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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Primary: Jurnal Pendidikan Guru Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Satya Widya LLT Journal: A Journal on Language and Language Teaching Register Journal 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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GLS to Develop Reading Interest of Junior High School Students: An Ethnographic Review Zoromi, Marta Rita; Listyani, Listyani; Mawardi, Mawardi
Jurnal Mamangan Vol 12, No 2 (2023): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v12i3.5945

Abstract

This study aims to explore the implementation of the School Literacy Movement (GLS) program at SMP Negeri 4 Namohalu Esiwa through an ethnographic approach. It examines the perceptions of teachers, students, and parents regarding the program, literacy practices within the school, socio-cultural barriers, and school culture factors that support students' reading interest. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that the GLS program at SMP Negeri 4 Namohalu Esiwa has not yet effectively improved students' reading interest due to limited library facilities, insufficient access to relevant reading materials, and low parental involvement in supporting students' literacy development. Furthermore, the local culture, which emphasizes oral traditions over written literacy, poses a significant challenge. Nevertheless, teacher support and literacy activities such as reading corners and a 15-minute pre-class reading period demonstrate potential for further development. This study recommends enhancing literacy facilities, providing teacher training, fostering collaboration among schools, parents, and communities, and integrating local cultural elements into the GLS program. These steps are expected to foster a sustainable literacy culture and significantly improve students' reading interest.
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.
The Impact of Language of Instruction on Teachers' Learning Practices in Primary Schools and Secondary Schools in Dili, Timor-Leste, and Its Implications in Preparing Human Resources Soares, Januario; Prabawa, Titi Susilowati; Listyani, Listyani
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.43035

Abstract

This study analyzes the impact of using Portuguese and Tetun as languages of instruction in primary and secondary schools in Dili, Timor Leste, and its implications for human resource development. While Tetun facilitates students' understanding in local contexts, its limited global relevance presents a challenge. Conversely, Portuguese, though internationally recognized, is not fluently spoken by most teachers and students, reducing the effectiveness of the teaching and learning process. This qualitative research involved 68 informants, including education officials, principals, teachers, and students across Dili. Data were collected through interviews, observations, and documentation. The findings reveal that language barriers, particularly in Portuguese, negatively affect classroom interaction, leading to poor student comprehension and low academic achievement. This situation may hinder the development of quality human resources capable of competing globally. The study recommends that the Timor Leste government and Ministry of Education intensify Portuguese training for both teachers and students, allocate funds for Tetun development, offer incentives to high-performing teachers, and encourage the consistent use of the instructional Language at home and in school, drawing from practices in Cuba and Venezuela. Strengthening language proficiency among educators and learners is essential to improving education quality and supporting Timor-Leste's broader socio-economic advancement.
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.
The use of Communicative Language Learning (CLL) to Teach Speaking at a Taiwanese Elementary School: Implementation and Students’ Responses Yosephine Tan, Laura; Listyani, Listyani
Register Journal Vol 13, No 2 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.364 KB) | DOI: 10.18326/rgt.v13i2.257-276

Abstract

Speaking is one of the important skills to master. The importance of learning speaking skills helps people to share their ideas, agreement or disagreement, compliment, and so on to others. Some students feel a lack of practice in learning English because they don't have enough support, including those in Taiwan. Therefore, the purpose of the study is to investigate how Taiwanese teachers apply CLL in speaking activities and the students' responses towards speaking activities which implement CLL at an elementary school in Taiwan. Data for this qualitative study were gathered from semi-structured interviews and reflective journals. The participants were one Taiwanese English teacher and 32 elementary school students. Data from the semi-structured interview were recorded, then transcribed. After that, themes were drawn based on the transcribed interviews. Based on the data, it was found that the Taiwanese English teacher applied CLL to teach the English language. Some activities such as group discussion and Think-Pair-Share were done. These activities were found useful because students could gain more vocabulary, a fun atmosphere created inside the classroom, and better fluency and pronunciation.  
Teachers’ Strategies to Improve Students’ Self-Confidence in Speaking: A Study at Two Vocational Schools in Central Borneo Listyani, Listyani -; Kristie, Lavani Satya
Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (458.739 KB) | DOI: 10.18326/rgt.v11i2.139-153

Abstract

Speaking become one of the important skills among other skills such as listening, reading and writing. However, some students felt not confident to deliver words or sentences in English. The purpose of this study was to find teachers’ strategies to improve students’ self confidence in speaking at SMK 1 and SMK 2 in Tamiang Layang. This study used qualitative study with two instruments which are interview and observation. The participants were four teachers from two different schools which are SMK 1 and SMK 2. Based on the finding, there was found four strategies that the four teachers used in speaking class activity. Those strategies are role-play, small group discussion, storytelling, and songs. These strategies were very helpful to encourage students’ self confidence in speaking, because each strategy giving a chance for students to pratice speaking. Besides that, the advantages that students got from those, help students increase their vocabulary and pronunciation, build an interaction between passive and active students, and make the class more fun and not boring.Keywords: Speaking, self-confidence, teachers’ strategies. 
Development of Competitive Strategies in the "Clarinet" (Clustering and Networking) Model in Private Schools to Increase Student Interest Hapsari, Penta Karuni; Listyani, Listyani; Ismanto, Bambang
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11036

Abstract

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.
Inhibiting Factors in L2 Speaking Among Chinese EFL Primary Learners in a Private School in China: A Case Study Maria Stephanie Rahardjo; Listyani Listyani
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p81-96

Abstract

The shift to communicative objectives in language teaching has promoted the mastery of speaking skills. Second-language (L2) speaking, in fact, is a demanding task for ESL learners because it involves integrating affective, linguistic, and social skills that may vary across cultures. In China, teachers need to delve deeper into learners’ cultural backgrounds to better motivate their L2 oral production. This case study aimed to explore how inhibiting factors affect Chinese ESL primary learners in L2 oral production. The interview took place on 11-15 November 2025. Altogether, there were 10 interviewees from a private elementary school. Two research questions to be answered in this study are: What affective, linguistic, and social factors inhibit students’ L2 speaking, and how do students experience these factors in the classroom? What kind of support from the teachers do Chinese ESL students report needing to facilitate their L2 oral production? The conclusions drawn from the study are as follows. First, participants frequently experienced low self-efficacy, demotivation, and anxiety in L2 speaking. This finding is profound because young learners are usually more adaptable in language learning compared to adults. Secondly, participants reported that difficulty in finding the right English words was the major linguistic hindrance. Therefore, they strongly needed teachers to help with vocabulary. Third, participants were reluctant to participate in a classroom presentation, mostly due to the fear of others’ judgment. The last conclusion is that participants depended on external motivation more than internal motivation to produce speech in L2. One recurring theme which underlies the findings is the fear of losing ‘face’, as the concept of ‘face’ is much valued in the Chinese culture.  This research is hoped to benefit English language teachers, both local and expatriate. Theoretically, this study will enrich Second Language Literature in the domain of learners’ differences.
Development of a moodle-based "siparti" (participatory synergy) academic supervision model to enhance elementary school teachers' pedagogical competence Maria Magdalena Deti Irmawanti; Listyani Listyani; Sophia Tri Satyawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.386-402

Abstract

This study aims to develop a Moodle-based Academic Supervision Model, "SiParti" (Participatory Synergy), to enhance elementary school teachers' pedagogical competence. The research employed a Research and Development (R&D) approach adapted from Sugiyono's model, with the stages limited to the first product revision phase. The research subjects consisted of five teachers (ranging from junior to senior levels), one principal, one school committee member, and two expert validators (a supervision expert and an ICT expert). The research instruments included validation sheets, feasibility questionnaires, and user satisfaction surveys. The results of the material expert validation indicated a feasibility percentage of 88.3%, categorized as "Highly Feasible," while the ICT expert validation obtained 80%, categorized as "Feasible." Field testing demonstrated a user satisfaction rate of 95.1%, categorized as "Very High," particularly in aspects of collaboration, system security, and ease of use. The SiParti model integrates the stages of Si (Preparation), Par (Observation), and Ti (Follow-up) digitally through a role-based access control (RBAC) system to ensure data security and teacher professionalism. These findings indicate that the Moodle-based SiParti Academic Supervision Model is valid, feasible, and effective as a digital collaborative supervision innovation in supporting the sustainable improvement of elementary school teachers' pedagogical competence.
Students' Perception on the Use of Pop Songs in English Language Learning Dorkas Aditya Anjana; Listyani Listyani; Audi Yundayani
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 Antonina Anggraini Setiamunadi Ardela Indri Apriliani Ardiyarso Kurniawan Arlinda Putriani Audi Yundayani Bambang Ismanto Budianto, Martha Christina Aprilia, Christina Daniel Kurniawan Denny Satrya Andy Nugraha Dorkas Aditya Anjana Elmi Erinta Elvin, Mark Hapsari, Penta Karuni Hendra Tedjasuksmana Hetharie, Arline Thinesia Ike Tresiani 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 Christina Eko Setyarini Maria Eva Damayanti Maria Magdalena Deti Irmawanti Maria Stephanie Rahardjo Mawardi Melly, Sisilia Milani, Riski Nandari, Martha Nariswari, Angela Nirmala Natalia Christy Emy Lokollo Ngabalin, Marthinus Novie Feronika Novita Kusuma Ningrum Onie Pradina Palupi, Victoria Usadya Paramitha, Nathasa Gracia Penta Karuni Hapsari Picauly, Irma Amy Rendhi Rakasiwi Renny Tarigan Reza Renita Rudianto, Christianto Satya Monique Saragih Sherly Aggita Putri Soares, Januario Soegianto, Gifta Felicia Sophia Tri Satyawati Sukha, Prema Gupita Sumakul , Toar Yusak G. Thren, Andrew T. Titi Susilowati Prabawa Vania Marella Sugiarto Yohana Joifani Rambu Djawamara Yosephine Tan, Laura Zipora Haniel Kileri Zoromi, Marta Rita