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English Language Education Study Programme, Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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INDONESIA
LLT Journal: A Journal on Language and Language Teaching
Published by Universitas Sanata Dharma
ISSN : 14107201     EISSN : 25799533     DOI : https://doi.org/10.24071/llt
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
LLT Journal: A Journal on Language and Language Teaching, to be published twice a year, namely in April and October, is a scientific peer-reviewed journal published by the English Language Education Study Program, Faculty of Teacher Training and Education, Sanata Dharma University, Yogyakarta. The journal welcomes articles on language and language teaching, including 1. language studies/investigations, 2. language teaching/learning, 3. literature related to language studies or learning, and 4. linguistics related to language learning.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue " Vol 15, No 1 (2012)" : 6 Documents clear
Students’ Problems in Writing Paraphrases in Research Paper Writing Class Hayuningrum, Herdiansari; Yulia, Made Frida
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Paraphrase is one of the techniques of incorporating sources in which every writer is allowed to borrow the author’s ideas and restate them into their own words. Based on the previous study, it was found that English Language Education Study Program (ELESP) students, Sanata Dharma University, were unable to paraphrase properly since they tended to copy the author’s words directly. If this problem was continuously ignored, it would be dangerous for the students because they could be charged with inadvertent plagiarism. This study was intended to investigate ELESP students’ problems in writing paraphrases and the reasons why they produce unacceptable paraphrases by conducting document analysis and interview in Research Paper Writing class. From the findings, it could be identified that the most frequent type of problem encountered by the students was word-for-word plagiarism. DOI: https://doi.org/10.24071/llt.2012.150101
Three Models of English Morphology Bram, Barli
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This paper explores models of English morphology, namely Item and Arrangement (IA), Item and Process (IP), and Word and Paradigm (WP), which can be used to analyze morphological data, particularly word formation involving prefixes and suffixes. Sample data, consisting of complex words or words having more than one morpheme, were analyzed using the three models to discover their strengths and shortcomings. In order to find out the differences between the three models of morphology, it is important that the current writer should examine strategies for distinguishing between derivational affixes and inflectional ones. There exist three advantages if morphologists know very well the three models of English morphology. First is that IA fails to display a clear sequence of the item and arrangement when dealing with some irregular plural nouns and irregular past tense. Second is that IP offers a better solution to irregular plural nouns, such as mice and men. Third is that WP appears to be the most efficient model when dealing with inflectional morphology.DOI: https://doi.org/10.24071/llt.2012.150105
Reconsidering the Nature of the Unconscious: A Question on Psychoanalysis in Literary Studies Suharjanto, SJ, L.
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Psychoanalysis has been used invariably in literary studies, as it helps literary interpretation to touch the often-puzzling-dimension of motives and feelings in literary works. The domination of psychoanalysis in the twentieth century, however, has been questioned with the new awareness that the unconscious mind is not innate but constructed. Such a disposition challenges not only the practice of using psychoanalysis in literary studies but also the validity of psychoanalysis itself. DOI: https://doi.org/10.24071/llt.2012.150104
Reading Wars: An Overview of the U.S. Educational Policy Budiraharjo, Markus
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Educational scholars generally agree that educational policies are inevitably regarded as one of the most contested areas in education. On the one hand, democracy requires more involvement on the part of the citizens. At the most ideal level, democratic mechanisms have been developed to allow more people to more fruitfully participate in decision making. It follows that the political mechanisms would entail better policies, which represent the voices of any people. On the other hand, politics seems to run against this ideal. Policy making is highly convoluted with economy and political trade-offs. Drawing on debates over the phonic vs. whole-language policies in the U.S. in the past four or five decades, this paper sets to discuss the complexity of politics and language policy. A growing awareness of the complexity of politics and policy making is certainly a pressing need for those working in the area of English Education. DOI: https://doi.org/10.24071/llt.2012.150103
Reflective Practices for Teacher Education Kuswandono, Paulus
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection. DOI: https://doi.org/10.24071/llt.2012.150102
On Perspectiving in Cognitive Grammar and Communicative Dynamism Sunarto, Emanuel
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (690.225 KB)

Abstract

The article is concerned with the concept of ‘perspective’ in Cognitive Grammar and Communicative Dynamism. To the former, ‘perspective’ is understood in the realm of cognitive concepts such as space, motion, locationality, directionality, importance, and focus ascribable to a particular sentence segment. To the latter, ‘perspectiving’ is a matter of valuating, viz. assigning informational value to a sentence segment as a part of a distributional field of communicative dynamism. The two streams of thought evidently hold different constructs per-taining to the term ‘perspective’: conceptual-categorial on the one hand, and functional-informational on the other. However, the two seem to agree when ‘perspectiving’ is concerned with the notion of importance and focus or rhematization. DOI: https://doi.org/10.24071/llt.2012.150106

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