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Revealing Pre-service Foreign Language Teachersâ Imagined Professional Identity in Reflective Journals Iswandari, Yuseva Ariyani
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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This study reports types of imagined identities that pre-service foreign language teachers construct during their preparation of becoming teachers in a pre-service course named Micro Teaching. This course specifically facilitates pre-service teachers to implement some theories of teaching in the previous semesters into practice. Revealing what kinds of teachers they imagine in the future is believed to have greater impact on the pre-service teachersâ professional development (Chong & Low, 2009). The researcher analyzed 19 pre-service teachersâ reflective journals to find out their imagined professional identities. The identities were then coded using the framework of imagined professional identity by Xu (2013) that fell into three categories: language expert, learning facilitator, and spiritual guide. The result showed that the three categories appeared in their reflective journals. However, the dominant imagined identity constructed throughout the semester was teachers as learning facilitators. It indicates that the pre-service teachersâ concept of teaching is shifted from the traditional concept which emphasizes teacher control into recognition of self-initiated learning.Â DOI: https://doi.org/10.24071/llt.2017.200107

The Implementation of Scaffolding in Writing Recount Texts in SMP Joannes Bosco Yogyakarta Dewi, Tiara Maria; Iswandari, Yuseva Ariyani
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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In this research, scaffolding is implemented in English class of the 8th grade students of SMP Joannes Bosco Yogyakarta when they learn about recount text. This research aims to find out the process of how scaffolding is implemented and to know what the benefits of scaffolding in writing recount text. There were two research problems. The first was âHow is scaffolding for the 8th grade students of SMP Joannes Bosco in writing a recount text?â and the second was âWhat are the benefits of scaffolding in writing a recount text in SMP Joannes Bosco Yogyakarta?â The writers conducted a descriptive qualitative research in this study. The data was gathered by interviewing the English teacher, writing on the field notes, distributing the questionnaires, and interviewing the students. Analyzing the studentsâ writings was used as the supplementary data to make the result stronger. The result of this study showed that the implementation of scaffolding gave benefits for the students. The benefits were challenging the students through deep learning and discovery, engaging the students in meaningful and dynamic discussions in the small and the large classes, and motivating the learners to become better students. In conclusion, scaffolding does give benefits for the students so that teachers are able to use scaffolding as one of the effective teaching techniques.Â DOI: https://doi.org/10.24071/llt.2016.190104

The Implementation of Scaffolding in Writing Recount Texts in SMP Joannes Bosco Yogyakarta Tiara Maria Dewi; Yuseva Ariyani Iswandari
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016): April 2016
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v19i1.310

In this research, scaffolding is implemented in English class of the 8th grade students of SMP Joannes Bosco Yogyakarta when they learn about recount text. This research aims to find out the process of how scaffolding is implemented and to know what the benefits of scaffolding in writing recount text. There were two research problems. The first was How is scaffolding for the 8th grade students of SMP Joannes Bosco in writing a recount text? and the second was What are the benefits of scaffolding in writing a recount text in SMP Joannes Bosco Yogyakarta? The writers conducted a descriptive qualitative research in this study. The data was gathered by interviewing the English teacher, writing on the field notes, distributing the questionnaires, and interviewing the students. Analyzing the students writings was used as the supplementary data to make the result stronger. The result of this study showed that the implementation of scaffolding gave benefits for the students. The benefits were challenging the students through deep learning and discovery, engaging the students in meaningful and dynamic discussions in the small and the large classes, and motivating the learners to become better students. In conclusion, scaffolding does give benefits for the students so that teachers are able to use scaffolding as one of the effective teaching techniques.DOI: https://doi.org/10.24071/llt.2016.190104

Revealing Pre-service Foreign Language Teachers Imagined Professional Identity in Reflective Journals Yuseva Ariyani Iswandari
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i1.515

This study reports types of imagined identities that pre-service foreign language teachers construct during their preparation of becoming teachers in a pre-service course named Micro Teaching. This course specifically facilitates pre-service teachers to implement some theories of teaching in the previous semesters into practice. Revealing what kinds of teachers they imagine in the future is believed to have greater impact on the pre-service teachers professional development (Chong Low, 2009). The researcher analyzed 19 pre-service teachers reflective journals to find out their imagined professional identities. The identities were then coded using the framework of imagined professional identity by Xu (2013) that fell into three categories: language expert, learning facilitator, and spiritual guide. The result showed that the three categories appeared in their reflective journals. However, the dominant imagined identity constructed throughout the semester was teachers as learning facilitators. It indicates that the pre-service teachers concept of teaching is shifted from the traditional concept which emphasizes teacher control into recognition of self-initiated learning.

THE INFLUENCE OF DIALOGUE JOURNAL WRITING IN REDUCING EFL STUDENTS’ WRITING ANXIETY Yuseva Ariyani Iswandari
Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Writing is considered important because it is one of the fourEnglish skills that take a significant role in the success of students’language learning. However, it is undeniable that writing, especiallyfor EFL college students, is still regarded difficult and frustrating(Graham, Harris, & Mason, 2005). As a result, students experiencewriting anxiety which affects the quality of their writing. This paperinvestigated factors that influenced students’ writing anxiety andhow dialogue journal writing helped students reduce their writinganxiety. This study was based on qualitative research in whichanxiety rubric from Ferris & Hedgcock (1998) and questionnaireswere administered to gather the data. Besides, samples of journalentries were also used as data collections. The study concluded thatthere were three major factors influencing the students’ writinganxiety: (1) making grammatical mistakes, (2) having difficulty infinding ideas, and (3) making minimum requirement mistakes. Thestudy also revealed 5 specific ways on how dialogue journal helpedthe students reduce their writing anxiety: (1) Learninggrammatically correct sentences, (2) creating a writing habit, (3)providing good examples on how to develop ideas, (4) Learningminimum requirement, and (5) facilitating student-teacher relation.Keywords: EFL students’ writing anxiety dialogue journalwriting

Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers Yohanes Maria Restu Dian Raharjo; Yuseva Ariyani Iswandari
JET (Journal of English Teaching) Vol. 5 No. 1 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about â€œgood teacherâ€, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

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