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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya RETORIKA: Jurnal Ilmu Bahasa Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Celt: A Journal of Culture, English Language Teaching & Literature Satya Widya LLT Journal: A Journal on Language and Language Teaching Register Journal Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia E-Structural International Journal of Language Teaching and Education Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris JET (Journal of English Teaching) KENOSIS: Jurnal Kajian Teologi SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal Prominent : Journal of English Studies Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran UC Journal: ELT, Linguistics and Literature Journal Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Mamangan Social Science Journal Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Kelola: Jurnal Manajemen Pendidikan REGISTER JOURNAL

Listyani Listyani

Universitas Kristen Satya Wacana

Author-ID : 615988

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Fluency or Accuracy - Two Different âColoursâ in Writing Assessment Listyani, Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.001 KB)

Fluency and accuracy. These two things have victoriously won many teachersâ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturersâ and studentsâ attention. These language production measures have distracted many lecturersâ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting studentsâ essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data were gained from close observation on documents, that is, 21 studentsâ essays and interviews with 2 students of Academic Writing in Semester II, 2015-2016. Four writing lecturers were also interviewed for their intellectual and critical opinions on these dilemmatic problems in assessing writing. Discussion results of FGD (Forum Group Discussion) involving all writing lecturers at the English Education Study Program at the Faculty of Language and Literature of Satya Wacana Christian University which were held in June, 2016, were also included as source of data. Hopefully, this paper gives a little more âcolourâ in the area of writing assessment, and gives a little enlightenment for other writing lecturers.Â DOI: https://doi.org/10.24071/llt.2016.190201Â

OBAMAâS REMARKS ON TRAYVON MARTINâS DEATH SEEN FROM CDA VIEWPOINTS: AN EXAMPLE OF AUTHENTIC ACADEMIC WRITING MATERIAL Listyani, Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1040.474 KB)

Racism and all its problems like injustice, inequality, discrimination, and so on, have become an interestingly never-ending topic to be discussed along the history. Even in America, a country which is so rich with its fighters of racial discrimination and injustice, this problem still occurs here and there. No matter how hard these heroes speak up their voices, this problem remains unsolved, or, at least, not entirely solved. One event, for example, happened on February 26, 2012in Sanford, Florida, the United States of America. The victim was a young man named Trayvon Martin; an Afro-American high school student. George Zimmerman shot this seventeen-year-old teenager, which led to death. Zimmerman was a 28-year-old Hispanic American man. At that time, he worked as a watchman coordinator in the neighborhood. Martin temporarily stayed there. Obama, who was then the President of the United States, made a speech on Martinâs death. This paper analyzes Barack Obamaâs speech from Discourse Analysis viewpoints, as well as the ideological and cultural discourse contained in the speech. In the text analysis, some significant aspects are discussed based on my understanding of SFL (Systemic Functional Linguistics), that is, the aspects of connections, like mode, tenor, and field.Â Another central issue to be discussed in this paper is the ideological and cultural aspects of Obamaâs remarks upon Trayvon Martinâs death. This speech can be a very good example of how an argumentative writing appeals so many people and makes them sympathize with the victim of the shooting. Through this paper, I hope that my own understanding of discourse analysis will be deepened, and readers will also gain some new horizon and knowledge of discourse study in general, including the cultural and ideological analysis of the text under study. I also hope that more convincing speeches of the authentic world like this one can benefit students of Academic Writing.Â DOI:Â doi.org/10.24071/llt.2018.Suppl2101

Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes Ardela Indri Apriliani; Listyani Listyani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 1: June 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i1.2677

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn Listyani Listyani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Academic Writing can be considered a difficult writing course which can make students exhausted and even frustrated. The principle of the more you read, the better you write may be applicable to this course. One way to make students write better is by asking them to read more and giving them some model texts to learn. Asking them to work collaboratively with their peer students can also help. The series of steps are included in Reading to Learn (R2L) teaching method that I developed for my Academic Writing Class in Semester II/ 2015-2016 Academic Year. This study mainly tried to describe how introverted and extroverted students of an Academic Writing class of the Faculty of Language and Literature, Universitas Kristen Satya Wacana Salatiga, Indonesia, reacted to the phase when they were supposed to work with their peers to produce an outline and an essay. Among other 21 students in the class, five who were found to be introverted, and five other extroverted, became the respondents of the study. They were selected based on questionnaires they filled in the previous semester. Data were mainly derived from journals that they submitted every time they passed a step, and also from observation done through video recording during the whole semester. Findings show that the ten students showed different affective reactions towards collaborative writing

Poster Presentation as A Tool to Assess Students’ Academic Speaking Performance: Teachers and Students’ Perspectives Renny Tarigan; Listyani Listyani
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 11, No 1 (2021)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.11.1.2021.1-16

A poster presentation is a way that is done to share or inform a research data and information in oral communication. Through poster presentation, the presenters will be able to present the data easily. In education, poster presentation is always used for the research seminar and the conference. For the English-speaking students, they use a poster presentation as a project to learn English and how they can use English as the academic speaker. This is the reason why the Academic Speaking classes at an English Language Education Program (ELEP), in a private university in Central Java, Indonesia used the poster presentation as the final project to assess students’ performance. The study was conducted at the Faculty of Language and Arts, at a private university in Central Java, Indonesia. The aim of the study is to see how the teachers and students’ perceptions about the use of poster presentation and how it can increase the students’ academic speaking performance. The research participants were two of Academic Speaking class' lecturers and two students of batch 2016. They were interviewed using an audio recording and also the interview protocol. Based on the interview, there are some different opinions about the use of poster presentation in Academic Speaking class. Overall, the results found that the use of poster presentation, which is a form of speaking skill assessment, could increase the students’ academic speaking performance such as eye contact, gesture, fluency, pronunciation, vocabulary, and knowledge.

FACTORS CONTRIBUTING TO STUDENTS DIFFICULTIES IN ACADEMIC WRITING CLASS: STUDENTS PERCEPTIONS Algrenita Silvina Budjalemba; Listyani Listyani
UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 2 (2020): November 2020
Publisher : Sanata Dharma University, Yogyakarta

Writing is one of the most difficult skills in learning English as a Second Language (ESL) or English Foreign Language (EFL). Many language learners encountered difficulties from the writing process. At the tertiary level, students are required to produce academic essays, which are difficult and may frustrate students. The purpose of this study was to analyze factors contributing to students difficulties in an Academic Writing course based on the students perceptions. This study used a qualitative method. The instruments used were open-ended questionnaires and interview protocol. In this study, all the participants answers were coded and analyzed descriptively. The participants were 22 students who were taking Academic Writing class for repeaters in Semester I, 2018/2019 academic year, in an English Language Education Program, in a university in Central Java, Indonesia. Questionnaire data were coded and classified by the researcher. In conducting the interview, data were audio-recorded and transcribed. Those data were analyzed to answer the research questions in this study. Based on the findings, there were two factors that caused students difficulties in writing academically. The two factors were internal and external. Internal factors consisted of self-motivation, self-confidence, lack of knowledge and feeling of under pressure. External factors consisted of the teachers teaching style, classroom atmosphere, materials, and writing aspects. This research hopefully can help teachers and instructors in developing appropriate teaching techniques in Academic Writing and minimize students' difficulties in Academic Writing.

STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES Rendhi Rakasiwi; Listyani - Listyani
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically and creatively, work better in groups, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in an academic writing class and its effectiveness in the students’ eyes in writing. The participants of this study were thirty-three English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in academic writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students’ minor participation during group discussions.

ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS Satya Monique Saragih; Listyani - Listyani
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.77

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

THE TENTH GRADERS’ PERCEPTIONS ABOUT COLLABORATIVE LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS Lourie Maria Katiandagho; Listyani Listyani
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Collaborative learning is a method where students learn by working together to achieve a task or goal. The implementation of this method can be maximized by using games. This study aims to find out how collaborative learning with games influenced English speaking skills of the tenth-grader students, and what challenges were faced in doing collaborative learning games. The study was completed using a qualitative descriptive design and was conducted with 20 tenth-grade students at a private senior high school in Salatiga, Indonesia. To explore the students’ views on the use of the collaborative learning with games, all 20 students were asked to fill in a questionnaire and four selected students then completed a semi-structured interview. The data were then analyzed by thematic analysis. The findings revealed a positive result from the students on the use of collaborative learning activities. The study also provides some pedagogical implications and suggestions for further investigations

AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS Maria Eva Damayanti; Listyani Listyani
ELTR Journal Vol. 4 No. 2 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

The study aimed to gain information about what made students felt anxious and what factors triggered students’ speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students’ speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the questionnaires answers and interview data revealed, lack of vocabulary, underestimate their ability, lack of preparation, being afraid of making mistakes, and worried of being embarassed at by his/her friends had also contributed to students’ anxiety in speaking. These findings suggest that the teachers’ role is very important in this situation. Students and teachers could build a positive classroom atmosphere in order to overcome students’ anxiety.

Co-Authors Akila, Ni Luh Ayu Ada Algrenita Silvina Budjalemba Ambarwati, Septina Anggun And Joy Nenohai Antonina Anggraini Setiamunadi Ardela Indri Apriliani Ardiyarso Kurniawan Bambang Ismanto Bambang Ismanto Budianto, Martha Christina Aprilia, Christina Daniel Kurniawan Denny Satrya Andy Nugraha Elmi Erinta Elvin, Mark Hapsari, Penta Karuni Hendra Tedjasuksmana Hetharie, Arline Thinesia Irma Amy Picauly Irma Amy Picauly Izak Yohan Matriks Lattu Januardi, Josephine Ilona Jose Argo Tanore Joseph Ernest Mambu Kezia Intan Permani Kristie, Lavani Satya Lavani Satya Kristie Lokollo, Natalia Christy Emy Lourie Maria Katiandagho Maria Eva Damayanti Mawardi Melly, Sisilia Milani, Riski Nandari, Martha Nariswari, Angela Nirmala Natalia Christy Emy Lokollo Ngabalin, Marthinus Novita Kusuma Ningrum Nugraha, Ardi Purwa Onie Pradina Palupi, Victoria Usadya Paramitha, Nathasa Gracia Penta Karuni Hapsari Picauly, Irma Amy Rendhi Rakasiwi Renny Tarigan Rudianto, Christianto Satya Monique Saragih Setyarini, Maria Christina Eko Sherly Aggita Putri Soares, Januario Soegianto, Gifta Felicia Sukha, Prema Gupita Sumakul , Toar Yusak G. Thren, Andrew T. Titi Susilowati Prabawa Vania Marella Sugiarto Wahyu Purwiyastuti Yohana Joifani Rambu Djawamara Yosephine Tan, Laura Zipora Haniel Kileri Zoromi, Marta Rita

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