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All Journal LLT Journal: A Journal on Language and Language Teaching Studies in English Language and Education
Anandari, Christina Lhaksmita
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES Tutyandari, Caecilia; Anandari, Christina Lhaksmita; Ardi, Priyatno
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
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.v25i2.4213

Abstract

This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills.
“AM I READY TO TEACH?”: EFL PRE-SERVICE TEACHERS’ MENTAL READINESS TO TEACH AND IMPLICATION FOR TEACHER EDUCATION Anandari, Christina Lhaksmita; Suryaman, Maman; Basikin, Basikin
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
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.v28i2.12090

Abstract

Third-year pre-service teachers in the English language education department in Indonesia may feel uncertain about their mental readiness to become English teachers. Although they have a high-intermediate level of English proficiency, they often fear facing the challenges of managing the class and showcasing mental readiness to become teachers. Therefore, this study explores the third-year Indonesian EFL pre-service teachers’ mental readiness to become teachers, and the need to emphasize mental readiness and grit to successful teaching practice. Twenty-three EFL pre-service teachers enrolled a microteaching course, as one of the teaching practice components in the English language education curriculum, participated in this study. They were asked to write structured reflections on their mental readiness, and their reflections were thoroughly examined using a narrative analysis. The results showed that the pre-service teachers expressed concern about their ability to manage the class and their students, which reflects their mental unreadiness to be the person in charge in the classroom. Moreover, the pre-service teachers highlighted the need to be more mentally aware of their attitude and grit in shaping their mental readiness to teach. This study contributes to a larger context-specific understanding of the roles of the English teacher education programs at the university level in assisting pre-service English teachers to achieve mental readiness and grit that can help them address the challenges.
EFL students responses towards Rosens Sad Book: An attitudinal occurrence and aesthetic stance Anandari, Christina Lhaksmita; Andriyanti, Erna; Widodo, Pratomo
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.29725

Abstract

The vocabulary choice and language used in expressing sadness vary in different cultures, even in the smallest scale of cultural group, i.e., family. There have not been many studies done to explore Indonesian EFL students word choices and expressions related to expressing sadness and empathy. The purpose of this study was to explore how the 11 EFL second-year university students in Basic Reading and Writing class expressed sadness as written in their personal reflective writings. The data was analyzed using mixed methods to obtain valid and reliable results. These second-year university students were assigned to read a picture book, Sad Book, or to watch and listen to the video version as a part of an activity in class. Their reflective writings were analyzed using content analysis to identify the corpus used by the students and using the appraisal framework to capture the variety of their attitudinal linguistic occurrence in expressing sadness and empathy. The findings illustrate that the highest attitudinal marker in expressing sadness is affect, followed by judgment and appreciation. The use of the picture book, Sad Book, assists the EFL students to be more engaged in their reflective writing and thus the highest marker of affect exists due to their ability to project their aesthetic stance. Implications for English language learning for adult learners are addressed at the end of this article.
Co-Authors Basikin Basikin Erna Andriyanti Maman Suryaman Pratomo Widodo Priyatno Ardi, Priyatno Tutyandari, Caecilia