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All Journal Englisia Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Brigita Woro Diyatni Kusumaningtyas
Sanata Dharma University
Languange, Linguistic, Communication & Media

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Students’ perception of social presence in the online EFL speaking class Brigita Woro Diyatni Kusumaningtyas; Thomas Wahyu Prabowo Mukti
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15018

Abstract

Some students claim to suffer from anxiety, which lowers their self-esteem and causes them to feel anxious and uneasy while studying a foreign language. Establishing a social connection between the lecturer and the students is one of the possible solutions to this issue. The purpose of this study was to examine students' perceptions of social presence in an online speaking class and how social presence affects students' confidence in speaking class. This study employed quantitative research as its method of inquiry. The researchers distributed questionnaires to 159 students to collect data, but only 51 students responded. In addition, the researchers conducted interviews with a subset of participants to gain additional insight into the data required for the study. The research findings on students' perception of social presence in the online speaking class and the effect of social presence on students' confidence in speaking class revealed that students had a favorable perception of social presence in the online speaking class. The first finding's mean score was seventy-two point nine (x ̅ = 72.9). The findings demonstrated that social presence influences students' self-confidence, encourages them to learn more, and assists students in improving their speaking ability in speaking class.
The Development of Pre-service Teacher Resilience during Internship Programs in an Indonesian Private University Brigita Woro Diyatni Kusumaningtyas; Paulus Kuswandono; Ouda Teda Ena
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4180

Abstract

Teacher resilience refers to the ability of teachers to adapt to challenges and overcome difficulties in their professional lives. The debates in literatures have centred around the ideas that resilience is not a static characteristic, but rather a fluid and evolving characteristic that can be cultivated and reinforced through a period of time. Pre-service teachers, especially those engaging in school-based practicums as part of their teacher education, should put significant thought into the identities they cultivate as future educators. This study aims to compare pre-service teachers’ resilience during first and second of their internship at school. The research question deriving from this aim is as follows, “What are the students’ comparative perceptions of their resilience during first and second phase of their internship?  A questionnaire was employed to gather the data needed for the research. The findings show that second phase internship students have greater teacher resilience than the first phase internship students. The differences seen can be linked to a range of reasons, including disparate encounters during the teaching practicum, self-efficacy, social support, and the ability to interpret challenges as prospects for growth. Moreover, it has been found that external factors, such as parental expectations and financial considerations, have a significant impact on the development of teacher identity and passion for the teaching profession.
Co-Authors Ouda Teda Ena Paulus Kuswandono Thomas Wahyu Prabowo Mukti