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All Journal Indonesian Journal of English Language Studies (IJELS) International Journal of Humanity Studies (IJHS) LLT Journal: A Journal on Language and Language Teaching Interference: Journal of Language, Literature, and Linguistics
Carla Sih Prabandari
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Students Perception on Pre-reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma University Ekaningrum, Vindy Cahya; Prabandari, Carla Sih
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015): October 2015
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.v18i2.254

Abstract

The students perception on the teacher instruction shows whether the teaching techniques meet the students need or not. Because of this reason, the researcher wants to find out the varieties of pre-reading activities used by the teacher and the students perception on the implementation of the pre-reading activities. There were two problem formulations in this study: 1) What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2) How is the students perception on pre-reading activities used by the teacher?This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of pre-reading activities in Basic Reading II class. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about the students perception on pre-reading activities used by the teacher.The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. There were two different implementation of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class.
Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination Widyaningrum, Frisca Ayu Desi; Prabandari, Carla Sih
LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013): April 2013
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.v16i1.279

Abstract

This paper discusses content validity and authenticity of the English testitems in National Examination (UN) year 2012. It is worth discussion because UN,which was administered nationally, was the most important standardized test toassess Indonesian students competence. The study aimed to find out how valid thecontent of the English test items of National Examination year 2012 for senior highschools isand how authentic the English test items of National Examination year2012 for senior high schools is. The writers employed a qualitative research withdocument analysis to conduct the analysis of both content validity and authenticityof the English test items. The data were obtained from the document and analyzedby using checklists. Besides, to maintain the validitiy of the analysis, a triagulationwas done by distributing aquestionnaire to four experts in language assessment.There were twofindings resulted form the analysis. First, the content of the NationalExamination year 2012 was 98.8% valid since almost all of the contents wererelevant to the test specifications. However, there were three reading test versionswhich failed to represent kinds of texts, namely explanation text. Second, theNational Examination year 2012 met the criteria of authenticity with percentage79.5% since some listening and reading test items failed to conform to authenticitycriteria. Natural language use, the relevance of the test topics, and real-worldrepresentativeness became problematic aspects to meet the higher standard ofauthenticity.
A Learning Model Design Integrating ESP Course and Service Learning Program to Promote Relevance and Meaningfulness Prabandari, Carla Sih; Aji, Gregorius Punto; Yulia, Made Frida
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 2016
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.v19i2.301

Abstract

Relevance and meaningfulness of the content courses need to beestablished to make learners realize that the knowledge acquired in the clasroomcan be utilized to give contributions to society. This research is aimed at designinga learning model integrating ESP course and Service Learning Program. ESP is asubject designed to enable students to design ESP programs. The integration ofESP and SLP allows students to exercise their skills in designing an ESP program,which is eventually implemented as one of their SLP programs. The currentresearch is targeted to describe what the learning model design integrating ESPCourse and Service Learning Program looks like.
Translation for The Readers: an Analysis on The Translation of Sean Coveys The 7Th Habits of Highly Effective TeenS Prabandari, Carla Sih
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012): October 2012
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.v15i2.319

Abstract

A good translation should be parallel with the source text both in form andin meaning. Yet, because of the uniqueness of each language, parallel in form is oftendifficult to achieve. This paper attempts to analyze the translation of Sean CoveysThe 7th Habits of Highly Effective Teens in terms of a sociolinguistic point of view anddifferent types of equivalence. The analysis and discussion are based on some casesthat I found. Based on the examples, two conclusions can be drawn. First, from thesociolinguistic point of view, the use of SAYA instead of AKU to refer to the authorcreates more distance with the readers. Second, the translator seems to have workedhard to produce a dynamic equivalence of the source text, but in some cases theidiomatic expressions are not well translated. Thus, the results of the translation donot sound as idiomatic as the source text.
Revealing Story Messages Through Symbols in William Golding’s Lord of the Flies Maharani, Vincentia Deswita Mayke; Prabandari, Carla Sih; Herawati, Henny
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.76102

Abstract

Abstract. Literary works, such as novels, are a means used to express human experiences, thoughts, and feelings. William Golding’s novel Lord of the Flies is one of the works frequently discussed for its use of symbolism in conveying meanings. Understanding symbolism in literature can enhance readers’ ability to interpret the deeper messages embedded in a story. Often, these messages are not explicitly stated, but must be uncovered as the story unfolds. This study aims to answer two research questions: (1) “What symbols are found in the novel Lord of the Flies by William Golding?” and (2) “What do they symbolize?” This qualitative study employs a formalist critical approach,  focusing on the form and structure of the story itself, without reference to external aspects. Close textual analysis method is used, supported by Stanton’s (1965) theory of symbols for classification and Nurgiyantoro’s (2015) theory of meaning to interpret implicit messages. The study identifies nineteen symbols in the novel, namely palm trees, the conch shell, Piggy’s glasses, the fire, the beast, the mask, Lord of the Flies, Jack’s knife, the scar, Ralph, Jack, the littluns, Roger, Piggy’s death, the breaking of the conch, the spear, the pig hunting, the darkness, and the daylight. These symbols are associated with five interrelated meanings, namely (1) outward looks can be deceiving; (2) the evil or dark side of human nature; (3) human behaviors, as manifestation of either the good or the dark side of human nature, such as self-control and savagery; (4) the tension between a stable community and the collapse of civilization; and (5) hope for a better life. The findings contribute to the global literary studies that themes of human nature and social conflict can be intricately conveyed using symbolism. This underlines the significance of Lord of the Flies as an important resource in literature-based English language learning, as well as in fostering critical thinking. Keywords: Lord of the Flies, novel, symbols, interpretation
Co-Authors Badiozaman, Ida Fatimawati Adi Frisca Ayu Desi Widyaningrum, Frisca Ayu Desi Gregorius Punto Aji Gregorius Punto Aji, Gregorius Punto Herawati, Henny Made Frida Yulia Maharani, Vincentia Deswita Mayke Turner, Kristina Vindy Cahya Ekaningrum, Vindy Cahya Wahyuningsih, Imelda