Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Indonesian JELT LLT Journal: A Journal on Language and Language Teaching JET (Journal of English Teaching)
Yuseva Ariyani Iswandari
Sanata Dharma University, Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
Revealing Pre-service Foreign Language Teachers’ 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1025.907 KB)

Abstract

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. 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (795.45 KB)

Abstract

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
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

Abstract

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

Abstract

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.
Co-Authors Tiara Maria Dewi Tiara Maria Dewi, Tiara Maria Yohanes Maria Restu Dian Raharjo