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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 KREDO : Jurnal Ilmiah Bahasa dan Sastra 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
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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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
Fluency or Accuracy - Two Different ‘Colours’ 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)

Abstract

Fluency and accuracy. These two things have victoriously won many teachers’ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers’ and students’ attention. These language production measures have distracted many lecturers’ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students’ 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 students’ 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 “colour” in the area of writing assessment, and gives a little enlightenment for other writing lecturers. DOI: https://doi.org/10.24071/llt.2016.190201 
OBAMA’S REMARKS ON TRAYVON MARTIN’S 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)

Abstract

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 Martin’s death. This paper analyzes Barack Obama’s 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.  Another central issue to be discussed in this paper is the ideological and cultural aspects of Obama’s remarks upon Trayvon Martin’s 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. DOI: doi.org/10.24071/llt.2018.Suppl2101
OBAMAS REMARKS ON TRAYVON MARTINS 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): Special Issue (Supplement) June 2018
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.v21iSuppl.908

Abstract

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 Martins death. This paper analyzes Barack Obamas 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. Another central issue to be discussed in this paper is the ideological and cultural aspects of Obamas remarks upon Trayvon Martins 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.
PROCEDURAL ESSAY WRITING: STUDENTS’ PROBLEMS AND STRATEGIES Ambarwati, Septina; Listyani, Listyani
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.v24i2.3371

Abstract

Language learners living in the expanding circle certainly face probems that may not be encountered by their counterparts in the inner or outer circle. One of the problems these learners face is in the field of writing. They also need special strategies in overcoming these problems. This study was done to investigate the problems faced by students in writing Procedural Essays as well as the strategies to overcome the problems. This study attempted to answer two research questions: What problems do students face in writing Procedural Essays? and What are students' strategies to overcome the problems in writing Procedural Essays? This study used a qualitative method. To collect the data, the researchers used two instruments, which are open-ended and close-ended questionnaires and interviews. The participants of this research were 27 students from batch 2020 who took Procedural Writing Class in the 2020/2021 Academic Year. The results of this research showed that there were three problems faced by students in writing Procedural Essays. Those problems were problems of topic development, problems with vocabulary, and problems with grammar. The result also indicated the most strategies used by students to overcome the problems, such as receiving feedback from teachers, making an outline, and asking friends for help.
STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS Sukha, Prema Gupita; Listyani, Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
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.v25i2.4659

Abstract

This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback.  Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class
THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS SPEAKING SKILLS Hetharie, Arline Thinesia; Listyani, Listyani; Setyarini, Maria Christina Eko
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2504

Abstract

This qualitative research study aims to analyze the benefits of joining debating club to enhance students speaking skill. The data were collected from semi-structured interviews to inquire students perceptions who performed the most outstanding progress after joining in debating club batch 2014 in UKSW. The research questions used on this study were what are the benefits of joining debating club on speaking skills and how could the debating club enhance the speaking skills. The findings show that there were five aspects of speaking skill and three others soft skill enhanced through debating method. Those skills are fluency, vocabulary, comprehension of the essence of debates, pronunciation, grammar, critical thinking, collaborative learning, and problem solving. The skills were improved though the drilling practices and materials on learning process. The significance of this study is to prove the significant improvement of using debating method to enhance students speaking skill.
Fluency or Accuracy - Two Different Colours in Writing Assessment Listyani, Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 2016
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.v19i2.300

Abstract

Fluency and accuracy. These two things have victoriously won many teachers attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers and students attention. These language production measures have distracted many lecturers concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students 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 students 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 colour in the area of writing assessment, and gives a little enlightenment for other writing lecturers.
Co-Authors Akila, Ni Luh Ayu Ada Algrenita Silvina Budjalemba Ambarwati, Septina Anggun And Joy Nenohai Anjana, Dorkas Aditya Antonina Anggraini Setiamunadi Ardela Indri Apriliani Ardiyarso Kurniawan Audi Yundayani Bambang Ismanto Bambang Ismanto Budianto, Martha Christina Aprilia, Christina Daniel Kurniawan Denny Satrya Andy Nugraha Elmi Erinta Elvin, Mark Erinta , Elmi 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 Krismiyati , Krismiyati 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 Widiprastyanti , Anita Yohana Joifani Rambu Djawamara Yosephine Tan, Laura Yuntiawati , Meykke Alvia Zipora Haniel Kileri Zoromi, Marta Rita