Article Per Year (5 Year)
p-Index From 2018 - 2023
1.152
P-Index
This Author published in this journals
All Journal Celt: A Journal of Culture, English Language Teaching & Literature Satya Widya LLT Journal: A Journal on Language and Language Teaching Register Journal UC Journal: ELT, Linguistics and Literature Journal
Listyani Listyani, Listyani
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
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)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.001 KB)

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. DOI: https://doi.org/10.24071/llt.2016.190201 
OBAMA’S REMARKS ON TRAYVON MARTIN’S DEATH SEEN FROM CDA VIEWPOINTS: AN EXAMPLE OF AUTHENTIC ACADEMIC WRITING MATERIAL Listyani, Listyani
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 (1040.474 KB)

Abstract

Racism and all its problems like injustice, inequality, discrimination, and so on, have become an interestingly never-ending topic to be discussed along the history. Even in America, a country which is so rich with its fighters of racial discrimination and injustice, this problem still occurs here and there. No matter how hard these heroes speak up their voices, this problem remains unsolved, or, at least, not entirely solved. One event, for example, happened on February 26, 2012in Sanford, Florida, the United States of America. The victim was a young man named Trayvon Martin; an Afro-American high school student. George Zimmerman shot this seventeen-year-old teenager, which led to death. Zimmerman was a 28-year-old Hispanic American man. At that time, he worked as a watchman coordinator in the neighborhood. Martin temporarily stayed there. Obama, who was then the President of the United States, made a speech on Martin’s death. This paper analyzes Barack Obama’s speech from Discourse Analysis viewpoints, as well as the ideological and cultural discourse contained in the speech. In the text analysis, some significant aspects are discussed based on my understanding of SFL (Systemic Functional Linguistics), that is, the aspects of connections, like mode, tenor, and field.  Another central issue to be discussed in this paper is the ideological and cultural aspects of Obama’s remarks upon Trayvon Martin’s death. This speech can be a very good example of how an argumentative writing appeals so many people and makes them sympathize with the victim of the shooting. Through this paper, I hope that my own understanding of discourse analysis will be deepened, and readers will also gain some new horizon and knowledge of discourse study in general, including the cultural and ideological analysis of the text under study. I also hope that more convincing speeches of the authentic world like this one can benefit students of Academic Writing. DOI: doi.org/10.24071/llt.2018.Suppl2101
INTERMEDIATE GRAMMAR STUDENTS’ MOTIVATIONS IN LEARNING ENGLISH Listyani FBS; Gifta Felicia Soegianto
Satya Widya Vol 36 No 1 (2020)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.sw.2020.v36.i1.p35-44

Abstract

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.
THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS SPEAKING SKILLS Hetharie, Arline Thinesia; Listyani, Listyani; Setyarini, Maria Christina Eko
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2504

Abstract

This qualitative research study aims to analyze the benefits of joining debating club to enhance students speaking skill. The data were collected from semi-structured interviews to inquire students perceptions who performed the most outstanding progress after joining in debating club batch 2014 in UKSW. The research questions used on this study were what are the benefits of joining debating club on speaking skills and how could the debating club enhance the speaking skills. The findings show that there were five aspects of speaking skill and three others soft skill enhanced through debating method. Those skills are fluency, vocabulary, comprehension of the essence of debates, pronunciation, grammar, critical thinking, collaborative learning, and problem solving. The skills were improved though the drilling practices and materials on learning process. The significance of this study is to prove the significant improvement of using debating method to enhance students speaking skill.
Teachers’ Strategies to Improve Students’ Self-Confidence in Speaking: A Study at Two Vocational Schools in Central Borneo Listyani - Listyani; Lavani Satya Kristie
Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL
Publisher : IAIN 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. 
Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes Ardela Indri Apriliani; Listyani Listyani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 1: June 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i1.2677

Abstract

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.
FACTORS CONTRIBUTING TO STUDENTS DIFFICULTIES IN ACADEMIC WRITING CLASS: STUDENTS PERCEPTIONS Algrenita Silvina Budjalemba; Listyani Listyani
UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 2 (2020): November 2020
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (123.316 KB) | DOI: 10.24071/uc.v1i2.2966

Abstract

Writing is one of the most difficult skills in learning English as a Second Language (ESL) or English Foreign Language (EFL). Many language learners encountered difficulties from the writing process. At the tertiary level, students are required to produce academic essays, which are difficult and may frustrate students. The purpose of this study was to analyze factors contributing to students difficulties in an Academic Writing course based on the students perceptions. This study used a qualitative method. The instruments used were open-ended questionnaires and interview protocol. In this study, all the participants answers were coded and analyzed descriptively. The participants were 22 students who were taking Academic Writing class for repeaters in Semester I, 2018/2019 academic year, in an English Language Education Program, in a university in Central Java, Indonesia. Questionnaire data were coded and classified by the researcher. In conducting the interview, data were audio-recorded and transcribed. Those data were analyzed to answer the research questions in this study. Based on the findings, there were two factors that caused students difficulties in writing academically. The two factors were internal and external. Internal factors consisted of self-motivation, self-confidence, lack of knowledge and feeling of under pressure. External factors consisted of the teachers teaching style, classroom atmosphere, materials, and writing aspects. This research hopefully can help teachers and instructors in developing appropriate teaching techniques in Academic Writing and minimize students' difficulties in Academic Writing.
Co-Authors Algrenita Silvina Budjalemba Ardela Indri Apriliani Gifta Felicia Soegianto Hetharie, Arline Thinesia Lavani Satya Kristie Setyarini, Maria Christina Eko