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All Journal Magister Scientiae
Simron Krisnuarjati Hindom
Sanata Dharma University, Yogyakarta
Languange, Linguistic, Communication & Media

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EMOTIONAL REGULATION STRATEGIES AMONG EFL MASTER’S STUDENTS AT SANATA DHARMA UNIVERSITY: NAVIGATING ACADEMIC CHALLENGES AND STRESS Edeltrudis Patrisia Soge; Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i1.7280

Abstract

ABSTRACT Emotions are physiological states that significantly influence the learning process. Students must regulate their emotions when confronted with challenges in higher education. This study addresses the research questions: 1.) How do Masters students regulate their emotions in academic life? and 2.) What are the perceived effects of emotion regulation in their academic life? This study used an explanatory sequential mixed method with 21 participants from the first semester of the English education master's program at Sanata Dharma University batch 2024. Observation, questionnaire, and interview were used to collect the data. This study used the process of recognition, coding, data reduction, data display, and triangulation techniques. The results showed that students had varied perspectives of emotional regulation towards their academic life. It was influenced by their thoughts, environment, and personal jobs. They faced challenges such as heavy workloads, time constraints, nervousness, stress, anxiety, and personal issues. To overcome this, the students seek help from friends, family, and lecturers, choose relaxing activities, and shift their mindsets. It was found that students' emotional regulation varied depending on their academic situation during the semester. On the other hand, students perceived the effect of emotional regulation, which is knowing themselves better, boosted confidence, better understanding of the materials, improved time management, and healthy relationships. This research highlights the importance of emotional regulation for first-semester master's students adapting to a new environment, aiding their academic success.
EXPLORING SOCIAL-EMOTIONAL LEARNING THROUGH NETFLIX MOVIE ENOLA HOLMES (2020) LESSONS AND IMPLICATION FOR EFL EDUCATION Simron Krisnuarjati Hindom; Edeltrudis Patrisia Soge; Natalina Antonia dos Santos; Ouda Teda Ena; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7768

Abstract

This Study explores the integration of Social-Emotional Learning (SEL) with the Netflix movie Enola Holmes (2020), focusing on its relevance and implications for EFL educational contexts. Based on SEL's five core competencies as defined by CASEL (Collaborative for Academic, Social, and Emotional Learning), including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study applied a qualitative descriptive design, with thematic content analysis, to examine how the SEL competencies are seen in the film’s main character, Enola Holmes, throughout the narrative. Using the film and its script as primary data sources, key scenes and dialogues were coded and analysed to identify SEL indicators. The findings reveal that Enola Holmes, as the main character, constantly expresses the five core components of Social-Emotional Learning (SEL) through her collaborative skills, moral reasoning, and independent decision-making. Therefore, the study suggests that integrating popular media like Enola Holmes into educational settings can enhance the delivery of SEL core competencies, specifically with regard to the implications in educational settings by offering a contextually meaningful, relatable, and engaging medium for students. The study contributes to the limited body of research that connects SEL and film analysis, emphasizing the value of visual storytelling in the educational environment. It highlights how popular media can be harnessed to cultivate emotional intelligence and character development in classroom settings.
Co-Authors Concilianus Laos Mbato Edeltrudis Patrisia Soge Edeltrudis Patrisia Soge Galuh Wuryaningtyas Natalina Antonia dos Santos Ouda Teda Ena