Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching
Prasetyo, Hardi
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : llt journal a journal on language and language teaching

 1 
BOOK REVIEW: EXPLICIT LEARNING IN THE L2 CLASSROOM Prasetyo, Hardi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (582.722 KB)

Abstract

This book provides a theoretically framed and empirically supported approach to support explicit learning (learning with awareness) in L2 development with a link to learning in the classroom setting. It approaches explicit L2 learning from five perspectives: theory, methodology, empirical work, model building, and pedagogy.  It is theoretically based on mentalist or psycholinguistics SLA which posit that L2 development is more cognitive in nature. It also reviews studies which were motivated by cognitive accounts of SLA, more specifically studies on explicit L2 learning. It provides teachers with a model of L2 learning process in instructed SLA, and researchers with reviews on data elicitation procedures (online and offline) in SLA research. This book is written with novice teachers and researchers in mind, therefore it is both theoretical and practical in nature.DOI: 10.24071/llt.2019.220212
PAIRED ORAL TESTS: A LITERATURE REVIEW Prasetyo, Hardi
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.1220

Abstract

This paper reviews the studies on paired oral tests in the last ten years (2007-2017). Using the search facilities in Iowa State Universitys library, nine articles from some journals in the field of applied linguistics were chosen based on the inclusion criteria. Those journals are Language Testing, Language Assessment Quarterly, Applied Linguistics, and Procedia Social and Behavioral Science. Three reasons why paired oral tests are better than interview test or individual format test are then discussed. Those are promoting and improving students interactional competence, creating students co-constructed discourse, and providing insights for better scale development and rater training. Paired oral tests provide opportunities for students to interact with peers in the tests, enable them to practice and improve their interactional competence. Paired oral tests also enable students to co-construct their discourse, even though there is an issue of grading the scores individually or collaboratively. The last is, more information about students and raters perception were gained that helps improve the rating scale and inform rater training. This paper is concluded with the call for more studies on paired oral tests to provide more insights into this complex process of creating co-constructed discourse and how to validly and reliably test both its process and product.
BOOK REVIEW: EXPLICIT LEARNING IN THE L2 CLASSROOM Prasetyo, Hardi
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.v22i2.1221

Abstract

This book provides a theoretically framed and empirically supported approach to support explicit learning (learning with awareness) in L2 development with a link to learning in the classroom setting. It approaches explicit L2 learning from five perspectives: theory, methodology, empirical work, model building, and pedagogy. It is theoretically based on mentalist or psycholinguistics SLA which posit that L2 development is more cognitive in nature. It also reviews studies which were motivated by cognitive accounts of SLA, more specifically studies on explicit L2 learning. It provides teachers with a model of L2 learning process in instructed SLA, and researchers with reviews on data elicitation procedures (online and offline) in SLA research. This book is written with novice teachers and researchers in mind, therefore it is both theoretical and practical in nature.
Co-Authors Bram, Barli Prawinanto, Adityo