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All Journal LLT Journal: A Journal on Language and Language Teaching Majalah Ilmiah Bahasa dan Sastra
Hadiyanti, K.M. Widi
Atma Jaya Catholic University Of Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALYZING THE VALUES AND EFFECTS OF POWERPOINT PRESENTATIONS Hadiyanti, K.M. Widi; Widya, Widya
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (860.74 KB)

Abstract

PowerPoint Presentation (PPtP) is now quite common in many aspects of life, not only at schools (Yilmazel-Sahin, 2007). It facilitates events in various ways owing to its practicality (Craig & Armenic, 2006). In classes, it provides advantages for both students and teachers, but it may be problematic as well (Davies et al., 2009; Oommen; Taylor, 2012). Therefore, Howard & Conway (1985) recommended verifying if students’ viewpoints may maximize its contribution for class empowerment. This study focused on how students appreciated the values of PPP and how it affected lecturers. It involved 90 students responding to a questionnaire asking their standpoint about the use of PPP including commentary and suggestion. Results revealed that in general, participants out looked positively towards PPP and its impact to teachers. It aided students and teacher in the learning-teaching process, although it was occasionally blamed as not engaging or even boring.DOI: doi.org/10.24071/llt.2018.Suppl2108
ENHANCING UNIVERSITY STUDENTS ENGLISH WRITING SKILLS ON CONTENT AREA Politton, Mariana Ester; Hadiyanti, Kayetana Maria Widi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.1868

Abstract

Writing, as an instrument of communication, is nowadays accomplished mostly in English to ensure information understood globally via digital platforms. This creates a transformation in job fields into utilizing technologies to textually deliver messages. Therefore, it is vital to generate high qualified future employees competing in the work places. Accordingly, university students must be equipped with English writing competencies as well as strategies focusing on content area, in addition to forms, so as to promote meaning-making concerning critical and logical thinking skills, besides to comprise comprehensive realization. Thisqualitative research utilized a critical literature review by conducting in-depth data collection, organization, integration, and classification of writing strategies. It offers suggested maneuvers to overcome higher education learners writing problems: lack of content maturation practices, through implementing collaborative writing discussions with either or both verbal or / and online discussions. It can as well integrate (intensive / extensive) reading and writing instructions in contextual cognitive processes concentrating on intellectual meaning development.
ANALYZING THE VALUES AND EFFECTS OF POWERPOINT PRESENTATIONS Hadiyanti, K.M. Widi; Widya, Widya
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018): Special Issue (Supplement) June 2018
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.v21iSuppl.935

Abstract

PowerPoint Presentation (PPtP) is now quite common in many aspects of life, not only at schools (Yilmazel-Sahin, 2007). It facilitates events in various ways owing to its practicality (Craig Armenic, 2006). In classes, it provides advantages for both students and teachers, but it may be problematic as well (Davies et al., 2009; Oommen; Taylor, 2012). Therefore, Howard Conway (1985) recommended verifying if students viewpoints may maximize its contribution for class empowerment. This study focused on how students appreciated the values of PPP and how it affected lecturers. It involved 90 students responding to a questionnaire asking their standpoint about the use of PPP including commentary and suggestion. Results revealed that in general, participants out looked positively towards PPP and its impact to teachers. It aided students and teacher in the learning-teaching process, although it was occasionally blamed as not engaging or even boring.
INSIGHTS INTO PROSPECTIVE TEACHERS BELIEFS IN TEYL Hadiyanti, Kayetana Maria Widi; Yolanda, Martha
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
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.v24i1.2484

Abstract

Teacher belief is valuable to accomplish effective teaching learning processes. Prospective teachers utilize their beliefs to practice their teaching competence. Accordingly, it is essential to explore prospective teachers beliefs as the teachers exhibit the beliefs in their teaching preparations and practices. Alongside, TEYL requires a unique process. To enhance TEYL prospective teachers consciousness of the beliefs they hold, this study attempts to match them with the teaching designs and practices. This survey study involves TEYL prospective teachers in responding to a questionnaire concerning with their beliefs about teaching. Their Lesson Plans and teaching performance videos are correspondingly analyzed to scrutinize how equivalent they are with the beliefs. It is quite thought-provoking to discover that there are inconsistencies between prospective teachers beliefs with the realization in their lesson planning and performances. This affords insights to boost our awareness in building teachers beliefs as to maximize learning teaching outcome.
Utilizing Memes for Vocabulary Learning Development: EFL Senior High School Students’ Viewpoints Amanda, Callista; Hadiyanti, Widi
Salingka Vol 21, No 1 (2024): SALINGKA, Edisi Juli 2024
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/salingka.v21i1.1079

Abstract

The current era, the advancement of technology, digital media, and its contents have become more relevant in teaching and learning activities. One that is close to EFL students and applicable to overcome their problems dealing with vocabulary development is memes. This research aims to investigate the effectiveness of using memes, the ways this activity helps the 26 twelfth graders learn vocabulary with the reasons behind it. This research employed mixed methods. Vocabulary pre and post-tests were exploited to find out the effectiveness of utilizing memes for the students’ learning. A questionnaire consisting of eleven statements and five open-ended questions was employed to detect the students’ thoughts about the aspects stated and further explanation on how memes influence their vocabulary learning. Using ttests and descriptive analyses, it was found that exploiting memes can effectively improve students’ EFL vocabulary learning, with the mentioned aspects and reasons revealed in their responses to the questionnaire.  AbstrakPada era sekarang, kemajuan teknologi, media digital, beserta konten-kontennya semakin relevan dalam kegiatan belajar mengajar. Salah satu yang dekat dengan siswa pembelajar bahasa inggris dan dapat diterapkan untuk mengatasi permasalahan dalam pengembangan kosa kata bahasa inggris mereka adalah meme. Penelitian ini bertujuan untuk menyelidiki efektivitas penggunaan meme, serta bagaimana kegiatan ini membantu 26 siswa kelas dua belas mempelajari kosakata bahasa inggris beserta alasan di baliknya. Penelitian ini menggunakan odel mix methode. Tes kosakata sebelum dan sesudah pelaksanaan pembelajaran dipakai untuk mengetahui efektivitas penggunaan meme dalam pembelajaran siswa. Sebuah kuesioner yang terdiri dari sebelas pernyataan dan lima pertanyaan terbuka digunakan untuk mengetahui pemikiran siswa mengenai aspek-aspek yang disebutkan serta penjelasan lebih lanjut tentang bagaimana meme mempengaruhi pembelajaran kosakata mereka. Menggunakan analisis uji-t juga analisis deskriptif, ditemukan bahwa eksploitasi meme dapat secara efektif meningkatkan pembelajaran kosakata bahasa inggris siswa, disertai dengan aspek beserta alasannya terungkap dalam tanggapan mereka terhadap kuesioner 
Co-Authors Amanda, Callista Politton, Mariana Ester Widya Widya, Widya Yolanda, Martha Yundari, Yundari