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All Journal Magister Scientiae 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
wijaya, kristian florensio
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES Wijaya, Kristian Florensio
ELTR Journal Vol. 8 No. 1 (2024)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v8i1.177

Abstract

Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.
Fostering EFL Learners’ Critical Thinking Skills in Reading Classes through the Use of Graphic Organizers Wijaya, Kristian Florensio
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.01.02

Abstract

To make the best use of the utmost reading learning outcomes, second language educationalists are highly supervised to collate the mutual interplay between their traditionally-implemented reading approaches with learner-oriented methods. One of the probable student-centered reading learning strategies rewarding to be applied in these modern EFL reading enterprises is graphic organizers. Previous researchers held a strong contention that graphic organizers strategy could supportively assist EFL learners in infusing the significant development of critical thinking skills as they were freely permitted to enact their creative, representative, and engaging graphic displays that are relatable to their presently-situated reading texts. This present small-scale library study was commenced to profoundly investigate how graphic organizers strategy can promote significant critical thinking skills growth among second language learners in reading classes. To actualize this study objective, the researcher thematically subdivided the similarly-shared research results derived from 20 previous graphic organizer investigations into some main particular themes to yield more comprehensible and credible research outcomes. The thematically-analyzed research results unraveled that the graphic organizers strategy helped EFL learners to transform into highly-achieving and motivated readers; two essential components ingraining the maximization of critical thinking skills growth within language learners’ reading learning journeys.   
Escalating EFL Collaborative Writing Culture through the Use of Google Docs Wijaya, Kristian Florensio
Polyglot Vol 20, No 1 (2024): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i1.7441

Abstract

Since EFL writing learning enterprises are frequently regarded as single-handedly activities, collaborative writing culture plays a crucial role in increasing globalized EFL learners’ writing motivation leading them to become more optimistic, innovative, and proficient writers. This current small-scale library study was projected to profoundly investigate whether EFL collaborative writing culture can thrive in the support of Google Docs. Accordingly, the researcher critically reviewed the foregoing research results yielded by 20 previously published collaborative writing and Google Docs studies with the accompaniment of a thematic analysis. A thematic analysis approach was incorporated to ascertain the credibility, believability, and reliability of each specifically clustered research result. To produce more relatable and contextual research results, the researcher selected prior collaborative writing and Google Docs investigations ranging from 2019 until 2023 year. In conformance with the particularly obtained research results, second language writing instructors all around the globe are strongly suggested to fuse the further internalization of collaborative writing strategy with Google Docs to constantly transform EFL learners into more collaborative, resilient, persistent, and life-long writers.   Bahasa Indonesia Abstrak Berkenaan dengan fakta bahwa pembelajaran penulisan Bahasa Inggris sering dianggap sebagai aktivitas individual, budaya menulis kolaboratif memegang sebuah peranan penting untuk meningkatkan motivasi menulis pelajar Bahasa Inggris di seluruh dunia yang dapat membawa mereka menjadi penulis optimis, inovatif, dan cakap. Studi pustaka skala kecil ini diperuntukan secara mendalam untuk menyelidiki apakah budaya menulis kolaboratif dapat tumbuh dengan dukungan Google Docs. Oleh karena itu, peneliti dengan sangat kritis meninjau hasil penelitian yang telah dihasilkan oleh 20 penelitian menulis kolaboratif dan Google Docs dengan bantuan dari analisis tematik. Metode analisis tematik diterapkan untuk memastikan kredibilitas, kepercayaan, dan keandalan dari setiap hasil penelitian yang telah dikelompokan secara spesifik. Untuk menghasilan hasil penelitian yang relevan dan kontekstual, peneliti memilih penelitian menulis kolaboratif dan Google Docs dari tahun 2019 hingga 2023. Berkenaan dengan hasil penelitian yang telah didapat, instruktur menulis Bahasa Inggris di seluruh dunia disarankan untuk menggabungkan penerapan strategi menulis kolaboratif dengan Google Docs agar secara terus menerus mentransformasi pelajar Bahasa Inggris menjadi penulis seumur hidup yang lebih kolaboratif, tangguh, dan ulet.
BRIDGING EFL LEARNERS’ TARGET LANGUAGE KNOWLEDGE DISCREPANCY WITH THE SUPPORT OF CRITICAL CULTURAL AWARENESS Wijaya, Kristian Florensio
Magister Scientiae Vol 52, No 1 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i1.5090

Abstract

It has been a long-standing issue that EFL learners are required to consistently showcase gratifying target language performances, competencies, and achievements while taking part in a wide variety of second language learning activities without being prepared well with suitable and authentic learning materials. In response to this aforesaid issue, second language educators need to immerse EFL learners into critical cultural awareness to make them become more efficient target language users. This present small-scale library study was projected to profoundly investigate the way critical cultural awareness can bridge globalized EFL learners’ target language knowledge discrepancy in actual second language learning contexts. To do so, the researcher conducted an in-depth thematic analysis of the previously generated research results addressed by 20 critical cultural awareness studies published worldwide. Concerning the specifically-obtained research results, critical cultural awareness can potentially become one of the worthwhile strategies to be further applied in nowadays second language circumstances by which EFL learners foster their target language competencies to the desired outcomes and transform into more skillful target language users.
The benefits of applying Kahoot media in modern EFL teaching-learning contexts Wijaya, Kristian Florensio
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i2.8896

Abstract

It will be more reasonable for second language teachers to be more literate concerning the optimal internalization of proper technological learning platforms in their habitual classroom activities. Previous researchers believed that with the supportive endorsement of compatible technological-based learning tools, EFL learners are willing to showcase more proactive learning participation as they continually experience a higher degree of learning enjoyment. This small-scale library study aimed to investigate the beneficial values of applying Kahoot media in modern EFL teaching-learning contexts. To that end, the researcher plotted a thematic analysis approach in analyzing the previously generated findings from 30 previous Kahoot media journal articles. By releasing this action, more understandable research outcomes can be potentially obtained since the researcher clustered all these prior results into some identical research themes. Two major research findings were drawn: (1) Kahoot media enabled EFL learners to attain thorough foreign language mastery skills, and (2) EFL learners continually experienced more positive learning nuance by activating Kahoot media. Some pertinent recommendations and commendations were suggested for the significant advancement of forthcoming studies delving more profoundly into the utilities of technological-based learning media in various EFL classroom circumstances.
THE IMPORTANT ROLE OF METACOGNITIVE STRATEGIES IN INDONESIAN EFL READING LEARNING CONTEXTS Wijaya, Kristian Florensio; Mbato, Concilianus Laos
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 1 (2022): May 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i1.3445

Abstract

It is decent to be purported here that the continual and precise internalization of metacognitive strategies in Indonesian EFL reading contexts will bring about positive influential impacts for L2 readers’ cognitive and affective reading development. Highly metacognitive L2 readers generally experience more stress-free and meaningful reading learning enterprises since they have become more critical, self-regulated, independent, and adaptable readers who are resistant to exacting reading learning challenges. This present qualitative study employed a document analysis approach to strongly encourage Indonesian EFL educationalists to steadily implement metacognitive strategies in their multivariate reading classroom vicinities. The obtained results uncovered that metacognitive reading strategies progressively transfigured Indonesian EFL learners into more self-regulated and autonomous L2 readers longing to inherent life-long second language learning spirit on their daily basis as academicians.  
The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics Wijaya, Kristian Florensio
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.742

Abstract

Amidst complex reading learning enterprises, it is fair to be acknowledged that globalized EFL learners need to improve their reading competencies and activate a self-regulation strategy to experience a positively sound reading learning atmosphere and become more strategic L2 readers knowing the reading strategies working best for their particular reading dynamics. This present small-scale qualitative investigation was conducted with the support of a library study approach to generate more reliable and apprehensible research results beneficial for the betterment of future reading learning dynamics. To achieve this main research objective, the researcher selectively selected 20 previous studies focusing on discovering the positive influences of self-regulation strategy in EFL reading enterprises. Thematic analysis was simultaneously employed while analyzing the previously obtained research results to yield more accurate themes that were rewarding and to pave more meaningful reading pathways for worldwide second language reading instructors and EFL learners. Based on the obtained research results, the internalization of the self-regulation strategy has successfully promoted more enjoyable reading learning processes where they can progressively transform into more autonomous L2 readers. As a point, these specifically attained research results strongly suggested globalized second language reading instructors cultivating EFL learners’ self-regulation growth at the onset of reading learning activities to gradually enable them to become high-achieving L2 readers. Keywords: self-regulation strategy; reading; library study
Invigorating Globalized EFL Learners’ Reading Proficiency Growth through the Continual Support of Multimodal Strategy Wijaya, Kristian Florensio
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 1 (2024): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i1.901

Abstract

As globalized EFL learners often elude themselves from participating in the designated reading learning activities prepared by their teachers due to the inevitable complexities, satiation, and frustration climates, the sustainable integration of a multimodal strategy is deemed as one of the essential digital learning approaches rewarding to be actualized by nowadays second language reading instructors. Previous researchers vehemently contended that with the support of a multimodal strategy, worldwide EFL learners no longer experience unpleasant reading learning climates since they interact with their digital texts enjoyably and meaningfully. This current small-scale library study is an actualization of the researcher's motivation to specifically reveal whether internalization of a multimodal strategy can reinforce globalized EFL learners' reading proficiency levels. To this end, the researcher employed a thematic analysis method in analyzing the specifically generated research results derived from 20 prior multimodal strategy scientific articles. To ascertain the credibility and relevancy of each analyzed research result, the researcher selected 20 already-published multimodal strategy articles ranging from 2018 until 2023. The thematically categorized research results highly advocated globalized second language reading instructors to arm language learners with the proper usage of a multimodal strategy to consistently promote more transformative reading learning enterprises in which EFL learners' targeted reading proficiency development can thrive to a greater level.
THE SIGNIFICANCE OF EFL TEACHERS MOTIVATIONAL STRATEGIES IN SUPPORTING EVER-CHANGING CLASSROOM LEARNING DYNAMICS wijaya, kristian florensio
Jurnal Penelitian Humaniora Vol 25, No 2: Agustus 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v25i2.23700

Abstract

Too much concentration and attention has been given to the significant degree of professional development growth without focusing on cultivating more robust educational motivation among globalized EFL educators. To compensate for this previous research drawback, this small-scale library study attempted to profoundly investigate the extent strong motivation strategies can impart extensive support for worldwide EFL educationalists to induce more supportive and positive second language learning climates in the presence of heterogeneous learners. Thus, the researcher thematically analyzed the identical findings generated by 30 previous EFL teachers’ motivational strategies studies. With the employment of a thematic analysis, the researcher could potentially yield more credible, relevant, and contextual research results since conscientious data interpretations were iteratively applied before grouping these particularly generated findings into some similar research theme categories. All these 30 previously published EFL teachers’ motivational strategies studies were adapted from 2017 to 2024 year. The last current 7 years of published studies were the topmost priority to ensure the trustworthiness of all the thematically-subsumed research findings to be in line with the major specific topic forming in this library investigation. The thematically divided research results revealed that robust EFL teachers’ motivational strategies significantly helped second language learners master the desired target language competencies and experience more enjoyable classroom learning climates. 
INVESTIGATING EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN FRATER DON BOSCO SENIOR HIGH SCHOOL LEWOLEBA Wijaya, Kristian Florensio
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.3159

Abstract

Undoubtedly, to promote more holistic, pleasurable, and meaningful second language learning enterprises for learners, EFL teachers are advocated to sustainably hone their professional development concerning their knowledge and pedagogical competencies. This present qualitative study was conducted in the light of the critical incident technique to discover particular unforgettable teaching-learning events enabling teachers to promote significant changes in their vocation. Further, 10 self-reflective inquiries were also addressed to 2 invited senior EFL teachers working in Frater Don Bosco Senior High School Lewoleba, Nusa Tenggara Timur Province. Two major findings were revealed from these self-reflective inquiries namely EFL teacher’s sound desire to continue upgrading professional development through professional learning and EFL teacher’s strong intentions to improve learners’ target language competencies through the exhibition of professional development. Although the two invited EFL teachers had significantly fostered their professional development through profound caring, attentiveness, and understanding of learners’ distinctive learning backgrounds, it is indispensably required for Indonesian educational institutions to provide a considerable number of professional development training appropriate with varied teaching-learning contexts undergone by our teachers to ensure that a higher degree of professionalism resided within their careers and learners’ learning rides.
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert