Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Education Program (JEEP) Language Circle : Journal of Language and Literature
Zainiza, Mailiza
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pre-Service English Teachers' Goals and Beliefs in the Indonesian PPG Program Attabik, Muhammad Haikal; Zainiza, Mailiza
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.34552

Abstract

This study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship.
DIGITAL PORTFOLIOS IN VOCATIONAL SPEAKING CLASSES: TEACHER’S PERCEPTIONS AND LESSON PLAN ANALYSIS Zainiza, Mailiza; Trisanti, Novia
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.12584

Abstract

Digital portfolios have become increasingly relevant in language education as tools for documenting learning processes, enabling multimodal task performance, and supporting formative assessment. However, limited research has examined how they are embedded in instructional planning or how teachers perceive their assessment role, especially in vocational English classrooms. This qualitative case study investigates (1) how digital portfolios are integrated into a speaking lesson plan, and (2) how a vocational English teacher perceives their use as an assessment tool. Data were collected through document analysis and an open-ended teacher questionnaire completed by an English teacher in an Indonesian vocational high school. The data were analyzed using thematic analysis. The findings show that digital portfolios were positioned as central to the design of speaking tasks, functioning as a structured mechanism for organizing workflow, documenting progress, and compiling multimodal evidence of learning. The teacher perceived the portfolio as a valuable tool for monitoring engagement, identifying learners who need support, and enhancing transparency in the learning process. However, constraints related to the absence of explicit assessment rubrics, increased workload, and varying student digital literacy limited the portfolio’s potential for systematic assessment of speaking skills. The study concludes that digital portfolios have strong potential as process-based assessment tools in vocational English instruction; however, their effectiveness depends on the availability of clear assessment criteria, technological readiness, and sustained institutional support.
THE RELATIONSHIP BETWEEN STUDY SKILLS AND ACADEMIC ACHIEVEMENT AMONG ENGLISH MASTER’S STUDENTS Attabik, Muhammad Haikal; Zainiza, Mailiza; Dewi, Anggraeni Khusuma
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100752

Abstract

This study investigates the relationship between study skills and academic achievement among master’s students in English Language Education at Universitas Negeri Yogyakarta. Utilizing a quantitative correlational design, data were collected from 16 students through the Study Skills Assessment Questionnaire obtained from counseling services at the University of Houston-Clear Lake, which measured eight dimensions of study skills, including time management, concentration, note-taking, motivation, and writing. Students’ Grade Point Averages (GPA) were used as indicators of academic achievement. The data were analyzed using Pearson correlation via SPSS. The results revealed no statistically significant correlation between study skill dimensions and GPA, with all p-values exceeding 0.05. The strength of relationships (r-values) also remained very weak across all variables. Although writing and motivation showed the highest positive correlations, they were still insufficient to establish significance. These findings challenge previous literature that emphasizes the importance of study skills and suggest that academic success at the postgraduate level may depend more on intrinsic motivation, emotional well-being, self-regulation, and real-world learning strategies rather than mechanical study techniques. The study highlights the need for a more holistic approach in academic support programs for graduate students. Further research is recommended to include broader samples and consider additional psychological and contextual variables that influence academic outcomes.
Co-Authors Attabik, Muhammad Haikal Dewi, Anggraeni Khusuma Novia Trisanti