Exploring the Experience of Novice ELT Lecturers to build their Professional Identity Based on Tri Dharma Perguruan Tinggi

 Abstract views: 65

Authors

  • Zizanatin Nur Lailia English Language Education Department, Faculty of Social Science and Humanities, Universitas PGRI Adi Buana Surabaya, Indonesia
  • Ada Marie Mascarinas Institute of Science, Innovation and Culture, Rajamangala University of Technology Krungthep, Thailand

DOI:

https://doi.org/10.36456/jalle.v1i1.7320

Keywords:

Novice ELT Lecturers, Tri Dharma Perguruan Tinggi, Professional identity

Abstract

Tri Dharma Perguruan Tinggi comprises Education, Teaching, Research, and Community Service. Every institution lecturer must carry out the Tri Dharma Perguruan Tinggi, especially for novice ELT lecturers who are incoming in new cultural education in English Language and don’t have lecturer certification. This research aims to explore the novice ELT lecturers’ experience in fulfilling the three pillars of Tri Dharma Perguruan Tinggi to build their professional identity. Accordingly, the objectives were to find out how the experience of novice ELT lecturers builds their professional identity based on the Tri Dharma Perguruan Tinggi. Qualitative research in the form of a narrative is used as a research approach. The data were analyzed using thematic analysis. Data were collected through an interview with the study participants: the four novices ELT lecturers in English Education Department at PGRI Adi Buana University Surabaya. The findings show that there is a learning system and teaching material from pillar one. In pillar two, there is research and publication, and pillar three finds their experience in a group of community service.

Downloads

Download data is not yet available.

References

Aghaalikhani, H., Maftoon, P., & Jafarigohar, M. (2018). English Teacher Education Programs and Professionalism: The Case of Iranian Novice/Experienced Teachers. Research in English Language Pedagogy, 6(1), 78–94.

Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50. https://doi.org/10.7575/aiac.ijels.v.6n.1p.50

Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal of Humanities and Cultural Studies, 5(1), 149–166. http://www.ijhcs.com/index.php/ijhcs/index

Anggraini, F. (2019). Self Development of Novice Teacher of English: Challenges and Opportunities. LINGUA: Jurnal Bahasa Dan Sastra, 20(1), 39–43.

Anggraini, F., Mirizon, S., & Inderawati, R. (2020). Professional Development of Novice English Teacher in Junior High School. Jurnal Pendidikan Progresif, 10(2), 233–249. https://doi.org/10.23960/jpp.v10.i2.202009

Bi Hady, W. R. A. (2018). A Study of Novice Teachers’ Challenges at Their Practical Teaching Phase. International Journal on Language, Research and Education Studies, 2(3), 333–345. https://doi.org/10.30575/2017/ijlres-2018091203

Creswell, J. W. (2013). Qualitative Inquiry and Research Design. (Vol. 1999, Issue December).

Desi, B., Arianti, D., Novianti, B. A., Asrobi, M., & Pengajaran, P. (2022). Desain Sistem Informasi Tri Dharma Perguruan Tinggi Universitas Hamzanwadi Tri Dharma Perguruan Tinggi merupakan tiga pilar utama yang menjadi salah satu komponen dalam mencapai visi misi setiap perguruan tinggi [1][2]. Tridharma Perguruan Tinggi terd. 5(2),392–401.

Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European Journal of Teacher Education, 43(4), 639–656. https://doi.org/10.1080/02619768.2020.1821360

Gholam, A. (2018). A Mentoring Experience: From the Perspective of a Novice Teacher. International Journal of Progressive Education, 14(2), 1–12. https://doi.org/10.29329/ijpe.2018.139.1

Hadi, M. J., Rudiyanto, M., Puji Anggraini, S. W., & L, L. (2019). What Happened to Novice EFL Teachers' Professional Learning in Pesantren-Based Bilingual Program? Evidence from an Islamic Boarding School in East Lombok, Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 165–175. https://doi.org/10.15408/ijee.v5i2.10922

Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research?. Qualitative Research Reports in Communication, 8(1), 21–28. https://doi.org/10.1080/17459430701617879

Ke Lomi, A. N., & Mbato, C. L. (2020). Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers. Journal of English Education and Teaching, 4(1), 1–19. https://doi.org/10.33369/jeet.4.1.1-19

Liu, S. (2018). Purdue e-Pubs Supporting and Amplifying Teaching Experience of New College Teachers.

Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240.

Palmer, C., & Bolderston, A. (2006). A Brief Introduction to Qualitative Research. Canadian Journal of Medical Radiation Technology, 37(1), 16–19. https://doi.org/10.1016/s0820-5930(09)60112-2

Rachmajanti, S., Sulistyo, G. H., Megawati, F., & Akbar, A. A. N. M. (2020). Professional development as viewed by EFL teachers at lower secondary schools. JEES (Journal of English Educators Society), 5(2), 205–212. https://doi.org/10.21070/jees.v5i2.964

Rahimi, M., Yousofi, N., & Moradkhani, S. (2019). Exploring the Professional Identity Construction of ELT Researchers in Higher Education. 13(1), 85–117. https://doi.org/10.22132/tel.2019.87594

Rahman, M. M., Singh, M. K. M., & Salman Fersi, M. (2020). Multiple case studies on the impact of apprenticeship of observation on novice EFL teachers’ cognition and practices. Mextesol Journal, 44(4), 1–11.

Septiani, A., Emiliasari, R. N., & Rofi’i, A. (2019). The Novice English Teachers’ Experience: Practices and Challenges. Academic Journal Perspective: Education, Language, and Literature, 7(2), 109. https://doi.org/10.33603/perspective.v7i2.2708

Widiati, U., Suryati, N., & Hayati, N. (2018). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistics, 7(3), 621–629. https://doi.org/10.17509/ijal.v7i3.9824

Wijaya, K. F. (2022). Investigating Indonesian Novice EFL Teachers’ Perceptions on Their Identity Construction. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(1), 9–19. https://doi.org/10.24246/j.js.2022.v12.i1.p9-19

Aghaalikhani, H., Maftoon, P., & Jafarigohar, M. (2018). English Teacher Education Programs and Professionalism: The Case of Iranian Novice/Experienced Teachers. Research in English Language Pedagogy, 6(1), 78–94.

Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50. https://doi.org/10.7575/aiac.ijels.v.6n.1p.50

Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal of Humanities and Cultural Studies, 5(1), 149–166. http://www.ijhcs.com/index.php/ijhcs/index

Anggraini, F. (2019). Self-Development of Novice Teacher of English: Challenges and Opportunities. LINGUA: Jurnal Bahasa Dan Sastra, 20(1), 39–43.

Anggraini, F., Mirizon, S., & Inderawati, R. (2020). Professional Development of Novice English Teacher in Junior High School. Jurnal Pendidikan Progresif, 10(2), 233–249. https://doi.org/10.23960/jpp.v10.i2.202009

Bi Hady, W. R. A. (2018). A Study of Novice Teachers’ Challenges At Their Practical Teaching Phase. International Journal on Language, Research and Education Studies, 2(3), 333–345. https://doi.org/10.30575/2017/ijlres-2018091203

Creswell, J. W. (2013). Qualitative Inquiry and Research Design. Vol. 1999, Issue December).

Desi, B., Arianti, D., Novianti, B. A., Asrobi, M., & Pengajaran, P. (2022). Desain Sistem Informasi Tri Dharma Perguruan Tinggi Universitas Hamzanwadi Tri Dharma Perguruan Tinggi merupakan tiga pilar utama yang menjadi salah satu komponen dalam mencapai visi misi setiap perguruan tinggi [1][2]. Tridharma Perguruan Tinggi terd. 5(2), 392–401.

Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European Journal of Teacher Education, 43(4), 639–656. https://doi.org/10.1080/02619768.2020.1821360

Gholam, A. (2018). A Mentoring Experience: From the Perspective of a Novice Teacher. International Journal of Progressive Education, 14(2), 1–12. https://doi.org/10.29329/ijpe.2018.139.1

Hadi, M. J., Rudiyanto, M., Puji Anggraini, S. W., & L, L. (2019). What Happened to Novice EFL Teachers' Professional Learning in Pesantren-Based Bilingual Program? Evidence from an Islamic Boarding School in East Lombok, Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 165–175. https://doi.org/10.15408/ijee.v5i2.10922

Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research?. Qualitative Research Reports in Communication, 8(1), 21–28. https://doi.org/10.1080/17459430701617879

Ke Lomi, A. N., & Mbato, C. L. (2020). Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers. Journal of English Education and Teaching, 4(1), 1–19. https://doi.org/10.33369/jeet.4.1.1-19

Liu, S. (2018). Purdue e-Pubs Supporting and Amplifying Teaching Experience of New College Teachers.

Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240.

Moleong, L. J. (2017). Metode Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya.

Palmer, C., & Bolderston, A. (2006). A Brief Introduction to Qualitative Research. Canadian Journal of Medical Radiation Technology, 37(1), 16–19. https://doi.org/10.1016/s0820-5930(09)60112-2

Rachmajanti, S., Sulistyo, G. H., Megawati, F., & Akbar, A. A. N. M. (2020). Professional development as viewed by EFL teachers at lower secondary schools. JEES (Journal of English Educators Society), 5(2), 205–212. https://doi.org/10.21070/jees.v5i2.964

Rahimi, M., Yousofi, N., & Moradkhani, S. (2019). Exploring the Professional Identity Construction of ELT. Researchers in Higher Education. 13(1), 85–117. https://doi.org/10.22132/tel.2019.87594

Rahman, M. M., Singh, M. K. M., & Salman Fersi, M. (2020). Multiple case studies on the impact of apprenticeship of observation on novice EFL teachers’ cognition and practices. Mextesol Journal, 44(4), 1–11.

Septiani, A., Emiliasari, R. N., & Rofi’i, A. (2019). The Novice English Teachers’ Experience: Practices and Challenges. Academic Journal Perspective: Education, Language, and Literature, 7(2), 109. https://doi.org/10.33603/perspective.v7i2.2708

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.CV

Widiati, U., Suryati, N., & Hayati, N. (2018). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistics, 7(3), 621–629. https://doi.org/10.17509/ijal.v7i3.9824

Wijaya, K. F. (2022). Investigating Indonesian Novice EFL Teachers’ Perceptions on Their Identity Construction. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(1), 9–19. https://doi.org/10.24246/j.js.2022.v12.i1.p9-19

Downloads

Published

2023-05-29