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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education Educatio Vitae Englisia Journal Tell : Teaching of English Language and Literature Journal LLT Journal: A Journal on Language and Language Teaching International Journal of Language Teaching and Education Wacana: Jurnal Ilmiah Ilmu Komunikasi ELITE Journal: Journal of English Linguistics, Literature, and Education Jurnal Paedagogy
Mateus Yumarnamto
Universitas Katolik Widya Mandala Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
INDONESIAN EFL STUDENTS’ THESIS CONCLUSIONS: ORGANIZATIONAL PREFERENCES AND PEDAGOGICAL IMPLICATIONS Avena, Benedicta; Yumarnamto, Mateus
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.v25i2.3715

Abstract

This paper examines thesis conclusions written by the students of an English education program at a private university in East Java Indonesia. The central question guiding this study is “How do the authors of the theses organize their conclusions?” This study is a genre analysis. The data sources were 24 undergraduate thesis conclusions written from 2017 to 2019, consisting of 12 quantitative theses and 12 qualitative ones. The analysis was conducted in the framework of genre analysis by identifying the major moves and steps. Bunton’s (2005) framework for the generic structure of conclusions was used to understand the data. The results indicate that the majority of the conclusions follow the generic structure with its moves and steps as suggested by Bunton. However, different preferences in organizing the thesis conclusions were apparent between the two groups of thesis conclusions. These findings reflect the mastery of the particular academic genre by the students as well as their preferences in organizing moves and steps. Pedagogical implications of the findings are discussed in teaching English as a foreign language (TEFL).
THE REALIZATIONS OF TEACHING PROFESSION: FOUR INDONESIAN NOVICE ENGLISH TEACHERS' NARRATIVES DURING THE PANDEMIC Weni, Tabita Melania Mustaka; Yumarnamto, Mateus
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.6892

Abstract

This study explores teacher professional identity (TPI) of novice English teachers in Indonesia by looking at their narratives related to their experiences before and after they entered the profession. The central question leading this inquiry is “What realizations about the profession shape the participants’ TPI?” The data were collected from four participants through emails and follow-up interviews by phone. The data, then, were co-constructed to create coherent narratives of the four novice teachers. Further analysis was conducted by identifying their new realizations and awareness of being English teachers. These realizations about teaching and the profession were discussed in terms of the TPI elements. The findings indicate that realizations about various aspects of TPI of the novice teachers could lead to a better understanding of their professional identity formation before entering the profession, after entering the profession, and at the time of COVID-19 pandemic (2020-2021). The TPI claims in the three stages indicate the complex process of TPI formation and the implications of the process can be the foundation of English teacher education and professional development reform.
LEARNERS PERCEPTIONS ON THE USE OF INDONESIAN (L1) IN THE ENGLISH (L2) INTENSIVE COURSE: IMPLICATIONS FOR TRANSLANGUAGING PEDAGOGY Puspitasari, Gregoria Dian; Yumarnamto, Mateus
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.v23i2.2574

Abstract

This study explores the use of Indonesian (L1) in an English class at an undergraduate program in a university in East Java, Indonesia. The English class was called Intensive Course (IC). In the class the students were expected to learn general English so that they could have the required competence to become English teachers. The students who passed the course in 2018-2019 (50 students) were asked to complete a questionnaire. Follow up interviews were conducted to four selected students representing positive and negative perceptions on the use of Indonesian. The findings of this study shows that L1 could be a potential resource to learn English but when the L1 was overused in the classroom, the learning opportunities and exposure to the target language diminished, limiting their learning opportunities and bringing about negative perceptions of the students. Implications from the findings are discussed in relation to translanguaging as pedagogy.
Co-Authors Alice Rachmahanani Putri Anastasia Yuni Widyaningrum Avena, Benedicta Budi Sutrisno Elshadelin, Gisela Gregoria Ariyanti Inggraini Hartono Kristin Anggraini Lat, Maria Elena Morales Maria Josephine Kriesye Puspitasari, Gregoria Dian Rimun, Jennifer Cristy V Luluk Prijambodo V. Luluk Prijambodo Wardani, Helin Kusuma Weni, Tabita Melania Mustaka