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All Journal Journal Of English Language and Education LET: Linguistics, Literature and English Teaching Journal Academic Journal Perspective : Education, Language, and Literature
Rosari, Maria Dewi
Sekolah Tinggi Bahasa Asing JIU
Education Languange, Linguistic, Communication & Media

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INACCURATE PRONUNCIATIONS OF ENGLISH VOWEL SOUNDS BY ONLINE INDONESIAN ENGLISH TEACHERS Rosari, Maria Dewi; Ena, Ouda Teda
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v7i2.2557

Abstract

Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning materials. The result of the study shows that there are nine types of English vowels that are pronounced inaccurately by the teachers. Most of them are absent in Indonesian vowel system. Cautions should be made when using English Teaching channels on YouTube and some suggestions for Indonesian English teachers are presented.
A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE Rosari, Maria Dewi
LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.322 KB) | DOI: 10.18592/let.v9i2.3272

Abstract

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants? professional identity the most. Job satisfaction could be seen, for example, in witnessing students? progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers? need in constructing their professional identity as it could influence teachers? performance a lot.
An Analysis of Teacher Motivational Changes from the Perspective of Activity Theory: The Cases of Indonesian English Teachers in Thailand Maria Dewi Rosari; Concilianus Laos Mbato
(JELE) Journal Of English Language and Education Vol 6, No 1 (2020)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v6i1.1187

Abstract

In this research, the researchers explore the motivational fluctuation of Indonesian teachers teaching in Thailand from the perspective of Activity Theory. The researchers chose participants teaching in different provinces in Thailand and spending different length of teaching there in order to provide more representative picture of the motivational fluctuation. The findings of the research indicated that the presence of teacher fellows and local community and students’ behavior functioned as the most significant elements for their teaching motivation. The teachers’ motivation levels fluctuated most significantly when they were exposed to those elements, which in AT Theory are called subject and community. The other four AT Theory elements, namely object, mediational tools, rules, and division of labor, although gave influences to the teachers’ motivation, were the least likely to be as crucial as the previous two. School administrators and or academic supervisors could benefit from the findings of this study by making sure that the crucial elements of teacher motivation are well and positively maintained in the environment of their institutions; so that teachers could perform their jobs effectively and thus the school’s performances gradually increases.
The Profile of Professional Identity of English Course Teachers in Yogyakarta Maria Dewi Rosari
LET: Linguistics, Literature and English Teaching Journal Vol 11, No 2 (2021)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v11i2.5122

Abstract

The research horizon of teacher professional identity has been focusing a lot on formal education and emphasizing non-formal one less, although it plays an important role in fulfilling life-long education, as the Indonesian government has stated. Teacher candidates pursuing their bachelor study in English education also need to be equipped with in-depth insights on teacher interaction in English Course setting as they may also work in this non-formal education field as stated by the learning outcome goal of the association of Indonesian English Education major. This research aims to find out what profiles of professional identity English Course teachers in Yogyakarta had. An open-ended questionnaire elaborating the elements influencing teachers’ professional identity was distributed to 35 English Course teachers in Yogyakarta. The results show the English Course teachers possessed positive professional identity depicted by their high job satisfaction, occupational commitment, work motivation, and self-efficacy. Self-efficacy was founded as the strongest element and occupational commitment as the weakest element constructing the profile. Factors influencing the strength and the weakness of the elements of professional identity were elaborated to provide more thorough insight on how to provide working environment in which English Course teachers could work at their best and finally to retain them.
Co-Authors Concilianus Laos Mbato Ouda Teda Ena