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All Journal Cakrawala Pendidikan ELTIN Journal: Journal of English Language Teaching in Indonesia EDUCAFL : E-Journal of Education of English as a Foreign Language Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Journal of English and Education IJIET (International Journal of Indonesian Education and Teaching) Tell : Teaching of English Language and Literature Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding BASIS (BAHASA DAN SASTRA INGGRIS) Wiralodra English Journal (WEJ) JOURNAL OF ENGLISH FOR ACADEMIC English Language in Focus (ELIF) English Journal Pedagogy : Journal of English Language Teaching Journal of Education and Teaching Learning Journal of English Language and Education Studies in English Language and Education Muwazah: Jurnal Kajian Gender ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Ista Maharsi
English Language Education Department Faculty Of Psychology And Socio-Cultural Sciences Universitas Islam Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Importance Of Teaching Literature To Students Maharsi, Ista
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4436

Abstract

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
The Study Of English Literature Maharsi, Ista
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4442

Abstract

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
The Importance Of Input And Interaction In Second Language Acquisition Maharsi, Ista
Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i1.4459

Abstract

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.
Investigating Translation Strategies in the Indonesian Translation of Shopie's World: A Novel about the Histtory of Philosophy Maharsi, Ista
Journal of English and Education (JEE) Vol. 1 No. 2 (2007): VOLUME 1 NO 2 DECEMBER 2007
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v1i2.6440

Abstract

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.
Investigating the Indonesian Translation of the U.S. Embassy Press Release Maharsi, Ista
Journal of English and Education (JEE) Vol. 3 No. 2 (2009): VOLUME 3 NO 2 DECEMBER 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i2.6493

Abstract

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.  
Understanding Students' Learning Experiences Through Journal Writing Maharsi, Ista
Journal of English and Education (JEE) Vol. 4 No. 1 (2010): VOLUME 4 NO 1 JUNE 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i1.6494

Abstract

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.
Exploring EFL Pre-Service Teachers’ Critical Incidents in Microteaching Practicum Maharsi, Ista
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217108

Abstract

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.
Reframing English teacher identity through pedagogy of disjuncture and critical incidents in global Englishes Imelwaty, Sri; Maharsi, Ista; Perpisa, Lili; Ramadhanti, Dina; Arumaisya, Syifana
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i2.43632

Abstract

Global Englishes (GE) has challenged long-standing native-speaker norms by affirming the legitimacy of diverse English varieties, yet its classroom implementation remains limited. This article introduces the pedagogy of disjuncture as a conceptual response to this gap. Building on transformative learning theory, it redefines disjuncture as a deliberate pedagogical resource rather than as an obstacle. The core idea of this approach is designed for disjuncture. Unlike traditional uses of Critical Incidents, which often depend on retrospective accounts of classroom experiences, designed disjuncture is intentionally created encounters that expose teachers to linguistic diversity, communicative breakdowns, or intercultural tensions. By structuring these incidents as planned interventions, teacher education can guide participants through cycles of exposure, reflection, and dialogue that lead to the reshaping of professional identity. The contribution of this article is twofold. Conceptually, it combines GE, teacher identity research, and transformative learning into a cohesive framework that broadens the scope of Critical Incident pedagogy. Practically, it outlines how designed disjuncture can be integrated into teacher education curricula worldwide, helping teachers move beyond rhetorical acceptance of GE toward resilient, critically aware professional identities suited for multilingual classrooms.
Investigating the Experience of a Female Seafarer through a Gender Photo Lens Banun Havifah Cahyo Khosiyono; Ista Maharsi; Mia Fitria Agustina
MUWAZAH : jurnal kajian gender Vol 17 No 1 (2025)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/muwazah.v17i1.9374

Abstract

This article examines how a woman seafarer uses an image to create her identity and struggles in a male-dominated job. Photovoice and online interviews were used to gather data. While the purpose of the interview was to gather the narratives, the SHOWeD approach helped her think about the picture. Content analysis was used to examine the data to find themes and recount the tales of her identity creation. The results demonstrate that while regulations have been put in place to safeguard women working on ships and to ensure that male and female seafarers have equivalent workloads, there is no assurance that harassment and discrimination won't happen. The male counterpart's unfavorable stigmatization of women working on ships regrettably confirms that women seafarers continue to be a high-stakes profession with possible hazards. One important identity construction that emerges is that women seafarers do not pursue careers that last a lifetime because other jobs are seen as more fulfilling, such working in an office and raising children.
CONSTRUCTING IDENTITY AND CONTINUING PROFESSIONAL DEVELOPMENT: A SUCCESSFUL EFL IN-SERVICE TEACHER’S STORY Vika Anisa Gusndilla; Ista Maharsi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 1 (2022): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i1.9539

Abstract

This research aims to reflect stories of an EFL in-service teacher (Ms. Camelia, pseudonym) about her teacher professional development experience. Assigned in a secondary school with limited facilities in a small town, she has proven to excel in her professional development and get the ultimate appreciation of an award from the Ministry of Education in 2019. Nine year-teaching experiences enriched with dozens of workshops, seminars, and being an invited guest speaker in prestigious academic forums has considerably made her an outstanding teacher. This study explores stories of her career and struggle towards crafting her identities. Data were collected from in-depth interviews and documents. The interviews were transcribed verbatim, themes and sub-themes were generated following the Interpretative Phenomenological Analysis (Smith and Osborn, 2003).  This study finds that professional development requires high commitment on self-development, attitudes, competency, and sustaining drives. Filled with varied emotional moments, Ms. Camelia has succeeded in embracing the persistence and keeping the awareness that propel her get through signified turning points of her professional development. Those commitment and emotional aspects have built Ms. Camelia’s self-actualization towards high achievement and recognition in teaching field.
Co-Authors Abdullah, Achmad Rhazes Alfira Dewi Edelia Alviyyah, Thallah Arumaisya, Syifana Ashadi, Ashadi Astari, Tri Retna Aulia Urrohimah Banun Havifah Cahyo Khosiyono Camelia Nur Jihan, Camelia Nur Jihan Dina Ramadhanti Dwika Salsabila Ghali, Muhammad Izam Harini Harini Kayla Artamevia Putri khusnul khotimah Maulani, Salma Mia Fitria Agustina Muhammad Izam Ghali Muhammad Rafakhansyah Satria Putra Perpisa Lili Ramadhani, Alya Usman Salma Maulani Salsabila, Dwika Sri Imelwaty Sugirin Sugirin Umi Sismia Wardani Vika Anisa Gusndilla Wardani, Umi Sismia Yunita Rizky Wijayanti, Yunita Rizky