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Adaninggar Septi Subekti

Universitas Kristen Duta Wacana

Author-ID : 1204647

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“WRITING MADE EASY”: INTRODUCING KEYS TO SUCCESSFUL ACADEMIC WRITING TO STUDENTS OF ENGLISH EDUCATION Adaninggar Septi Subekti; Lemmuela Alvita Kurniawati
Jurnal Abdimas Bina Bangsa Vol. 4 No. 2 (2023): Jurnal Abdimas Bina Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jabb.v4i2.270

This community service activity was conducted in the form of a public lecture on keys to successful academic writing with the English Language Education Study Programme of Universitas Kristen Indonesia (UKI) Toraja being the partner of the community service programme. The public lecture was conducted on-site at the main hall of UKI Toraja Campus 1, lasted for a total of three hours and was attended by 191 students and several lecturers. Among the key contents of the lecture was the reminder to ensure that each paragraph only contains one main idea and to resist the desire to put too many ideas in one paragraph. Furthermore, the lecture also introduced the concept of sandwich paragraph structure and several Artificial Intelligence (AI) tools to help the participants organise their writing. From the online questionnaire distributed at the end of the session, it was found that the duration of their study did not significantly impact their foreign/second language (L2) writing proficiency. Despite the possible limitations, the community service activity was a success and some aspects to improve are identified for the improved quality of future programmes

Social Learning Strategies of Indonesian University Learners of English as L2: A Mixed-Method Study Rajagukguk, Erison Saoloan; Subekti, Adaninggar Septi
Loquen Vol 16 No 2 (2023): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v16i2.7855

The present study was conducted to find the extent of the use of social learning strategies (SLS) by Indonesian learners of English as a second/foreign language (L2) from non-English departments. This study employed a sequential explanatory mixed-method design. 125 learners participated in the survey and six participants in the interviews. From descriptive statistics, the study found that generally, learners' use of SLS was at a high level. The majority reported they practised English with their peers, asked their teachers for help and corrections, and ask people to slow their speech down or repeat it if they did not get what was said. From the Thematic Analysis of the interview data, the study found that watching videos and quizzes in L2 classes encouraged learners to ask questions and do relevant discussions with peers. Also, learners mostly asked their peers questions when facing difficulties in L2 vocabulary and pronunciation. Implications included designing activities promoting psychologically safe environments in L2 classes where learners can use their SLS more optimally. Limitations are acknowledged and possible relevant future studies are suggested.

TikTok to Learn English Vocabulary: Voices of Indonesian Learners from English Departments Rita, Rita; Subekti, Adaninggar Septi
TEKNOSASTIK Vol 22, No 1 (2024): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v22i1.3406

The present study aims to investigate the perspectives of learners from English departments on the use of TikTok for second/foreign language (L2) vocabulary learning. This study is a continuation of a preceding survey study involving 116 learners from 26 universities in ten different provinces in Indonesia. The participants of the present study were six selected learners from three universities taken from the preceding study. This study employed semi-structured interviews and the interview data were analysed using Thematic Analysis. From the Thematic Analysis, the study found three recurring themes. They perceived various English videos on TikTok to be useful to facilitate vocabulary learning. English content created by native speakers was also perceived positively as a good vocabulary-learning resource. Nevertheless, they also noted that the effectiveness of TikTok as a vocabulary learning media largely depended on whether learners could optimally use it for learning purposes. Based on the findings, it is suggested that teachers bring TikTok into the class to optimally use its potential and leverage its popularity among learners. By doing so, teachers can also facilitate learners not only to be passive users but also to produce English content they could post on the platform. It can potentially make learning more fun and meaningful for learners.

Indonesian Non-English Major Learners’ Attitudes toward Instagram to Practice Speaking in English: A Survey Study Damaryanan, Rama Elrianto; Subekti, Adaninggar Septi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v9i1.3240

Speaking skill is often considered one of the most challenging skills for learners, perhaps due to the trial and error nature of speaking shunning shy and unconfident second/foreign language (L2) learners of English. In the meantime, Instagram raises as one of the most popular social media platforms among the young generation, including L2 learners. Hence, the present study aimed to investigate non-English major learners’ attitudes toward the use of Instagram to practice speaking in English. This study involved 102 Indonesian active Instagram user learner participants across Indonesia in an online survey. Through descriptive statistics on SPSS 25, the study found that the participants generally had positive attitudes towards the use of Instagram to practice speaking in English. Nonetheless, even though they considered Instagram a good platform to practice speaking, they were slightly less motivated to actually use it for learning purposes. These findings call for teachers to channel the popularity of Instagram among learners and their familiarity with it for L2 learning purposes through class instruction.

“I Feel Like a Real Teacher”: Emergent Professionalism of Indonesian Pre-Service Teachers of English Subekti, Adaninggar Septi
Premise: Journal of English Education and Applied Linguistics Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i3.5108

The present study investigated how Indonesian pre-service English teachers' professionalism emerged during their teaching practice. The study employed a qualitative document analysis of secondary data in the form of 26 student teachers' reflections from 13 pre-service teacher participants taking Micro Teaching class in the 6th semester of their study. From Thematic Analysis, the study found several themes in their emerging professionalism. First, they realized the role of teacher-student rapport for instructional success and the need to adjust instructions to suit their students' needs and proficiency levels. They could overcome stereotypes and negative preconceptions about teaching vocational students and students with special needs. They reported their joy of being acknowledged by their students as teachers, and they felt happy and proud when they saw their students' success in learning. These indicated the shift in concerns from self to students, signaling the participants' emergent professionalism. Based on the findings, possible contributions and suggested directions for future studies were mentioned, along with the study's possible limitations.

Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study Kawengian, Grisel Englin; Subekti, Adaninggar Septi
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.18940

For decades, language anxiety has been a popular research topic in the field of language learning and studies suggested that learners' second/foreign (L2) writing anxiety, one of the anxiety constructs, negatively affected learners' L2 writing achievement. This study aimed to investigate the thesis writing anxiety of Indonesian pre-service English teachers working on their theses in the final semesters of their study. The participants of this study were 105 pre-service teacher participants from ten universities across six different provinces in Indonesia. The study employed an online survey as the method of data collection. It found that generally, the participants had a moderate level of thesis writing anxiety. The detailed findings were further elaborated under four categories: “Difficulty in Grammar and Writing Anxiety”, “Negative Feelings when Writing a Thesis in English”, “Positive Feelings when Writing a Thesis in English”, and “Degree of Influence of Advisors and Peers to Writing Anxiety”. Based on the findings, possible contributions, implications, and limitations are suggested alongside suggested directions for future studies.

I'm not, like, the best dragon, ya know?: A Deconstructionist Reading of Disney’s Raya and the Last Dragon Subekti, Adaninggar Septi
ProTVF Vol 8, No 1 (2024): March 2024
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/ptvf.v8i1.47577

Background: Raya and the Last Dragon is the first Disney movie inspired by traditional Southeast Asian cultures, somewhat under-represented in mainstream media. Hence, the movie is worth further investigation. Purpose: The study intends to read Disney’s Raya and the Last Dragon using a deconstructionist lens. Methods: The study used qualitative analysis of audio-visual materials. The auditory and visual aspects of the movie are examined using a deconstructionist lens by watching and rewatching the movie with occasional note-taking. Data are presented in the forms of characters’ dialogues, and screen captures of relevant scenes. Results: It found that, to a certain extent, the movie deconstructs dominant narratives. The most prosperous tribe, Heart’s chief, chooses to promote trust and cooperation over violence. Then, against popular views associating toddlers with innocence, this movie presents a toddler as a con baby. It also seems to advocate the power of youngsters to make a difference in society. Though it seems to have feminist details through its two androgynous female warriors, Raya and Namaari, the same characters lead Kumandra to its downfall and eventual rise. It suggested that female warriors can achieve great things but also bring catastrophes. The movie, furthermore, portrays Sisu as an insecure yet trusting dragon, quite different from the typical portrayals of dragons often associated with power and destruction. However, the movie marginalizes the antagonists, the Druun, by not giving them the language to defend themselves from the judgmental assumptions of the talking characters. Implications: The movie carries hidden messages and could be used to challenge dominant narratives. It, however, could also be used to marginalize certain groups.

INDONESIAN L2 LEARNERS’ ATTITUDES TOWARDS GROUP WORK: A SURVEY STUDY ON GENDER DIFFERENCES Aulita, Janice; Subekti, Adaninggar Septi
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.5662

This study was conducted to investigate the possible interaction between the attitudes of Indonesian learners from non-English majors towards group work in the English as second/foreign (L2) classes and their gender. The study employed an online survey. In this study, 187 learners from various regions in Indonesia participated. The study found that learners generally reported positive attitudes towards group work to facilitate a better learning atmosphere, for their self-improvement, and a medium of learning with their classmates. Furthermore, this study found no statistically significant difference in their attitudes towards group work seen from their gender. The no significant difference indicates that both male and female learners reported relatively similar attitudes towards group work. Limitations are acknowledged, and the possible contributions and pedagogical implications are stated alongside suggested directions for future studies in the fields of gender and group work in L2 classes.

“I'm Afraid My Thesis Has Many Mistakes”: Thesis Writing Anxiety, Its Contributing Factors, and Alleviating Strategies Kawengian, Grisel Englin; Subekti, Adaninggar Septi
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.21632

The present study intends to investigate the possible contributing factors of thesis writing anxiety and the possible strategies that could be taken to help reduce thesis writing anxiety. For these purposes, this study conducted interviews with six Indonesian learners of English in English language departments and two Indonesian English lecturers who were thesis advisors. From Thematic Analysis, this study found two factors contributing to learners' anxiety. These were perceived inability to express ideas in good English writing and getting negative evaluations from their respective thesis advisor. Furthermore, three strategies were believed by both learners and advisors to help reduce learners' thesis writing anxiety. These included using grammar checker tools to improve writing quality and learning grammar, reading journal articles to improve learners’ mastery of the research topic, and creating a positive atmosphere for consultation sessions. Based on the findings, it is suggested, among others, that exposure to various academic texts and the use of grammar in academic contexts should be increased earlier in the curricula. Thesis advisors are also encouraged to show support and instill optimism. Contributions of this study are stated alongside several suggested directions for future studies.

“Critical Media Literacies for 21st Century Educators”: Introducing Critical Literacies to Indonesian Prospective Teachers of English Subekti, Adaninggar Septi
Abdimas Galuh Vol 6, No 2 (2024): September 2024
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v6i2.14059

This community service activity was conducted in the form of a public lecture on introducing principles of critical media literacies to learners studying at the English Language Education Study Programme of Universitas Sarjanawiyata Tamansiswa (UST), Yogyakarta. The public lecture was conducted at the Faculty of Teachers' Training and Education and was attended by as many as 37 learner participants from different semesters. Among the key contents of the session, the facilitator raised the participants' awareness that texts are never neutral. They are made by someone, somewhere, for some reason. They are created from a particular perspective to tell particular messages. The participants were also facilitated to realise that various media around them such as movies, TV series, news, and advertisements are also ‘texts’ that are not free from the influences of the authors behind them. By the end of the lecture, as seen from the question-and-answer session, it can be seen that the participants have been successfully facilitated to have a certain degree of critical media literacies. Despite the possible limitations, this community service activity could pave the way for more endeavours to facilitate prospective teachers to be critically literate, and able to facilitate their future students to be able to do so as well in the future.

Co-Authors Adiatma, Putri Sanda Alvinio, Arka Jedidian Amelia Putri Aftiana Amelia Putri Aftiana Anastasia Graciella Angelina Anastasia Graciella Angelina Andika Rizky Pratama Andika Rizky Pratama Andreas Winardi Anesti Budi Ermerawati Aprilia Kristiana Tri Wahyuni Arida Susyetina Aulita, Janice Basikin Basikin Christina Helen Indarto Christina Helen Indarto Chriswiyati, Eunike Putri Damaryanan, Rama Elrianto Dewi, Lusiana Puspita Dwiyanto Djoko Pranowo Elsha Septia Anaria Wate Endarto, Ignatius Tri Ermerawati, Anesti Budi Erna Andriyanti Fernando, Wendy Fransisca Endang Lestariningsih Franssisca, Ruth Eliana Ignatius Tri Endarto Ignatius Tri Endarto Immanuel Usodo Immanuel Usodo Jeane Theresia Limeranto Judith Ratu Tandiarrang Kawengian, Grisel Englin Kenny Jessica Aurora Clara Devta Kenny Jessica Aurora Clara Devta Kezia Marcellova Glory Kezia Marcellova Glory Kriswandi, Queen Alfa Milka Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati, Lemmuela Alvita Lestariningsih, Fransisca Endang Lia Erisca Debbyanti Limeranto, Jeane Theresia Maria Raras Rumanti Markus Deli Girik Allo Masela, Maximeliana Maximeliana Masela Mega Wati Mega Wati Mega Wati Mega wati, Mega Novianti, Maria Niayu Risma Pertiwi, Wayan Gian Nita Premono, Katharina Winahyu Rafjanza, Richard Alvin Rajagukguk, Erison Saoloan Reni Andriani Rian Raihan Octavian Rian Raihan Octavian Rita Rita, Rita Roni La’biran Ruth Eliana Franssisca Saragih, Tiofani Yasimawarni Selvie Gaman Goram Siaga Adi Satoto Sinaga, Yohanes Septian Sry Mora Yuni Siahaan Sujanto, Matthew Alexander Sulis Triyono Sushy Teko Patanduk Susyetina, Arida Sutanto, Velline Gisella Thesalonika Dwi Wardhani Puspita Baruti Wendy Fernando Winardi, Andreas Yuliana Putri Susanti

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