NOTICE OF THESIS EXAM DWI ARIYATI

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NOTICE OF THESIS EXAM

 

DWI ARIYATI

202200010009

 

 

DECEMBER 17, 2025, 1:00 PM

Building C, 7th fl., Room: C706

 

Adviser           : Dr. Engliana

 

Examiners     : Dr. Anna Marietta da Silva & Dr. Luciana, M.Ed.

 

Title

REVEALING INDONESIAN EFL TEACHERS’ COGNITION

THROUGH METAPHOR ANALYSIS

 

ABSTRACT

This research explores Indonesian EFL teacher’s cognition through metaphor analysis. Utilising Conceptual Metaphors Theory from Lakoff and Johnson and teacher’s cognition theory from Simon Borg to discover Indonesian EFL think, belief, and know on teaching and learning. This research employs qualitative approach, case study to gain deeper insight Indonesian EFL teachers’ experiences, issues, and feelings inside classroom. There are twelve participants in this research. A survey was distributed to these participants to gain insights from educational background and teaching experiences. By collecting metaphorical expressions from Indonesian EFL teachers from Elicited Metaphor Analysis (EMA) worksheet and letter writing, there are four conceptual metaphors emerged from 150 identified metaphor expressions produced by the participants. The findings reveal that the twelve participants express their learning process inspired by their prior learning experience including the words “voyage”, “climbing a steep hill”, “carrying heavy stones”, and “embarking on a great adventure”. Furthermore, factor such as professional coursework constructs Indonesian EFL teacher’s cognition as “Willy Wonka”, “lighthouse”, “painter”, and “potter” to express the roles inside the classroom. Other factors, such asclassroom practice and contextual factors shape Indonesian EFL teachers’ cognition of practice teaching English, students’ perception and the other teacher’s role. The Indonesian EFL teacher’s cognition of teaching English utilise the words “plantingseeds”, “building bridge” and “a roller coaster”. Then, they consider students as elements of nature including “seeds”, “flower”, “plant”, “fruits” and “trees”. The last Indonesian EFL teachers utilise teacher’s role that inspire from classroom practice as “gardener”, “navigator”, and “doctor”. In conclusion, the metaphorical expressions of the 12 Indonesian EFL teachers were effective instruments for revealing significant elements of their pedagogical cognition. In particular, these metaphors showed how the instructors' thoughts are affected by four main things: what they learned before, what they learned in professional courses, what they did in the classroom, and the situation. The metaphors also gave us a lot of information on each teacher's basic ideas, who they are as teachers, and how they feel about teaching and learning. These results show how useful metaphor analysis may be for teacher training and professional growth. Getting teachers to think about their own metaphors might help them become more aware of themselves and make their classrooms more reflective.

Keywords: Metaphor, Indonesian EFL teacher, Teacher Cognition, Conceptual Metaphor Theory