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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Journal of ELT Research
Ignasia Yuyun
IgnasiaYuyun Krida Wacana Christian University (UKRIDA), Jakarta, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
Arguments in University-Level Debating: Subjective or Objective Yuyun, Ignasia; Mursita Putri, Siegfrieda
Journal of Language and Literature Vol 16, No 1 (2016): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1074.936 KB) | DOI: 10.24071/joll.v16i1.148

Abstract

This article reports a study on subjectivity and objectivity of arguments in university-level debating. This study aims to identify the level of subjectivity and objectivity of arguments in debating. Employing mainly a qualitative method focusing on discourse, the study took a recorded 2015 National University Debating Championship in Kopertis 3 Jakarta with British Parliamentary debating system as the source of data. Hallidayan’s modality analysis was the basis of the analysis. The use of orientation and manifestation of modality and modality metaphor were analyzed to reveal the level of subjectivity and objectivity among debaters in university-level debating. At last, the study shows the dominant use of explicit subjective modality in delivering arguments. This tendency implies that debaters prominently express their points of view to the debate.
A Study of English Proficiency Test among the First Year University Students Yuyun, Ignasia; Meyling, Meyling; Laksana, Naftalia; Abenedgo, Demus
Journal of Language and Literature Vol 18, No 1 (2018): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.23 KB) | DOI: 10.24071/joll.v18i1.1046

Abstract

The study aims at analyzing the English skills in an English Proficiency Test (EPT) shown by students at tertiary level or university students, particularly the first year university students (freshmen). The study centers around the students’ English skills represented in English Proficiency Test, which are then related to the students’ common problems investigated in this study. The three sections in EnglishProficiency Test analyzed in this study including listening, structure and written expressions, and reading. This study revealed reading skill was the major problems faced by the first year of universitystudents, particularly, in reviewing overall reading text. To solve this problem, the cognitive strategies, particularly the top-down reading strategies are suggested to anticipate the author’s purpose, previewthe text, think about what one already knows about the topic, skim for main points, etc. An effective reading strategies training which is more focused and explicit should be regularly practiced and enhanced since it can significantly boost reading proficiency and language acquisition.Keywords: English Proficiency Test, university student 
THE USE OF GOOGLE TRANSLATE IN EFL ESSAY WRITING Chandra, Sylvi Octaviani; Yuyun, Ignasia
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.239 KB)

Abstract

Writing skill is considered a difficult skill for some of the students because of limited vocabulary as well as grammatical weakness. Since the students face this problem, they often take a shortcut if they have a writing assignment, which is using Google Translate (GT). Many studies have focused on this translator to find out the error from GT’s output and rarely discuss the way students utilize GT in their language learning. Therefore, this study aims to investigate further the practice of GT in EFL essay writing as wells as its role in language learning. The study was conducted in Universitas Kristen Krida Wacana, involving eight respondents from Ukrida Department of English. Two methods were used, such as mediated-observation and interview. A writing task was given to each respondent and her/his writing process was recorded using screen-recording application. The data collected from the writing task was analyzed by classifying it into appropriate writing aspect while the interview data were transcribed. The result showed that students used GT in three different aspects: vocabulary, grammar, and spelling. Vocabulary became the highest used, with word-level became the first one, followed by phrase as a second highest, and sentence as the third. Spelling became the fourth highest used, while grammar was the least used among students. It is also found out that GT is perceived as a dictionary as students used GT mostly in vocabulary.DOI: doi.org/10.24071/llt.2018.210212 
Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design Yuyun, Ignasia
Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (878.858 KB) | DOI: 10.22236/JER_Vol3Issue1pp78-86

Abstract

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom.  Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc.                Keywords: curriculum, EFL, technology
EFL CLASSROOM AND LEARNER’S PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING Purnomo, Averina; Yuyun, Ignasia
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.69 KB)

Abstract

This study explored the learners’ perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers’ job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learner’s score improved more in direct transmission. DOI: doi.org/10.24071/llt.2019.220110
Examining EFL Student Response to Student-Centered Classroom Instruction Juliaty, Hanna; Yuyun, Ignasia; Pattiwael, Athriyana S.; Mau, Emanuella C. Natalia
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.75 KB)

Abstract

Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.
A STUDY OF ASSERTIVENESS IN A DEBATE SETTING Yuyun, Ignasia
Indonesian Journal of Applied Linguistics Vol 3, No 2 (2014): Volume 3 No. 2 January 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i2.275

Abstract

Abstract: This article reports a study on the analysis of assertiveness of students’ argument in a private senior high school debating’s club. This study aims to identify the level of assertiveness of arguments in debating. The study employed mainly a qualitative method focusing on text analysis and involved a debating activity of senior high school students. World School Debating Championship style, Hallidayan’s mood and modality analysis, and the theory of assertiveness in verbal communication became the basis of the analysis. seven phenomena were analyzed in this study including mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, and modality metaphor. This study reveals that the level of assertiveness in argumentation is measured through the total number of declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, and explicit subjective modality metaphor. The study also shows that the level of assertiveness relatively depends on how the students deliver their arguments. Therefore, the students might need a variety of ways in order to make their argument sound more assertive.  Keywords: argument, assertiveness, debate, mood, mood metaphor, modality, modality metaphor, senior highschool, systemic functional Abstrak: Artikel ini melaporkan sebuah penelitian tentang analisis asertivitas dari argumen siswa yang tergabung dalam kelompok debat di sebuah Sekolah Menengah Atasswasta. Penelitian ini bertujuan untuk mengidentifikasi tingkat asertivitas dari argumen pada kegiatan debat. Penelitian ini menggunakan desain penelitian studi kasus kualitatif yang berfokus pada analisis teks dan melibatkan aktifitas debat siswa Sekolah Menengah Atas. Data diperoleh dari hasil observasi kegiatan debat siswa yang direkam dan dianalisis menggunakan teori debat, teori asertivitas dalam komunikasi verbal, dan analisismood dan modality dari Halliday. Analisis teks tersebut meliputi mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, dan modality metaphor. Hasil temuan penelitian ini menunjukkan bahwa tingkat asertivitas dalam argumentasi diukur dengan jumlah total dari declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, dan explicit subjective modality metaphor. Penelitian ini juga menunjukkan bahwa tingkat asertivitas dipengaruhi oleh cara siswa menyampaikan argumen dalam berdebat. Oleh karena itu, siswa membutuhkan cara yang beragam untuk membuat argumen mereka lebih asertif. Katakunci: argumen, asertivitas, debat, mood, modalitas,metafora modalitas
Co-Authors Abenedgo, Demus Chandra, Sylvi Octaviani Juliaty, Hanna Laksana, Naftalia Mau, Emanuella C. Natalia Meyling, Meyling Mursita Putri, Siegfrieda Pattiwael, Athriyana S. Purnomo, Averina