Articles
<![CDATA[bahasa Inggris ]]>
<![CDATA[Harini, Harini]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL) ]]>
Publisher : <![CDATA[CV. Pusdikra Mitra Jaya ]]>
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DOI: 10.51178/jetl.v7i2.2406
<![CDATA[Teachers’ beliefs facilitate students’ learning and shape their future professional endeavors. Although many studies have investigated teacher's beliefs in teaching, how pre-service teachers' beliefs were reflected in their teaching practicum still needs to be explored. This study aims to describe how pre-service teachers implement their teaching beliefs during their teaching practicum in a vocational high school. One female pre-service teacher, aged 22 years old, participated in this study. Data were collected from a semi-structured interview. Data were analyzed inductively following Braun and Clark’s thematic analysis. This study has four findings. First, the pre-service teachers believe that students are responsible for educating students, encompassing professional, social, and personal aspects. Teachers must deliver curriculum-appropriate material and ensure the content is relevant to students' interests and future career aspirations, especially in vocational schools. Secondly, the pre-service teachers believe that teachers can assess students' performance through rewards to enhance students’ talent and integrate the assessment into their learning experience. Thirdly, pre-service teachers believe that teachers play roles in the classroom as mentors and authority figures who create a supportive and engaging learning environment while maintaining control and discipline. Fourth, the linearity of learning assessments and activities can evolve to suit learning assessments and activities to the developmental needs of students who may struggle with them. Pre-service teachers’ beliefs can help create a more meaningful learning and engaging educational environment that promotes students’ academic success.]]>
<![CDATA[The Importance Of Teaching Literature To Students ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i2.4436
<![CDATA[Literature, in its own self, possesses rich heritage, social, political, philosophical, and economical reflection of an era. It has long been used to depict various circumstances, sound social critiques on a particular condition, reflect characteristics of an age, portray culture of a society, and reveal conspiracy in a country. Literature is widely learned and discussed in schools, yet its benefits and values are often questioned. This paper is aimed to elaborate the idea of the necessity of teaching literature to students and how it can be bought into classrooms.Key words: literature, language, values, students]]>
<![CDATA[The Study Of English Literature ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i1.4442
<![CDATA[Learning English language and English literature seems to bring about considerable questions of the benefits and the importance of so doing. Why should students who learn English language require learning English literature at the same time? The ultimate matter remains the samewhat is the very core of learning the subject? What do their relationships embrace? What, why, and how are we supposed to know that?Keywords: English language, English literature]]>
<![CDATA[The Importance Of Input And Interaction In Second Language Acquisition ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v5i1.4459
<![CDATA[The role of input and interaction in second language acquisition has become an unavoidably essential issue to discuss. Abundant research has examined what, how, when, and why input can keep up language acquisition. Many theories are proposed and to some extent implemented and proved to be effective. However, controversies around the role of input are also inevitable. This paper will propose the importance of input and interaction in second language acquisition as were put forward and necessitated by many researchers, how particular input might result in various intakes and how interaction could facilitate output.]]>
<![CDATA[Investigating Translation Strategies in the Indonesian Translation of Shopie's World: A Novel about the Histtory of Philosophy ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 1 No. 2 (2007): VOLUME 1 NO 2 DECEMBER 2007 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v1i2.6440
<![CDATA[Translating does not seem to be a trouble-free work. There are abundant tricks, strategies and adaptations to meet the need of being called 'sufficient' translation and thus it provides similar responses of the readers and brings about similar 'soul' of the original text. Translation works comprise many values and objectives of its author and the text itself. Not only is it a matter of transferring ideas or stories into other languages, but also a process of transferring culture, ideology, politics and social messages of the original text. This paper will discuss translation methods/strategies (the terms will be used interchangeably in this paper) that may be applied by the Indonesian translator in translating "Sophie's World" as well as investigate the values that are embedded in the translation version as compared to the original text. Two-page-alternative translations will also be offered as another option of applying translation methods.]]>
<![CDATA[Investigating the Indonesian Translation of the U.S. Embassy Press Release ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 3 No. 2 (2009): VOLUME 3 NO 2 DECEMBER 2009 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v3i2.6493
<![CDATA[Translating formal text that may contain social, political, and crucial issues that involve many parties and possibly pose reactions across countries does not seem to be a simple task to complete. Due to diverse reactions of readers from different languages, a translator needs to be very careful to transfer meanings and the emotion within a text. Translation strategies, language use, types of text, genre, discourse and values are urgent issues to reconsider during the translation process. This paper investigates the translation strategies implemented in the Indonesian translation of the U.S. Embassy Press Release in response to Newsweek's Report on Alleged Desecration of the Holy Qur'an from the point of views of text, genre, and discourse as proposed by Hatim and Munday. In addition, several alternative translations are also offered to show different impacts of a translated text. Despite many translation methods that are used in doing the translation process, a text still bear its own genre, discourse and therefore stands in its own identity while at the same time the target text should keep voicing at least similar values and bring about similar impacts on readers. ]]>
<![CDATA[Understanding Students' Learning Experiences Through Journal Writing ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 4 No. 1 (2010): VOLUME 4 NO 1 JUNE 2010 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v4i1.6494
<![CDATA[This paper will make attempts to understand students learning experiences through journal writing. How students feel about the subject including materials, lecturers, learning activities, how they experience the learning processes, and identify their difficulties are several issues that will be discussed. Various significant issues found in students' journals will also be used to analyze and evaluate classroom activities.This study is conducted in a particular context of class room first semester undergraduate students of Accounting Department at the Faculty of Economics Universitas Islam Indonesia. The students are obliged to take Output Character Building Program (CCD) which is aimed to prepare new students to readily involve in academic environment and tasks. Data were collected from eight students' journals from two different classes and teacher's journal. They were required to write daily-basis reflective journal at the end of every meeting which is then analyzed to reveal significant issues addressed by students.The result of the class observation shows that regular journal writing function as a tool of effective communication between students-teachers, a media for students to express their feeling towards learning, promote better teacher-student rapport, and good feedback from students for the betterment of teaching and learning process. At further stages, the findings could be used to evaluate and develop better program.]]>
<![CDATA[Exploring EFL Pre-Service Teachers’ Critical Incidents in Microteaching Practicum ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv12i217108
<![CDATA[This paper analyzes pre-service teachers’ critical incidents as reflected in their e-portfolios during their teaching simulation in the microteaching course. Three cycles of teaching practice were scheduled for each student-teacher. Thirty-six student-teacher critical incidents and e-portfolios were analyzed. Data were collected mainly from their e-portfolios containing their critical incidents. In addition, observations and focus group discussions were conducted to triangulate and confirm the students’ critical incidents. Results showed that of the total 130 critical incidents, 60 occurred in their first, 38 in their second, and 34 in their third teaching cycle. It indicates that the pre-service teachers struggle more at the beginning of their teaching practicum, go through the learning process, and develop their understanding of teaching. In addition, the student-teachers are empowered by obtaining the ability to sense the theoretical and practical gaps in teaching, indicate teaching problems and complexity, become aware of the challenging classroom management issues, and future professional development. This study highlights the importance of reflective practices such as critical incident analyses to be induced in teacher training programs. Through critical incident identification, pre-service teachers are trained to develop their reflection-on-action skills, pedagogical awareness, and choices and sharpen their sense of teaching problems, particularly when encountering theory-practice gaps.]]>
<![CDATA[An Observational Study of Teacher’s Gestures in EFL Classroom ]]>
<![CDATA[Urrohimah, Aulia]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v10i2.13231
<![CDATA[Verbal utterances and nonverbal utterances are acknowledged to be semantically and pragmatically coexpressive. Previous theories reveal that gestures are useful for teacher’s conceptual planning of messages and student’s comprehension and learning motivation. This study is carried out using an observational study and aimed to give insight into the use of gestures by EFL teacher during the teaching in the language classroom. An Islamic senior high school EFL teacher with a bilingual classroom become the participant of this study. A video recording is put on the back of the classroom aimed to capture the teacher’s gestures and the teacher and the students’ interaction, an audio recording is placed on the teacher’s front table, and the researcher is on the corner of the classroom to observe the teaching process synchronously. The data collected were transcribed then analysed using AS-Unit for recognizing the English utterances and the categorization of gestures was adopted from Wang and Loewen (2016). The finding elaboratively describes the use of gestures (i.e., iconics, metaphorics, deictics, beats, head movements, affect displays, kinetographs, and emblems) produced by the teacher in her classroom utterances. The finding shows that the gestures take a big part in supporting the teacher as speaker in teacher’s complex lexical retrieval. Also, the visual of the use gestures is provided. Therefore, the result of this study serves as a teaching reflection and can be employed as a model to provide language learning comprehensible input in the language classroom.]]>
<![CDATA[EFL students motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling ]]>
<![CDATA[Maharsi, Ista]]>;
<![CDATA[Sugirin, Sugirin]]>;
<![CDATA[Ashadi, Ashadi]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30185
<![CDATA[Motivation to read, the driving force to achieve ones reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants motivational currents following Drnyeis Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the students learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students motivation. This study concludes with possible directions for future motivation research.]]>
