Articles
<![CDATA[Empowering Worldwide EFL Learners' Reading Learning Dynamics in the Support of the Jigsaw Technique ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of English Language and Pedagogy (JELPA) Vol. 1 No. 2 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Universitas Kapuas ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51826/jelpa.v1i2.803
<![CDATA[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]]>
<![CDATA[The Utilities of Equipping Worldwide EFL Learners with Paraphrasing Strategy in Academic Writing Learning Processes ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 9, No 2 (2023): : IJIELT VOLUME 9, NUMBER 2, 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24014/ijielt.v9i2.24584
<![CDATA[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]]>
<![CDATA[OPTIMIZING EFL LEARNING PROCESSES THROUGH INTEGRATED CODE-MIXING AND CODE-SWITCHING STRATEGIES ]]>
<![CDATA[wijaya, kristian florensio]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 17 No 1 (2025): Vol. 17 No. 1 2025 ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[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.]]>
<![CDATA[Optimizing EFL Learners’ Writing Skills through Reflective Journaling ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v8i1.32115
<![CDATA[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 ]]>
<![CDATA[The Beneficial Values of Activating Quizlet Application to Escalate EFL Learners’ Vocabulary Knowledge Growth ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/jetli.v4i1.1885
<![CDATA[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. ]]>
<![CDATA[English education master students' perceptions on their professional identity as future EFL teachers ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36597/jelp.v4i2.10773
<![CDATA[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]]>
<![CDATA[External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32332/joelt.v12i1.5265
<![CDATA[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.]]>
<![CDATA[The Impacts of Canva Media for the Continual Advancement of Indonesian EFL Learners’ Writing Proficiency Levels ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 3 (2024): Journal of English Teaching and Linguistic Issues (JETLI) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/jetli.v3i3.1892
<![CDATA[Abstract Second language educators in this modern age are granted with limitless digital learning platforms to be further integrated into their habitual writing classroom activities. For this reason, they need to embrace this learning aspiration by constantly internalizing a wide variety of technological tools promoting holistic educational rewards among EFL learners. This small-scale library study aimed to investigate the impacts of Canva media on the continual advancement of Indonesian EFL learners’ writing proficiency levels. To achieve this major study objective, the researcher plotted a thematic analysis while analyzing some relevant findings from 30 previous Canva media and writing scientific articles forming in varied reputable national journal article platforms. A thematic analysis was useful in yielding more accurate research results since the researcher obtained more nuanced insights concerning the research areas that were specifically investigated. Based on the thematic analysis, the researcher deduced that Canva media was beneficial in supporting Indonesian EFL learners in making smoother writing transitions among the shared ideas and gradually shifting them into more ingenious writers. Keywords: Digital media; Canva; EFL learners; library study; thematic analysis.]]>
<![CDATA[PROMOTING MORE ENJOYABLE EFL READING LEARNING ENTERPRISES THROUGH AN ONLINE EXTENSIVE READING STRATEGY ]]>
<![CDATA[wijaya, kristian florensio]]>
<![CDATA[ Journal of Research on Language Education Vol 5, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33365/jorle.v5i1.3391
<![CDATA[AbstractThe crux of modern EFL reading learning enterprises is no longer dependable on satisfying reading scores achieved by second language learners, yet it has been shifted to more transformative reading learning purposes. All these coveted EFL reading learning aspirations are exactly represented in an online extensive reading strategy where second language learners are rigorously commissioned to explore a huge number of digital reading passages to be accompanied by increasingly-rate reading velocity, fluency, and comprehension skills. In harmony with all these rewarding online extensive reading values, the researcher conducted this present small-scale library investigation to specifically unearth the extent an online extensive reading strategy can induce more favorable reading learning enterprises for worldwide EFL learners. Toward that end, the researcher harnessed an open-coding and a thematic analysis approach to produce more reliable, relatable, comprehensible, and applicable research results to be further internalized by the targeted EFL parties. To increase the relevancy of each single analyzed research result, the researcher selected 20 previously published online extensive reading strategy studies resided in varied reputable journal article platforms. The thematically categorized research results highly suggested worldwide second language reading educationalists start applying an online extensive reading strategy at the outset of their quotidian reading learning dynamics by which EFL learners can progressively transfigure into more motivated L2 readers under the limelight of more emotionally-supportive reading learning climates. These already-taken research results provide more exhaustive insights for globalized EFL reading experts, practitioners, and educationalists concerning the indispensability of online extensive reading strategy maximization in correspond with changeable reading learning environments. Keywords: Online extensive reading strategy, globalized EFL learners, library investigation, thematic analysis ]]>
<![CDATA[The Impacts of Self-Efficacy on EFL Learners’ Speaking Skills ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jelita.v3i2.6878
<![CDATA[In L2 speaking learning contexts, highly self-efficacious EFL learners are characterised as speakers capable of sharing their ideas confidently with other interlocutors as they have put a higher degree of belief towards their current speaking competencies. In support of self-efficacy, EFL learners are strongly willing to proceed with the complex speaking learning processes as they are prompted to foster their L2 communicative competencies to the utmost level. This small-scale library study was initiated to reveal the potential impacts of self-efficacy on EFL learners’ speaking skills. To achieve the primary study objective, 30 previous self-efficacy studies were profoundly reviewed with a thematic analysis to yield more understandable and trustworthy research results. Based on the obtained research results, it is strongly suggested that second language-speaking learning instructors infuse the robust construction of self-efficacy within EFL learners since they can progressively transform into more successful and confident L2 speakers. In conclusion, a higher degree of self-efficacy growth allows EFL learners to persistently confront various speaking learning impediments due to the successful employment of their speaking learning strategies mutually interlinked with the current speaking learning situations. Keywords: Self-efficacy; Speaking skills; EFL learners.]]>
