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All Journal Edulangue Voices of English Language Education Society PROJECT (Professional Journal of English Education) BEMAS: Jurnal Bermasyarakat JEELS (Journal of English Education and Linguistics Studies)
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

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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.
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 : Institut Agama Islam Negeri 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.    
Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Rani Nur Aini; Nur Arifah Drajati; Kristian Adi Putra
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26509

Abstract

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.
Choosing EMI Schools: A Case Study of Parental Decisions and Shifting Language Ideologies in Indonesia Anisa Frisca Maharani; Joko Nurkamto; Kristian Adi Putra
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27974

Abstract

The rise of English as a Medium of Instruction (EMI) schools reflects a global trend driven by the increasing demand for English proficiency in non-native English-speaking countries. This study investigates the factors driving Indonesian parents’ decisions to enrol their children in English Medium Instruction (EMI) schools, focusing on the interplay of socioeconomic status, shifting language ideologies, and cultural preservation. Employing a qualitative case study approach, the research captures the nuanced motivations of parents from diverse socioeconomic backgrounds, uncovering how aspirations for global success and fears of cultural erosion shape educational choices. The findings reveal that parents of high socioeconomic status view EMI schools as strategic investments for international opportunities, while lower socioeconomic groups balance affordability with a commitment to cultural identity. Shifting language ideologies highlight the prioritization of English as a global asset, often at the expense of local languages, generating tensions between economic aspirations and cultural preservation. These insights underline the urgent need for policies integrating multilingual education, equitable access to EMI schools, and promoting linguistic diversity. This study contributes to the discourse on globalization, education, and cultural sustainability in multilingual contexts by addressing these dynamics.
Co-Authors Anisa Frisca Maharani Dion Ginanto Djatmika Djatmika Harun Arwanto Joko Nurkamto Muhammad Khoiron Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Rani Nur Aini Taufik Mulyadin Zelvy Fauzan Zelvy Fauzan