Article Per Year (5 Year)
p-Index From 2019 - 2024
2.345
P-Index
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 LLT Journal: A Journal on Language and Language Teaching Journal of English Language and Pedagogy ELTR Journal
Kristian Florensio Wijaya
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
GRADUATE STUDENTS’ MOTIVATION REGULATION STRATEGIES IN FACING ACADEMIC WRITING AMID COVID-19 PANDEMIC Kristian Florensio Wijaya; Niko Albert Setiawan
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.3142

Abstract

Abstract To be more proficient and self-regulated, L2 academic writers, the deployment of motivation regulation strategies should be incorporated at the commencement of academic writing learning enterprises, particularly during this pandemic situation. According to previous studies, the establishment of robust motivation regulation strategies will potentially help L2 academic writers to better manage the ongoing writing learning dynamics and cope with varied upcoming challenges. Specifically, this study was conducted qualitatively by lending support from qualitative content analysis in order to offer more overarching findings derived from actual events experienced by the participants. To comply with this objectivity, two research instruments were also utilized in this study namely the Likert-Scale questionnaire and open-ended interviews. Further, the Likert-Scale questionnaire was administered via Google Forms to be filled out by 36 English education master students from batch 2018 and 2019, and the open-ended interview inquiries were sent through WhatsApp application in order to obtain the responses from the three random selected interviewees. Results from this study revealed that the majority of English education master students had successfully become more competent and resilient academic writers through five major streams of motivation regulation strategies namely interest enhancement, performance self-talk, mastery self-talk, self-consequating, and environmental structuring.      Keywords: Motivation regulation strategies, academic writing, graduate students, Covid-19 pandemic
INVESTIGATING EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN FRATER DON BOSCO SENIOR HIGH SCHOOL LEWOLEBA Kristian Florensio Wijaya
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.3159

Abstract

Undoubtedly, to promote more holistic, pleasurable, and meaningful second language learning enterprises for learners, EFL teachers are advocated to sustainably hone their professional development concerning their knowledge and pedagogical competencies. This present qualitative study was conducted in the light of the critical incident technique to discover particular unforgettable teaching-learning events enabling teachers to promote significant changes in their vocation. Further, 10 self-reflective inquiries were also addressed to 2 invited senior EFL teachers working in Frater Don Bosco Senior High School Lewoleba, Nusa Tenggara Timur Province. Two major findings were revealed from these self-reflective inquiries namely EFL teacher’s sound desire to continue upgrading professional development through professional learning and EFL teacher’s strong intentions to improve learners’ target language competencies through the exhibition of professional development. Although the two invited EFL teachers had significantly fostered their professional development through profound caring, attentiveness, and understanding of learners’ distinctive learning backgrounds, it is indispensably required for Indonesian educational institutions to provide a considerable number of professional development training appropriate with varied teaching-learning contexts undergone by our teachers to ensure that a higher degree of professionalism resided within their careers and learners’ learning rides.
Co-Authors Bram, Barli Concilianus Laos Mbato Niko Albert Setiawan Retno Muljani