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Adaninggar Septi Subekti

Universitas Kristen Duta Wacana

Author-ID : 1204647

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L2 SELF-CONFIDENCE: AN EXAMINATION OF INDONESIAN UNIVERSITY STUDENTS IN VARIOUS ENGLISH FOR SPECIFIC PURPOSES CLASSES Dewi, Lusiana Puspita; Subekti, Adaninggar Septi
International Journal of Humanity Studies (IJHS) Vol 8, No 1 (2024): September 2024
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v8i1.8706

The study aims to investigate second/foreign language (L2) confidence of English for Specific Purposes (ESP) learners. It employed a survey method. It involved 213 ESP learners from five different departments. Using descriptive statistics on SPSS, the study found a low-moderate level of L2 self-confidence among the participants. They reported interest in engaging in speaking activities in ESP classes. Nonetheless, they reported low L2 self-confidence regarding giving opinions and leading discussions in English and a low perception of their language competence in general. This low level of confidence could be attributed to the nature of ESP classes, which necessitate learners to study discipline-related vocabulary and language expressions, as well as several general aspects of L2 learning, such as pronunciation and grammar. Implications include encouraging ESP teachers to conduct more small-group-scale activities. That is to boost learners' confidence, increase learner-talk, and provide a safe environment for less confident learners to engage in the activities. This study contributes to the understanding of Indonesian ESP learners' self-confidence, and this could inform future studies involving ESP learners in Indonesia. Future quantitative studies on L2 confidence could use more representative samples. It is also strategic to conduct a mixed-methods study involving ESP teachers to allow triangulation.

Undercover game to improve vocabulary mastery among Indonesian English course students: An action research study Pertiwi, Wayan Gian Nita; Subekti, Adaninggar Septi
LingTera Vol. 11 No. 2 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i2.70849

This study aimed to investigate the extent to which the use of the Undercover Game could improve Indonesian English course students' vocabulary mastery. The study involved eight senior high school students enrolled in an English course at an institution in Yogyakarta, Indonesia. A Classroom Action Research (CAR) design was employed, consisting of three cycles, each of which included planning, acting and observing, and re-planning phases, with an observation checklist and field notes used as data collection instruments. Pre-tests and post-tests were conducted before Cycle 1 and after Cycle 3, respectively. Based on the observations, using the Undercover Game helped students find and practice English vocabulary in a fun and engaging way. However, the results of a paired sample t-test indicated that there was no significant difference in these students' vocabulary mastery before and after using the game. These findings highlight the importance of tailoring instructional game rules, designs, and implementations to fit classroom conditions, including adjusting the difficulty level of the games and providing necessary support during gameplay. Future studies could investigate the use of the Undercover Game over a longer period to obtain more comprehensive findings.

Indonesian L2 learners’ listening anxiety and socio-affective listening strategy: A survey study Chriswiyati, Eunike Putri; Subekti, Adaninggar Septi
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10708

The present study was conducted to investigate the possible interaction between the second language (L2) learners' listening anxiety and their use of socio-affective listening strategies (SALS). The participants of this study were 74 university learners from non-English departments at a university in Java, Indonesia. The study used the survey method of distributing Google Form questionnaires. Through descriptive statistics, the study found that generally, learner participants had a medium level of listening anxiety. The participants also reported a high level of SALS. Through correlation formula, the study further found that learners’ use of SALS correlated negatively with their listening anxiety. It indicated that the more they used SALS, the lower their listening anxiety tended to be. The correlation was not significant. Based on the findings of the study, several pedagogical implications were suggested. This included promoting more learner-centred activities where learners could develop their socio-affective strategies and giving emphasis on overall comprehension rather than specific grammatical aspects in L2 listening activities. Possible directions for future studies were also suggested concerning the study's findings and possible limitations.

Auditory and kinaesthetic learning styles and L2 achievement: A correlational study Masela, Maximeliana; Subekti, Adaninggar Septi
Englisia: Journal of Language, Education, and Humanities Vol 8, No 2 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.7529

This study investigated undergraduate non-English major university students’ auditory and kinaesthetic learning styles and their relationships to second language (L2) achievement in English. It was conducted to resolve the conflicting findings in the literature on the directions and strength of the relationships between learners’ learning styles and their achievements and to investigate the field in relatively under-researched Indonesian participants. The study used a survey as the method of data collection and found out that learners used auditory slightly more dominantly from kinaesthetic, yet both learning styles were merely used at low to moderate levels. The study further found very weak and statistically not significant associations between these learning styles and L2 achievements, suggesting that contrary to various learning theories highlighting the importance of learners’ learning styles in L2 learning, these learning styles may not be an important determinant of L2 achievement. Based on the findings, possible future studies are suggested concerning the implications, contributions, and limitations of the study.

FOREIGN LANGUAGE READING ANXIETY AMONG THEOLOGY DEPARTMENT STUDENTS: CONTRIBUTING FACTORS AND ALLEVIATING STRATEGIES Limeranto, Jeane Theresia; Subekti, Adaninggar Septi
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.2962

The study investigated factors contributing to English for Theology students’ Foreign Language Reading Anxiety (FLRA) and their strategies to alleviate it. This study was the continuation of a quantitative study involving 63 Theology student participants which found that their FLRA was significantly correlated with their reading achievement negatively. It was also conducted to fill the void in the FLRA literature in the Indonesian university context especially in Theology department necessitating learners to read a lot of passages in English, possibly quite anxiety-provoking for learners. Four selected participants from the previous quantitative study were interviewed and the data were analysed using Thematic Analysis. The study found that low self-confidence, lack of peer support, low self-perceived language competence, low motivation, and unfamiliar vocabulary increased learners' FLRA. Teachers' various methods, emphasising group activities were found to reduce their FLRA whilst whole-class reading activities tended to increase their FLRA. Furthermore, the uses of various reading strategies taught in class to comprehend texts were reported to reduce their FLRA to a certain extent depending on the degree of success of learners in using the strategies. Implications, limitations, and suggested directions for future studies were mentioned in light of the study's findings.

INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEACHERS’ VIEWS ON WORLD ENGLISHES IN L2 INSTRUCTION Franssisca, Ruth Eliana; Subekti, Adaninggar Septi
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i1.4006

The present study was conducted to investigate the views of six Indonesian senior high school teachers of English on the place of World Englishes (WE) in English as second language (L2) instruction. The study used semi-structured online interviews as the method of data collection. Through Thematic Analysis, it found several main findings. The teachers introduced varieties of accents to motivate their students and nurture respect towards accented English. They, however, did so at varying degrees, several in the intra-curricular activities, one in extracurricular activities only. Though they had different perspectives on the level of importance of introducing students with varieties of accents, they uniformly believed that it was acceptable for their students to speak English with local accents. The implication of the study includes accommodating WE to a certain extent in activities and assessment and raising English teachers’ awareness towards WE through accommodating it in English education majors’ curricula. Contributions, limitations, and future studies’ directions are also suggested.

Indonesian High School English Teachers’ Attitudes towards the Use of Instructional Technology during the Covid-19 Pandemic Adaninggar Septi Subekti; Lemmuela Alvita Kurniawati
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 7 No. 2 (2022): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v7i2.2394

The present quantitative study was conducted to investigate Indonesian high school English teachers’ attitudes towards the uses of instructional technology (IT) during the Covid-19 pandemic-driven online learning. The study used a survey method of distributing an online questionnaire several months into the Covid-19 pandemic, within July 2020. 114 Indonesian high school English teachers participated in the study. It found that the teacher participants generally had positive attitudes towards the uses of IT in English online classes. They believed that IT improved teacher-student relationships, creativity, and innovation, as well as brought positive changes towards their teaching. However, more than half of them also reported that they had more failures than success stories when using IT during the pandemic. They did not believe that IT made learning more effective either. These seemingly ambivalent attitudes may be attributed to the sudden changes from the face-to-face mode of instruction to the online one during the pandemic leading to the unpreparedness of all parties involved including teachers. Based on the findings, implications and contributions are stated alongside the possible limitations and directions for future studies. Keywords: Teachers Attitude, Instructional Technology, English Teachers Attitiude

Pre-Service English Teachers’ Experiences of Peer-Reviewing in L2 Writing Subekti, Adaninggar Septi
Jurnal Pendidikan Indonesia Vol 11 No 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

This case study explored pre-service English teachers’ experiences in peer review activities in second language (L2) writing class through secondary data analysis of the participants’ final reflections and peer review documents. The present study used secondary qualitative document analysis as the method. It used two types of secondary data. The study found that learners were still unconfident in giving feedback on grammar and considered assessing peers’ works objectively tricky. However, conducting peer review compelled them to study independently and facilitated them to realise their mistakes. Learners realised the importance of giving clear and accurate feedback but at times struggled to do so due to limited ability. The findings showing learners’ repeated concerns on grammatical aspects in their reflections whilst the peer review activities also included organisation and coherence aspects may indicate that learners prioritised accuracy more than organisation of ideas. Furthermore, several learners appreciated their peers' feedback regardless of quality as a part of learning. It is suggested that peer reviewing is conducted regularly to facilitate learners to learn from each other and to conduct studies on the extent the peer reviewers’ feedback is used to improve the reviewees’ writing.

Fear of Negative Evaluation Factors from Ought-to L2 Self among Indonesian High School EFL Learners Adaninggar Septi Subekti; Kezia Marcellova Glory
Jurnal Pedagogy Vol 10 No 1 (2022): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v10i1.4536

The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study.

Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia Subekti, Adaninggar Septi
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This quantitative study was conducted to find out the relationship between Foreign Language Anxiety (FLA) and the achievements of non-English major university students in Indonesia. Through descriptive analysis, the study found that learners experienced various degrees of FLA with the mean score 93.07 (SD = 17.69, N = 119). This study also found a statistically significant, negative correlation between the learners’ FLA and their achievements as measured with their grades, r (117) = -.37, p < .01. Consistent with that, significant, negative relationships were also found between the learners' achievements and all the three related situation-specific anxieties, namely, communication apprehension, test anxiety, and fear of negative evaluation. Considering the results, it is suggested that both teachers and students should minimise the debilitating effects of students’ FLA. Based on the limitations of this study, some recommendations for future researches are also stated. Suggested directions of future researches on FLA in Indonesia are investigations on the relationship between FLA and achievements across different levels of education as well as thorough qualitative investigations of FLA. Keywords: Foreign Language Anxiety, learners’ achievements, correlations.

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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