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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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Journal : LLT Journal: A Journal on Language and Language Teaching

 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  
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.
Co-Authors Ignatius Indra Kristianto Truly Almendo Pasaribu