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All Journal Al Ishlah Jurnal Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Edulangue Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies)
Ellisa Indriyani Putri Handayani
English Education Department, Universitas Sebelas Maret, Surakarta, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Understanding Mentor's Growth and Identity through Critical Self-Reflection Practice Dewi Cahyaningrum; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani; Agustina Tyarakanita
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2626

Abstract

Mentoring is a way of professional development for educators, teachers, and school leaders. This study aims to discover how mentors conceptualized the value of their practice and its impact on their growth and identity while guiding mentees in teacher-research mentoring activities. This study presents a case study of 4 English educators as mentors to gather a rich depiction of their mentoring phases. Understanding the mentors' pedagogy could help in understanding more about the process of their competence-building. Moreover, this process influences the process of their learning and impacts their identity. The data were obtained through critical self-reflection journals, mentoring conversations, and online focus group interviews. A model based on Mezirow's critical self-reflection practice is used to recognize mentors' growth and identity development. It suggested that three broad mentoring categories exist: self-focused, mentee-focused, and relationship-focused, which support them in achieving mentoring expertise. Moreover, mentors' motive is influenced by the identity development that occurs in the sociocultural environment, demonstrating their values, beliefs, and perspectives. This study's results also suggest that the mentoring program can be the basis for training, deploying expertise and competencies, and boosting personal and professional growth.
EFL Students’ Perceptions of Google Docs Feedback in Folktale Translation Revision: A Narrative Inquiry Hemalia Putri Johar Manik; Ellisa Indriyani Putri Handayani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1497

Abstract

Feedback plays an essential role in helping students improve translation quality, particularly in digitally mediated learning environments. Although previous studies have widely examined digital feedback in academic writing, limited research has explored how EFL students perceive and use feedback in Google Docs when revising culturally rich texts, such as folktale translations. Addressing this gap, this study investigates EFL undergraduate students’ perceptions of Google Docs feedback in folktale translation revision through a narrative inquiry approach. The study involved three undergraduate students enrolled in a translation course at a state university in Central Java, Indonesia. Data were collected through narrative frames, semi-structured interviews, and artifact documentation, and analyzed using thematic narrative analysis. The findings reveal that students perceive Google Docs feedback as an essential support for improving translation quality, particularly in lexical choices, clarification of meaning, and culturally appropriate translation decisions. The study also indicates that students respond to feedback cognitively, affectively, and conatively in different ways depending on the clarity of the feedback, emotional readiness, and level of participation in collaborative revision. In addition, students encountered several challenges, including difficulties understanding indirect feedback, selecting culturally equivalent expressions, managing workload and time constraints, and dealing with technical issues in online collaboration. This study contributes to the growing discussion on digital feedback literacy in translation learning by demonstrating how students interpret and apply feedback during translation revision in collaborative digital environments.
Co-Authors Agus Hari Wibowo Agustina Tyarakanita Anisa Pratiwi Arrizalu Arsa Ringotama Bimo Teguh Prasetyanto Dewi - Rochsantiningsih Dewi Cahyaningrum Endang Setyaningsih Erika Novia Wardani Hemalia Putri Johar Manik Ilaisya Zanua Terry Kurtianti, Endah Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Reviana Azzahra Karsena Sumarlam, Sumarlam