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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 English Education and Literature Journal (E-jou) UC Journal: ELT, Linguistics and Literature Journal 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
wijaya, kristian florensio
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GRADUATE STUDENTS’ MOTIVATION REGULATION STRATEGIES IN FACING ACADEMIC WRITING AMID COVID-19 PANDEMIC Wijaya, Kristian Florensio; Setiawan, Niko Albert
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3142

Abstract

Abstract To be more proficient and self-regulated, L2 academic writers, the deployment of motivation regulation strategies should be incorporated at the commencement of academic writing learning enterprises, particularly during this pandemic situation. According to previous studies, the establishment of robust motivation regulation strategies will potentially help L2 academic writers to better manage the ongoing writing learning dynamics and cope with varied upcoming challenges. Specifically, this study was conducted qualitatively by lending support from qualitative content analysis in order to offer more overarching findings derived from actual events experienced by the participants. To comply with this objectivity, two research instruments were also utilized in this study namely the Likert-Scale questionnaire and open-ended interviews. Further, the Likert-Scale questionnaire was administered via Google Forms to be filled out by 36 English education master students from batch 2018 and 2019, and the open-ended interview inquiries were sent through WhatsApp application in order to obtain the responses from the three random selected interviewees. Results from this study revealed that the majority of English education master students had successfully become more competent and resilient academic writers through five major streams of motivation regulation strategies namely interest enhancement, performance self-talk, mastery self-talk, self-consequating, and environmental structuring.      Keywords: Motivation regulation strategies, academic writing, graduate students, Covid-19 pandemic
ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON ONLINE LEARNING DURING COVID-19 PANDEMIC Wijaya, Kristian Florensio
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 2 (2022): July 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i2.4171

Abstract

ELT enterprises are always ever-changing in these recent years due to the learners’ learning needs, preferences, interests, and proficiency. This progressive change is noticeable during this covid-19 pandemic where all educational institutions are commissioned their learners to study from home with the support of technological interfaces. This current small-scale qualitative study was an attempt to discover the specific perspectives upheld by English Education Master Students concerning the internalization of online EFL learning activities during these recent 2 year periods. To fulfill this research objectivity, the narrative inquiry was employed to fully attain the authentic data derived from the research participants manifested in the form of stories. In the short-term data gathering processes, 5 open-ended written narrative inquiry questions were distributed to 2 English Education Master Students of Sanata Dharma University, batch 2020. Anchored on the obtained research results, online EFL learning activities are quite beneficial in promoting more fruitful learning outcomes and embracing learners’ learning pace in absorbing the imparted learning materials. Hence, it is worth highlighting that this learning method is appropriately suitable for nowadays target language learning venture due to its practicality and feasibility. Some specific suggestions were also depicted in the last section.
EXPLORING INDONESIAN EFL TEACHERS’ PERSPECTIVES ON THEIR SELF-REGULATION Wijaya, Kristian Florensio
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i1.3576

Abstract

AbstractThe quality of ELT enterprises is strongly determined by its teachers’ dedication and commitment to imparting meritorious educational outcomes for diverse learners. One of the affective EFL teachers’ aspects that should be paid more exhaustive attention to is self-regulation. It is theoretically grounded that highly self-regulated EFL teachers are the individuals exceptionally eager to confront various teaching-learning obstructions. This present qualitative study was conducted in the support of narrative inquiry to obtain more renewable rewarding insights from the targeted research participants based on their recited stories. To fulfill this research objectivity, 5 open-ended written narrative interview questions were addressed to 2 invited Indonesian EFL teachers experiencing quite long-range teaching experiences. The results showcased that highly self-regulated Indonesian EFL teachers had transfigured into more innovative learning facilitators and professional educators. Thus, it can be inferred that self-regulation fully allowed Indonesian EFL teachers to be more judicious decision-makers and supportive learning counselors. Some suggestions were also depicted in the closing section.    Keywords: Self-regulation; EFL teachers’ perspectives; narrative inquiry
Unveiling the Current Internalization of Reflective Practice Activities in Worldwide Second Language Educational Contexts Wijaya, Kristian Florensio
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 4, No 1 (2025): Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v4i1.10842

Abstract

Enhancing investment in globalized second language learning can be achieved through the continuous professional development of EFL teachers. Previous research suggests that significant growth in professional development occurs when accompanied by reflective practice activities. These activities enable educators to critically assess their teaching practices, leading to improved learning outcomes for language learners. This small-scale library study aimed to explore the current implementation of reflective practice in second language education worldwide. A thematic analysis approach was employed to analyze findings from previous studies on reflective practices. This method allowed for the categorization of key themes, ensuring a comprehensive understanding of reflective practice's impact on language teaching. To enhance the reliability of the findings, 25 reflective practice studies published in national and international journals were selected. The identified themes provide insights into how second-language educators can design more effective learning materials and foster transformative learning experiences. By integrating reflective practices, EFL teachers can refine their instructional strategies, ultimately contributing to the advancement of second language education.Keywords: Library study; professional development; reflective practice; second language learning; thematic analysis.
The Benefits of Activating Self-Regulation Behavior in Worldwide EFL Speaking Learning Contexts Wijaya, Kristian Florensio
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 6 No 1 (2025): February 2025
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2025.61.205

Abstract

Transforming worldwide EFL learners into more proficient L2 speakers is a challenging mission as speaking is not merely about the meaningful communication occurrences among interlocutors but also the strong willingness shouldered by EFL learners to regulate their certain behaviors and actions to achieve the targeted learning objectives fully. The previous research results strongly suggested that EFL educators establish, nurture, and reinforce their learners’ self-regulation at the commencement of speaking-focused learning activities in order to make them more confident L2 speakers who are willing to share their thoughts with other classroom learning community members. This present small-scale library study was a little attempt initiated by the researcher to investigate the potential benefits of activating EFL learners’ self-regulation behavior in worldwide speaking learning contexts. To fulfill this main study objective, the researcher conducted a thematic analysis by reviewing 30 previous self-regulation studies conducted globally to obtain more comprehensible research results. The publication years of these 30 published self-regulation articles ranged from 2013 until 2022 to produce more reliable research results. Based on the thematic analysis, there were two major themes yielded namely: (1) Highly self-regulated EFL learners can become more organized L2 speakers, and (2) highly self-regulated EFL learners can transform into more successful L2 speakers. In conformance with these research results, second language-speaking learning instructors are strongly encouraged to cultivate self-regulation behavior within EFL learners at the beginning of learning activities to gradually make them become more high-achieving and self-reliant speakers defining the best strategies suitable for their current speaking learning situations. 
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.
AN INTERNALIZATION OF THINK-PAIR-SHARE STRATEGY TO ELEVATE INDONESIAN EFL LEARNERS’ SPEAKING SKILLS Wijaya, Kristian Florensio
ELTR Journal Vol. 9 No. 1 (2025)
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.v9i1.222

Abstract

Mutual collaboration is considered amongst all notable ingredients to actualize more meaningful, interactive, and engaging EFL speaking learning dynamics. One of the main learner-oriented approaches fitting with this indispensable prerequisite is the think-pair-share strategy. It is believed by some researchers that under the constant enlightenment of the think-pair-share strategy, EFL learners are highly motivated to progress into various complex speaking learning activities as insistent mutual support from other learning counterparts is granted to them. Through this present small-scale library investigation, the researcher attempted to unravel the extent think-pair-share strategy promotes a particular set of benefits for improving Indonesian EFL learners’ communicative competencies. To that end, 30 prior mixed think-pair-share investigations were selected to generate more insightful research results. Taken from in-depth library analysis, two main research themes were yielded namely: (1) Think-pair-share strategy transforms EFL learners into more confident communicators and (2) EFL learners can expedite their speaking skills advancement through the use of think-pair-share strategy. Some recommendations for the betterment of this current qualitative study’s replication were depicted in an ultimate section.
The Implementation of KWL Chart Strategy to Improve Worldwide EFL Learners’ Reading Comprehension Skills Wijaya, Kristian Florensio
English Education and Literature Journal (E-Jou) Vol 3 No 02 (2023): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v3i02.853

Abstract

There is a dire need for worldwide second language educators to sustainably invoke more interactive, favorable, and meaningful reading learning enterprises in which EFL learners are strongly willing to channel more effortful actions to hone their reading comprehension skills to the utmost development. KWL chart strategy can be one of the appropriate solutions to fulfill this reading learning demand by which EFL learners can activate their prior knowledge in harmony with the reading texts they are going to read, monitor their reading comprehension towards particular reading topics intensively, and profoundly evaluate their newly-acquired knowledge obtained through various passages. This present small-scale library study aimed to investigate the extent the KWL chart strategy can improve globalized EFL learners’ reading comprehension skills. 20 prior findings obtained from the KWL chart strategy in reading studies were thematically analyzed to yield more comprehensible and credible research results for the betterment of EFL reading learning enterprises nationwide. After analyzing those previous findings, two main research themes were generated namely: (1) KWL chart strategy transforms EFL learners into more spirited readers and (2) KWL chart strategy exceptionally escalates EFL learners’ reading proficiency level. In the end, it can be fairly concluded that the effective deployment of the KWL strategy not merely resulted in the significant enhancement of EFL learners’ reading comprehension skills but also their reading endeavor and knowledge. Keyword: KWL chart strategy, reading comprehension skills, EFL learners, library study, thematic analysis
From a Worldview Perspective: Empowering Indonesian EFL Educators’ Professionalism through Self-Efficacy Wijaya, Kristian Florensio
Indonesian Journal of Integrated English Language Teaching Vol 10, No 2 (2024): IJIELT: VOLUME 10, NUMBER 2, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i2.22170

Abstract

AbstractIn an educational milieu, professional EFL educators oftentimes bear a huge responsibility for becoming agents of change toward the promotion of better-quality language learning processes. Concerning this matter, the immediacy of corroborating EFL educators’ self-efficacy is considered crucially important since they believe in their existing competencies to accomplish the demanding working loads given by educational institutions. This present small-scale qualitative library study was an apparent attempt to signify the critical role of self-efficacy to be activated at the beginning of Indonesian EFL teachers’ teaching careers. To fulfill this main study purpose, 25 previously-related EFL teachers’ self-efficacy studies were selected to shed enlightenment for our educational stakeholders to start prioritizing their teachers’ significant self-efficacy development to promote more holistic language learning enterprises for learners. To ensure the eligibility and relevancy of reviewed research results, the researcher also employed a thematic analysis. There were two major specific themes yielded from an in-depth thematic analysis namely: (1) Highly self-efficacious EFL educators can potentially promote a conducive-friendly classroom climate and (2) the robust growth of self-efficacy progressively transfigures EFL educators into more persistent figures. From these two subdivided themes, it was implied that through the constant elevation of self-efficacy, EFL educators will be more professional initiators who are successful in terms of promoting positively-sound learning vicinities and preserving their best working performances amidst various educational complexities.        Keywords: Professionalism, Self-Efficacy, EFL Teachers, Library Study
STRATEGIES TO OVERCOME FOREIGN LANGUAGE SPEAKING ANXIETY IN INDONESIAN EFL LEARNING CONTEXTS Wijaya, Kristian Florensio
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
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.v26i1.4450

Abstract

During the taxing L2 communicative enterprises undergone by Indonesian EFL learners, language teachers are heavily instigated to erect a more critical standpoint in picking up the most appropriate speaking learning approaches, strategies, and activities working best for the entire learners. This document analysis study was run to profoundly investigate 20 previous foreign language-speaking anxiety literature concerning the contributing factors and probable strategies that can potentially alleviate this psychological phenomenon. Two alleviating foreign language speaking anxiety strategies were proposed as follows: (1) The internalization of more innovative L2 speaking learning activities and (2) The existence of more enjoyable L2 speaking learning circumstances. At the end of the subsection, the researcher expectantly hoped prospective Indonesian EFL speaking learning experts, practitioners, policy-makers, and educationalists to promote a more positive speaking classroom atmosphere, constant speaking learning guidance, and various contextual speaking learning materials to progressively minimize learners’ foreign language speaking anxiety as well as foster their L2 communicative competencies into a greater level.
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert