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Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research Alberik Ryan Tendy Wijaya; Paulus Kuswandono
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.2 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v5i2.10923

ABSTRACTAmidst the rapid development of English teaching, teacher’s professional development (TPD) is crucial for English teachers. It has been discussed in the TESOL Summit 2018 in Jakarta that the teachers demanded a TPD approach which facilitates them in sharing professional experiences with other teachers. This qualitative research would like to investigate the effectiveness of reflection with critical incident theory (CIT) framework as a form of TPD which many studies have found effective to fulfil that demand and yet, rarely discussed in the context of Indonesia. Based on the reviewed literature, this research applied guided reflection and interview to gather the data. The gathered data were then analysed using open-, axial-, and selective coding. From the triangulated data, five themes related to TPD were extracted. One theme is dedicated to discussing two unique cases. Overall, by reflecting their critical incidents, all of the participants could understand their experience deeper and thus, making it meaningful. Therefore, this research suggests that the utilization of reflection using CIT framework must be investigated further in a bigger scope with bigger participants and more frequencies of reflection. ABSTRAKDi tengah pesatnya perkembangan pengajaran bahasa Inggris, pengembangan profesionalisme guru (TPD) penting bagi guru Bahasa Inggris. Telah didiskusikan dalam TESOL Summit 2018 di Jakarta bahwa para guru menginginkan sebuah pendekatan TPD yang memfasilitasi mereka untuk berbagi pengalaman profesional dengan guru lainnya. Penelitian kualitatif ini ingin menginvestigasi keefektifan refleksi dengan kerangka teori peristiwa kritis (CIT) sebagai bentuk TPD yang mana banyak studi telah menemukan keefektifan untuk memenuhi permintaan tersebut, akan tetapi jarang didiskusikan di dalam konteks Indonesia. Berdasarkan tinjauan pustaka, penelitian ini mengaplikasikan refleksi terpandu dan wawancara untuk mengumpulkan data. Data yang telah terkumpul dianalisis dengan menggunakan open-, axial-, dan selective coding. Dari data yang telah ditriangulasi, terekstrak lima tema terkait TPD. Satu tema didedikasikan untuk mendiskusikan dua kasus unik. Secara keseluruhan, dengan merefleksikan peristiwa kritis, semua partisipan mampu memahami pengalaman mereka secara lebih mendalam dan oleh karenanya, membuat pengalaman tersebut bermakna. Maka dari itu, penelitian ini menganjurkan agar penggunaan refleksi dengan kerangka CIT diinvestigasi lebih lanjut dalam skala yang lebih besar dengan lebih banyak partisipan dan frekuensi refleksi yang dilakukan. How to Cite: Wijaya, Alberik R. T., Kuswandono, P. (2018). Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research. IJEE (Indonesian Journal of English Education), 5(2), 1-15. doi:10.15408/ijee.v5i2.10923

GRAMMATICAL ERRORS IN UNDERGRADUATE STUDENTS’ RESEARCH PROPOSAL WRITING Alberik Ryan Tendy Wijaya; Gracia Vica Ade Nugraheni; Barli Bram
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.291-308

The paper investigated common grammatical errors produced by Indonesian university students of English as a foreign language when writing their undergraduate research proposals. Accordingly, an urgent research question to resolve was what common grammatical errors are made by the seventh semester students of the English Language Education Study Program of Sanata Dharma University in writing Chapter One of their research proposals? To answer the research question, the researchers conducted a content analysis. The researchers analysed students’ research proposals, focusing on grammatical issues identified in the first chapter. Results showed that the errors were omission (content and grammatical morpheme), addition (double marking, regularization, and simple addition), misinformation (regularization errors, archi-forms, and alternating forms), misordering, parallelism and diction. The top three errors were successively omission (38.15 per cent), addition (21.97 per cent) and parallelism (18.5 per cent).

GRAMMATICAL ERRORS IN UNDERGRADUATE STUDENTS’ RESEARCH PROPOSAL WRITING Alberik Ryan Tendy Wijaya; Gracia Vica Ade Nugraheni; Barli Bram
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.291-308

The paper investigated common grammatical errors produced by Indonesian university students of English as a foreign language when writing their undergraduate research proposals. Accordingly, an urgent research question to resolve was what common grammatical errors are made by the seventh semester students of the English Language Education Study Program of Sanata Dharma University in writing Chapter One of their research proposals? To answer the research question, the researchers conducted a content analysis. The researchers analysed students’ research proposals, focusing on grammatical issues identified in the first chapter. Results showed that the errors were omission (content and grammatical morpheme), addition (double marking, regularization, and simple addition), misinformation (regularization errors, archi-forms, and alternating forms), misordering, parallelism and diction. The top three errors were successively omission (38.15 per cent), addition (21.97 per cent) and parallelism (18.5 per cent).

Tertiary Students’ Metacognitive Strategies in EFL Writing: A Longitudinal Study Wijaya, Alberik Ryan Tendy; Teopilus, Susana; Cendra, Anastasia Nelladia
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.94220

University students often encounter difficulties in academic writing in English due to the complexity of managing the writing process. Limited understanding and application of metacognitive strategies in various writing stages are among the main obstacles to producing high-quality texts. This study aims to conduct an in-depth and longitudinal analysis of the metacognitive strategies employed by students before, during, and after the academic writing process in English. A quantitative approach was adopted, using a descriptive survey method with a longitudinal design. The participants were 74 students from three different cohorts of an English Education program, observed over two to three semesters depending on their cohort. Data were collected through an adapted version of the LLMWSIME questionnaire contextualized to the study, and supplemented with secondary data such as student writing samples, classroom observations, and writing assignment scores. Descriptive statistics were used to calculate means, standard deviations, and percentages, while qualitative analysis was conducted to interpret contextual data. The results show a positive development in students’ use of metacognitive strategies across the three writing stages, with the highest achievement observed in the evaluation stage. However, improvement is still needed in the planning and execution stages. The study concludes that metacognitive strategies develop gradually and play a vital role in enhancing students’ academic writing quality. The findings imply the importance of integrating balanced metacognitive skill development into writing curricula to support students in becoming reflective and independent academic writers.

Providing independent-learning space to promote English learners’ self-regulation Cendra, Anastasia Nelladia; Wijaya, Alberik Ryan Tendy
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 52, No. 2
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Independent learning is a powerful way to enhance English mastery. Yet, its effect on self-regulation is not yet explored further. This research investigated that matter by answering the following questions: 1) How is the independent learning activity per-ceived by English learners? 2) Can independent learning activities assist English learners in developing self-regulation skills? Twenty-nine university-level English learners participated in this qualitative-descriptive research which uses an open-ended questionnaire and interview. This study showed that independent learning is perceived positively by the participants. They mentioned that independent learning gave them more chances to understand the materials. Furthermore, they believed that the main outcome of independent learning was the increase in their English skills. For them, the enhancement on the self-regulation skills became a secondary outcome. As such, while independent learning has the potential to enhance learners’ self-regulation skills, the participants believed that they did not really grasp the concept of self-regulation and how independent learning would promote it. Thus, it is suggested that the learners must first be familiar with the concept of self-regulation and how inde-pendent learning can enhance self-regulation skills. This concept, therefore, must be promoted first by the teachers before independent learning activities are carried out.

English Lecturers’ Strategies for Detecting and Responding to Students’ AI Misuse in Higher Education Cendra, Anastasia Nelladia; Wijaya, Alberik Ryan Tendy
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11457

As artificial intelligence (AI) continues to advance rapidly, the education sector faces an unprecedented challenge: the potential misuse of AI by students, particularly in higher education contexts. Current literature on AI predominantly addresses general perceptions and policy implications, whereas the misuse of AI tools has received limited scholarly attention. To fill the gap, the current study aims to examine how English lecturers perceive the use of AI in education and the strategies they employ to detect, mitigate, and address potential student misuse of AI tools. This study adopted an exploratory qualitative research design. Data were collected through an open-ended questionnaire completed by twenty-six lecturers teaching English-related subjects from diverse backgrounds. The responses were analyzed using thematic analysis. The results showed that lecturers generally showed a positive outlook on the use of AI. To detect AI misuse, lecturers generally combined human approaches with AI detection tools, such as using Turnitin, Undetectable AI, AI Content Detector, Copyleaks, and ZeroGPT, while also drawing on their knowledge of students' abilities from day-to-day teaching and comparing students' current work with their previous performance. To mitigate and handle AI misuse, they generally preferred to educate students on how to use AI responsibly. A key practical implication is that strengthening AI misuse education can be an effective, implementable strategy for mitigating AI-related risks while fostering students' responsible engagement with the rapidly evolving AI landscape.

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