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Fluency or Accuracy - Two Different âColoursâ 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)

Fluency and accuracy. These two things have victoriously won many teachersâ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturersâ and studentsâ attention. These language production measures have distracted many lecturersâ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting studentsâ 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 studentsâ 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 âcolourâ in the area of writing assessment, and gives a little enlightenment for other writing lecturers.Â DOI: https://doi.org/10.24071/llt.2016.190201Â

OBAMAâS REMARKS ON TRAYVON MARTINâS 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

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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 Martinâs death. This paper analyzes Barack Obamaâs 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.Â Another central issue to be discussed in this paper is the ideological and cultural aspects of Obamaâs remarks upon Trayvon Martinâs 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.Â DOI:Â 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 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.

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

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

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.

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

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’ Perspectives of Online Collaborative Learning in Professional Narrative Writing Course Kezia Intan Permani; Listyani - Listyani
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.132

Writing becomes one of the complex processes in learning English. Students must consider many things to develop good writing, especially non-native English students in the Professional Narrative Writing course at Universitas Kristen Satya Wacana. Due to the COVID-19 that was spreading in the world, Professional Narrative Writing students had to do online writing activities, one of them was doing online collaborative learning. Therefore, the aim of this study was to investigate the students’ perspectives of online collaborative learning in the Professional Narrative Writing course. Also, this study attempted to address one research question: What are the students’ perspectives of online collaborative learning in Professional Narrative Writing course?. The participants of this study were thirty-four students from three online Professional Narrative Writing course. This study used the qualitative method with thematic analysis. Then, the data were collected using open-ended and close-ended questionnaires and interviews. The results showed that all students did online collaborative learning in the Professional Narrative Writing course. They had positive and negative feelings during the online collaborative learning. Besides that, the students had different opinions on whether online collaborative learning was beneficial or difficult for them. Although students experienced difficulties in online collaborative learning, they could deal with them well. Afterward, the results indicated the number of students who preferred online collaborative learning was higher than individual work. Hopefully, this research was fruitful for the students to find out other students’ perspectives on online collaborative learning. Also, this research may help the lecturers to determine whether online collaborative learning was suitable for students or not.

Academic Speaking Students’ Efforts in Minimizing Their Lack of Self- Confidence Novita Kusuma Ningrum; Listyani Listyani
Prominent Vol 5, No 2 (2022): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v5i2.7874

The existence of self-confidence is needed and related with students’ academic achievement, which in this context of the study is speaking skills. Speaking skills are the language learning aspects that are also crucial for students to master to have good communication. Unfortunately, speaking skills cannot be mastered because of the lack of self-confidence that is commonly faced by EFL learners. By seeing this reality, the researcher tried to identify the causes of the lack of self - confidence faced by Academic Speaking students (FLA-UKSW) and the efforts that the students implemented to overcome their lack-of self-confidence. This study used a qualitative method in collecting data. The data were collected from thirty-three Academic Speaking students using open-ended questions and semi-structured interviews. The findings indicated the causes of the lack of self-confidence were fear of making mistakes, lack of speaking skills formally, public speaking anxiety and personal experience influenced. The efforts used by students were talking in front of a mirror, practicing pronunciation, rehearsing with friends, mastering materials, making notes, watching YouTube videos. The result of these findings hopefully helped students who are dealing with self-confidence in academic context specifically in speaking skills.

STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS Prema Gupita Sukha; Listyani Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
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.v25i2.4659

This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback. Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class

Listening Strategies Used by English Language Education Program Students in an Online Academic Listening Course Elmi Erinta; Listyani Listyani
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol 5, No 02 (2022): December 2022
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v5i02.7122

Abstract. There has been extensive research done on learning strategies nowadays. A lot of researchers are interested to know which strategies are commonly used by EFL learners. They perceive the importance of this study. This research was therefore done to investigate the strategies used by English Language Education Program students in an online Academic Listening course. This study employed a qualitative method. To find out the answer, questionnaires that consisted of some close-ended and open-ended questions were used. The questionnaire was distributed to 34 students of the 2020 batch, who were taking an online Academic Listening class. Interviews with some students to gain further information and who had unique answers were also conducted. The results showed that in the online listening class, the students used six strategies, those were metacognitive, cognitive, memory, compensatory, social, and affective strategies. The findings also showed that metacognitive and cognitive strategies were mostly used strategies by students. Keywords: academic listening, listening strategies, online learningAbstrak. Telah banyak penelitian dilakukan terkait dengan strategi pembelajaran. Banyak peneliti tertarik untuk mengetahui strategi belajar apakah yang umum digunakan oleh para siswa yang belajar Bahasa Inggris sebagai bahasa asing. Para peneliti memandang pentingnya hal ini. Oleh karena itu, penelitian ini dilakukan untuk mengetahui strategi yang digunakan oleh mahasiswa program Pendidikan Bahasa Inggris pada mata kuliah online Academic Listening. Data yang diambil dengan menggunakan metode kualitatif. Untuk mendapatkan jawaban, kuesioner yang berisi beberapa pertanyaan terbuka dan tertutup. Kuesioner dibagikan kepada 34 mahasiswa angkatan 2020, dimana mereka sedang mengambil mata kuliah tersebut. Dilakukan interview pada beberapa siswa untuk mendapat informasi mendalam dan mahasiwa dengan jawaban yang menarik atau kurang jelas. Hasil jawaban menunjukkan bahwa di kelas online Academic Listening, mahasiswa menggunakan 6 strategi yaitu metakognitif, kognitif, memori, kompensatori,sosial, dan afektif. Temuan ini menunjukkan bahwa metakognitif dan cognitif strategi adalah strategi yang sering digunakan mahasiswa. Kata kunci: akademik listening, strategi mendengarkan, pembelajaran online

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