Articles
<![CDATA[EXPLORING INDONESIAN EFL TEACHERS’ PERSPECTIVES ON THEIR SELF-REGULATION ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v6i1.3576
<![CDATA[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]]>
<![CDATA[Indonesian EFL Teachers' Perspectives of Self-Regulation in Reading ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.23441
<![CDATA[ABSTRACTIt has been a widespread belief that to be more successful readers, Indonesian EFL teachers are strongly suggested to inculcate a higher degree of self-regulation within their learners. Some researchers hold a strong belief that robust self-regulation construction will breed more proficient, well-organized, and autonomous L2 readers due to the presence of long-lasting reading learning endeavors. This present small-scale qualitative study was a further attempt to profoundly investigate Indonesian EFL teachers’ perspectives of self-regulation in reading. One major research problem was formulated in this study namely what are Indonesian EFL teachers’ specific perspectives toward the utilization of self-regulation in L2 reading activities? Responding to this proposed research problem, narrative inquiry manifested in 5 open-ended written narrative inquiry questions were addressed for 2 invited Indonesian EFL teachers graduating from English Education Master Study Program, Sanata Dharma University, Yogyakarta. The obtained research results highly prompted all EFL teachers to be more supportive reading learning facilitators by introducing their learners to self-regulation concepts to transfigure them to become more resilient, persistent, and competent target language readers. Keywords: self-regulation, EFL teachers’ perspectives, narrative inquiry]]>
<![CDATA[INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A1
<![CDATA[To fully arm Indonesian EFL educationalists with a higher degree of professionalism, tenacity, and optimism in confronting ever-changing ELT landscapes, self-efficacy is one of the pivotal psychological streams that should be strong-inherited within them before plunging into real-time language learning contexts. This present study attempted to investigate the specific perceptions upholding by Indonesian EFL teachers toward their self-efficacy growth amid varied language learning dynamics they constantly endure. This study was run in the fashion of qualitative method to obtain more comprehensive data out of the particular phenomenon experienced by research participants. To fulfill this major research objectivity, the researcher capitalized on 5 open-ended written narrative inquiries to gain some renewable insights from the invited research participants. 2 Indonesian EFL teachers possessing a distinctive length of teaching experiences were invited to take part in answering the aforesaid 5 open-ended written narrative inquiry questions through WhatsApp application. More specifically, these 2 invited Indonesian EFL teachers enrolling in the English Education Master Program of Sanata Dharma University, Yogyakarta. The obtained research results uncovered that the robust establishment of self-efficacy was strongly affected by varied external factors such as a higher degree of learners’ learning endeavor and intensive professional development training addressed by educational institutions, which in turn transforming them into more professional educators. As a suggestive point, all educational parties in this archipelago were strongly advocated to design continual professional development programs heeding more profound attention in corroborating our EFL teachers’ self-efficacy levels for the advancement of ELT venture thoroughly. Keywords: EFL teachers’ perceptions, self-efficacy, narrative inquiry]]>
<![CDATA[Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v3i2.436
<![CDATA[Perhaps, one of the most well-articulated hurdles daunting globalized EFL learners’ academic literacy dynamics can be attributed to foreign language reading anxiety. Under the massive expansion of foreign language reading anxiety, EFL learners commonly experience a higher level of perturbation while attempting to comprehend the contents forming in their specific reading texts due to the inevitable complexities presented during this process. This current small-scale library study aimed to exhaustively investigate particular effective strategies to overcome foreign language reading anxiety among globalized EFL learners to provide some illuminations for ELT experts, practitioners, and educators to devise more sophisticated reading strategies that can potentially alleviate foreign language reading anxiety. There were three main themes inferred in this present small-scale qualitative study namely: (1) The internalization of more comprehensible reading materials, (2) the promotion of more enjoyable reading circumstances, and (3) the inducement of more relevant reading strategies. For the future betterment of worldwide L2 reading enterprises, second language teachers are strongly commissioned to identify particular situations provoking excessive foreign language reading anxiety among EFL teachers in order to progressively design more authentic and meaningful reading activities.]]>
<![CDATA[ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON ONLINE LEARNING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 2 (2022): July 2022 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v6i2.4171
<![CDATA[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.]]>
<![CDATA[PROMPTING FACTORS CULTIVATING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY BEHAVIORS ]]>
<![CDATA[kristian florensio wijaya]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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<![CDATA[Previous research results unearthed that highly-autonomous EFL learners are more inclined to possess a higher sense of ownership of their learning enterprises owing to the advanced level of learning management. This library study was a further attempt enacted by the researcher to profoundly investigate particular factors believed to cultivate Indonesian EFL learners’ learning autonomy behaviors. In light of this major research objectivity, 30 previous learning autonomy literature were selectively selected to shed clearer enlightenment for Indonesian EFL experts, practitioners, curriculum designers, and educators to start internalizing various meaningful learning activities consolidating learners’ autonomous learning behaviors. Generally speaking, the obtained research results unveiled that the constant nourishment of Indonesian EFL learners’ learning autonomy behaviors can be insured in case second language teachers are committed to promoting more facilitative and innovative learning enterprises in their daily routines. In conformance with these research results, it is of foremost importance for second language teachers to organize their classroom learning dynamics harmonious with learners’ specific learning situations to advance their autonomous learning behaviors to greater development.]]>
<![CDATA[English education master students' perceptions on their professional identity as future EFL teachers ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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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[English Education Master Students' Perceptions on Peer Feedback in Academic Writing ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 7, No 1 (2022): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v7i1.12751
<![CDATA[This present qualitative study aimed to explore English Education Master Students’ perceptions on peer feedback in academic writing. One major reason for conducting this study was to enlight ELT parties on maximizing peer feedback activities in academic writing classes. Mixed method was utilized to attain clearer portrayals out of the specific phenomenon based on the statistics and apparent explanations shared by the research participants. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were administered to 15 English Education Master Students, Sanata Dharma University, batch 2019. The research results strongly suggested EFL educators continually cultivate peer feedback practices in academic writing activities to better promote more enjoyable, meaningful, and holistic learning environments in which learners’ target language and future life competencies thrive more fruitfully. To a lesser extent, these specific research results can potentially give more enlightenment for globalized ELT parties concerning to the appropriate utilization of academic writing peer feedback activities in accord with graduate university EFL learners’ perspectives.]]>
<![CDATA[THE INFLUNTIAL IMPACTS OF METACOGNITIVE READING STRATEGIES IN MODERN EFL READING CONTEXTS ]]>
<![CDATA[kristian florensio wijaya]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.2.253-276
<![CDATA[The presented modern EFL reading learning complexities cannot be constantly overlooked by second language reading instructors since language learners oftentimes experience dispiriting, energy-draining, and frustrating reading experiences. Aligned with these above-mentioned L2 reading learning issues, it is indispensably important for EFL educators to start incorporating metacognitive reading strategies during the ever-changing literacy programs. Previous researchers strongly noted that the precise utilization of metacognitive reading strategies can provide a sound foundation for EFL learners to gain deeper insights into their chosen reading texts and exert better controls on the ongoing reading learning dynamics. This current-small scale library study was enacted as an attempt to exhaustively investigate the specific influential impacts promoted by metacognitive reading strategies in modern EFL reading contexts. To meet this study’s major demand, the researcher critically selected thirty pieces of literature that corresponded with this research area. As observed in the obtained research results, metacognitive reading strategies can pave a new enlightening pathway for globalized EFL learners to transfigure into more competent L2 readers and attain more satisfying reading learning outcomes. Finally, worldwide EFL educationalists should activate metacognitive reading strategies at the onset of their literacy programs to enable learners to become self-initiators possessing a higher level of intellectual curiosity and orchestrate a vast range of efficient reading strategies to meet the targeted reading learning demands.]]>
<![CDATA[PROMPTING FACTORS CULTIVATING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY BEHAVIORS ]]>
<![CDATA[kristian florensio wijaya]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/ls.2022.14.1.17-38
<![CDATA[Previous research results unearthed that highly-autonomous EFL learners are more inclined to possess a higher sense of ownership of their learning enterprises owing to the advanced level of learning management. This library study was a further attempt enacted by the researcher to profoundly investigate particular factors believed to cultivate Indonesian EFL learners’ learning autonomy behaviors. In light of this major research objectivity, 30 previous learning autonomy literature were selectively selected to shed clearer enlightenment for Indonesian EFL experts, practitioners, curriculum designers, and educators to start internalizing various meaningful learning activities consolidating learners’ autonomous learning behaviors. Generally speaking, the obtained research results unveiled that the constant nourishment of Indonesian EFL learners’ learning autonomy behaviors can be insured in case second language teachers are committed to promoting more facilitative and innovative learning enterprises in their daily routines. In conformance with these research results, it is of foremost importance for second language teachers to organize their classroom learning dynamics harmonious with learners’ specific learning situations to advance their autonomous learning behaviors to greater development.]]>
