Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Sosial Horizon: Jurnal Pendidikan Sosial LLT Journal: A Journal on Language and Language Teaching Magister Scientiae
Tabita Melania Mustaka Weni
Tabitha English Course
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Konsep Manusia Menurut Suku Dayak Jalai Dalam Cahaya Filsafat Ernst Cassirer Riyant, Petrus; Melania, Tabita
Sosial Horizon: Jurnal Pendidikan Sosial Vol. 11 No. 2 (2024): Sosial Horizon ( Jurnal Pendidikan Sosial)
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/sosial.v11i2.7228

Abstract

The research focuses on exploring and excavating the concept of the Dayak Jalai people according to the philosophy of Ernst Cassirer, with data collection and exploration centered on the Dayak Jalai people, Jelai Hulu District, Ketapang Regency, West Kalimantan, aiming to unearth and document the values of local wisdom specifically regarding the concept of humans as animal symbolicum, employing qualitative methodology through literature studies and analysis of existing data, while also ensuring the authenticity of writings about the traditions of the Dayak Jalai people through in-depth interviews with six informants, revealing that the concept of humans as animal symbolicum advocated by Ernst Cassirer permeates into the life and culture of the Dayak Jalai people, with similarities between the thoughts of Ernst Cassirer and the Jalai people lying in the discovery of the concept of symbols, which distinguishes humans from other animals.
THE REALIZATIONS OF TEACHING PROFESSION: FOUR INDONESIAN NOVICE ENGLISH TEACHERS' NARRATIVES DURING THE PANDEMIC Weni, Tabita Melania Mustaka; Yumarnamto, Mateus
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6892

Abstract

This study explores teacher professional identity (TPI) of novice English teachers in Indonesia by looking at their narratives related to their experiences before and after they entered the profession. The central question leading this inquiry is “What realizations about the profession shape the participants’ TPI?” The data were collected from four participants through emails and follow-up interviews by phone. The data, then, were co-constructed to create coherent narratives of the four novice teachers. Further analysis was conducted by identifying their new realizations and awareness of being English teachers. These realizations about teaching and the profession were discussed in terms of the TPI elements. The findings indicate that realizations about various aspects of TPI of the novice teachers could lead to a better understanding of their professional identity formation before entering the profession, after entering the profession, and at the time of COVID-19 pandemic (2020-2021). The TPI claims in the three stages indicate the complex process of TPI formation and the implications of the process can be the foundation of English teacher education and professional development reform.
PROFESSIONAL IDENTITY FORMATION OF FOUR NOVICE ENGLISH TEACHERS Tabita Melania Mustaka Weni
Magister Scientiae Vol. 49 No. 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i1.3098

Abstract

Decisions and problems are two common things that are faced by novice English teachers in their transition time from being university students to a professional career as teachers. Decisions that are made and problems that are faced by novice English teachers might reveal how their professional identity is formed. This study is intended to explore how the stories that novice English teachers tell or share regarding their decisions in entering the career and the problems that they face form their professional identity. The participants in this narrative inquiry study were 4 novice English teachers who graduated from the English department, took part in teaching practice, and have been teaching for less than five years in schools after their graduation. The data of this study were in the form of narratives which were collected from the participants through the written and telephone interviews. The narratives were analyzed using thematic analysis and the identities were classified based on Karaolis and Philippou’s (2019) elements of professional identity. The findings show that decisions that were made by the novice English teachers formed their professional identity in four stages. They are before entering teaching, early stage, after a while in the profession, and current stage. The identities that are formed are in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, work motivation, task orientation, and future perspective. The identities are formed both in positive and negative ways. Furthermore, the problems that they faced formed their professional identity in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, and task orientation in positive and negative ways.
Co-Authors Mateus Yumarnamto Riyant, Petrus