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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
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 : ELTR Journal

 1 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (913.123 KB) | DOI: 10.37147/eltr.v3i1.57

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (676.134 KB) | DOI: 10.37147/eltr.v4i2.70

Abstract

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.
INDONESIAN STUDENT TEACHERS’ ANXIETY DURING TEACHING PRACTICUM AT A PRIVATE SHS IN CENTRAL JAVA Yohana Joifani Rambu Djawamara; Listyani Listyani
ELTR Journal Vol. 5 No. 1 (2021)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v5i1.102

Abstract

Teaching practicum is a compulsory course for students majoring in education program. Through teaching practicum, student teachers can gain experiences before becoming real teachers. However, there are some students who still feel anxious towards teaching practicum. Therefore, this study aimed to find out the factors contributing to student teachers’ anxiety during teaching practicum and the strategies to cope with the anxiety. The participants of this study were six student teachers who had done their teaching practicum at a private senior high school in Central Java. The data were collected qualitatively by using semi-structured interviews to get in-depth information from the participants. The findings revealed that facing a new environment, school teachers and students’ attitudes, lesson plans and teaching materials, the ways of presenting the materials, time management, availability of AVAs, and observation by mentor teachers and the supervisor were the factors that contributed to student teachers’ anxiety during teaching practicum. The strategies used by student teachers to cope with their anxiety were adapting themselves with the new environment, preparing well before teaching, building good rapport with school teachers and students, creating a good learning environment, prioritizing the most crucial teaching part, and doing relaxation.
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