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This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching ELTIN Journal: Journal of English Language Teaching in Indonesia Journal of Foreign Language Teaching and Learning POLYGLOT LET: Linguistics, Literature and English Teaching Journal Journal of English Language and Pedagogy ELTR Journal
Kristian Florensio Wijaya
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : journal of foreign language teaching and learning

 1 
English Education Master Students' Perceptions on Their Agency as Future EFL Teachers Kristian Florensio Wijaya
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11994

Abstract

This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.
Indonesian EFL Teachers’ Perceptions on Flipped Classroom Approach in Modern Classroom Contexts Kristian Florensio Wijaya
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.16453

Abstract

One of the notable shifts EFL educationalists have to incorporate to promote more holistic language learning outcomes is the learner-oriented approach. With this background issue in mind, flipped classroom approach is rewarding to be integrated with nowadays classroom contexts since second language learners are more capable of becoming more proactive, responsible, and well-organized learning community members. This case study was conducted to generate richer and more robust research results out of the specific research phenomenon. The main purpose of this case study is to reveal the importance of integrating flipped classroom approach in modern classroom contexts to Indonesian EFL educators. To fulfill this study objective, two experienced Indonesian EFL teachers were invited to share their experiences in utilizing flipped classroom approach by filling out five open-ended written narrative inquiry questions through the WhatsApp application. Regarding the obtained research results, there were two major specific themes namely: (1) The effectiveness of flipped classroom approach depends on learners’ learning eagerness and (2). Flipped classroom approach progressively promotes more fruitful learning outcomes. Based on these two themes, it can be fairly inferred that the constant internalization of flipped classroom approach can promote a significant degree of benefits for EFL learners’ target language learning proficiency, motivation, and independence.
Co-Authors Bram, Barli Concilianus Laos Mbato Retno Muljani