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All Journal JELLT (Journal of English Language and Language Teaching) Wiralodra English Journal (WEJ) Journal of English Language Teaching and English Linguistics JEELL (Journal of English Education, Linguistics and Literature)
Dery Tria Agustin
Universitas PGRI Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE ORIGINS OF INDONESIAN EFL TEACHERS’ IDEOLOGICAL BELIEFS ABOUT ENGLISH AND ELT Dery Tria Agustin
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.202

Abstract

The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, studies are lacking into the origins (or sources) of L2 teachers’ beliefs especially ideological beliefs. This paper reports a subset of findings from a study investigating the beliefs and classroom practices of secondary school EFL teachers in Indonesia. Aiming to reveal ideological beliefs about English and ELT held by the teachers and the perceived origins of such beliefs, the paper draws on data obtained from a total of 16 interviews. Data analysis revealed that the teachers held beliefs that reflect several categories of English language ideologies prevalent in the ELT setting. These ideological beliefs were perceived to originate from several factors such as schoolteacher’s talk about English, schoolteacher’s classroom practice, undergraduate education, graduate education, fellow teachers, colleagues in an English teacher forum, and textbooks used for teaching. The paper concludes with implications for English teacher education programs and suggestions for future research
The Potential of Utilising Shared Linguistic Repertoire for Facilitating Interactions in EFL Classrooms Dery Tria Agustin; Pramugara Robby Yana
Journal of English Language Teaching and English Linguistics Vol. 8 No. 1 (2023): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.448 KB) | DOI: 10.31316/eltics.v8i1.4447

Abstract

Inclusion of linguistic repertoire in the English language classroom has been an issue of ongoing debate among ELT scholars. While some believe in the effectiveness of English-only (monolingual) pedagogy, others view linguistic repertoire as resource that can benefit English language learning. Following a bi/multilingual approach to ELT, this paper reports findings of a qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how the teachers used shared linguistic repertoire during English language instruction and (2) how their uses of shared linguistic repertoire facilitated classroom interactions. Data sources included interviews, classroom observations, and documents. The findings demonstrate that uses of shared linguistic repertoire facilitated both teacher-learner and learner-learner interactions, serving a range of pedagogical functions. This paper concludes by providing implications for teacher education and suggesting areas for future research.
Examining Factors Influencing Pre-Service EFL Teachers’ Motivation to Develop Their English Language Literacies Rudha Widagsa; Dery Tria Agustin; Pramugara Robby Yana; Rizkyana Wulandari
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21193

Abstract

Abstract: English language literacy is essential for pre-service English teachers, as it shapes their academic performance, professional identity, and future classroom practices. However, many pre-service teachers in Indonesia continue to encounter challenges in developing strong English literacy skills due to motivational, contextual, and experiential constraints. Guided by Self-Determination Theory, which emphasizes the psychological needs of autonomy, competence, and relatedness, this study examined the factors influencing pre-service EFL teachers’ motivation to develop their English literacies and how these factors shape their learning trajectories. Employing a qualitative case study design, data were collected through semi-structured interviews and document analysis with two pre-service teachers enrolled in an English Education program in Yogyakarta. The findings reveal six key motivational factors: relatedness through social and environmental support, intrinsic motivation through interest in English, autonomy supported by digital technology and learning preferences, extrinsic motivation and goal orientation, and competence development through teaching experience. These factors interact to influence how pre-service teachers engage with literacy practices and internalize motivation for long-term development. The study highlights the central role of fulfilling psychological needs in sustaining literacy motivation and points out the importance of supportive learning environments, digital literacy integration, and meaningful teaching opportunities. Implications for teacher education programs include designing motivation-enhancing practices that foster positive attitudes and improve English literacy outcomes among future teachers.
INVESTING IN SPEAKING, BECOMING A TEACHER: IDENTITY, IDEOLOGY, AND CAPITAL AMONG PRE-SERVICE ENGLISH TEACHERS Rudha Widagsa; Dery Tria Agustin; Andi Rahmawan; Pramugara Robby Yana; Nevi Ana Amelia Hapsari
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i2.150

Abstract

This study examines how Indonesian pre-service English teachers invest in developing speaking competence and how such investment is mediated by identity, ideology, and capital. Drawing on a qualitative case study of two final-year teacher candidates, data were generated through interviews, observations, and collection of documents, and analyzed using thematic analysis. The findings show that investment is enacted through strategic engagement across formal, informal, and digital learning spaces, rather than through effort alone. Participants' investment is shaped by their emerging identities as future teachers, their negotiation of language ideologies, and their access to and mobilization of diverse forms of capital. The study argues that speaking development is inseparable from processes of professional becoming and social positioning. Highlighting alignment across identity, ideology, and capital, this current study extends the investment in language learning theory. This study also has implications for teacher education practices.
Co-Authors Andi Rahmawan Nevi Ana Amelia Hapsari Pramugara Robby Yana Rizkyana Wulandari Rudha Widagsa