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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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INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THE INTEGRATION OF ICT IN ENGLISH LANGUAGE LEARNING Kristian Florensio Wijaya
ELTR Journal Vol. 6 No. 2 (2022)
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.v6i2.123

Abstract

In this modern era, meaningful ELT enterprises cannot be detached from contextual ICT integration. It is strongly believed that the accurate internalization of ICT potentially promotes a more student-centered learning model where EFL learners can elevate their target language competencies to the utmost levels. This current small-scale qualitative study attempted to specifically investigate Indonesian EFL teachers’ perceptions on the integration of ICT in English language learning. To fulfill this research objectivity, 5 open-ended written narrative inquiry questions were administered to 2 experienced Indonesian EFL teachers possessing advanced technology skills. Based on the obtained research results, the further utilization of ICT in nowadays ELT processes since EFL learners have progressively transformed into more vigorous, autonomous, proactive, and proficient target language academicians. Concerning the significant advancement of this present study, future researchers are strongly encouraged to involve a greater number of Indonesian EFL teachers experiencing more variegated backgrounds in using ICT and incorporate a wide variety of research instruments to produce more generalizable research results. 
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.
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    
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