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Nugrahenny T. Zacharias
English Department, Miami University, Ohio, USA
Languange, Linguistic, Communication & Media

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A study of three Indonesian teachers' participation in a US graduate program Nugrahenny T. Zacharias
Indonesian JELT Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (601.369 KB) | DOI: 10.25170/ijelt.v12i1.831

Abstract

Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.
Narrative data and analysis in Second Language teaching and learning Nugrahenny T. Zacharias
Indonesian JELT Vol 11, No 2 (2016): Indonesian Journal of English Language Teaching vol 11 no. 2 October 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.354 KB) | DOI: 10.25170/ijelt.v11i2.824

Abstract

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.
"Why my students didn't read according to their level?": An instructor's reflection in an extensive reading class Nugrahenny T. Zacharias
Indonesian JELT Vol 11, No 1 (2016): Indonesian Journal of English Language Teaching vol 11 no.1 May 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.134 KB) | DOI: 10.25170/ijelt.v11i1.838

Abstract

The present paper is a novice teacher reflection in an Extensive Reading (ER) course. It attempts to explore the extent to which reflecting on critical incident of a reading level contributes to new understanding of Day and Bamford’s ER principles utilized to design the course. This study found that reflection through critical incidents provides a systematic structure to develop practical pedaogigcal knowledge into teaching. By exercising a critical incident reflection on ER, I was able to critically contextualize Day and Bamford’s ER principles into my current teaching context. It concludes by pointing out how a narrative reflection on critical incidents is needed to understand a novice teacher’s experience when practicing a new approach in teaching.
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