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All Journal Edulangue PROJECT (Professional Journal of English Education) FOSTER: Journal of English Language Teaching BEMAS: Jurnal Bermasyarakat JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Kristian Adi Putra
Prince Sattam Bin Abdulaziz University
Humanities Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Indonesian Mid-Career EFL Teachers’ Depersonalization and its Impact on Their Well-Being: A Narrative Inquiry Zelvy Fauzan; Nur Arifah Drajati; Kristian Adi Putra
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8873

Abstract

Well-being is an important aspect for EFL teachers that indicate their psychological and physical wellness state both in their professional and personal life. However, depersonalization that contextually happened in the workplace can negatively affect how they teach and work in the school, causing the feeling of indifference and threatening their well-being in return. On the other hand, depersonalization has been reported to be a contagion to other people, further exposing other colleagues to experiencing and feeling burned out. Questions emerged from this phenomenon, that is, how Indonesian mid-career EFL teachers’ depersonalization affects their motivation and how they employ the coping strategy to sustain motivational well-being. Using a narrative inquiry methodological approach, this study explores this phenomenon through a narrative frame with three Indonesian mid-career EFL teachers. Extensive thematic analysis showcased that Indonesian mid-career EFL teachers experienced depersonalization originating from poor colleague work ethics and inadequate leadership, causing their motivation well-being to plummet. However, the depersonalization was overshadowed by their respective sources of motivation to work as an EFL teacher. Strategies to mitigate such depersonalization were reported to be: (1) involving oneself in continuing professional development, (2) spiritual reflection, and (3) recreational rest. The study implies an indication that contextual factors such as organizational scholarship and interpersonal-collegial relationships are playing a critical role in shaping EFL teachers’ overall well-being.
Workshop on Kurikulum Merdeka (Freedom Curriculum): Dismantling Theories and Practices Taufik Mulyadin; Muhammad Khoiron; Dion Ginanto; Kristian Adi Putra
BEMAS: Jurnal Bermasyarakat Vol 3 No 2 (2023): BEMAS: Jurnal Bermasyarakat
Publisher : LPPMPK-Sekolah Tinggi Teknologi Muhammadiyah Cileungsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37373/bemas.v3i2.265

Abstract

The enactment of Ministerial Decree of the Minister of Education, Culture, Research and Technology, the Republic of Indonesia Number 56/ M/ 2022 on the Guidance of Curriculum Implementation for Learning Recovery in early 2022 has marked the implementation of a new curriculum, namely ‘Kurikulum Merdeka’ or Freedom Curriculum in Indonesian educational system. The new curriculum brings certain novelties as compared to the previous (Curriculum 2013), for instance focusing on essential contents, providing freedom to students, teachers, and school in the implementation, and employing relevant and interactive activities in learning through project works. To successfully implement Kurikulum Merdeka, the curriculum users, particularly teachers, have to gain solid understanding about the curriculum. Hence, working with Dunia Akademisi, Bina Nusantara (Binus) University organized a workshop on Kurikulum Merdeka targeting teachers and teacher students throughout Indonesia. The workshop focused on discussing theories from which the curriculum had been developed and ways to use it in the classroom. The event was carried out online by using Zoom and YouTube and attended by 300 and over 2.000 participants in each respective platform. By their participation in the workshop, they were expected to have better understanding and readiness to implement the curriculum in their schools as well as classrooms. In overall, the participants were satisfied with the overall organization of the event and the speakers, found the event fulfilling their expectation, and gained useful lesson from the event. Certain recommendations were yielded, which are increasing Zoom capacity, carrying out better preparation, and making the event into a series instead.
EXPLORING DEPERSONALIZATION TOLL ON EFL TEACHERS' WELL-BEING IN SOCIAL CONTEXTS Zelvy Fauzan; Nur Arifah Drajati; Kristian Adi Putra
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Relationship and interaction among teacher-student, colleague, school leader, and other workers in the school workplace is one of the building blocks of teacher well-being. Possessing positive social relationship among those parties can increase the quality of EFL teacher’s well-being. However, social dynamics in the workplace is often cause friction among those parties. This could lead to depersonalization then causing them to experience burnout, and in some cases job attrition. The nature in which burnout can contagion other EFL teacher has urged further investigation of this matter. Grounded upon narrative inquiry research method, this research fetched narrative frames from three EFL teachers who works at a public junior high school. Thematic analysis specialized for narrative inquiry research revealed that colleagues who possess negative traits in terms of professional development and work ethics as well as poor school leader characteristic are the main cause EFL teachers to experience a sense of depersonalization and motivation loss. Systemic and/or organizational level endeavors to prevent or alleviate depersonalization to maintain EFL teachers’ well-being is advised.
Emotional geographies and identity construction of Indonesian pre-service English teachers in a teaching practicum Nur Arifah Drajati; Gary Barkhuizen; Agustina Tyarakanita; Kristian Adi Putra
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1054

Abstract

This study explores how the emotional geographies of six Indonesian pre-service teachers (PSTs) during their teaching practicum experiences shaped their teacher identities and influenced their future career aspirations. This study employed a multimodal narrative inquiry approach, using drawings, photographs, and in-depth narrative interviews with the PSTs after the practicum. In the interviews, the PSTs were asked what the drawings meant to them, how they saw themselves as developing teachers, what their drawings meant, and how they felt about being and becoming teachers. The visual and textual data found in this study were subsequently analyzed using multimodal thematic analysis. This analysis aimed to understand the teachers’ practicum and imagined future teaching experiences, and to critically reflect on these events. The findings showed how the PSTs reflected on the dimensions of their emotional geographies, contributing to their identity construction and future career decisions. Teaching practicum served as a site for prospective teachers’ identity formation, and the emotions formed during classroom learning influenced how PSTs viewed themselves as educators. The teaching practicum also served as a concrete platform for identity formation, with emotional experiences closely intertwined with professional learning. This study demonstrates the need to address the development of teacher emotions as part of teacher identity construction. Implications for supporting PSTs emotionally and professionally, as well as directions for further research, are also discussed.
English Self-Efficacy in a Faith-Based Multilingual Boarding School: A Qualitative Case Study from Indonesia Januba Roudloh Salsabila; Sumardi Sumardi; Kristian Adi Putra
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.330

Abstract

This study examines students’ English self-efficacy in an Indonesian Islamic multilingual boarding school where English, Arabic, and Indonesian are used in daily and academic interactions. Using a qualitative case study approach, data were gathered through semi-structured interviews and non-participant observations involving three purposively selected students. The findings reveal that students’ English self-efficacy is shaped by internal factors, including intrinsic motivation and personal aspirations, as well as external influences such as peer support, school programs, and limited family involvement. Students demonstrated higher confidence in informal communication but showed hesitation in formal academic contexts due to concerns about linguistic accuracy and evaluation. The school’s multilingual environment through sustained language exposure, structured vocabulary practices, and peer-led activities was found to reinforce all four sources of self-efficacy proposed by Bandura: mastery experience, vicarious experience, social persuasion, and physiological and emotional states. Despite initial challenges such as linguistic overload and adaptation difficulties, continuous engagement in the multilingual setting fostered students’ resilience and confidence over time. This study contributes theoretically by illustrating how Bandura’s self-efficacy framework operates within a faith-based multilingual boarding school context and offers practical implications for strengthening English learning in similar educational environments.
Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis Harun Arwanto; Djatmika Djatmika; Nur Arifah Drajati; Kristian Adi Putra
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2611

Abstract

Abstract: In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia.  Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.    
Co-Authors Agustina Tyarakanita Dion Efrijum Ginanto Djatmika . Gary Barkhuizen Harun Arwanto Januba Roudloh Salsabila Muhammad Khoiron Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Sumardi Sumardi Taufik Mulyadin Zelvy Fauzan Zelvy Fauzan