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All Journal Linguistics and Elt Journal Jambura Journal of English Teaching and Literature
Keny, Anatasia
Unknown Affiliation
Humanities Languange, Linguistic, Communication & Media

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Teaching Through Hope and Growth: A Critical Incident Study of Gen Z Novice EFL Teachers in Rural Kalimantan Barat Keny, Anatasia; Kuswandono, Paulus
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34272

Abstract

The professional development of novice teachers has nowadays become an urgent concern, particularly in rural areas where contextual challenges are complex and multifaceted. While formal training continues to dominate professional development discourse, there is growing recognition that critical, emotionally charged experiences, often unplanned and situated within local realities, play a pivotal role in shaping teacher identity and growth. This research aims to investigate how critical professional experiences influence the development of five Gen Z novice English teachers in rural Kalimantan Barat, Indonesia. Beyond classroom-centered perspectives, this study examines incidents arising from interactions with school leaders, peers, parents, and the broader community. Guided by a qualitative interpretive paradigm, this research adopts the Critical Incident Technique (CIT) and uses thematic analysis, the research captures the data through semi-structured interviews and reflective narratives. Findings indicate that critical incidents not only challenge novice teachers emotionally and pedagogically but also serve as catalysts for reflection, adaptation, and resilience. The study highlights the value of context-specific, experiential learning in fostering professional growth. These results suggest the need for localized, reflective professional development and rural-responsive educational policies.
Indonesian EFL Students’ Self-Regulated Learning Strategies for English Speaking Trifosa, Maria; Keny, Anatasia; Bram, Barli
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.35938

Abstract

This study investigated self-regulated learning (SRL) strategies employed by Indonesian undergraduate students to enhance their English-speaking abilities. A quantitative research design was employed, with data collected from 30 undergraduate students through a modified Self-Regulated Motivation for Improving Speaking English as a Foreign Language (SRMIS-EFL) questionnaire. Descriptive statistical analyses, including mean scores and standard deviations, were conducted using SPSS to examine the extent to which four SRL factors, Task Value Evaluation, Regulation of Learning Environment, Regulation of Affect, and Regulation of Classroom Environment, were demonstrated. The findings indicated that Task Value Evaluation was the dominant factor supporting students’ speaking skills, while Regulation of Affect and Classroom Environment showed moderate engagement. These results suggest that cognitive, affective, and environmental strategies collectively influence students’ motivation and participation in English-speaking activities. Implications for teaching include designing meaningful speaking tasks, promoting peer collaboration, and creating supportive learning environments to strengthen students’ SRL and oral proficiency.
Co-Authors Bram, Barli Paulus Kuswandono Trifosa, Maria