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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching International Journal of Language Teaching and Education Journal of English Education Program (JEEP) Language Circle : Journal of Language and Literature
Zainiza, Mailiza
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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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.
Contextualizing English Speaking Instruction in Indonesian Pesantren:: A Needs Analysis Attabik, Muhammad Haikal; Sugesti, Nunik; Zainiza, Mailiza; Khusuma Dewi, Anggraeni; Ahdiansyah, Agung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56318

Abstract

This study investigates the target needs, learning needs, and environmental factors influencing English-speaking instruction in an Indonesian pesantren context. Employing a mixed-methods design, data were collected through questionnaires administered to 20 santri (10 male and 10 female) and semi-structured interviews with two English teachers at Pesantren Babakan Ciwaringin Cirebon. The findings reveal that English is primarily used in routine communicative situations, particularly daily conversations and speech-related activities. Daily activity stopics and contextual expressions are perceived as the most relevant speaking content, while grammar emerges as both the greatest speaking difficulty and the most desired aspect to master. Although santri demonstrate adequate performance in basic communication, they experience difficulties in higher-order speaking activities, such as debate, argumentation, and spontaneous discussion. The study also highlights the important role of environmental support, including teacher guidance, peer interaction, institutional language policies, and extracurricular activities, in promoting English use. However, regular language exposure does not necessarily lead to communicative competence, as speaking practices remain largely routine-oriented and accuracy-focused. The study suggests that speaking instruction in pesantren should incorporate more contextualized and interaction-focused activities to support the development of higher-order communicative competence.
Co-Authors Ahdiansyah, Agung Attabik, Muhammad Haikal Dewi, Anggraeni Khusuma Khusuma Dewi, Anggraeni Novia Trisanti Nunik Sugesti