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All Journal Language Circle : Journal of Language and Literature REFLEKSI EDUKATIKA English Education Journal Indonesian EFL Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Prakarsa Paedagogia Journal of English Language Teaching and Learning (JETLE) Prominent : Journal of English Studies Muria Jurnal Layanan Masyarakat JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Applied Research in English Education Simple: International Journal of English Education Journal of Community Engagement in Health
Titis Sulistyowati
Universitas Muria Kudus
Humanities Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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Asynchronous Online Learning: Top-down and Bottom-up Processes for Listening Practices Utomo, Slamet; Sulistyowati, Titis
Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i2.34047

Abstract

Asynchronous learning can be the best choice to provide a new learning environment during the pandemic situation because asynchronous environments treat students as autonomous learners. Students can learn with no time limitation, and students can learn on online activities independently. E- EFL learning can be done by adopting asynchronous learning. This study examined the asynchronous learning effect on the students listening skills. This learning also adopts the principle of top-down and bottom-up listening strategies. Teachers modify and develop the listening activities to meet the students' needs by using the Google Form link. In this research, the researchers introduce news items as listening resources. The researchers conducted this study to study the listening proficiency of first-semester students before and after implementing the top-down and bottom-up listening processes in asynchronous learning environment. This experimental research is one group pretest and posttest only. To determine the effectiveness of the asynchronous top-down and bottom-up listening processes, the researchers used the Wilcoxon test to analyze the significant difference between the pre and posttest. The researchers conclude that the top-down and bottom-up process in listening is suitable for teaching news items. The paired sample test proved a significant difference between the pre and posttest data which then indicates that the students' listening comprehension on news items increases significantly. Asynchronous learning offers students many advantages while they are practicing online listening. Problems and listening difficulties challenge the teachers to develop the learning management for further achievement.
Strategy Metacognisi pada Pembelajaran Kelas Menyimak untuk Mempersiapkan Siswa Sebagai Pembelajar yang Mandiri Titis Sulistyowati; Januarius Mujiyanto; Dwi Rukmini; Rudi Hartono
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Makalah ini menyajikan deskripsi tentang bagaimana strategi metakognisi diterapkan dalam proses menyimak dalam pembelajaran Bahasa Inggris sebagai bahasa asing (EFL) dan penerapan kesadaran metakognisi yang dilakukan siswa dalam proses menyimak. Metakognisi sering dianggap sebagai kemampuan untuk secara kritis menganalisis dan mengendalikan proses memperoleh pengetahuan tertentu, atau, dalam strategi mendengarkan, itu mengacu pada memiliki kesadaran diri tentang apa yang akan didengarkan dan mengendalikan proses berpikir. Hal ini terkait erat dengan pengembangan strategi berpikir yang tepat pada setiap tahap proses menyimak dan memahami. Makalah ini akan menguraikan langkah-langkah dalam mengatur strategi metakognitif dalam kegiatan menyimak pada kelas Bahasa Inggris (EFL). Strategi ini mencakup serangkaian tahap yang melibatkan perencanaan, pemantauan, dan peninjauan. Strategi metakognitif dapat membantu siswa merencanakan, memantau, dan memodifikasi pemecahan masalah mereka dalam proses menyimak; termasuk pengajaran mandiri dan pemantauan diri. Strategi ini mempermudah siswa untuk mencari cara pemecahan masalah yang mereka hadapi secara mandiri dengan lebih baik.
The Metacognitive Learning Instruction (MLI) for Teaching Listening During the Pandemic: Pros and Cons Titis Sulistyowati; Januarius Mujiyanto; Dwi Rukmini; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to describe the Metacognitive Learning Instruction (MLI) online classroom application along with its advantages and challenges, which teachers may consider so that they can prepare detailed planning before teaching. This study is part of more extensive experimental research, which is done to study the students' listening achievements and their factors. This paper also presents statistical data analyzing the effect of the MLI on students' listening proficiency. To explain the advantages and disadvantages of using the instruction, the researchers analyze the students’ self-evaluation questionnaires and the instructor's self-reflection questionnaire. Furthermore, this research is carried out to discover the effectiveness of MLI for teaching listening. Paired Sample T-test is performed to test the hypothesis. The test is required to prepare a comparison analysis between pre-test and post-test scores of the same groups. From the paired t-test sample, the researchers report a significant difference between the pre and post-test data. It indicates that the students' listening proficiency increases significantly. Online learning by adopting MLI within blended Synchronous and Asynchronous learning enable students to access the learning materials, ask questions, and practice their skills at any time that works for them. However, teachers need to closely monitor the students' learning progress to assist the students to become independent learners and efficiently use the time allocation to finish the task on time.
Factors Causing English Speaking Anxiety (ESA) in EFL Context: A Case Study among Post-Graduate Students in Indonesia Titis Sulistyowati
Applied Research on English Education (AREE) Vol 1, No 1 (2023): January 2023
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This research presents quantitative and qualitative data relating to the effect of language anxiety on speaking motivation, the causes, and the way students cope with speaking anxiety. The participants of this research were 13 students from a post-Graduate class in the Language Education Department majoring in English Education at Universitas Negeri Semarang. They were adult EFL students who had acquired three languages or more. This research used semi-open-ended questionnaires to gather data from the participants. The study found that ESA adversely affects the student's speaking performance. Post-graduate students also experience it. The students feel uneasy, unconfident, nervous, and afraid of speaking English as a foreign language, affecting their speaking motivation and fluency during class presentations and discussions. Keywords: Speaking Motivation, EFL, and Adult Learners 
DECONSTRUCTION OF OPPOSITION CHARACTERS IN JANE AUSTEN’S PRIDE AND PREJUDICE: ARE VILLAINS ALWAYS GUILTY? Sulistyowati, Titis -; -, Rusiana
TELL - US JOURNAL Vol 10, No 1 (2024): March 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v1i1.7950

Abstract

AbstractThis study aimed to examine the opposing characters in the classic Pride and Prejudice. This paper was a literary criticism to examine heroes and villains from many perspectives. The procedures of the study were as follows: (i) locating the opposing characters, (ii) analyzing the privileged and undermined characters, and (iii) overturning the privileged and undermined characterization hierarchy. The study discovered that the confrontation between the opposing personalities was caused by prejudice, vengeance, jealousy, and intimidation. The research was conducted through analysis. The study demonstrated how entities portrayed in favorable and negative characters revealed radically different realities depending on the point of view. The study found that prejudice can occasionally play a vital part in enhancing someone's attitude, manner, and behavior based on the conflict between the major characters, Mr. Darcy and Elisabeth. According to the deconstruction, jealousy might assist someone in understanding that she or he possesses something exceedingly precious.Keywords: Deconstruction, Opposition, Characters, and Literary Critics.
The Students’ Anxiety Experience in English Speaking: Causes and Solutions Sulistyowati, Titis; Utomo, Slamet
Applied Research on English Education (AREE) Vol 2, No 1 (2024): January 2024
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The aims of this research were to find out the speaking anxiety level of Fourth-semester and Sixth-semester students of English Education Department at Universitas Muria Kudus. The research design of this study is quantitative research. The sample of this study were 70 students of fourth and sixth-semester students of English Education Department. The results of the study stated that: A moderate anxiety level was the highest among fourth and sixth-semester students, with 89% with a frequency of 62 students and the moderate anxiety level of fourth-semester students was higher than sixth-semester students with a percentage of 93%. The result of t-calculation indicates that the Sig. (2-tailed) is 0.355 while the Sig. α is 0.05. In this case, the Sig. α is lower than Sig. (2-tailed) (0.355> 0.05). This result means there is no significant difference in anxiety levels between fourth- and sixth-semester students of the English Education Department. The study concludes that the students’ grade does not significantly influence students speaking anxiety.
Book Clubs as a Pedagogical Tool for Developing Critical Thinking: Evidence from an English Education Program in Indonesia Rusiana Rusiana; Nuraeningsih Nuraeningsih; Titis Sulistyowati; Muh Syafei; Farid Noor Romadlon; Agung Dwi Nurcahyo; Loreen P. Agulan; Natthanan Thongmark; Sibhekinkosi Anna; Havva Kurt-Taşpınar; Abdurahman Ahmed Milad
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23663

Abstract

In higher education, critical thinking skills are essential for students to develop their ability to explore problems, questions, or situations, find a solution, and justify their positions. Such skills can be cultivated through sustained, authentic dialogue with peers or in groups. To provide a supportive environment for dialogue and interaction among students, a book club was utilized as an alternative and extension activity of Extensive Reading course within the English Education Study Program at a private university in Indonesia. The book club enables students to connect with others, expressing and exchanging ideas and thoughts, thereby sharpening their critical thinking skills. This mixed-method study investigated the students’ reading and critical thinking skills after participating in the book club, the effectiveness of book club in developing these skills, and the ways in which the book club fostered critical thinking skills. Twenty-three freshmen from one class participated in the study. The instruments used were a reading test, a survey of critical thinking skills, and students’ work. The reading test and  critical thinking survey were administered sequentially after the treatment, while  students’ work was qualitatively analyzed. The findings reveal that book club is effective in developing student’s critical thinking skills,  particularly  in terms of creating alternative t endings to a given story.
Exploring Indonesian Students’ Socio-Affective Perceptions of CLIL (Content and Language Integrated Learning) in a Science Class Sulistyowati, Titis; Hana, Mil’ul; Rosiana, Rosiana; Kurniati, Diah
Prominent Vol 8, No 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.14335

Abstract

CLIL (Content and Language Integrated Learning) is an innovative teaching approach that combines content subject with language learning. It is essential to explore students' socio-affective perceptions of the implementation of this approach because these perceptions can influence their learning experience and outcome. This study aims to explore students’ socio-affective perceptions of 11th grade senior high school students at MAN 2 Kudus regarding the use of CLIL in science class. In this study, researchers used qualitative methods with open-ended questionnaires and semi-structured interviews. The participants were 27 students in the 11th grade of XI-5 at MAN 2 Kudus. The results show that students’ attitudes in CLIL-based Science class, such as confidence, comfort, motivation, and participation, are influenced by their English proficiency. Those with higher English proficiency tend to feel more confident, motivated, and participative in the classroom, while those with lower proficiency have more challenges and participate less. Despite these challenges, most students had a positive perception of the use of the CLIL approach. They believe that it helps enhance their English skills, significantly improving their vocabulary.
THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE IN TEACHING VOCABULARY TO PRIMARY SCHOOL STUDENTS Rosiana, Rosiana; Sulistyowati, Titis; Rismiyanto, Rismiyanto
SIMPLE: International Journal of English Education Vol 3, No 1 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i1.14699

Abstract

Abstract: Learning vocabulary is essential for English language learners and it is often best taught in early age, such as in primary school students. One of the methods that can be used in teaching vocabulary is Total Physical Response (TPR). The purpose of this study is to investigate the implementation of TPR in teaching vocabulary among primary school students and to explore the students’ responses after learning. The participants were an English teacher who also served as the researcher and twenty-three second-grade students of SD Aisyiyah Multilingual Darussalam Kudus. This study used a descriptive qualitative method, with data obtained from observation and interviews.  The findings revealed that there are three teaching stages in the teaching vocabulary, such as pre-teaching, whilst-teaching, and post-teaching. Furthermore, the teacher has several roles in these stages, such as planner, director, model, and assessor.  Various fun activities such as singing a song together, listening and doing, and playing games were used to boost the students’ enthusiasm and motivation. In the last stage, the teacher assesses the students to ensure their comprehension. In addition, interview data shows that TPR method has effectively helped students remember new vocabulary, create fun and enjoyable learning atmosphere.
Teachers’ Perspectives on CLIL Implementation in Indonesian Primary Schools: Challenges and Classroom Strategies Putri, Oky Adinda; Ardianti, Fatiha Dyah Puspa Ardianti Puspa; Febriyanti, Laili; Kurniati, Diah; Sulistyowati, Titis
Prominent Vol 8, No 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.14418

Abstract

This study explores teachers’ perspectives on the implementation of Content and Language Integrated Learning (CLIL) in science and math classrooms at SD Al Azhar Pati, a primary school in Indonesia. While CLIL is acknowledged as a bilingual instructional strategy that enhances both language and subject knowledge, limited research has explored its implementation in non-international, resource-limited school contexts. Using a qualitative case study approach, data were collected from five teachers through structured questionnaires and semi-structured interviews via WhatsApp. Findings reveal that teachers view CLIL as effective for fostering academic vocabulary and meaningful learning. However, challenges such as language barriers, limited materials, and varied student engagement persist. Teachers employed bilingual strategies, interactive activities, and collaboration with English teachers to overcome these challenges. This study underscores the need for professional development and localized resources to strengthen CLIL practices in similar settings.
Co-Authors -, Rusiana Abdurahman Ahmed Milad Agulan, Loreen P. Agung Dwi Nurcahyo Agung Dwi Nurcahyo Anna, Sibhekinkosi Ardianti, Fatiha Dyah Puspa Ardianti Puspa Diah Kurniati Dwi Rukmini Farid Noor Romadlon Fatah, Nur Alim Febriyanti, Laili Hana, Mil’ul Hartono, Rudi Havva Kurt-Taşpınar Hidayat, Ichwan Januarius Mujiyanto Joko Prasetyo Kurt-Taşpınar, Havva Loreen P. Agulan Milad, Abdurahman Ahmed Muh Syafei Muh Syafei Natthanan Thongmark Nuraeningsih Nuraeningsih Nuraeningsih Prasetyanti, Rahmanissa Nurul Hikmah Putri, Oky Adinda Rachmatulaili Richma Hidayati Rismiyanto, Rismiyanto Rosiana, Rosiana Rudi Hartono Rusiana Rusiana Rusiana Sibhekinkosi Anna Slamet Utomo Sri Endang Kusmaryati Sri Endang Kusmaryati, Sri Endang Testiana Deni Wijayatiningsih Thongmark, Natthanan Utomo, Slamet W, Sri Surachmi