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All Journal Litera Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature International Journal of Education TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics Englisia Journal English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture IJIET (International Journal of Indonesian Education and Teaching) ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra International Journal of Pedagogy and Teacher Education Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) Journal of English Education and Teaching (JEET) Pedagogy : Journal of English Language Teaching JEELS (Journal of English Education and Linguistics Studies)
Paulus Kuswandono
Sanata Dharma University
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Indonesian Teachers’ Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching Rachelina Larasati; Paulus Kuswandono
Journal of English Education and Teaching Vol. 6 No. 4 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.4.555-577

Abstract

It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.
Self-efficacy beliefs of English teachers from a non-educational background in the Indonesian context Stella Noviani; Paulus Kuswandono
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12935

Abstract

This research investigates how English teachers with a non-English educational background demonstrate their self-efficacy beliefs on the technological pedagogical content knowledge (TPACK) toward their professional practices. The data was obtained from 18 teachers from a non-English educational background in formal and informal Indonesian education settings. Those teachers undertook strategies to develop the technological pedagogical content knowledge (TPACK) while managing their self-efficacy beliefs. Employing a mixed-method research approach, this study gathered the data using closed-ended and open-ended questionnaires, individual interviews, and in-depth interviews. Responses revealed that 18 participants completed a 5-item Likert-type survey measuring the level of teachers’ TPACK self-efficacy. The survey measures the three major aspects of TPACK mean value for teachers’ technological knowledge (TK) (X ̅=23.55) and pedagogical knowledge (PK) (X ̅=19.55), both of which are relatively higher than the value of the content knowledge (CK) (X ̅=16). The dominant factor affecting the high percentage in those two aspects emanates from the teachers’ persistent accounts that they need to be independent in learning while constantly updating their knowledge. This research also discusses the suggestion for future research studies for developing teachers’ TPACK self-efficacy.
Indonesian English Teacher’s Identity: Bridging the Gap between Teachers’ Personal and Professional Identity Sinom, Patrick Adtya Pratama; Kuswandono, Paulus
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38811

Abstract

Teachers’ personal and professional identities play a crucial role in the learning process. This research aimed to reveal the gap between teachers’ personal and professional identity from the perspective of Indonesian teachers. There were five participants in the research. The participants were selected based on geographical differences. The participants were approached by using virtual media communications. A phenomenological approach with the semi-structured interview was applied to deeply discover and identify teachers’ experiences on personal and professional identity development. Then, thematic analysis was used to put the data into themes. The study revealed that teachers’ personal identity was perceived as individuals’ goals, values, beliefs, actions or behaviour, and interactions in the social-cultural area. Whereas, the professional identity was related to professional competence, teaching ideology, and transferring cultural content and role model. In addition, a teacher’s personal and professional identity are overlapped in terms of identity formation and identity in social interaction. Besides, they are confined by a classroom setting and social context. This research is expected to have a great contribution to teacher identity development, especially for teachers’ personal and professional identity development.
Exploring Indonesian EFL Teachers' Tension during the Transition of Online to Offline Learning Dewanty, Monika; Kuswandono, Paulus
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38709

Abstract

Since the outbreak of Covid-19, novice teachers have experienced considerable challenges and transformation to cope with such abrupt changes. This study aims to know the tension that novice teachers encountered during the transition of the Covid-19 Pandemic. The teaching-learning activity has now been shifting from the online class to the blended class and now to offline classes under some conditions. The method employed in this research was a qualitative method using open-ended questionnaires and interviews. The participants of this research were 5 novice teachers that first became a teacher during the pandemic. The study shows that novice teachers’ tensions were influenced by personal factors, interpersonal factors, and organizational factors. To conclude, the intervention of all members of the school is important to make good teaching-learning activities. 
High School Students’ Motivation and Help-Seeking Strategies in English Language Learning Fidelis Elleny Averina; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.719

Abstract

Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.
Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers Indira Lusianingtyas Siswanto; Paulus Kuswandono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.539

Abstract

This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
Exploring EFL Teacher’s Agency and Self-efficacy in their Professional Practice among Indonesian EFL Teachers Artine Ayu Utami; Paulus Kuswandono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1358

Abstract

Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and self-efficacy in their teaching practices and environments. This study employed a mixed method study in which both quantitative and qualitative data were utilized to answer the inquiry. The results shed light on how teachers perceive agency with school conditions, how they perceive their self-agency, and their aspiration to become agentic teachers. It was revealed that the majority of the teachers perform professional development to stimulate their agency and efficacy. Challenges were also explored in this article. The evidence of this study imparts policy and practice implications as well as future research direction to gain a deeper understanding of teachers’ agency and efficacy as well as to foster the practice in school contexts.
Coping with emotions in professional lives: Novice teachers’ voices in Indonesian secondary schools Jeane Theresia Limeranto; Paulus Kuswandono
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.52405

Abstract

Novice teachers often encountered some challenges in their professional work that might influence their emotions.  It is quite reasonable that some EFL novice teachers may still struggle to manage their negative emotions to cope with classroom problems. Some emotions could be freely expressed positively, whereas other emotions were left unexpressed for some reasons. This study aimed to answer two research questions, namely: (1) what kinds of emotions do novice teachers frequently experience in teaching? (2) How do novice EFL teachers cope with their emotions in professional life? This study employed a qualitative method and carried out semi-structured interviews to gain in-depth data from the participants' perspectives in dealing with their emotions. The instruments employed were interview-guidelines questions and open-ended questions. The result of the present study revealed that, first, all novice teachers frequently experienced two main challenges in teaching, namely students’ misbehaviours and disrespectful behaviours. These challenges could influence teachers' emotions of anger, being overwhelmed, and worries. Second, the findings demonstrated that teachers employed three strategies, namely self-regulation, self-talk, and a problem-focused strategy to manage and handle their emotions in teaching. In addition, the present study suggested beneficial implications, limitations, and directions for further research. Keywords: Emotions, EFL Novice Teachers, and Strategies
Enhancing Learning Awareness of English Teachers in Indonesia’s Elementary Schools: A Lesson Study Klara Tyas Sulistyawati; Paulus Kuswandono
Journal of English Teaching Vol. 9 No. 2 (2023): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v9i2.4603

Abstract

Enhancing teachers’ learning awareness can be done by conducting lesson studies. Lesson study itself is a collaborative project where the teachers can share their knowledge and skills to improve teaching performances continuously. Although lesson study is useful, it may have a different result if it is implemented in online mode, particularly during the pandemic situation, because the teachers cannot always meet physically with their colleagues and the students. Thus, the researchers are interested to analyze the lesson study implemented during this pandemic situation. This research aims to find out how lesson study can improve teachers’ learning awareness during this pandemic situation. In this research, the participants are five English teachers from different elementary schools in Indonesia. To gain the data, the researchers implemented a case study method. Besides, the researchers used interview guidelines and an observation sheet. After collecting and analyzing the data, the researchers concluded that the teachers could enhance their learning awareness by implementing the following procedure: knowing their role in the learning process and knowing attractive learning activities.
Undergraduate Students’ Learner Autonomy during Thesis Writing: The Case of a Group of EFL Students in Indonesia Artine Ayu Utami; Paulus Kuswandono
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.46043

Abstract

Abstract. Learner autonomy has recently gained popularity among scholars of ELT as autonomy is pivotal, especially during the thesis writing process. This study aims to explore undergraduate students’ learner autonomy during thesis writing. A case study method was employed to explore and record students' autonomy. A case study is a comprehensive, all-encompassing description and study of specific phenomena like a program, an institution, a person, a process, or a social unit.  The data were collected from semi-structured interviews, weekly writing progress of five EFL students in Indonesia, and observation in the classroom. As a case study, those five participants were sufficient to represent their learning autonomy demonstrated during the semester. Oxford's taxonomy of learner autonomy was used to find the emerged themes from the interviews. The data raised three themes: motivation, agency, and writing strategies. The extrinsic motivation was more dominant than intrinsic motivation in this study. Moreover, three of five participants indicated highly intense motivation. Regarding learning strategy, students with more motivation were able to explore more writing strategies. It was found that social strategies were widely employed by the participants. They like to discuss with their peers and ask for feedback from their supervisor. Agency during undergraduate thesis writing is still underrepresented, particularly the one demonstrating students’ decisions about their research trajectory. This study revealed that their agency is affected by their experiences and projective dimension to make improvements. Supervisor instructions play a crucial role in the development of students' autonomy. Hence, further investigation in this area is needed. This study offers research and practical implications for future research and educators, especially in higher education. This study provides a future research direction for both students and lecturers to foster learner autonomy during undergraduate thesis writing.Keywords: Agency, Learner Autonomy, Motivation, Writing Strategies
Co-Authors Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agustine Andriana Ayu Mahardika Alberik Ryan Tendy Wijaya Anchieta Ave Avillanova Anita Galuh Sri Hapsari Anita Galuh Sri Hapsari Aprilia Arnis Ginting Arima Renny Dayu P Arima Renny Dayu Putri Artine Ayu Utami Atmoko, Septian Hanung Dwi Bernadeta Siska Indriyana Christian Bernard Nichols Djami Dewanty, Monika Fidelis Elleny Averina Hapsari, Anita Galuh Sri Indira Lusianingtyas Siswanto Indraswari, Veronica Noviatri Jeane Theresia Limeranto Klara Tyas Sulistyawati Krismalita Sekar Diasti Monica, Santa Patrick Adtya Pratama Sinom R. Indrajid Lukman Santoso Rachelina Larasati Santa Monica Septian Hanung Dwi Atmoko Sinom, Patrick Adtya Pratama Stella Noviani Veronica Noviatri Indraswari Weran, Yohana Ina Widiarto Adhi Setiawan Yoannes Yuka Krisdianata Yohana Triana Ina Weran