LLT Journal: A Journal on Language and Language Teaching
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.
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<![CDATA[A POLYGLOT’S STRATEGIES IN LEARNING FOREIGN LANGUAGES: A CASE STUDY ]]>
<![CDATA[Martiningsih, Widiana]]>;
<![CDATA[Mukarto, Fransiscus Xaverius]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.7086
<![CDATA[Polyglots typically have specific learning strategies to learn new languages. This study aims to tap into the learning strategies employed by a female Indonesian who speaks six languages, namely Javanese, Minang, Malay, Indonesian, English, and Russian, and is currently learning three additional languages, namely French, Spanish, and Arabic. This case study used an interview to gain a deeper understanding of the learning strategies. The interview revealed that the participant used direct and indirect strategies in a balanced proportion. Further discussion also revealed that she used cognitive strategy and social strategy most frequently, i.e. in the form of practice and social interaction, respectively. The case study is expected to serve as a reference for language learners seeking to learn new languages.]]>
<![CDATA[EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS ]]>
<![CDATA[Mali, Yustinus Calvin Gai]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.7375
<![CDATA[This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented. ]]>
<![CDATA[EXPLORING CHALLENGES OF INDONESIAN EFL TEACHERS IN ADOPTING TEACHER-RESEARCHER IDENTITY THROUGH CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Prabandari, Carla Sih]]>;
<![CDATA[Badiozaman, Ida Fatimawati Adi]]>;
<![CDATA[Turner, Kristina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.8529
<![CDATA[This study centres on investigating the challenges faced by Indonesian EFL teachers when conducting classroom action research (CAR). In this pursuit, the paper employs content analysis techniques to delve into teachers’ competency in conducting CAR. This exploration is facilitated through an in-depth examination of the teachers’ CAR reports and conversations in the discussion forum on the learning management system (LMS) of Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE) program. The thematic content analysis was conducted manually and using NVivo 12 software to ease the data coding process. The results of the study showed that teachers’ knowledge of CAR varied, with most teachers perceiving an improvement in students’ scores as the primary indicator of CAR success. It also found that some teachers grappled with the technical aspects of conducting CAR, such as formulating appropriate research questions, reviewing the literature, selecting appropriate research instruments, analysing data, and reporting writing, while others encountered practical obstacles, including constraints related to time and resources. This study underscores the importance of providing ongoing support for EFL teachers to develop their CAR competencies and ultimately improve their teaching practices. The paper concludes with implications for future research and practice.]]>
<![CDATA[NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY ]]>
<![CDATA[Romadhon, M.Galuh Elga]]>;
<![CDATA[Dzulfikri, Dzulfikri]]>;
<![CDATA[Ubaidillah, M. Faruq]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.6955
<![CDATA[Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.]]>
<![CDATA[PERSONALITY TRAITS AND LANGUAGE LEARNING: A SCIENTIFIC APPROACH TO INTELLECTUAL STRUCTURE AND INFLUENTIAL CONSTITUENTS ]]>
<![CDATA[M. H., Raamkhumar]]>;
<![CDATA[Kumar, Shanmugam Senthil]]>;
<![CDATA[VJP, Dinesh]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.8112
<![CDATA[Language learning is a complex cognitive process that is influenced by various factors, including individual differences in personality traits. This study examines the intricate relationship between personality traits and language learning capacity. Through an extensive bibliometric analysis of existing literature, this study aims to shed light on how personality traits affect an individual’s ability to acquire and master new languages. By employing various bibliometric approaches, such as performance analysis, science mapping, and citation analysis, we seek to unveil the intellectual structure behind the correspondence of personality traits and language learning as findings that can open avenues and potential areas for future research. We also attempted to identify patterns that could help educators, language instructors, and learners. Ultimately, this study strives to bridge the gap between psychology and linguistics.]]>
<![CDATA[HATE SPEECH ON SOCIAL MEDIA: INDONESIAN NETIZENS’ HATE COMMENTS OF PRESIDENTIAL TALK SHOWS ON YOUTUBE ]]>
<![CDATA[Tahir, Ismail]]>;
<![CDATA[Ramadhan, Muhammad Gana Fajar]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.8180
<![CDATA[Hate comments on digital platforms, particularly social media, pose a significant threat to online investigations and present a complex issue for linguistic culture. Previous studies have mainly focused on the analysis of moderation strategies regarding this type of language use on the internet. In contrast, little attention has been given to identifying which hate comments on the internet are considered problematic. The current study investigates the phenomena of Indonesian netizens’ hate comments regarding the presidential election in 2024 on YouTube talk shows uploaded in 2023. By analyzing 315 datasets using Nvivo software, it shows that early warning (43%) is mostly employed by Indonesian netizens, followed by dehumanization and demonization (21%), violence and incitement (19%), and offensive language (17%) respectively. Moreover, it is found that anonymity and personality traits are the factors contributing to hate comments related to the 2024 presidential election. The factors influence Indonesian netizens in early-warning hate comments. The implications of the present study highlight the importance of examining the online behavior and language usage in online communication among Indonesian netizens. This understanding can help in mitigating hate comments on online platforms and in society as a whole. ]]>
<![CDATA[PATTERNS OF UTILIZING AI–ASSISTED TOOLS AMONG EFL STUDENTS: NEED SURVEYS FOR ASSESSMENT MODEL DEVELOPMENT ]]>
<![CDATA[Wulyani, Anik Nunuk]]>;
<![CDATA[Widiati, Utami]]>;
<![CDATA[Muniroh, Siti]]>;
<![CDATA[Rachmadhany, Clarita Dianmonica]]>;
<![CDATA[Nurlaila, Nurlaila]]>;
<![CDATA[Hanifiyah, Lina]]>;
<![CDATA[Sharif, Tengku Intan Suzila Tengku]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.7966
<![CDATA[This study explores patterns of AI-tool utilization among Indonesian EFL students, as preliminary data for assessment-model development. Using a convenience sampling technique, this study involved 208 university students of various year levels. A questionnaire was developed based on technology acceptance model (TAM) frameworks to collect data through Google Form, covering aspects of knowledge and use of AI tools in completing tasks, frequency of AI use and friendliness levels, reasons for using AI tools, ease of using AI tools, and desire to use AI tools. The results reveal that the participants had basic knowledge of AI but a significant number of participants admitted not knowing AI tools, suggesting the need for more education and awareness about AI. Grammarly and Google Translate were the most familiar and frequently used applications. Our findings also reveal strong relationships between perceived ease of use (PEoU) and perceived usefulness (PU) and between PU and technology acceptance (TA), implying how TAM frameworks may predict willingness to use technology-assisted or AI applications and the actual utilization. As most research participants were teacher candidates, it becomes clear that integrating AI-assisted learning content and activities appears essential as their experiences in their teacher education may influence the way they teach in the future.]]>
<![CDATA[DIGITAL REFLECTIVE JOURNAL IN THE TRANSLATION CLASSROOM: DOES THE FORMAT CHANGE THE GAME? ]]>
<![CDATA[Korol, Tetiana Hryhorivna]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.8132
<![CDATA[Reflection is considered an integral part of modern translation classrooms, particularly within the framework of the social constructivist paradigm. To enhance its effectiveness, students' reflective activities should be supported with appropriate tools. This paper aims to compare the effectiveness of two formats of digital reflective journals. A mixed-methods research was conducted involving 34 third-year undergraduate translation students, who were divided into two sample groups (SG). They were instructed to accompany their translation submissions with reflective journal entries, either in a MS Word document (SG1) or in a digital reflective journal application (SG2). The research results indicated a statistically significant difference in the translation proficiency levels of students in the two SGs. Reflective journaling using a specific application resulted in better translation performance and higher quality journal entries over the term. This study highlights alternative approaches to reflective journal writing in translation classrooms. Future research could explore the evaluation of journal entries using digital tools.]]>
<![CDATA[EXPLORING LEXICAL COMPLEXITY IN SCIENTIFIC WRITING: A CORPUS-BASED STUDY ACROSS DISCIPLINES ]]>
<![CDATA[Ayadi, Mouna]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.6790
<![CDATA[This study examines the lexical complexity of scientific writing. It specifically focuses on the degree of lexical density and lexical diversity in the results and discussion sections of research articles. Using a qualitative approach with quantification to back it up, this study scrutinized 60 results and discussion sections of research articles written by Tunisian linguistics and engineering scholars. The analysis was conducted using the lexical complexity analyzer developed by Lu (2010). Moreover, descriptive analysis and the independent T-test were conducted to ascertain the statistical distinctions between the discussion and results sections of linguistics and engineering disciplines. The findings suggest that engineering scholars wrote in a more concise and information-dense style, with a greater lexical density, while linguistics scholars used a broader range of linguistic forms, resulting in more diverse and richer expressions. The differences in writing style can be attributed to the nature of the disciplines and the types of research conducted within each field. The results obtained from this study may offer valuable implications for English for Academic Purposes (EAP) writing instructions.]]>
<![CDATA[INTRODUCTION IN SOCIAL SCIENCE RESEARCH ARTICLES BY INDONESIAN AUTHORS: A COMPARATIVE MOVE ANALYSIS ]]>
<![CDATA[Kurniawan, Eri]]>;
<![CDATA[Nabilla, Siti Nurzihan]]>;
<![CDATA[Mauludini, Yalma Rifqiya]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i1.8191
<![CDATA[The introduction section of a research article (RA) is crucial, as it serves as the foundation for the entire research study. A well-crafted introduction can captivate readers, offering essential insights into the background and rationale for the study, while also conveying the research's quality and reliability. This study investigates how novice versus experienced social science researchers introduce their work in English research articles (RAs) published in internationally recognized Scopus-indexed journals compared to those published in Indonesian national journals. We analyze the rhetorical structure and linguistic features used in these introductions. Employing Swales' (2004) Create A Research Space (CARS) model as a theoretical framework, this descriptive comparative qualitative study delves into the analysis of commonalities and differences in the execution of rhetorical moves and steps, as well as linguistic features and metadiscourse. The results reveal that both sets of data exhibited all three rhetorical moves outlined in the CARS model, namely Move 1 (Establishing a Territory), Move 2 (Establishing a Niche), and Move 3 (Presenting the Current Work). However, the findings also underscore distinctions in how these steps and metadiscourse were realized, indicating that writers in both groups employed distinct approaches when introducing their research studies. Implications to English teaching at universities and publication workshops are discussed.]]>
