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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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Influential factors cultivating Indonesian EFL educators' professional identity construction Wijaya, Kristian Florensio
Journal of English Language and Pedagogy (JELPA) Vol. 1 No. 1 (2023): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v1i1.703

Abstract

One of the essential underlying premises that need to be kept in mind to maintain Indonesian EFL educators’ professionalism is with the support of the robust establishment of professional identity. Previously-reviewed studies conducted in Indonesian EFL teaching-learning contexts held a strong contention that a higher level of professional identity construction would enable language teachers to show their best educational endeavour to fully fulfill the educational demands. This current small-scale qualitative study was initiated with the support of a library analysis approach to generate more comprehensible and applicable research results. To attain this major study objective, the researcher conducted an in-depth thematic analysis of 20 previously-conducted Indonesian EFL teachers’ professional identity construction studies to yield more orderly research outcomes. Two major-specific factors are believed to cultivate Indonesian EFL educators’ professional identity construction namely: (1) viable motivation to advance an entire educational quality and (2) rigorous external support emanating from educational stakeholders. To this end, it can be fairly inferred that Indonesian EFL educators can fully possess a higher degree of professional identity in an occasion where both internal motivation and mutual external support are embedded within their professional lives.  
Empowering Worldwide EFL Learners' Reading Learning Dynamics in the Support of the Jigsaw Technique Wijaya, Kristian Florensio
Journal of English Language and Pedagogy (JELPA) Vol. 1 No. 2 (2023): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v1i2.803

Abstract

The significant impediments frequently hampering globalized EFL learners from continuing their reading learning enterprises are a higher sense of competitiveness among learning community members, satiation to read plenty of challenging reading texts, and constant perturbing of encountering adverse reading learning situations. These inevitable reading learning obstructions can be better mitigated with the continuous support of the jigsaw technique wherein EFL learners willingly, supportively, and collaboratively address insistent reading learning supports to achieve more gratifying reading learning outcomes as solid teammates. This current small-scale library study is a further attempt by the researcher to exhaustively investigate the influence and crucial role of the jigsaw technique in empowering worldwide EFL reading learning dynamics. To that end, the researchers utilized a thematic analysis approach in reviewing specifically attained research results derived from 20 jigsaw techniques in reading study techniques more trustworthy, robust, and representative findings. The 20 chosen journal articles ranged from 2018 until 2022 to ascertain the validity and reliability of the reviewed research results toward existing EFL reading learning contexts. The thematically categorized research results revealed that the jigsaw technique did not solely make EFL learners more proficient but also avid readers. Therefore, it is vitally essential for worldwide second language educators to commence their daily-based reading learning activities with the endorsement of the jigsaw technique. Keywords: Jigsaw technique; EFL reading; thematic analysis; library study
The Utilities of Equipping Worldwide EFL Learners with Paraphrasing Strategy in Academic Writing Learning Processes Wijaya, Kristian Florensio
Indonesian Journal of Integrated English Language Teaching Vol 9, No 2 (2023): : IJIELT VOLUME 9, NUMBER 2, 2023
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v9i2.24584

Abstract

AbstractA decent patron for globalized EFL learners to overcome a wide variety of academic writing obstructions is through the sustainable internalization of the paraphrasing strategy. As worldwide EFL learners frequently bear a huge brunt of their academic writing failures due to excessive plagiarism, it is believed that a paraphrasing strategy can better alleviate this academic writing issue to successfully generate more high-quality academic writing products. This current small-scale qualitative library study aimed to exhaustively investigate the utilities of equipping globalized EFL learners with a paraphrasing strategy in academic writing learning processes. To fulfill this major research objective, the researcher utilized a thematic analysis approach in reviewing the particularly-obtained research results derived from 20 previous paraphrasing strategy in academic writing studies. A thematic analysis methodology was employed to yield more comprehensible, reliable, and compatible research results. In line with the thematic analysis having been conducted, there were two main specific themes attained namely: (1) Paraphrasing strategy allows EFL learners to become more proficient academic writers and (2) paraphrasing strategy outstandingly elevates EFL learners’ academic writing quality. These thematically-categorized research results strongly prompted second language educationalists all around the globe to activate the paraphrasing strategy at the commencement of academic writing learning enterprises to transform EFL learners into more competent mindful writers.      Keywords: Paraphrasing strategy, academic writing, EFL learners, thematic analysis, Library Study
OPTIMIZING EFL LEARNING PROCESSES THROUGH INTEGRATED CODE-MIXING AND CODE-SWITCHING STRATEGIES wijaya, kristian florensio
Jurnal Bahasa Lingua Scientia Vol 17 No 1 (2025): Vol. 17 No. 1 2025
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

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

Abstract

The alternation between an acquired foreign language into the specific speaker’s native language has become an inevitable communication phenomenon taking place in modern EFL teaching-learning enterprises. As a result of this conversational assimilation, professional second language teachers are advocated to design their learning milieu flexibly by adequately allowing language learners to utilize their first language to evoke meaningful communication events with other classroom community members. For this reason, code-mixing and code-switching strategies come to the forefront of the educational realm by which EFL teachers and learners can potentially experience more efficient teaching-learning activities. This present-small scale library study was a slight attempt made by the researcher to specifically investigate the potential rewarding impacts brought about by code-mixing and code-switching strategies toward Indonesian EFL learning processes. To this end, 30 previously-conducted code-mixing and code-switching investigations conducted in this archipelago were exhaustively reviewed to generate trustworthy and relevant research results. The researcher selected these 30 prior studies ranging from 2017 until the 2023 year to yield more up-to-date findings for our EFL learning settings. Based on an in-depth library analysis the integration of code-mixing and code-switching strategies has progressively promoted a significant degree of benefits for the entire Indonesian EFL teaching-learning processes in which language learners could foster their desired target language learning proficiency to the fullest level and experience more enjoyable learning climates with teachers along with learning companions.
Optimizing EFL Learners’ Writing Skills through Reflective Journaling Wijaya, Kristian Florensio
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32115

Abstract

AbstractIntegrating an in-depth reflective activity is pivotal in these modern second language writing learning enterprises. In the light of a profound writing learning reflection, EFL learners can pave more rewarding and promising writing trajectories as they are aware of their specific writing strengths and weaknesses. Concerning this statement, previous researchers contended that reflective journaling played an essential role in escalating EFL learners’ writing competencies since they are acclimatized to share their writing learning experiences in their journals genuinely. This small-scale library study aimed to investigate whether reflective journaling could optimize EFL learners’ writing skills. A thematic analysis while analyzing some relevant findings obtained from 30 previous reflective journaling and writing journal articles. By releasing this research action, the researcher is more likely to generate more robust credible findings as each identical results were grouped into some major themes. The thematically categorized research results unveiled that: (1) Reflective journaling increased EFL learners’ writing learning readiness, and (2) reflective journaling enabled EFL learners to be more resourceful writers. From the above-depicted research outcomes, second language educationalists are suggested to activate reflective journaling at the commencement of their regular writing learning enterprises to promote more interactive, innovative, and meaningful writing activities for language learners.Keywords: writing, reflective journaling, EFL learners, library study, thematic analysis 
The Beneficial Values of Activating Quizlet Application to Escalate EFL Learners’ Vocabulary Knowledge Growth Wijaya, Kristian Florensio
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i1.1885

Abstract

In these modern second language teaching-learning enterprises, technology plays a pivotal role in shaping a deeper understanding of the targeted lessons among EFL learners. For this reason, second language educators ought to be willing to embrace the advent of digitalization in their regular classroom learning circumstances to promote more optimal educational outcomes to be further attained by language learners. This library-based qualitative study aimed to investigate the beneficial values of activating the Quizlet application to escalate EFL learners’ vocabulary knowledge growth. To embody the objective mentioned above, the researcher internalized a thematic analysis approach to yield more credible, relatable, and applicable results as the thematically-based findings were clustered into some major-specific themes. The thematically categorized research results disclosed that the Quizlet application promoted more enjoyable vocabulary learning experiences and helped EFL learners master challenging new words easily.      
English education master students' perceptions on their professional identity as future EFL teachers Wijaya, Kristian Florensio
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.10773

Abstract

Abstract: Dealing with ever-changing globalized ELT enterprises, it is crucially indispensable for future EFL teachers to continually construct, nurture, and amplify a higher degree of professional identity to be not only deemed as competent but also compassionate educators. The establishment of professional identity has an intertwining rapport with the potential second language learning outcomes obtained by learners. Jointly with this basic educational tenet, it can be conjectured that EFL teachers instilling a higher degree of professional identity are more capable of promoting more enjoyable, holistic, and safer teaching-learning enterprises for multiverse learners. While EFL teachers inculcating a lower level of professional identity encounter more frustrating and energy-draining teaching journeys due to the ineptitude of positioning more precise professional identity in their working places. This study was manifested qualitatively by lending further support from 5 open-ended narrative inquiry questions probing more exhaustively into English education master students’ perceptions on their professional identity as future EFL teachers. To support this data gathering process, 2 English education master students batch 2018 and 2020, Sanata Dharma University were invited to record their responses in accord with their teaching experiences as well as aspirations to be more highly professional future EFL educators. The results unfolded that a higher degree of professional identity would potentially allow prospective EFL educators to establish a more positive rapport with educational stakeholders and transform into more supportive learning facilitators. Based on the above-mentioned results, worldwide educational institutions must address insistent external supports to foster their professional identity construction gradually over time. Keywords: master students, narrative inquiry, professional identity
External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era Wijaya, Kristian Florensio
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.5265

Abstract

Becoming more professional teachers is an indispensable thing that matters most in this 21st-century era as more fruitful learning outcomes attainment will be fully obtained by learners. This present small-scale qualitative investigation employed a library study approach to generate more reliable research results that can help Indonesian EFL teachers to cultivate a robust professional identity construction in the 21st-century era. For the data analysis processes, the researcher employed a library analysis method by reviewing the major research findings addressed by 20 previously-published professional identity studies published in Indonesian EFL teaching-learning settings. During the data analysis stage, the researcher concurrently utilized a thematic analysis approach to yield more understandable research results for the targeted research site. All these findings suggested educational institutions prioritize the continual development of Indonesian EFL teachers’ professional identity in order to bring about more qualified educational outcomes to all learners.
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert