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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal
Kristian Wijaya
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating Indonesian EFL Teachers’ Perceptions on Blended Learning Strategy Amid Post-Covid-19 Era Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
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.2022.31.118

Abstract

One of the good news of the new normal era is all humankind’s sectors are opened gradually by following the restricted health protocols. Without an exception, the educational sector is also allowed by the government to open schools in the green zone. As a result, a blended learning strategy is inevitably essential to support this post-covid-19 era. Blended learning strategy is a novel pedagogical approach where the online and offline systems are combined to promote more purposeful, organized, and meaningful learning dynamics for learners. This current small-scale qualitative study aimed to investigate the specific benefits of a blended learning strategy based on Indonesian EFL teachers’ perceptions. Thus, 5 open-ended written narrative inquiry questions were sent to two randomly invited Indonesian EFL teachers working in different elementary school institutions. The obtained research results unveiled that the effective utilization of blended learning strategy had successfully promoted more meaningful language learning enterprises, elevated EFL learners’ learning motivation, and increased their proactive learning behaviors. However, it should also be pondered carefully that the more contextualized language learning approaches, as well as stable internet connection, are urgently needed to strengthen the effectiveness of this learning approach. Due to the obtained research results, it is reasonable to be expected that Indonesian EFL experts, teachers, practitioners, and policy-makers can establish more collaborative networking to better design more qualified and meaningful blended learning activities in the future.
INVESTIGATING ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN ACADEMIC READING Kristian Wijaya
ELTR Journal Vol. 5 No. 2 (2021)
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.v5i2.116

Abstract

There is always a glimmer of hope for graduate university EFL students to transfigure into more proficient, confident, critical, and autonomous readers when they fully entrench robust self-efficacy construction at the onset of pain-staking L2 academic reading enterprises.  self-efficacy can transform EFL students to be more persistent, resilient, and innovative L2 readers adaptable to fluctuating reading learning situations. This qualitative study was plied to investigate English Education Master Students’ perceptions of their self-efficacy in academic reading. Qualitative content analysis was harnessed to obtain more overarching depictions out of the specific phenomenon undergone by the participants. 31 English Education Master Students derived from batch 2019 and 2020, Sanata Dharma University also took part in this qualitative study to fill out the online Likert-scale questionnaire, and 3 out of these research participants were also invited to further participate in the open-ended interview activities. Two major findings were generated by this study namely: (1) Self-efficacy enables graduate university EFL students to be more proficient L2 readers, and (2) The lower inducement of self-efficacy may create pessimistic and struggling L2 readers.
The Role of Autonomy-Supportive Teaching Method in EFL Learning Contexts Worldwide Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
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.2023.42.140

Abstract

One of the ultimate objectivities of education is to produce proficient, confident, and self-reliant learners possessing life-long learning characters. To comply with this educational aim, it is critically indispensable for worldwide EFL teachers to design a wide variety of student-oriented, encouraging, and meaningful learning activities sustaining the internalization of the autonomy-supportive teaching method. This present small-scale qualitative investigation was conducted through library study approach. Twenty current autonomy-supportive teaching literatures were selected to yield new enlightenment toward globalized ELT stakeholders’ beliefs concerning the critical importance of this student-centered learning mode in modern EFL areas. Based on the in-depth library analysis, the further utilization of the autonomy-supportive teaching method is highly recommended since EFL learners have transformed into more competent and self-reliant target language learners accompanied by the intensive learning supports addressed by language teachers. Some important suggestions are suggested for the future advancement of this current qualitative study.
The Benefits of Peer Feedback in EFL Writing Learning Processes Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/g219j421

Abstract

Abstract The main purpose of feedback is not merely to keep EFL learners on the right writing track but also to elevate their profound awareness concerning the common mistakes that frequently occur in designated writing texts. Thus, second language teachers need to start introducing EFL learners to the compatible use of peer feedback to enable them to undergo more seamless writing learning processes based on their strengths and weaknesses. This small-scale library study employed a thematic analysis approach to obtain more accurate, credible, and robust findings applicable to existing writing learning dynamics. Toward that end, the researcher reviewed 20 previous peer feedback and writing studies taken from various reputable journal article platforms. The researcher specifically selected these 20 previously published scientific articles as they were mutually linked with the major investigation forming in this library study. The thematically-analyzed research results suggested second language educators reckon on the optimal use of peer feedback in their regular writing learning basis as it helped EFL learners to be more confident and knowledgeable writers. Keywords: EFL writing; feedback; peer feedback; library study; thematic analysis.
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