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All Journal Pioneer: Journal of Language and Literature Pedagogy : Journal of English Language Teaching
Putri, Natalia Destiana
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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EFL Students’ Perceptions of Their Metacognitive Awareness in English Language Learning Putri, Natalia Destiana; Kuswandono, Paulus; Ena, Ouda Teda
Pioneer: Journal of Language and Literature Vol 16 No 2 (2024)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v16i2.5331

Abstract

Effective English language teaching demands proficient teachers, as pre-service teachers in the English Education department must possess strong English proficiency to teach effectively. This study investigates the perceptions of metacognitive awareness among pre-service EFL teachers in an Indonesian context. Quantitative data were collected using Balcikanli’s Metacognitive Awareness Inventory (MAI), and qualitative data were gathered through semi-structured interviews. The findings reveal that pre-service teachers in the English Language Education department display varying levels of metacognitive awareness, which impacts their ability to effectively teach English. 60% of participants have a moderate perception of their metacognitive awareness, while 40% exhibit a high level. Key aspects of metacognition, including declarative, procedural, and conditional knowledge, as well as regulation of cognition through planning, monitoring, and evaluating, were examined. It highlighted that the pre-service teachers are generally aware of their learning strengths and weaknesses but face challenges in regulating learning effectively. The study contributes to the field of English language learning and teaching by emphasizing the role of metacognitive awareness in achieving successful language acquisition and suggests that ongoing support and training are essential for pre-service teachers to become effective educators.
Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction Putri, Natalia Destiana; Mbato , Concilianus Laos; Ena , Ouda Teda
Jurnal Pedagogy Vol 13 No 1 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/95z9xb80

Abstract

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.
Co-Authors Ena , Ouda Teda Mbato , Concilianus Laos Ouda Teda Ena Paulus Kuswandono