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All Journal Indonesian Journal of Integrated English Language Teaching EDUCAFL : E-Journal of Education of English as a Foreign Language Jurnal Penelitian Humaniora Journal of Foreign Language Teaching and Learning IJIET (International Journal of Indonesian Education and Teaching) POLYGLOT LLT Journal: A Journal on Language and Language Teaching Journal of English for Academic and Specific Purposes (JEASP) Jurnal Bahasa Lingua Scientia Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) PROJECT (Professional Journal of English Education) Journal of English Language and Pedagogy SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal Pedagogy : Journal of English Language Teaching SALEE: Study of Applied Linguistics and English Education Journal of Research on Language Education English Education and Literature Journal (E-jou) UC Journal: ELT, Linguistics and Literature Journal Datokarama English Education Journal (deejournal) Journal of English Teaching and Linguistic Issues (JETLI) Journal of Education, Language Innovation, and Applied Linguistics Stairs: English Language Education Journal Journal of English Language and Pedagogy (JELPA) Erudita: Journal of English Language Teaching Cognitive Insight in Education Polyglot: Journal of Linguistics, Literature, and Language Education Magister Scientiae
wijaya, kristian florensio
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Journal : JET (Journal of English Teaching)

 1 
Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers Mbato, Concilianus Laos; Wijaya, Kristian Florensio
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1146.619 KB) | DOI: 10.33541/jet.v6i2.47

Abstract

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.
English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context Wijaya, Kristian Florensio; Mety, Mety; Bram, Barli
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.049 KB) | DOI: 10.33541/jet.v6i1.1336

Abstract

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.
English Education Master Students' Self-Regulated Learning Strategies in Academic Writing Wijaya, Kristian Florensio
JET (Journal of English Teaching) Vol. 7 No. 1 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i1.2313

Abstract

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
Exploring EFL Teachers Perspectives on Collaborative Learning Activities in Senior High School Contexts Wijaya, Kristian Florensio
JET (Journal of English Teaching) Vol. 7 No. 2 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i2.2341

Abstract

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
Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing Wijaya, Kristian Florensio
JET (Journal of English Teaching) Vol. 8 No. 1 (2022): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v8i1.3359

Abstract

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
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert