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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 : Prominent : Journal of English Studies

 1 
KINDERGARTEN TEACHERS’ STRATEGIES TO TEACH ENGLISH VOCABULARY IN A MONOLINGUAL SCHOOL IN AMBARAWA, INDONESIA Sherly Aggita Putri; Listyani Listyani
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5203

Abstract

Living in Ambarawa, which is a small town, an English teacher in such a location has a unique challenge in teaching the target language. This study was conducted at a monolingual kindergarten in Ambarawa, Indonesia. There is one primary question to be answered in this study, which is what strategies were used by English teachers in teaching vocabulary to young learners at a monolingual kindergarten in Ambarawa, Indonesia. Knowing that learning English vocabulary is important, the researchers conducted this research by observing the class ten times and interviewing the English teacher.  Class observations, which included the strategies used by the teachers and the learning and teaching process used to collect the data. Besides that, an interview with the teacher was conducted after the class observation to find out the reasons for the teacher in choosing the related teaching strategies. The results of the study presented some various teaching strategies which were used to teach English vocabulary in a monolingual school in Ambarawa. From ten class observations and interviews, three main strategies were identified.  The three primary strategies used by the English teacher in a monolingual kindergarten in Ambarawa, Indonesia in teaching English vocabulary to young learners were the use of teaching media, the implementation of appropriate methods and approaches, and the use of fun activities to create a more engaging class. Therefore, given the unique condition of each school, English teachers need to be creative yet wise in choosing the most appropriate teaching strategies to meet the needs of the learners.
VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS Onie Pradina; Listyani Listyani
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5731

Abstract

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.
Academic Writing Students’ Perceptions on Teacher Feedback Zipora Haniel Kileri; Listyani Listyani
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6187

Abstract

Academic Writing is a difficult subject for many students because the content requires highly critical academic thinking. Students have to put their ideas to build up arguments. Teachers’ role is very important here in giving direct and indirect feedback to help students solve problems in their essays. Students’ perceptions of teacher feedback in Academic Writing class is the central focus of this paper. The purpose of the study is to describe Academic Writing students' perceptions of teacher feedback. Data were taken through interviews with six students of the English Language Education Study Program (ELEP), of the Faculty of Language and Arts (FLA) in a private university, in Central Java, Indonesia. They had passed the Academic Writing course at the time the interviews were conducted. The kind of interview that was used in this study is a semi-structured interview. Results showed that some students had positive perceptions of teacher feedback, while some others showed negative perceptions. The results of this study hopefully can be useful for Academic Writing lecturers to know more about what kind of feedback is best to be given to their students, adjusted with their needs.
Academic Speaking Students’ Efforts in Minimizing Their Lack of Self- Confidence Novita Kusuma Ningrum; Listyani Listyani
Prominent Vol 5, No 2 (2022): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v5i2.7874

Abstract

The existence of self-confidence is needed and related with students’ academic achievement, which in this context of the study is speaking skills. Speaking skills are the language learning aspects that are also crucial for students to master to have good communication. Unfortunately, speaking skills cannot be mastered because of the lack of self-confidence that is commonly faced by EFL learners. By seeing this reality, the researcher tried to identify the causes of the lack of self - confidence faced by Academic Speaking students (FLA-UKSW) and the efforts that the students implemented to overcome their lack-of self-confidence. This study used a qualitative method in collecting data. The data were collected from thirty-three Academic Speaking students using open-ended questions and semi-structured interviews. The findings indicated the causes of the lack of self-confidence were fear of making mistakes, lack of speaking skills formally, public speaking anxiety and personal experience influenced. The efforts used by students were talking in front of a mirror, practicing pronunciation, rehearsing with friends, mastering materials, making notes, watching YouTube videos. The result of these findings hopefully helped students who are dealing with self-confidence in academic context specifically in speaking skills.                
The Use of Dubbing in Pronunciation Practice Class: Teachers’ and Students’ Perceptions Akila, Ni Luh Ayu Ada; Listyani, Listyani; Nandari, Martha
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.11479

Abstract

Pronunciation is one of the important skills that language learners need to master. In consequence, their acquisition in language learning can be affected if they do not master the skills. However, one of the difficulties that students often face is related to pronunciation skills. This study attempted to investigate the English Language Education Program (ELEP) students' and teachers' perceptions of the use of the dubbing project in the Pronunciation Practice class. The study was conducted in Semester II, 2021-2022 academic year, at the English Language Education Program (ELEP), Faculty of Language and Arts (FLA), at a private university in Indonesia. The respondents of the research consisted of 26 (twenty-six) students, one speaking teacher, and one pronunciation teacher at the mentioned-above study program. In collecting the data, the researchers used a questionnaire and interview protocols. The research findings from the questionnaire and interview sessions revealed that the students and teachers showed positive attitudes toward the dubbing project. Most of the participants agreed that the project helps increase students' pronunciation skills, including syllables, word stresses, vowel and consonant sounds, intonation, and fluency. It can be concluded that the implementation of the dubbing project in the Pronunciation Practice class has beneficial impacts in improving students' pronunciation skills.
Teacher's Written Feedback in Academic Writing Class: Students' Perceptions Aprilia, Christina; Listyani, Listyani; Palupi, Victoria Usadya
Prominent Vol 6, No 2 (2023): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v6i2.10106

Abstract

 Teacher's written feedback is one crucial thing that influences students' success in writing class. This feedback can benefit students' essays and writing performances in writing class. This study focuses on Academic Writing students' perceptions of teacher's written feedback in Academic Writing class. The purpose of this study is to investigate Academic Writing students' perceptions toward teacher's written feedback for their writing performances in Academic Writing class. This study was conducted in the English Language Education Program (ELEP), the Faculty of Language and Arts, Universitas Kristen Satya Wacana. The participants for this study were 31 students who were taking an Academic Writing course in Semester Gasal, 2022/2023 academic year. This study used questionnaires and semi-structured interviews to gather the data. The result showed that Academic Writing students had varied perceptions of teacher's written feedback from their lecturers. There were three types of students' perceptions of teacher's written feedback which were positive, mixed, and negative. This study hopefully can contribute valuable suggestions for the Academic Writing teacher in giving good written feedback and reveals the fact that teacher's written feedback can enhance students' writing performance.
Students' Perception on the Use of Pop Songs in English Language Learning Anjana, Dorkas Aditya; Listyani, Listyani; Yundayani, Audi
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v9i1.16108

Abstract

English is an international language, which in the globalization era is a mandatory to master and taught in schools. However, sometimes it is still encountered where the process of learning English at school is scary and boring for students. This research aims to describe the use of pop songs in English language teaching, using descriptive qualitative and involved describing and providing important information from the research. Interview, observation, and documentation were used in collecting data. This research found that English songs could help students in their learning process, especially improving their learning motivation and desire to learn English. Students enjoyed learning songs because it made them not feel bored. Moreover, students could learn new vocabulary and pronunciation from the songs. However, there were also some challenges that were faced by the students because not all students could have good concentration in learning English while listening to pop songs. The English pop song can be incorporated into the English language teaching process to encourage students to engage with authentic materials and embrace the English learning process without fear by considering students' needs and characteristics and concentrating on achieving the learning objective.
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