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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English International Journal of Humanity Studies (IJHS) LLT Journal: A Journal on Language and Language Teaching JTP - Jurnal Teknologi Pendidikan
Monica Ella Harendita, Monica Ella
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
What Governs Their Practices? A Study on Pre-service English Language Teachers’ Beliefs Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.445 KB)

Abstract

Pre-service teachers undergo an important phase, called teaching practice, before plunging in the ‘real’ teaching. Thus, the experiences and what they do during the practice can be an interesting subject to study. In this light, this case study attempts to gain more understanding on the beliefs of some pre-service teachers with regard to learning and teaching, as well as to see the influence of their beliefs on their practices. The data were gathered from reflective journals and observations. The findings show that the participants held some beliefs in regard to teaching and learning.  First, they believed that mutual respect should be maintained in classroom. Second, interrelated with the previous belief, for the participants, meaningful learning requires active participation. Third, the participants believed that learning should be motivating. Fourth, the participants held a belief that as a teacher they have flexible roles. Hopefully, the results of this study will be beneficial in informing teacher training education in order to prepare and assist their students better as future teachers. 
New Literacies: Some Implications for Language Teachers Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.363 KB)

Abstract

The ever-changing development of digital technology has become a scapegoat that exacerbates literacy. In scrutinising this issue, this article counters the simplistic view on literacy. Instead, it views literacy as socially, culturally and historically constructed. Therefore, the traditional definition of literacy, which is the ability to read and write, may not fit the digital age. This article discusses how digital technologies have reshaped the nature of literacy. After discussing literacy, and the Internet in general and Web 2.0 in particular, this paper presents some implications for language teachers in dealing with the “altered” literacy practices. First, critical literacy should be embedded in classroom practices so as to make students critically evaluate the free-flowing information on the Internet. Second, language teachers should nurture participatory culture of the students by encouraging collaboration among them. DOI: https://doi.org/10.24071/llt.2014.170102
ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES Pasaribu, Truly Almendo; Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1218.328 KB)

Abstract

Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers’ experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers’ anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers’ anxiety, namely: confidence, English skills, preparation, lesson delivery, students’ profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety. DOI: doi.org/10.24071/llt.2018.210202  
MAKING PEACE AMONG CONFLICTING IDENTITIES: AN AUTOETHNOGRAPHY Harendita, Monica Ella
International Journal of Humanity Studies (IJHS) Vol 1, No 1 (2017): September 2017
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (746.211 KB) | DOI: 10.24071/ijhs.v1i1.672

Abstract

Autoethnography has gained more popularity in qualitative research. Putting the researcher’s personal narratives at the centre, authoethnography can present one way to vocalize her voice without diminishing the significance of theories. By connecting lived experiences with the framework, autothnography can serve as a powerful tool in meaning makings. Drawn upon my experiences when I was pursuing my master’s in Australia, this autoethnography portrays my struggle on identity negotiation as a Javanese woman and a student in Australia. As I was trying to uncover my experiences and look at them mainly using Hall’s (1993, 1997) theories as the framework, I came into a better understanding on my multiple and multilayered identities. Negotiating those identities is the key to make peace among them.DOI: https://doi.org/10.24071/ijhs.2017.010106
A dilemma between harmony and honesty: insights from indonesian university students on social presence in peer evaluation Kristianto, Ignatius Indra; Harendita, Monica Ella
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v9i2.14313

Abstract

Peer evaluation can enhance learning outcomes, interpersonal skills, and student engagement in higher education. However, while factors like ability levels and gender influence peer evaluation dynamics, the role of social presence—projecting individual identities and connecting with peers—remains underexplored. Additionally, there is limited research on how culture affects peer evaluation in non-Western contexts, such as Indonesia. This study examines the intersection of social presence and peer evaluation in Indonesian higher education, focusing on students' perceptions, benefits, and challenges. Using a descriptive qualitative approach, the study involved surveys and interviews with 69 students in an English for Specific Purposes course at a private Indonesian university. After completing online peer evaluations, participants completed an online survey with closed- and open-ended questions. Five students were also interviewed for additional insights. The findings highlight that peer evaluation provided benefits such as changed perspectives, closer relationships, and opportunities for self-reflection. However, challenges, including reluctance to provide honest feedback, were also identified. From a sociocultural perspective, these challenges may relate to Indonesia’s collectivist culture. Recommendations for improving peer evaluation include conducting evaluations in class, justifying scores, and providing task evidence. This study emphasizes the potential of peer evaluation to enhance social presence and educational outcomes when properly guided and supported while also underscoring the importance of considering cultural context in its implementation. 
New Literacies: Some Implications for Language Teachers Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
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.v17i1.259

Abstract

The ever-changing development of digital technology has become a scapegoat that exacerbates literacy. In scrutinising this issue, this article counters the simplistic view on literacy. Instead, it views literacy as socially, culturally and historically constructed. Therefore, the traditional definition of literacy, which is the ability to read and write, may not fit the digital age. This article discusses how digital technologies have reshaped the nature of literacy. After discussing literacy, and the Internet in general and Web 2.0 in particular, this paper presents some implications for language teachers in dealing with the altered literacy practices. First, critical literacy should be embedded in classroom practices so as to make students critically evaluate the free-flowing information on the Internet. Second, language teachers should nurture participatory culture of the students by encouraging collaboration among them.
ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES Pasaribu, Truly Almendo; Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1261

Abstract

Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers anxiety, namely: confidence, English skills, preparation, lesson delivery, students profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.
What Governs Their Practices? A Study on Pre-service English Language Teachers Beliefs Harendita, Monica Ella
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017
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.v20i1.507

Abstract

Pre-service teachers undergo an important phase, called teaching practice, before plunging in the real teaching. Thus, the experiences and what they do during the practice can be an interesting subject to study. In this light, this case study attempts to gain more understanding on the beliefs of some pre-service teachers with regard to learning and teaching, as well as to see the influence of their beliefs on their practices. The data were gathered from reflective journals and observations. The findings show that the participants held some beliefs in regard to teaching and learning. First, they believed that mutual respect should be maintained in classroom. Second, interrelated with the previous belief, for the participants, meaningful learning requires active participation. Third, the participants believed that learning should be motivating. Fourth, the participants held a belief that as a teacher they have flexible roles. Hopefully, the results of this study will be beneficial in informing teacher training education in order to prepare and assist their students better as future teachers.
Facilitation Strategies in Online Group Work from the Perspective of Community of Inquiry Harendita, Monica Ella; Kristianto, Ignatius Indra
JTP - Jurnal Teknologi Pendidikan Vol. 24 No. 2 (2022): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v24i2.26073

Abstract

The COVID-19 pandemic has resulted in disruptions in a number of aspects of our lives, including in language education. Teaching and learning are now done remotely using various online learning platforms and educational technologies. While one of the foci in 21st-century skills is collaboration, how to design and manage group work in online courses remains a challenge for language educators. The Community of Inquiry (CoI) framework, which consists of teaching presence, cognitive presence, and social presence, has been widely employed in designing an effective online course. Thus, through online questionnaires and interviews, this descriptive qualitative research explored the experiences of seven university lecturers from two private universities in Jogjakarta to know how teaching presence was realized in coping with online group work. The results show how the participants have implemented a variety of facilitation strategies to maintain student engagement through different modes of communication, learning models, progress monitoring, and peer feedback. This research is also expected to shed a light on the challenges and strategies taken by lecturers to ensure that collaboration occurs in their classes.
Co-Authors Ignatius Indra Kristianto Truly Almendo Pasaribu