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All Journal JELLT (Journal of English Language and Language Teaching) Wacana Akademika : Majalah Ilmiah Kependidikan English Language Teaching Educational Journal
TMA. Kristanto
Universitas Sarjanawiyata Tamansiswa
Arts Education Languange, Linguistic, Communication & Media

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AN ERROR ANALYSIS OF NARRATIVE TEXT WRITTEN BY STUDENTS OF ENGLISH EDUCATION DEPARTMENT Deni Deni; TMA. Kristanto
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.539 KB) | DOI: 10.36597/jellt.v1i1.923

Abstract

Therefore, the objectives of the article are:(1) to describe the kinds of errors made by the third semester students of the English Language Education Study Program in writing narrative text and (2) to find out the sources of the errors made by the third semester students of The English Language Education Study Program in writing narrative text. This article is classified into discourse analysis. To analyze the data, the researchers used Dulay et al’s theory namely surface strategy taxonomy, communicative effect taxonomy and Brown’ theory namely interlingual transfer and intralingual transfer. The data were sentences on narrative texs containing errors taken from weekly journal of the third semester students  of the English Language Education Study Program of Sarjanawiyata Tamansiswa University in academic year 2015/2016. There were 152 data containing omission, 98 data containing addition, 432 data containing misformation, and 17 data containing misordering. Meanwhile, the sources of error that the researchers found are 16 errors caused by  interlingual transfer and 276 caused by intralingual transfer.
THE USE OF VIDEO AS A MEDIA TO IMPROVE THE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL Pijar Ganda Subrata; TMA. Kristanto
JELLT (Journal of English Language and Language Teaching) Vol 3 No 1 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.141 KB) | DOI: 10.36597/jellt.v3i1.4485

Abstract

The research focused on teaching speaking using audio visual media. The objectives of the study are how to implement audio visual media to improve students’ speaking skill and to describe the effectiveness of using audio visual media in the teaching of speaking. This study used a classroom action research design. The researcher and the collaborator worked together in designing the lesson plan, setting the criteria of success, implementing the action, observing the action, and having reflection. The subjects of this study were twenty eight students of the eleventh grade students of SMA N 1 Ngaglik, Sleman in academic year 2017/2018. This study was conducted in two cycles by following the procedures of the action research i.e. planning, implementing, observing, and reflecting. The activities of each cycle were Pre-speaking activities, While-speaking Activities, and Post-speaking activities. The result of the study showed that the use of audio visual media were able to improve the students' speaking skills. The percentage of the students achieving the score above predetermined minimum passing grade (KKM) had improved from 7.15% (2 of 28 students) in the preliminary study to 64.2% (18 of 28 students) in Cycle 1, and to 96.4% (27 28 students) in Cycle 2. Besides, the mean scores of each aspect of fluency, grammar, pronunciation, vocabulary, confidence were also increased.
Incorporating Meaningful Feedback in Language Classroom TMA Kristanto
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1398.21 KB) | DOI: 10.30738/wa.v1i1.1075

Abstract

Keberhasilan dalam pembelajaran biasanya ditunjukkan dengan prestasi akademik yang optimal dari para siswa. Tujuan pembelajaran dapat dicapai jika guru dapat menciptakan atmosfir di mana siswa sangat termotivasi untuk belajar. Salah satu cara untuk meningkatkan motivasi siswa adalah dengan memberi mereka umpan balik yang berarti mengenai kinerja mereka dalam belajar. Umpan balik bisa berupa umpan balik guru, umpan balik siswa, dan umpan balik dari rekan sejawat. Makalah ini dimaksudkan untuk membahas bagaimana menggabungkan umpan balik yang berarti di kelas bahasa. Pada prinsipnya, umpan balik dapat diimplementasikan di kelas manapun, namun dalam tulisan ini penulis mencoba untuk berbagi bagaimana penerapannya di tiga kelas yang biasanya dia tangani. Kelasnya adalah Peer Teaching, sebagai bagian integral dari Magang 2, tata bahasa Inggris, dan Terjemahan. Umpan balik dapat diterapkan dalam berbagai teknik dan kategori sesuai dengan tujuan umpan balik. Dalam praktik ini, diberikan dalam bentuk lisan dan tulisan baik langsung maupun tidak langsung. Di kelas peer teaching, misalnya, diberikan secara lisan dan tertulis, sedangkan di kelas Bahasa Inggris dan Terjemahan siswa dan umpan balik rekan sebagian besar dilakukan dalam bentuk tertulis meskipun kadang-kadang juga diberikan secara lisan. Melalui penerapan umpan balik, diamati bahwa motivasi dan prestasi siswa meningkat secara bertahap.
Students’ reflections on integrating theory and practice in translation: A qualitative study of an academic–practitioner collaborative course Kristanto, TMA; Sudirman, Anselmus
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14046

Abstract

This research examines students' reflections on the integration of theoretical knowledge and practical application within a translation curriculum that combines academic instruction with sessions led by industry practitioners. Sixteen students in their fifth semester from the English Education Department of Universitas Sarjanawiyata Tamansiswa participated in this investigation, having engaged in both theoretical lectures and practical workshops as components of the Principles in Translating and Interpreting course. Data were obtained through reflective journals and semi-structured interviews, subsequently undergoing thematic analysis. The results indicate that academic sessions provided crucial theoretical foundations, whereas practitioner-led activities facilitated students in applying, testing, and attaining a deeper comprehension of these theories within authentic translation environments. Systematic reflection enabled students to identify challenges, develop effective translation strategies, and enhance their confidence and professional mindset. Many participants reported shifting from seeing themselves solely as students to perceiving themselves as emerging professionals. Supported by recent research highlighting reflective practice as a catalyst for developing professional competence and learner autonomy, these findings underscore the value of designing translation curricula that integrate theory, real-world practice, and structured reflection. The study further suggests that such integration can strengthen students’ readiness for the demands of professional translation work and guide curriculum developers in creating more practice-oriented, reflective learning environments.
Co-Authors Andari, Sifa Rizki Anselmus Sudirman, Anselmus Deni Deni Pijar Ganda Subrata