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All Journal ELT Echo UC Journal: ELT, Linguistics and Literature Journal
Kristian Florensio Wijaya
I am an English Teacher at Cita Hati International School
Arts Humanities Education Languange, Linguistic, Communication & Media

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THE IMPORTANT ROLE OF METACOGNITIVE STRATEGIES IN INDONESIAN EFL READING LEARNING CONTEXTS Kristian Florensio Wijaya; Concilianus Laos Mbato
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 1 (2022): May 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i1.3445

Abstract

It is decent to be purported here that the continual and precise internalization of metacognitive strategies in Indonesian EFL reading contexts will bring about positive influential impacts for L2 readers’ cognitive and affective reading development. Highly metacognitive L2 readers generally experience more stress-free and meaningful reading learning enterprises since they have become more critical, self-regulated, independent, and adaptable readers who are resistant to exacting reading learning challenges. This present qualitative study employed a document analysis approach to strongly encourage Indonesian EFL educationalists to steadily implement metacognitive strategies in their multivariate reading classroom vicinities. The obtained results uncovered that metacognitive reading strategies progressively transfigured Indonesian EFL learners into more self-regulated and autonomous L2 readers longing to inherent life-long second language learning spirit on their daily basis as academicians.  
ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN EFL SPEAKING LEARNING CONTEXTS Kristian Florensio Wijaya
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (14.287 KB) | DOI: 10.24071/uc.v2i2.3438

Abstract

AbstractSelf-efficacy should be fully integrated as one of the mainstays assisting multiverse EFL academicians to achieve greater speaking learning achievements, improve their actual communicative competencies, and justify their misconceptions of L2 speaking learning enterprises. Corresponding with these 3 aforementioned advantages, the full activation of robust self-efficacy will potentially allow EFL academicians to show greater effortful actions, resilience, motivation, and commitment to relentlessly forge their L2 communicative competencies in the presence of adverse speaking learning situations. This qualitative study was conducted in the support of the narrative inquiry approach to yield rejuvenated facts, trustworthy truth, and apparent evidence for worldwide EFL educationalists concerning the significance of self-efficacy implementations in diverse wide-ranging L2 speaking classroom vicinities. Two major positive influential factors are deemed as both internal and external factors affecting the luxuriant proliferation of striking L2 speaking skills as well as self-efficacy levels advancement namely the induction of long-life speaking learning endeavor and supportive speaking learning environments. For the future betterment of self-efficacy and EFL speaking studies, varied relevant research instruments need to be mutually accompanied by a considerable number of research participants to produce more significant research results contributing a richer understanding of affective second language learning fields.  Keywords: Self-efficacy, EFL speaking, narrative inquiry
Investigating English Education Master Students' Perceptions on Critical Thinking Skills Kristian Florensio Wijaya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.8879

Abstract

Abstract: One of the prominent and indispensable higher-order thinking skills that need to be fully mastered by EFL learners in this modern age is critical thinking. In the light of critical thinking skills, EFL learners are believed to be succeeded in both academic and real-life situations since they have become more strategic thinkers capable of managing their language learning enterprises. This small-scale qualitative study employed qualitative content analysis to fully obtain more renewable research findings influential for the betterment of ELT enterprises. Two research instruments were also harnessed to fulfill this major research objectivity namely the Likert-scale questionnaire and open-ended written narrative inquiry questions. The participants taking part voluntarily in this study were 15 English Education Master Students of Sanata Dharma University, Yogyakarta. Based on the obtained findings, two specific themes could be attained namely (1) Critical thinking skills enabled EFL learners to attain more fruitful target language learning outcomes, and (2) Critical thinking skills allowed EFL learners to be more life-long knowledge seekers. To holistically promote a higher degree of critical thinking skills for diverse EFL learners, language educators in this archipelago are strongly advocated to sustainably instill more engaging, meaningful, and contextual learning dynamics.  Keywords: critical thinking skills, English Education Master Students, qualitative   content analysis
Co-Authors Concilianus Laos Mbato