselves from accomplishing the learning demands. This study shed the light on fruitful merits of volition, particularly in driving students to stay focused despite challenges or distracting situation.
Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation Mbato, Concilianus Laos; Cendra, Anastasia
(JELE) Journal Of English Language and Education Vol 5 No 1 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.472 KB) | DOI: 10.26486/jele.v5i1.949

Abstract

Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.
Co-Authors Andrea Rinjani Purwanto Anne Yustica Pramesti Sumarsono Anselma, Yonas Yona Bria, Maria Gaudensi Caku, Caku Cendra, Anastasia Chelvino Dimas Hardita Danang Satria Nugraha Diasti, Krismalita Sekar dos Santos, Natalina Antónia Edeltrudis Patrisia Soge Edeltrudis Patrisia Soge Efrika Siboro Elisabeth Avryanne Suminto Elizabeth Emmanuela Sulistyawati Elizabeth Emmanuela Sulistyawati Erina Andriani Erina Andriani Fidelia Ratih Widya Wardani Florida, Nancy Agatha Gabriella, Melvina Risky Galuh Wuryaningtyas Gloria Gloria Gloria, Gloria Indaswari, Ragilia Intan Clara Briliant Mallisa Jennifer Jennifer Juthathip Mingkun Ke Lomi, Aplonia Nelci Koli, Gabriela Apriani Krismalita Sekar Diasti Krismalita Sekar Diasti Kristian Florensio Wijaya Larasati, Rachelina Legisia Euvania Mallisa, Intan Clara Briliant Manuel Mendonca Araujo Monika Dini Kurniasari, Monika Dini Mustika Aji Hertanto Nancy Agatha Florida Nasution, Annio Indah Lestari Natalina Antonia dos Santos Ninyikiriza Deborah Lynn Nurhapsari Astriningsih Ouda Teda Ena Paradewari, Dirtya Sunyi Paradewari, Dirtya Sunyi Pricillia, Prisca Eirene Romrome, Abel Yohanis Rosari, Maria Dewi Sarce Lobi Simron Krisnuarjati Hindom Sumarsono, Anne Yustica Pramesti Sumit Choemue Tabita Hermayani Teofanne Nurinik Wea Wardhani, Anastasia Camelia Widiastuti, Maria Kartika wijaya, kristian florensio Yoannes Yuka Krisdianata Yunika Upa