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<![CDATA[ENGLISH LANGUAGE EDUCATION STUDENTS PERCEPTIONS OF SELF EFFICACY IN PUBLIC SPEAKING CLASS ]]>
<![CDATA[Wijaya, Kristian Florensio]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(1), April 2020 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v5i1.379
<![CDATA[Self-efficacy is one of the most pivotal springboards determining EFL learners? success in acquiring the target language in the communicative classroom contexts. Therefore, well-planned learning strategies and enjoyable learning environments should be provided continuously in order to breed proficient communicators in the target language. To do so, English language teachers need to shift their roles from instructors as facilitators facilitators to nurture EFL learners? self-efficacy development continuously. This study aimed to investigate the students? perceived self-efficacy in public speaking class. One research problem was proposed in this study namely, what are the significant factors that can heighten learners? self-efficacy in public speaking class? This study employed a qualitative method utilizing three research instruments i.e., classroom survey, students? speaking learning reflections, and interview to collect data from public speaking class of the English Education Study Program, Sanata Dharma University, Yogyakarta. Qualitative content analysis was employed to draw meanings out of the data gathered. Findings from this study revealed that EFL learners will be able to be proficient target language communicators when they believe in their speaking competencies and obtain meaningful feedback from the teachers.]]>
<![CDATA[UNDERGRADUATE STUDENTS PERCEPTIONS ON EXTENSIVE READING STRATEGY IN VOCABULARY CLASS ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 3, No 5 (2020): VOLUME 3 NUMBER 5, SEPTEMBER 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v3i5.p534-545
<![CDATA[AbstractVocabulary is one of the essential elements of English Language Teaching. It is therefore important to ensure that the students are able to obtain sizable vocabulary knowledge during their academic performance. Extensive reading strategy played a major role in that process. Two research problems were proposed in this study. The first is to know the effectiveness of extensive reading strategy in vocabulary class. The second is to discover the significant improvement of English Language Education students’ vocabulary knowledge through extensive reading strategy. In this qualitative study, three research instruments: observation, classroom survey, and focus group discussion were employed. Qualitative content analysis was implemented to draw meanings out of the data gathered. Five major findings were as follows: (a) ELESP students viewed vocabulary as an important element in English language mastery (b) Loved reading extensively (c) Had limited time to read (d) Lose their reading motivation easily (e) Suggested regular checking of vocabulary books.Keywords: vocabulary, extensive reading strategy, qualitative content analysis]]>
<![CDATA[English Education Master Students' Perceptions on Their Agency as Future EFL Teachers ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v6i2.11994
<![CDATA[This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.]]>
<![CDATA[From the Library Review Perspectives: Strategies to Instill Efficient Character Education Values in Indonesian EFL Learning Dynamics ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ STAIRS: English Language Education Journal Vol. 5 No. 1 (2024): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.5.1.1
<![CDATA[There should be a decent complementary element to equalize the proficiency-based learning activities attempting to breed skilled, innovative, and knowledgeable target language academicians. Following this belief, professional second language educators should incessantly transmit various kinds of efficient character education values in their daily classroom learning routines as learners begin to showcase more promising and positive learning behaviors in sustaining the continuity of language exposure. This current small-scale library study was enacted to profoundly investigate the possible pedagogical strategies second-language educationalists can internalize to holistically infuse more meaningful character education values in Indonesian EFL learning dynamics. To fulfill this study objective, the researcher employed a thematic analysis approach in this current small-scale library investigation to systematically cluster the most identical research results into some relatable themes. Accordingly, 20 prior character education studies ranging from 2018 to 2022 year were selected to produce more reliable robust findings. From the thematically categorized research results, the perfect embodiment of efficient character education values was ascertained when Indonesian EFL teachers are willing to play roles as supportive learning facilitators and implement variegated teaching strategies in their regular classroom learning dynamics. Some future recommendations were also depicted for the constant advancement of this educational research field.]]>
<![CDATA[Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v3i2.436
<![CDATA[Perhaps, one of the most well-articulated hurdles daunting globalized EFL learners’ academic literacy dynamics can be attributed to foreign language reading anxiety. Under the massive expansion of foreign language reading anxiety, EFL learners commonly experience a higher level of perturbation while attempting to comprehend the contents forming in their specific reading texts due to the inevitable complexities presented during this process. This current small-scale library study aimed to exhaustively investigate particular effective strategies to overcome foreign language reading anxiety among globalized EFL learners to provide some illuminations for ELT experts, practitioners, and educators to devise more sophisticated reading strategies that can potentially alleviate foreign language reading anxiety. There were three main themes inferred in this present small-scale qualitative study namely: (1) The internalization of more comprehensible reading materials, (2) the promotion of more enjoyable reading circumstances, and (3) the inducement of more relevant reading strategies. For the future betterment of worldwide L2 reading enterprises, second language teachers are strongly commissioned to identify particular situations provoking excessive foreign language reading anxiety among EFL teachers in order to progressively design more authentic and meaningful reading activities.]]>
<![CDATA[Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers ]]>
<![CDATA[Mbato, Concilianus Laos]]>;
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v6i2.47
<![CDATA[To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments i.e., classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.]]>
<![CDATA[English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context ]]>
<![CDATA[Wijaya, Kristian Florensio]]>;
<![CDATA[Mety, Mety]]>;
<![CDATA[Bram, Barli]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v6i1.1336
<![CDATA[This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others in order to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. Data were collected through a classroom survey and interviews with 12 English Education Master’s Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners’ success in attaining more fruitful target language competencies.]]>
<![CDATA[English Education Master Students' Self-Regulated Learning Strategies in Academic Writing ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 1 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v7i1.2313
<![CDATA[English Education Master Students’ Self-Regulated Learning Strategies in Academic Writing Kristian Florensio Wijaya Sanata Dharma University, Yogyakarta kristianwijaya500@gmail.com Abstract There is a propensity for language teachers to handicap graduate students as independent, competent and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more life-long and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects. Keywords: Self-regulated learning strategies, academic writing, qualitative content analysis, academic L2 writers]]>
<![CDATA[Exploring EFL Teachers Perspectives on Collaborative Learning Activities in Senior High School Contexts ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 2 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v7i2.2341
<![CDATA[Abstract In this global age, it is of critical importance for future workforces to possess both higher intellectual and social competencies crucially sustaining their careers. In accord with this fact, second language educators engaging in worldwide second language learning circumstances have taken a critical stance to promote collaborative learning activities earlier in senior high school contexts to maximize these future generations’ potentials in terms of problem-solving, critical thinking, social, and conflict resolution skills. This was a qualitative study conducted in a narrative way to decipher the observed recurring phenomenon accurately based on people’s stories and experiences. Open-ended interviews were also utilized in this study to obtain more natural and authentic portrayals regarding the stories told by participants. 2 EFL teachers having different expertise and experiences in running collaborative learning activities in distinctive Senior High School Contexts were also involved in this study to yield richer and reliable results out of the data gathered. The study revealed that collaborative learning activities will run more efficiently when supportive learning assistances are extensively addressed and a higher degree of reverence occurred among diverse group members. Keywords: EFL Teachers’ Perspectives, Collaborative Learning Activities, Senior High School Contexts]]>
<![CDATA[Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 8 No. 1 (2022): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v8i1.3359
<![CDATA[Abstract Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers’ perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics. Keywords: Formative assessment, EFL teachers, writing]]>
