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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

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Journal : ELT Worldwide: Journal of English Language Teaching

 1 
Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts Kristian Florensio Wijaya
ELT Worldwide: Journal of English Language Teaching Vol 8, No 1 (2021)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i1.18032

Abstract

ABSTRACT            It is of clear importance for EFL teachers to better regulate their emotions while facing multivariate classroom vicinities offering undeniable uniqueness possessed by each learner. As a contradictory, EFL teachers frequently undergo emotional impairs during engaging in their vocation as burnout, emotional exhaustion, boredom, frustration, and reluctance. Responding to this serious teaching issue, emotional regulation strategies should be introduced earlier for EFL teachers in order to bring about positive teaching-learning influences for the whole school communities in terms of enjoyable learning activities, spirited learners, committed educators, and a solid rapport established among educational boards. This current study attempted to probe more profoundly on tangible emotional regulation strategies implemented by EFL teachers teaching in distinctive school institutions. One research problem was formulated in this study namely, what are the specific strategies EFL Teachers apply to regulate their emotions in second language learning contexts? This qualitative study utilized narrative inquiry to better obtain more obvious portrayals out of the teachers’ real-time experiences of managing their emotional states for particular teaching periods. The findings of this study displayed that the diminution of EFL teachers’ negative emotions will enable learners to achieve their gratifying learning outcomes and retain teachers to survive longer in their current vocation. 
Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers kristian florensio wijaya; Concilianus Laos Mbato
ELT Worldwide: Journal of English Language Teaching Vol 7, No 1 (2020)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v7i1.13010

Abstract

ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method       
English Education Master Students' Attributional Beliefs in Their Academic Reading Venture Kristian Florensio Wijaya
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.20131

Abstract

ABSTRACT     To breed more successful, tenacious, and proficient L2 academic readers, the precise conceptions of attributional beliefs should be introduced earlier at the commencement of the L2 academic reading venture to better assist them in coping with a wide variety of academic reading learning issues potentially quenched their potent reading learning endeavor. Specifically, adaptive attributional beliefs played an important role in this academic learning arena since graduate university EFL learners will accurately attribute their reading learning success and failure as the minimum expendable efforts rather than lack of learning competencies along with luck. This present qualitative study aimed to investigate English Education Master Students’ attributional beliefs in their academic reading venture. One research problem was enacted in this study namely, what are the specific attributional beliefs upheld by English Education Master Students while engaging in the academic reading venture? Qualitative content analysis was harnessed in this study to yield a set of renewable conceptions out of the tangible phenomenon. The suggestive findings succinctly recited that the full induction of adaptive attributional beliefs had enabled the participants to be more creative, innovative, independent, strategic, and competent L2 academic readers amid laborious academic reading learning enterprises. Keywords: attributional beliefs, adaptive attributional beliefs, English Education Master Students, qualitative content analysis
The Pivotal Role of Cooperative Learning Activities in Indonesian EFL Learning Contexts Kristian Florensio Wijaya
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.24343

Abstract

To fulfill our nation’s mission in breeding more proficient, autonomous, and compassionate future professionals, educationalists are commissioned to divert their old teacher-centered teaching belief into a more student-centered approach. One of the integrative 21st-century teaching approaches worthwhile to be cultivated in our ELT enterprises is cooperative learning. Previous researchers overtly theorized that cooperative learning activities promoted a higher degree of second language enjoyable learning experiences transfiguring learners to be more highly responsible, competent, socialized, and compassionate academicians. This current qualitative library study aimed to delve more profoundly into the pivotal role of cooperative learning activities in Indonesian EFL learning contexts to encourage all ELT parties to apply this relevant student-centered learning approach in their variegated classrooms. To fulfill this research objectivity, some relevant major findings yielded by 30 cooperative learning studies were critically integrated to produce more robust research results. Based on the data analysis, it was found out that Indonesian EFL learners have gradually transformed into more professional future academicians upholding life-long learning behavior. Hence, it can be phrased that cooperative learning activities are one of the supportive learning methods rewarding to be internalized in daily-based Indonesian EFL classroom vicinities.Keywords: cooperative learning activities, EFL learning contexts, qualitative library study    
Co-Authors Bram, Barli Concilianus Laos Mbato Niko Albert Setiawan Retno Muljani