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Investigating Indonesian EFL Teachers’ Perceptions on Blended Learning Strategy Amid Post-Covid-19 Era Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.118

Abstract

One of the good news of the new normal era is all humankind’s sectors are opened gradually by following the restricted health protocols. Without an exception, the educational sector is also allowed by the government to open schools in the green zone. As a result, a blended learning strategy is inevitably essential to support this post-covid-19 era. Blended learning strategy is a novel pedagogical approach where the online and offline systems are combined to promote more purposeful, organized, and meaningful learning dynamics for learners. This current small-scale qualitative study aimed to investigate the specific benefits of a blended learning strategy based on Indonesian EFL teachers’ perceptions. Thus, 5 open-ended written narrative inquiry questions were sent to two randomly invited Indonesian EFL teachers working in different elementary school institutions. The obtained research results unveiled that the effective utilization of blended learning strategy had successfully promoted more meaningful language learning enterprises, elevated EFL learners’ learning motivation, and increased their proactive learning behaviors. However, it should also be pondered carefully that the more contextualized language learning approaches, as well as stable internet connection, are urgently needed to strengthen the effectiveness of this learning approach. Due to the obtained research results, it is reasonable to be expected that Indonesian EFL experts, teachers, practitioners, and policy-makers can establish more collaborative networking to better design more qualified and meaningful blended learning activities in the future.
INVESTIGATING ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN ACADEMIC READING Kristian Wijaya
ELTR Journal Vol. 5 No. 2 (2021)
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.v5i2.116

Abstract

There is always a glimmer of hope for graduate university EFL students to transfigure into more proficient, confident, critical, and autonomous readers when they fully entrench robust self-efficacy construction at the onset of pain-staking L2 academic reading enterprises.  self-efficacy can transform EFL students to be more persistent, resilient, and innovative L2 readers adaptable to fluctuating reading learning situations. This qualitative study was plied to investigate English Education Master Students’ perceptions of their self-efficacy in academic reading. Qualitative content analysis was harnessed to obtain more overarching depictions out of the specific phenomenon undergone by the participants. 31 English Education Master Students derived from batch 2019 and 2020, Sanata Dharma University also took part in this qualitative study to fill out the online Likert-scale questionnaire, and 3 out of these research participants were also invited to further participate in the open-ended interview activities. Two major findings were generated by this study namely: (1) Self-efficacy enables graduate university EFL students to be more proficient L2 readers, and (2) The lower inducement of self-efficacy may create pessimistic and struggling L2 readers.
The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 6 No. 2 (2021): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v6i2.2482

Abstract

Abstract Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels. Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts
The The Important Role of Self-Regulation in Worldwide EFL Learning Contexts Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 1 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i1.2578

Abstract

Abstract To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners’ self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies. Keywords: self-regulation, library study, worldwide EFL learning contexts
English Education Master Students' Perceptions on Metacognitive Strategy in Academic Reading Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2696

Abstract

Abstract Metacognitive strategy can bring about varied fruitful influential impacts toward academic reading enterprises endured by graduate university EFL learners. In this present small-scale qualitative study, the researcher aimed to profoundly investigate English Education Master Students’ perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Master Students, batch 2019, Sanata Dharma University, Yogyakarta. After obtaining the intended data from this first research instrument, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers. Keywords: Metacognitive strategy, academic reading, students’ perceptions
English Education Master Students' Perceptions on Teacher Written Corrective Feedback in Academic Writing Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i2.2788

Abstract

Abstract In modern L2 academic writing enterprises, teacher-written corrective feedback can be either facilitating or debilitating depending on language teachers’ understanding, actual practices, and specific-classroom situations. Through this present small-scale qualitative investigation, the researcher attempted to exhaustively investigate English Education Master Students’ perceptions on teacher written corrective feedback in academic writing. Methodologically speaking, this current study was supported by the presence of 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions. Thus, qualitative content analysis was integrated into this study to obtain more authentic data from the targeted research participants. 18 English Education Master Students, batch 2020, Sanata Dharma University were voluntarily invited to complete 10 online Likert-scale questionnaire items. Meanwhile, 3 randomly-selected interviewees from a similar research sampling were asked to accomplish 5 open-ended written narrative inquiry questions. Two major themes came to the fore after the full accomplishment of data analysis processes namely: (1) An accurate utilization of teacher written corrective feedback and (2) The beneficial values of constructive teacher written corrective feedback. Some specific concluding remarks and further recommendations were also portrayed in this study. Keywords: Teacher written corrective feedback, academic writing, graduate students, qualitative content analysis
The Role of Autonomy-Supportive Teaching Method in EFL Learning Contexts Worldwide Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.140

Abstract

One of the ultimate objectivities of education is to produce proficient, confident, and self-reliant learners possessing life-long learning characters. To comply with this educational aim, it is critically indispensable for worldwide EFL teachers to design a wide variety of student-oriented, encouraging, and meaningful learning activities sustaining the internalization of the autonomy-supportive teaching method. This present small-scale qualitative investigation was conducted through library study approach. Twenty current autonomy-supportive teaching literatures were selected to yield new enlightenment toward globalized ELT stakeholders’ beliefs concerning the critical importance of this student-centered learning mode in modern EFL areas. Based on the in-depth library analysis, the further utilization of the autonomy-supportive teaching method is highly recommended since EFL learners have transformed into more competent and self-reliant target language learners accompanied by the intensive learning supports addressed by language teachers. Some important suggestions are suggested for the future advancement of this current qualitative study.