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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Getsempena English Education Journal
Bilal Mohnawawi
Siliwangi University
Education Languange, Linguistic, Communication & Media

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INVESTIGATING PRE-SERVICE TEACHERS’ SELF-AWARENESS OF PROFESSIONAL DEVELOPMENT Zehan A. Ainussamsi; Bilal Mohnawawi; Firda Fauziyah; Imelia N. Nafisah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.899

Abstract

Psychologically, self-awareness has been stated as one of the indicators of emotional intelligence. Plenty of previous studies have already discussed students’ and teachers' awareness. However, many of them were not concerning the field of professional development, especially for the pre-service language teacher. A professional development itself is an aspect that could not be neglected since professionalism is necessary to reach a good teaching-learning quality. Therefore, the present study seeks to investigate the existence of self-awareness among the non-native pre-service language teachers toward their professional development. The data obtained from an open-ended interview is processed qualitatively and analyzed thematically.  Within this regard, self-awareness of their professional development would be examined, analyzed and described. Furthermore, the requirements and suggestions for the professional development in which how non-native pre-service language teacher education program in an EFL context might have to be discussed. The result of the study would be discussed further in this paper.
NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS Arini Nurul Hidayati; Bilal Mohnawawi; Rizal Ramdhani
Getsempena English Education Journal Vol. 6 No. 1 (2019)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.119 KB) | DOI: 10.46244/geej.v6i1.860

Abstract

This paper explores the use of students’ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students’ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students’ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny’s use of code-mixing in many inappropriate contexts, and considering self-belief in Barley’s classroom interaction.
Co-Authors Arini Nurul Hidayati Firda Fauziyah Imelia N. Nafisah Rizal Ramdhani Zehan A. Ainussamsi