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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education Educatio Vitae Englisia Journal Tell : Teaching of English Language and Literature Journal LLT Journal: A Journal on Language and Language Teaching International Journal of Language Teaching and Education Wacana: Jurnal Ilmiah Ilmu Komunikasi ELITE Journal: Journal of English Linguistics, Literature, and Education Jurnal Paedagogy
Mateus Yumarnamto
Universitas Katolik Widya Mandala Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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.
PENINGKATAN KETERAMPILAN MEMBACA TEKS PROSEDUR MELALUI MEDIA GAMBAR BERSERI PADA SISWA KELAS X BISNIS DARING DAN PEMASARAN DI SMK NEGERI 10 SURABAYA Wardani, Helin Kusuma; Sutrisno, Budi; Yumarnamto, Mateus
977-2406-937
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Katolik Widya Mandala Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian ini adalah untuk meningkatkan keterampilan membaca siswa dalam pelajaran Bahasa Inggris khususnya pada materi teks prosedur dengan menggunakan media pembelajaran gambar berseri. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas Kolaboratif (PTKK). Penelitian ini dilaksanakan dalam 2 siklus. Instrumen yang digunakan adalah tes, kuesioner, lembar observasi, dan dokumen. Seluruh data yang didapatkan pada penelitian ini dianalisis dengan teknik analisis data kuantitatif dan kualitatif. Subjek penelitian ini adalah siswa kelas X BDP III SMK Negeri 10 Surabaya yang berjumlah 34 siswa. Hasil penelitian menunjukkan adanya peningkatan keterampilan membaca siswa yang didukung dengan adanya peningkatan hasil belajar siswa di tiap siklusnya. Pada siklus I siswa yang mendapatkan nilai ≥ 70 mencapai 27 siswa atau sama dengan 79,41% dari keseluruhan siswa di kelas dan meningkat pada siklus II yang mencapai 31 siswa atau sama dengan 91,18% dari keseluruhan siswa. Rata-rata nilai pada tiap siklus turut meningkat yakni mencapai 77,53 pada siklus I dan 82,23 pada siklus II. Penggunaan gambar berseri mempermudah dalam memprediksi arti dari tiap kalimat pada teks, sehingga membantu siswa dalam memahami teks. Kemudian minat dan motivasi belajar siswa juga meningkat. Berdasarkan dari hasil penelitian yang dipaparkan dapat dilihat bahwa media gambar berseri dapat meningkatkan keterampilan membaca siswa. Kata kunci: Gambar Berseri, Keterampilan Membaca, Teks Prosedur
Teachers’ Feedback and Professional Growth in Teacher Education: Implications for Feedback Literacy Alice Rachmahanani Putri; Mateus Yumarnamto
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.22162

Abstract

Teachers’ feedback is important as it provides a starting point for improvement. This study explored teachers’ feedback in the contexts of In-Service Teacher Professional Education Program (Pendidikan Profesi guru Dalam Jabatan/PPG-DalJab). The participants were eight teachers joining the program in 2021. The leading question for the inquiry is related to the feedback the teachers used and how the use of different feedback reflected their feedback literacy. The data were collected from the participants in the form of video recordings of participating teachers’ classes, reflective discussions with the mentor, and documents related to their teaching practice. The data were analyzed for their emerging themes related to feedback given by the teachers during their teachings. This process involved, data coding, identification, and classification of the feedback. The findings indicate that the dominant types of feedback used by the teachers were evaluative feedback, interactional feedback, motivational feedback and corrective feedback. Considering the findings, it is important that English teachers should be aware about their feedback in the classroom for more effective teaching. More importantly, the findings also implied the importance of feedback literacy for teacher professional growth.
LEARNERS PERCEPTIONS ON THE USE OF INDONESIAN (L1) IN THE ENGLISH (L2) INTENSIVE COURSE: IMPLICATIONS FOR TRANSLANGUAGING PEDAGOGY Puspitasari, Gregoria Dian; Yumarnamto, Mateus
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2574

Abstract

This study explores the use of Indonesian (L1) in an English class at an undergraduate program in a university in East Java, Indonesia. The English class was called Intensive Course (IC). In the class the students were expected to learn general English so that they could have the required competence to become English teachers. The students who passed the course in 2018-2019 (50 students) were asked to complete a questionnaire. Follow up interviews were conducted to four selected students representing positive and negative perceptions on the use of Indonesian. The findings of this study shows that L1 could be a potential resource to learn English but when the L1 was overused in the classroom, the learning opportunities and exposure to the target language diminished, limiting their learning opportunities and bringing about negative perceptions of the students. Implications from the findings are discussed in relation to translanguaging as pedagogy.
Metacognitive Strategies in Learning English:: A Think-Aloud Protocol in Completing Grammar Tasks Lat, Maria Elena Morales; Yumarnamto, Mateus
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44317

Abstract

This study explores metacognitive strategies used by students in learning English grammar. The participants of this study were students of a private university in East Java from three different batches (2020, 2021, and 2022). There were two stages of research conducted: (1) a survey questionnaire and (2) a think-aloud protocol. The survey questionnaire was conducted for all the participants (N=30) using Google Forms. The think-aloud protocol was employed with six selected participants. In the think-aloud stage, the six participants were required to complete a grammar task in the form of sentence combining. While they were working on the task, they said aloud their thought processes. The think-aloud process while they were completing the task was observed and recorded.  The questionnaire data were analyzed by means of descriptive statistics, and the transcribed data from the think-aloud protocol were analyzed thematically to find out the metacognitive strategies used in solving the grammar task. The results of this study indicate the usefulness of metacognitive strategies in learning grammar, especially in solving grammar tasks. The findings support previous studies that high achievers in foreign language learning tend to use various metacognitive strategies in their learning.
Metacognition in ELT writing: Teacher’s facilitation and students’ strategies Rimun, Jennifer Cristy; Yumarnamto, Mateus
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20563

Abstract

Metacognition is central in understanding learning processes in the classroom, especially in the context of EFL writing. This study explores how an English teacher facilitated the mastery of metacognition strategies used by students in English writing classes, metacognitive strategies used by the students, and the impact of metacognitive strategies on students’ writing. The subjects were 17 eleventh grade students enrolled in the social program and their English teacher (one teacher) at a private school in Surabaya. The data were collected from students’ writing works, observation, and interviews. The data were coded and analyzed further by using thematic analysis. The findings reveal that the teacher played a role in fostering the mastery of metacognition skills in an English writing class by providing students with background knowledge, monitoring their progress, and encouraging an awareness of future tasks. With these types of facilitation, students could enhance their metacognitive strategies, such as using personal styles, planning, and self-evaluation. The findings show the importance of metacognition to promote students' awareness, self-regulation, and reflection. The findings imply that writing pedagogy should also involve in developing metacognition by means of effective teachers’ facilitation. 
Co-Authors Alice Rachmahanani Putri Anastasia Yuni Widyaningrum Avena, Benedicta Budi Sutrisno Elshadelin, Gisela Gregoria Ariyanti Inggraini Hartono Kristin Anggraini Lat, Maria Elena Morales Maria Josephine Kriesye Puspitasari, Gregoria Dian Rimun, Jennifer Cristy V Luluk Prijambodo V. Luluk Prijambodo Wardani, Helin Kusuma Weni, Tabita Melania Mustaka