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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 ELS Journal On Interdisciplinary Studies in Humanities 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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From expectation to reality: A study on self-efficacy and motivational adjustment of Indonesian pre-service English teachers in cross- cultural teaching in Thailand Juthathip Mingkun; Andrea Rinjani Purwanto; Chelvino Dimas Hardita; Legisia Euvania; Concilianus Laos Mbato
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.90

Abstract

Cross-cultural teaching experiences, while often challenging, offer significant developmental value for pre-service teachers. Participants in such programs frequently encounter cultural norms and instructional contexts that diverge from their prior expectations. Despite the growing prevalence of international teaching practicums, empirical research specifically examining the expectation–reality gap in cross-cultural teaching remains limited. To address this gap, the present study investigates how Indonesian pre-service English teachers experience shifts between their initial expectations and classroom realities during a one-month teaching placement in Chiang Rai, Thailand. In addition, the study explores how such teaching experiences influence the participants' professional confidence and motivation. Employing a qualitative descriptive design, the researchers recruited five participants and conducted semi-structured interviews. The data were analyzed thematically to identify recurring patterns and emergent themes. The findings indicate that participants experienced uncertainty and diminished confidence when confronted with unanticipated classroom events and cultural differences. Over time, however, the cross-cultural environment served as a catalyst for rebuilding both confidence and motivation, suggesting that such challenges can be reframed as opportunities for professional growth within international English language teaching contexts. The study concludes by emphasizing the necessity of preparing pre-service teachers not only in pedagogical skills but also in cultural awareness and adaptability prior to participation in international practicum programs.  
MOTIVATIONAL FACTORS INFLUENCING INDONESIAN STUDENTS IN UNDERTAKING A MASTER’S DEGREE Sumit Choemue; Concilianus Laos Mbato
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6482

Abstract

Education is one of the necessities for cultivating people and the country. It cannot be separated from human life since it is considered as a life-long learning process without limitation. Students have different reasons, factors, and motivations to study a Master’s Degree. This study aimed at investigating motivational factors that impact Indonesian students to undertake a Master’s Degree in English Education. Mixed methods research design was employed to identify and understand the specific information focusing on students’ motivation. The data were collected through questionnaires and in-depth interviews. Graduate students studying in the first semester of the English Education Master’s Program at Sanata Dharma University, Yogyakarta, participated in this study. The obtained data were analyzed using descriptive statistics and displayed in the mean score and the level of motivation. The findings indicated that, in general, students were intrinsically motivated in embarking on their Master’s Degree (m=3.99), with a high level of intrinsic motivation. The data from the interviews revealed that at least three motivational factors were influencing students in pursuing a Master’s Degree, namely personal, environmental, and profession-oriented factors. This study provides suggestions for future research.
A COMPARATIVE ANALYSIS OF BLOOM’S TAXONOMY IN LEARNING OUTCOMES OF 10TH-GRADE MERDEKA CURRICULUM MODULES IN YOGYAKARTA AND WEST KALIMANTAN Gabriela Apriani Koli; Prisca Eirene Pricillia; Melvina Risky Gabriella; Caku Caku; Concilianus Laos Mbato
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6264

Abstract

The Merdeka Curriculum gives schools and teachers greater autonomy in designing ‘result learning objectives’, which can result in variations in cognitive orientation between regions. This study examines the distribution of LOTS and HOTS in the learning outcomes of 10th grade English classes developed based on the Merdeka Curriculum in two regional contexts: Yogyakarta and Sintang, West Kalimantan. This study used a comparative qualitative research design and applies content analysis to evaluate learning outcomes extracted from two English modules developed by teachers. Bloom's Revised Taxonomy was adopted as an analytical framework to classify learning outcomes into six cognitive levels and categorize them into LOTS and HOTS. The results show that the two modules cover all levels of Bloom's taxonomy, indicating broader compliance with the curriculum's emphasis on cognitive development. However, differences are often found in cognitive orientation. The module in Yogyakarta placed more emphasis on HOTS, targeting 56% LOTS and 44% HOTS, while the Sintang module emphasized LOTS more, targeting 54.5% LOTS and 45.5% HOTS. These differences reflected variations in regional context, teacher assessment, and resource availability in curriculum implementation. This study emphasizes the need for more authentic, balanced, and context-sensitive work guidelines to help integrate HOTS more consistently across regions within the Merdeka Curriculum framework.Keywords: Higher-Order Thinking Skills (HOTS); Learning Outcomes Alignment; Lower-Order Thinking Skills (LOTS); Merdeka Curriculum; Qualitative Content Analysis; Revised Bloom’s Taxonomy Framework
EFL Teacher Identity Construction During Online Learning: Challenges, Adaptations, and Pedagogical Implications Lisa Elvi Wijaya; Concilianus Laos Mbato; Paulus Kuswandono; Barli Bram
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.31991

Abstract

The development of online learning and digital technologies has influenced the formation of EFL teacher identity. This literature review investigates the development of EDL teacher identity during online learning. This review aims to provide a comprehensive understanding of the complexities and subtleties of EFL teacher identity construction in the online learning context. The selected studies were collected through a systematic approach. Thematic analysis was employed to analyze the unique challenges encountered by EFL instructors during online learning, their adaptation and transformation in identity construction, and the pedagogical implications for effective online language teaching. The results emphasized the importance of addressing challenges, supporting EFL teachers in professional development, and implementing effective teaching methods in online language learning. These findings contribute to the improvement of EFL teacher preparation, pedagogical practices, and online learning support systems. 
Leveraging Critical Incidents to Enhance In-service Teacher Professional Development: A case study in Temanggung, Central Java Yesika Windi Resila; Concilianus Laos Mbato
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3556

Abstract

The continual development of professional teachers is essential for upholding an ideal learning atmosphere for students. Although there were extensive studies on pre-service training and early career development, there is a gap in information regarding how in-service teachers, who have years of experience, continue to enhance their professionalism throughout their careers. In this study, teachers encountered several unexpected and impactful classroom Critical Incidents, which provided significant insights into their professional development. This study aimed to examine the critical incidents faced by practicing teachers and how these experiences shaped their professional identity. It explores how these moments affect their fundamental values, beliefs, and teaching methods. The research investigated the real-life experiences of three Junior High school in-service teachers in Temanggung, Indonesia by using teacher reflections and conducting in-depth interviews. The findings of the interviews with the in-service teachers indicate that students' attitudes towards teachers and their own mental health were associated with a higher frequency of critical incidents in the classroom. The researchers also discovered that critical incidents were far better for their growth compared only to participating in teacher development training, as it provided valuable experience and exposure to real-world situations. This finding had profound implications both in academia and in practical applications. Teacher education programs can enhance their preparation of pre-service teachers by acknowledging the impact of significant incidents. Furthermore, the results can be used to enhance professional development programs for teachers, enabling them to analyze their critical incidents and use these experiences in their development.
Motivation-Regulation Strategies of Female and Male Indonesian EFL Undergraduate Students in Thesis Writing Yonas Yona Anselma; Concilianus Laos Mbato
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5358

Abstract

Self-regulation constitutes students’ ability to maintain and manage their efforts to attain specific goals, significantly influencing motivation for thesis writing. Whereas motivation-regulation strategies are correlated with completion rates, a significant gap remains in measuring differences across gender in their use among undergraduate students. Therefore, this study employed a mixed-method study to discover motivation-regulation strategies across gender perspectives and how they used strategies in writing their thesis. The participants of this study were 30 male and 30 female undergraduate students of English Education at Sanata Dharma University, Yogyakarta. This study utilized a closed-ended questionnaire on motivation-regulation strategies and a semi-structured interview to gather the data. The first finding revealed that the undergraduate students were conscious of motivation-regulation strategies: self-consequences, avoidance goals, approach goals, situational interest, and environmental strategy. Further, the second finding indicated a significant difference between female and male students using motivation-regulation strategies at .000 with p < .05. The results implied that gender perspectives affect the students using the motivation-regulation strategies.
Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2396

Abstract

Teaching is one of the fundamental professions in society. Pre-service English teachers
Male and female Indonesian EFL undergraduate students Erina Andriani; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3006

Abstract

Metacognitive strategies have been investigated as helping tools for students
Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies Elizabeth Emmanuela Sulistyawati; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3114

Abstract

Students
Co-Authors Andrea Rinjani Purwanto Anne Yustica Pramesti Sumarsono Anselma, Yonas Yona Bram, Barli Bria, Maria Gaudensi Caku Caku Cendra, Anastasia Chelvino Dimas Hardita Danang Satria Nugraha Diasti, Krismalita Sekar 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 Gabriela Apriani Koli Galuh Wuryaningtyas Gloria Gloria Gloria, Gloria Indaswari, Ragilia Intan Clara Briliant Mallisa Jennifer Jennifer Juthathip Mingkun Ke Lomi, Aplonia Nelci Krismalita Sekar Diasti Krismalita Sekar Diasti Kristian Florensio Wijaya Larasati, Rachelina Legisia Euvania Lisa Elvi Wijaya Mallisa, Intan Clara Briliant Manuel Mendonca Araujo Melvina Risky Gabriella 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 Paulus Kuswandono Prisca Eirene Pricillia 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 Yesika Windi Resila Yoannes Yuka Krisdianata Yonas Yona Anselma Yunika Upa