Articles
<![CDATA[Homeschooled Students’ Motivations for Learning English as a Foreign Language: A Qualitative Study ]]>
<![CDATA[Irma Amy Picauly]]>;
<![CDATA[Natalia Christy Emy Lokollo]]>;
<![CDATA[Listyani Listyani]]>
<![CDATA[ Kelola: Jurnal Manajemen Pendidikan Vol. 10 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.jk.2023.v10.i1.p50-57
<![CDATA[Homeschooling is an educational system that is different from the usual school system. From the name, homeschooling means an educational system that is done at home. In other words, homeschooling is family-based education. The levels of education covered in homeschooling can range from primary to secondary education. This study deals with twelve (12) teenage students’ motivations for learning English in a homeschool in Salatiga, Central Java, Indonesia. The participants aged between 12 and 13 years old. Data were collected through questionnaires and interviews with the students. Findings revealed that the twelve students had both intrinsic and extrinsic motivations in learning English. This study is hopefully beneficial for teachers teaching students in homeschools so that they can understand more deeply their students’ motivations in learning English. Also, it is hoped that EFL teachers teaching homeschooled students can motivate their students to have stronger motivations in learning this international language.]]>
<![CDATA[BENGKAYANG STUDENTS' PERCEPTIONS ON THE DIFFICULTIES OF SPEAKING ENGLISH IN SPEAKING FOR SOCIAL PURPOSES CLASS ]]>
<![CDATA[Milani, Riski]]>;
<![CDATA[Listyani]]>;
<![CDATA[Rudianto, Christianto]]>
<![CDATA[ Satya Widya Vol. 39 No. 1 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i1.p61-75
<![CDATA[This study focused on Bengkayang students' difficulties in improving their speaking skills in the Speaking for Social Purposes class as their first speaking class. The study aimed to find out ELEP (English Language Education Program), especially Bengkayang students’ perceptions on the difficulties of speaking English in the Speaking for Social Purposes class at the Faculty of Language and Arts in Universitas Kristen Satya Wacana, in Salatiga, Central Java. The participants of this study were 21 Bengkayang students from batch 2019 who had taken the Speaking for Social Purposes class. A closed-ended, open-ended questionnaire and semi-structured interview were used to collect the data. The findings revealed that all of the students’ encountered some difficulties in speaking English such as a lack of vocabulary, nervousness, poor grammar, poor pronunciation, and less confidence. They were afraid because they had to use grammar correctly and pronounce some words in English correctly. There were also some strategies that students used to improve their English speaking ability such as speaking in front of the mirror, practicing making sentences, speaking with their friends, listening to English music, and watching English movies]]>
<![CDATA[Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies ]]>
<![CDATA[Jose Argo Tanore]]>;
<![CDATA[Listyani - Listyani]]>
<![CDATA[ Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 13, No 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/lensa.13.2.2023.224-246
<![CDATA[This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.]]>
<![CDATA[Development of Competitive Strategies in the "Clarinet" (Clustering and Networking) Model in Private Schools to Increase Student Interest ]]>
<![CDATA[Penta Karuni Hapsari]]>;
<![CDATA[Listyani Listyani]]>;
<![CDATA[Bambang Ismanto]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 2 (2024): June ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v10i2.11036
<![CDATA[This research aims to describe the framework for developing competitive strategies for schools using “Clarinet” (clustering and networking) models, as well as to assess the feasibility of the development guide for competitive strategies in “Clarinet” models. This research uses a qualitative approach with the Research and Development (R&D) method by Borg and Gall. Data collection is conducted through questionnaires, documentation studies, in-depth interviews, and Focus Group Discussions (FGD). Data collection is done through documentation studies, interviews, questionnaires, and focus group discussions. The data analysis is conducted through the triangulation of techniques and sources. The results show that the validation test for the feasibility of the model and competitive strategies by education management experts yielded 88%, and marketing management experts yielded 96%. The research results indicate that the trial of the competitive strategy product using clustering and networking models is approximately 94% (very good/very valid). It is concluded that the competitive strategy within clustering and networking models is worthy of implementation to enhance the interest of students.]]>
<![CDATA[A Qualitative Study on Tertiary EFL Teachers’ Reflective Practices ]]>
<![CDATA[Irma Amy Picauly]]>;
<![CDATA[Listyani]]>
<![CDATA[ RETORIKA: Jurnal Ilmu Bahasa Vol. 10 No. 1 (2024) ]]>
Publisher : <![CDATA[Program Studi Magister Ilmu Linguistik Universitas Warmadewa ]]>
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DOI: 10.55637/jr.10.1.9157.66-78
<![CDATA[Reflective practice is vital in English as a Foreign Language (EFL) education, facilitating transformative teaching and learning. This study addresses the research gap by exploring the types of reflective practices commonly used by eleven tertiary EFL teachers. The present study aims to investigate the types of reflective practice frequently employed by tertiary EFL teachers to enhance their professional development. Data collection involved a qualitative approach using questionnaires and semi-structured interviews with participants from a private university in Salatiga. The study identified a strong commitment to reflective practice among the participants, engaging in reflection-in-action, reflection-on-action, and reflection-for-action. Assessing students' attitudes, tailoring education to meet the individual needs of students, analyzing previous experiences for valuable insights and alternative approaches, and engaging in self-reflection to address instructional challenges are included in the three primary types of reflection. This study highlights the significance of reflective practices in nurturing teachers' professional growth and emphasizes the potential for ongoing improvement through self-awareness and self-assessment. Future research can further explore additional reflective teaching types and develop strategies to promote reflective practices among teachers.]]>
<![CDATA[Pengajaran Keterampilan Berbahasa Inggris untuk Siswa Kelas I SD di SDN Salatiga 06 ]]>
<![CDATA[Setiamunadi, Antonina Anggraini]]>;
<![CDATA[Listyani, Listyani]]>
<![CDATA[ Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Kristen Satya Wacana Salatiga ]]>
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DOI: 10.24246/jms.v4i22023p185-195
<![CDATA[Along with the start of the Industrial Revolution 4.0 era, English language skills as a communication language used internationally are becoming increasingly important. These skills need to be taught not only at the secondary school and college levels, but also at the basic education level. However, there are still many elementary school children in Indonesia who do not have the opportunity or do not have the motivation to learn English. This is what prompted us to implement PkM at SDN Salatiga 06. With 16 (sixteen) PBI, FBS, UKSW students, we were committed to implementing PkM in the form of teaching communication skills using English for Grade I elementary school students. The sixteen students who taught were required to make a lesson plan first before they carried out their teaching practice, and they also had to prepare all the necessary teaching aids under the guidance and supervision of the lecturers. Activities took place from February to June 2023. We conclude that English language teaching is very necessary at the basic education level in preparing the young generation as early as possible to face the global era.]]>
<![CDATA[INTERMEDIATE GRAMMAR STUDENTS’ MOTIVATIONS IN LEARNING ENGLISH ]]>
<![CDATA[FBS, Listyani]]>;
<![CDATA[Soegianto, Gifta Felicia]]>
<![CDATA[ Satya Widya Vol. 36 No. 1 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2020.v36.i1.p35-44
<![CDATA[Abstract This study was intended to the grammar students and hopefully the lecturers might create new ways in teaching grammar. Since, many students failed the Intermediate Grammar Course and had to repeat the course. Open-ended questionnaires were used in the study which involved around 68% of the whole Intermediate Grammar students 2020. There were 46 out of 67 students who became the respondents of this study. Qualitative method was used in the study, and one student was interviewed. The study was conducted at the English Language Education Program (ELEP) of Faculty of Language and Arts (FLA), in a private university in Central Java, Indonesia. The participants were taken from students of Intermediate Grammar Course in Semester II, 2019-2020 aAcademic Year.. The results of the interview showed that Intermediate Grammar students had various motivations in learning English. The motivations which the students had were intrinsic, extrinsic, and instrumental motivations.]]>
<![CDATA[STUDENTS’ PROBLEMS IN SPEAKING FOR SOCIAL PURPOSES CLASS ]]>
<![CDATA[Nariswari, Angela Nirmala]]>;
<![CDATA[Listyani, Listyani]]>
<![CDATA[ Satya Widya Vol. 36 No. 2 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2020.v36.i2.p144-151
<![CDATA[This study presents a quantitative study conducted in a private university in Central Java, Indonesia. The main aim of this study is to find problems and solutions in Speaking for Social Purposes class. A survey was done on seventy-four (74) students from an English Department (ED) about the difficulties and solutions they experienced in the speaking class. Hopefully, this study will be beneficial for both teachers and students of speaking classes.]]>
<![CDATA[Students' Perceptions Towards Direct and Indirect Feedback in Speaking for Social Purposes ]]>
<![CDATA[Melly, Sisilia]]>;
<![CDATA[Listyani, Listyani]]>;
<![CDATA[Sumakul , Toar Yusak G.]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2024.v40.i1.p1-18
<![CDATA[Speaking is one of the most important subjects in learning a foreign language. In speaking class, there are some mistakes that students found, which must be corrected. One way that teachers usually do to help the students cope with their problems is giving feedback. This study was aimed to find out about students’ perceptions towards direct and indirect feedback in Speaking for Social Purpose class. This study was guided by these two questions: What are PBI students’ perceptions towards direct feedback given by the teacher in the Speaking for Social Purposes class? What are PBI students' perceptions towards indirect feedback given by the teacher in the Speaking for Social Purposes class? This research involved 5 fifth-semester and 5 eight-semester students from the English Language Education Program (ELEP), Faculty of Language and Arts (FLA), Universitas Kristen Satya Wacana in Salatiga, Central Java. They were randomly chosen to be the participants for the research sample. A semi-structured interview was used to collect the data. The researchers found that there were several problems faced by students during the Speaking for Social Purposes class. Moreover, it was found that the students recognized teachers’ feedback was very important for their study, especially in speaking because it helped them to know their mistakes or problems and they can correct their mistakes. The direct feedback became the most favorite kind of feedback and was very important for the students. ]]>
<![CDATA[The Influence of the Mother Tongue on English Pronunciation: A Case Study on Indonesian EFL Learners ]]>
<![CDATA[Listyani]]>;
<![CDATA[Kurniawan, Ardiyarso]]>;
<![CDATA[Thren, Andrew T.]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 10 No. 1 (2024): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v10i1.5488
<![CDATA[Pronunciation is an area of language, which is easy to recognize and see. When a language learner makes an error in pronunciation, other people can identify the error easily. Mispronunciations are common errors that happen to English language learners in the Expanding Circle, in which English is a foreign language, like Indonesia. This paper deals with mispronunciations made by Indonesian language learners. The respondents were 14 students of a writing class in an English Language Education Program at a private university in Indonesia. They took the course during the pandemic era. The classes were therefore done online, and each virtual class was recorded. These students were video-recorded when reading certain parts of texts in the course. The findings showed that the 14 students made some mispronunciations due to several reasons like habits of pronouncing words in Indonesian and a lack of knowledge of the ideal notion of native speakers' pronunciation. It is hoped that this paper can be useful for EFL teachers teaching pronunciation as well as for students who are still struggling with their pronunciation in their efforts to gain native-like proficiency.]]>
