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All Journal JELLT (Journal of English Language and Language Teaching) Jurnal Studi Guru dan Pembelajaran Jurnal Sinestesia
Paulus Kuswandono
Universitas Sanata Dharma
Humanities Education Languange, Linguistic, Communication & Media Other

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From Pre-Service to Novice: Unraveling EFL Teachers’ Professional Identity Transformation through the Lens of Critical Incident Technique Fidelis Elleny Averina; Paulus Kuswandono
Jurnal Sinestesia Vol. 12 No. 2 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

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

Abstract

While it has been widely acknowledged by previous researchers that professional identity transformation was considered to be one of the most susceptible stages for EFL teachers, very few of them analysed it through the lens of critical incident technique in the Indonesian context. Thus, to fill the gap in the literature, this study aimed to explore novice EFL teachers’ identity in the pre-service stage and the ways they mediated the tensions encountered during their early careers to transform their professional identity. Critical Incident Technique (CIT) was employed as a method in this study by utilizing an open-ended questionnaire and in-depth interview to gather the data and ensure triangulation. Eight novice EFL teachers from different regions in Indonesia were purposefully selected as the participants. The result revealed that the teacher as a facilitator became the most dominant imagined professional identity possessed by the participants in the pre-service stage followed by the teacher as a moral guide and the teacher as a language expert. As for participants’ designated identity in the novice stage, five salient notions were identified. They are the teacher as an adaptive agent, becoming an authentic and a genuine teacher, the teacher’s sense of belonging within the community of practice, embracing the teacher’s vulnerability, and the teacher as an autonomous lifelong learner.
The Influence of Epistemic Beliefs on Master’s Students’ Critical Thinking in Academic Reading Mia Dreina Antira Pujiningtyas; Paulus Kuswandono
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13246

Abstract

The understanding of how an individual perceives knowledge and knowing is called epistemic beliefs. Moreover, Epistemic beliefs are also closely related to critical thinking. This study investigates the effects of epistemic beliefs on critical thinking, specifically in reading. There are two research questions formulated in this study which are: (1) What are the master’s students' epistemic beliefs level in reading? and (2) How do epistemic beliefs affect their critical thinking in reading? The participants of the study consisted of 12 graduate students from a private university in Yogyakarta. Descriptive quantitative and descriptive analysis were employed. The data were collected using a close-ended questionnaire and open-ended questions. The Justification for Knowing Questionnaire (JFK-Q) from Ferguson et al. (2013) was adapted for this study. Open-ended questions functioned as the follow-up of the questionnaire. The result showed that the graduate students’ epistemic beliefs were classified as sophisticated. The possessed beliefs helped to activate, hone, and improve the student’s critical thinking in reading.
Motivational Pathways to Success in English Language Learning: Insights from Higher Education Ivana Carla Monica Widiarsih; Paulus Kuswandono
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.4354

Abstract

Knowing the driving factors in achieving something is necessary. whether based on the outside or from oneself. The objective of this study is to establish the levels of self-determination of English language students with attention, relevance, confidence, and satisfaction (ARCS Model). The achievement of understanding English depends on the degree of motivation demonstrated by the student, which may be classified as intrinsic or extrinsic. The research population comprised a few students from each class enrolled in an English Educational Program during the odd semesters of the academic year 2023/2024 at Satya Wiyata Mandala University. The Data is gathered from 40 students in total via questionnaires and interviews within a mixed-method research technique adopted in the study. Data was gathered via questionnaires and interviews. The questionnaire was developed using Gardner’s Attitude Motivation Test Battery (AMTB). The study employed a Likert Scale instrument with the 5-point rating system for quantitative data, which was developed based on the Likert Scale Format. The replacement was supplied by students in the questionnaire and interviews were used to generate the study’s conclusions. The participants exhibited higher levels of intrinsic motivation (M = 3.9) compared to extrinsic motivation (M = 3.7).
Empowering Young Learners: A Study of Intrinsic and Extrinsic Motivation to Learn English in Junior High School Titin Nurhayati; Paulus Kuswandono; Ouda Teda Ena
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4765

Abstract

The main issue in this research is how to determine the dominant type of motivation perceived by junior high school students in learning English, and how the factors of self-satisfaction and obligation shape students' intrinsic and extrinsic motivation in the process of learning English. The research aims to know the dominant motivation type perceived by junior high schools in learning English and how self-satisfaction and obligation shape the students’ intrinsic and extrinsic motivation to learn English. This research employed a mixed method that combines the quantitative and qualitative data. The researchers used a closed-ended questionnaire and semi-structured interview to gather the data. The data from the questionnaire were analyzed by calculating the mean of each statement. The Likert scale was applied to assess the level and type of student's motivation to learn English. At the same time, the interview data were analyzed. The participants of this research were 60 students of SMP N 1 Selopampang Temanggung. The findings showed the students’ extrinsic motivation to learn English is at a high level, while the students’ intrinsic motivation is at a moderate level. Moreover, intrinsic motivation is influenced by self-satisfaction and excitement. However, extrinsic motivation is a combination of control regulation style and self-satisfaction. Hence obligation is the factor that can drive the individual to self-satisfaction. The finding of this research would impact the teacher in teaching media, material, and strategies selected to increase the student's learning motivation and reduce the students' learning loss.
Co-Authors Fidelis Elleny Averina Ivana Carla Monica Widiarsih Mia Dreina Antira Pujiningtyas Ouda Teda Ena Titin Nurhayati