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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT LLT Journal: A Journal on Language and Language Teaching Voices of English Language Education Society Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Multidisiplin (JUKIM) Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Kelola: Jurnal Manajemen Pendidikan
Joseph Ernest Mambu
Universitas Kristen Satya Wacana
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TRIANGULATING SOME DISCOURSE-RELATED ISSUES IN INDONESIAN EFL PRE-SERVICE TEACHERS’ WRITTEN NARRATIVES Joseph Ernest Mambu
TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009)
Publisher : TEFLIN

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Abstract

Abstract: This paper attempts to document how the notion of discourse was made sense of by EFL teachers from the U.S.A. and by me as an Indonesian who read and commented on 16 narratives written by four male and four female pre-service/student teachers. While the Americans tended to focus on the superficial content and textual organizations, I have found it crucial to appreciate the themes, styles, and philosophies these pre-service teachers presented in their narratives. First, the themes were clustered, thus showing how one pedagogical story relates to or differs from another. Second, the styles of arranging thoughts indicate how Indonesian teachers in this study were overall more indirect so the American readers assumed more responsibility to decipher their implied meanings. From my perspective, however, the salient discourse style is that of philosophizing. In essence, the philosophies in several narratives reflect traces of the ongoing process of believing what these teachers did or practiced as prospective teachers or as colleagues.
UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK Mambu, Joseph Ernest
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4842

Abstract

Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.
NARRATIVE STRUCTURES ACROSS TELLINGS OF THE SAME “GOOD” TEACHING EXPERIENCE Mambu, Joseph Ernest
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.165

Abstract

Abstract: This paper investigates narrative structures of the same story told three times by an advanced male EFL (i.e., English as a foreign language) learner. By narrative structures in this paper, I mean the sequence of narrative, especially in the light of the Labovian tradition of narrative analysis (Labov Waletzky, 1997; Labov, 1972; Wu, 1995), and how each narrative component (e.g., abstract, orientation, complicating action, result/resolution, evaluation, and coda) is fleshed out within and across tellings. Data analysis in this paper will attempt to answer the question of the extent to which these structures in one telling are similar or different across tellings of the same “good” experiences (cf. Chafe, 1998; Polanyi, 1981; Prior, 2011). In Labov’s (1972) data, “bad” near-death experiences were elicited, and yet a “good” result is conspicuous: death was overcome. Being asked to tell his “good” story, the EFL learner concentrated on the favorable experience. This said, some hints at unfavorable experiences—typically filling in the complicating action slot, like in telling bad or embarrassing stories (as in Wu, 1995)—also emerged, which make analysis of “good” experiences worthwhile in its own right. In particular, it can be hypothesized that the underlying structure of good experiences fits into the Labovian narrative structure with some nuanced variations across tellings. The findings support the hypothesis and suggest that repeated tellings of the same story provided the speaker in this study ample room to reflect on his past experience such that subsequent tellings can be more engaging than the first (or previous) telling.
Indonesian EFL teachers’ cognitions and practices related to social justice Sulistyowardani, Margaretha; Mambu, Joseph Ernest; Pattiwael, Athriyana Santye
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28614

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The implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English teachers in Indonesia. Two participants who claimed to be critical pedagogy practitioners were interviewed and observed. Interviews were done before and after the class observation. Pre-observation interviews were done in order to identify teachers’ cognition and track factors contributing to the integration of social justice in the ELT classroom. Meanwhile, the post-observation interviews were performed to seek for clarification in relation to the congruence and incongruence between the cognitions and the real practices. Participants’ schooling experience, curriculum demand, and personal beliefs seem to play a major role in the integration of social justice in class. However, incongruence was also recognized between their stated cognition and real practices.
THEMATIC INVESTIGATIONS WITH INDONESIAN EFL PRE-SERVICE TEACHERS: FROM DESCRIPTIONS TO SOCIAL CRITIQUES AND BEYOND Joseph Ernest Mambu
Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.86 KB) | DOI: 10.25170/ijelt.v5i1.155

Abstract

This paper aims at illuminating EFL educators with the application of “thematic investigation” as endorsed by a Critical Pedagogy exponent, Paulo Freire. The investigation involved 14 EFL pre-service (student) teachers and me as a teacher-researcher. In the investigation, four pictures (a McDonald’s advertisement, a beauty pageant, a crowded city, and a beggar in front of a temple) became the media for these teachers to make sense of realities. Using English as the medium of expression, these teachers suggested nuanced interpretations of the pictures. In view of various senses of “critical”, the student teachers’ interpretations represented various “breadths” and “depths” (i.e., the scope) of criticality. Knowing the scope of criticality is essential in being more aware of limits that restrict one’s views. The analyses on the generated themes will become the bases for further reflections to transcend the restrictions of one’s own perspectives. Keywords: Critical thinking; social critiques; thematic “limit-situation(s)”; problematizing practices.   
APPROPRIATIONS OF POLICIES RELATED TO L2 ACADEMIC WRITING PRACTICES IN AN INDONESIAN EFL TEACHER EDUCATION PROGRAM Joseph Ernest Mambu
Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (406.884 KB) | DOI: 10.25170/ijelt.v9i1.643

Abstract

The current study investigates state and local polices that regulateacademic writing and how they are appropriated in an English-as-a-Foreign-Language (EFL) teacher education program in Indonesia.The significance of the current study lies in its affirmation to thenotion that policy appropriations are multi-layered. That is,government policies may or may not be translated into local de jureand de facto regulations, and in turn these local policies evolve asthey are used and negotiated among colleagues and/or withstudents. In an attempt to understand the layers of appropriations,interviews with four local instructors were conducted. This researchwill pave the way for further praxes to provide quality academicwritinginstructions, in the light of, or regardless of, the stateregulations.Keywords: policy appropriation, second language academicwriting, publication, agency
Internalizing Character Education (CE) into English Language Teaching: Teachers’ Perspectives Anggun And Joy Nenohai; Listyani Listyani; Joseph Ernest Mambu
Kelola: Jurnal Manajemen Pendidikan Vol. 8 No. 2 (2021)
Publisher : Universitas Kristen Satya Wacana

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Abstract

Character Education (CE) is an extensive issue in Indonesia’s education field, especially after 2013 Curriculum was introduced, but how English as a Foreign Language (EFL) teachers critically perceive it in the English Language Teaching (ELT) setting has become very urgent. Therefore, the purpose of this study is to investigate EFL teachers’ insights on undertaking the values of CE within the teaching and learning process. Two in-service teachers of a private Christian-based junior high school in Salatiga were interviewed. The classroom observations were also conducted to investigate the implementation and practicality of CE in EFL classrooms. The data collection was analyzed in light of the theoretical framework related to CE by Aristotle (1984, as cited in Wren, 2014), Dewey (1996, as cited in Liu, 2014), Pessoa and de Urzȇda Freitas (2012), Celce-Murcia (2007), and Mambu (2015). The results showed that the values of CE in the 2013 Curriculum were internalized differently based on the inclusivity of their perspectives. Second, the teachers justified that the values of CE that were selectively involved in the teaching and learning activities should be relevant to the context. Next, the practice of CE was attempted to promote critical thinking. Last, teachers are expected to create a better implementation of the values of CE related to the students' real contexts.
Pengintegrasian Critical Spiritual Pedagogy dalam Pembelajaran Bahasa Inggris:: Penyuluhan melalui Webinar yang Diselenggarakan oleh UIN Syarif Hidayatullah Jakarta Joseph Ernest Mambu
Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Vol. 3 No. 3 (2023)
Publisher : Universitas Kristen Satya Wacana Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/jms.v3i32023p384-394

Abstract

Motivated by the need to incorporate spirituality into pedagogical practices, Technical Implementation Unit, Language Development Center, State Islamic University Syarif Hidayatullah Jakarta invited the author to share his experiences investigating Critical Spiritual Pedagogy (CSP) and its integration into English language learning. Attended by 47 people, some of whom were English school teachers and university lecturers, the author, as a resource person in a webinar, presented concepts of criticality and spirituality before elaborating on CSP and its pedagogical implementations in English language classrooms. Based on pre- and post-presentation questionnaires and a question-and-answer session, it can be concluded that CSP was considered essential. Overall, participants also thought that CSP could be developed further for English language learning.
CORPORATE SOCIAL RESPONSIBILITY PROGRAM FOR SUSTAINABLE DEVELOPMENT GOALS IN GAS AND OIL COMPANY AT EAST KALIMANTAN Geovani Marstumikhe Glesia; Joseph Ernest Mambu; Novriest Umbu Walangara Nau
Jurnal Ilmiah Multidisiplin Vol. 2 No. 6 (2023): November: Jurnal Ilmiah Multidisiplin
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jukim.v2i6.1061

Abstract

Dalam Hubungan Internasional, aktor tidak hanya terbatas pada negara dan birokrasinya (government), tetapi telah melampaui peran pemerintah (governance). Tuntutan dalam pencapaian pembangunan berkelanjutan dalam berbagai sektor terus diharapkan untuk segera dipenuhi sehingga berbagai perusahaan multi-sektor memiliki tanggung jawab sosial untuk menangani masalah-masalah yang mendasar tersebut. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki bagaimana Corporate Social Responsibility (CSR) dilakukan pada salah satu bisnis minyak dan gas terbesar di Kalimantan Timur terutama dalam bidang pendidikan. Adapun beberapa hal yang peneliti analisis adalah kegiatan dan proses apa saja yang digunakan oleh perusahaan ini untuk mengembangkan program CSR. Metode penelitian yang diterapkan pada penelitian ini adalah kualitatif dengan menggunakan metode wawancara semi-terstruktur pada tiga orang yang bertugas pada pelaksanaan program. Mereka berperan dalam perancangan kegiatan CSR pada perusahaan. Penelitian ini menemukan beberapa hasil, yaitu: program CSR yang dijalankan oleh perusahaan tersebut mengikuti pedoman Tata Kelola Perusahaan yang Baik (Good Corporate Governance), salah satunya dalam bidang pendidikan. Di dalam program tersebut, terdapat lima kegiatan bidang pendidikan yang dijalankan untuk memenuhi program tujuan pembangunan berkelanjutan ke-4, yaitu pendidikan berkualitas. Program yang dijalankan masih berupa pemberian donasi atau charity dan kegiatan volunteer kepada stakeholder, karena program CSR merupakan bagian dari profit dan perusahaan belum mendapatkan laba sebab masih dalam tahap pembangunan, sehingga perusahaan belum melaksanakan program CSR yang bersifat berkelanjutan. Selain itu, terdapat beberapa saran untuk penelitian selanjutnya pada CSR yang dapat dilakukan oleh perusahaan tersebut, yaitu diharapkan kegiatan CSR tetap terus berlanjut dan meningkatkan kualitas program menjadi sustainable bagi stakeholder.
PELATIHAN PENERAPAN KURIKULUM MERDEKA BELAJAR DI DALAM KONTEKS PENGAJARAN DAN PEMBELAJARAN BAHASA INGGRIS Mali, Yustinus Calvin Gai; Ragawanti, Debora Tri; Mambu, Joseph Ernest; Isharyanti, Neny
ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat Vol 6, No 2 (2023): Oktober 2023
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/aa.v6i2.7027

Abstract

This article reports a community service program held by the Master’s Program in English Language Education at the Faculty of Language Arts, Universitas Kristen Satya Wacana, in collaboration with the Salatiga Education Department. The program was in the form of teachers’ training about best practices of implementing the Merdeka Belajar curriculum in the English language teaching and learning practices. Thirty-six (36) English teachers in junior high schools in Salatiga participated in this training from July 31 – August 1, 2023. There were five main sessions in the training, namely (1) critical thinking and Merdeka belajar, (2) differentiated instruction in the ELT contexts/EFL classrooms, (3) digital text-based learning for teaching English in secondary schools, (4) best practices in technology-enhanced language learning, and (5) the implementation of Merdeka Belajar curriculum: A reflection. Brief descriptions of what the presenters discussed in each of their sessions, directions for future community service programs, and research are presented.
Co-Authors Anggun And Joy Nenohai Debora Tri Ragawanti Geovani Marstumikhe Glesia Listyani Listyani Neny Isharyanti Novriest Umbu Walangara Nau Pattiwael, Athriyana Santye Sulistyowardani, Margaretha Swara, Sanditya Jati Yustinus Calvin Gai mali