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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 29 Documents
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Search results for , issue "Vol 28, No 1 (2025): April 2025" : 29 Documents clear
TEACHER PROFESSIONAL DEVELOPMENT FOR THE INTEGRATION OF EMI IN ALGERIAN UNIVERSITIES Kaid, Nassima; Labed, Zohra
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.8900

Abstract

With the growing spread of English as a Lingua Franca, universities around the world are increasingly offering courses taught in English, the Algerian Minister of Higher Education recently required content teachers to use English as a medium of instruction (EMI) into their classrooms. Nonetheless, the new instruction has led to many apprehensions among these teachers, who must change their mode of instruction at short notice. To ensure a smooth transition, teachers are required to pursue intensive English courses to improve their proficiency. Based on a quantitative method, the study investigates teachers’ attitudes and assessment of professional development sessions in Algerian universities one year after the beginning of the English sessions; it gauges the satisfaction of 125 higher education subject-matter instructors with the pedagogical program offered and discusses its impact on teachers’ English proficiency. The findings revealed that 46% of teachers are enrolled in the English courses and indicated low satisfaction with the implemented program. Furthermore, these valuable results have significant implications for the design of more effective and successful pedagogical training programs in Algerian higher education. Though the findings cannot be generalized, it does include features that instructors might find valuable.
INTERTEXTUALITY IN JAPANESE READING TEXTS: A TEXT-TO-TEXT STUDY ON LEARNING MATERIALS Nurhadi, Didik; Roni, Roni; Hartanti, Lina Purwaning; Masrokhah, Yuni; Kato, Jun
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9051

Abstract

This paper aims to grasp the structure and development of Japanese language writings. It examines the element of “Toukatsusei,” the unity of meaning and completeness in the text, which is crucial for language acquisition success. This qualitative descriptive study explores Japanese language reading texts by analyzing characteristics and classification based on their features. Using documentation techniques, data were gathered from 106 Japanese-language instruction readings at the State University of Surabaya, Indonesia, and then compiled into data tables. The structure and meaning of texts in situational and cultural settings were investigated using the referential matching and distribution approach. The findings reveal that emphasis on the subject and coherence in description books depended much on repetition. A coherent story was developed by repeating words, phrases, clauses, and sentences—both whole and in part. Furthermore, it was beneficial to create a unity of meaning and a coherent text structure using conjunctions “tenkagata” and “gyakusetsugata.” This emphasizes how well the Japanese language expresses links between concepts and strengthens the text’s descriptive framework.
HONORIFICS IN ACTION: A SOCIOLINGUISTIC EXPLORATION OF JAPANESE LANGUAGE USE AMONG INDONESIAN UNIVERSITY STUDENTS Pujiono, Mhd; Gapur, Abdul; Taulia, Taulia; Azzali, Syafrizal
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9453

Abstract

This study investigates the use of Japanese honorific language variants (keigo)—teineigo, kenjougo, and sonkeigo—among university students studying Japanese, emphasizing the progression of ability throughout academic levels. The study intends to examine patterns in honorific usage and explore factors affecting students’ application of keigo. A Japanese Literature program was executed utilizing a descriptive qualitative approach and sociolinguistic theory, resulting in data gathering through questionnaires administered to 30 students (10 sophomores, 10 juniors, and 10 seniors). The data indicate that 80% of sophomores utilize teineigo, whereas 40% of juniors employ both sonkeigo and at least 40% of another form. Senior citizens favor sonkeigo and kenjougo due to their extensive cultural-linguistic understanding. Key characteristics encompass formal engagement with elders, maintaining esteemed standards, and readiness for professional settings. These results underscore the imperative for keigo training that is customized to the specific developmental stage of learners, prioritizing pragmatic skill and cultural awareness. The study advocates incorporating sociolinguistic contexts into Japanese language courses to connect classroom instruction with practical communication.
ADAPTATION OF LANGUAGE LEARNING STRATEGIES AMONG HYPERPOLYGLOTS: THE ROLE OF SOCIOCULTURAL CONTEXTS AND RESOURCES Osle, Angel
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11461

Abstract

This study investigates how hyperpolyglots—individuals proficient in six or more languages—adapt their language learning strategies in response to sociocultural contexts and resource availability. Using a qualitative-dominant mixed-methods design, the research draws on in-depth interviews and an adapted Strategy Inventory for Language Learning (SILL) questionnaire completed by 30 hyperpolyglots from diverse linguistic and cultural backgrounds. Thematic analysis revealed five key findings: strategic flexibility across sociocultural contexts, the central role of social interaction as a motivational and practical scaffold, creative innovation in resource-scarce environments, language-specific strategy differentiation, and integrative, metacognitive planning. These findings extend previous models of strategy use by foregrounding the role of culture, community, and learner-generated tools in multilingual success. This study contributes to sociocultural theory in applied linguistics by highlighting how real-world conditions and interactions shape strategy selection and effectiveness.
SIMILE AS A WAY TO INTRODUCE THE MAIN PROBLEMS IN ‘WHITE TEETH’ BY ZADIE SMITH: PRAGMATIC ASPECTS Seredina, Ekaterina Viktorovna; Dekhnich, Olga Vitalievna
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9767

Abstract

The article aims to describe simile as a figure of speech represented in the most famous novel ‘White Teeth’ by Zadie Smith. Similes have been chosen as a base for the study due to their pragmatic potential to depict reality in post-colonial Britain. The idea of the study is to prove that simile in the novel is a rather complicated semantically and syntactically phenomenon used to introduce the key problems of the international community. The material of the study was the sentences through the novel selected on the approach that they contain the indicator like or as with the following reference. The research design outlines simile as a figure of speech with a broad range of characteristics to depict problems of the multicultural community in the modern world. The pragmatic and semantic analysis are used to describe simile representation in the text.  The results of the research show the roles of the simile in presenting the key problems of the novel. These findings help to enhance the theory of simile as a potential figure of speech and make it possible to perceive Zadie Smith’s style as an influential writer in the modern world.
BOOSTING ESP STUDENTS’ LEARNING MOTIVATION THROUGH GEN-Z TEACHERS’ TECHNOLOGY INTEGRATION Mudra, Heri
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9458

Abstract

The integration of technology in teaching ESP courses in rural universities has shifted from a conventional to an integrated learning process. Hence, technology integration remains challenging for urban Gen-Z teachers due to rural students' learning habits. This current study focused on how ESP teachers empowered technology to encourage rural students' positive learning emotions. Nine teachers with urban culture and habits from three rural universities were involved in the interview study. Based on deductive content analysis, the findings revealed students' preferences towards the types of learning technology (i.e., web-based apps, social media platforms, and electronic tools). Particular strategies (i.e., mobile learning and social media use, flipped classrooms, blogging, and podcasting) were indulged during the ESP course. On the other side, the teachers were challenged with teaching and learning barriers (i.e., linguistic, cultural and psychological) that reduced technology use quality. Above all, ESP courses in rural contexts should be promoted using a particular instructional design and approach.
CORPUS UTILITY IN TEACHING LEGAL ENGLISH VOCABULARY TO LAW STUDENTS Nhạc, Hương Thanh
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11295

Abstract

Corpora usage has been increasingly employed in facilitating specialized English for students in English-for-specific-purposes classes. This paper focuses on the application of a corpus-based approach as a supplementary method to traditional ones in instructing legal English vocabulary in terms of its meaning and collocations to law students in Vietnam. To achieve this aim, a group of 29 students of the experimental group was assigned to corpus-based work along with a traditional teaching method, while 27 students in the control group experienced the sole later one in legal English classes during 15 weeks. The pedagogical experiment, as well as the assessment and scoring criteria, were discussed and presented at the beginning of the course. Participants’ tests, survey questionnaires, and focus-group discussions were utilized as the data collection instruments to ensure triangulation and a multidimensional analysis of the research issue. Results demonstrated that the experimental group performed much better than the control group in terms of vocabulary understanding and interpretation, as well as collocations. Students of the treatment group also showed positive attitudes, acknowledging the potential benefits of the corpus-based approach for language-related enhancement in their future profession.
ENHANCING ENGLISH SKILLS THROUGH CLIL METHODOLOGY IN HIGHER EDUCATION: A REVIEW ARTICLE Hallasi-Ancori, Miozelit Ailuj
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11246

Abstract

CLIL (Content and Language Integrated Learning) methodology has revealed its effectiveness and impact on English skills enhancement in university settings and is considered a paradigmatic pedagogical approach in higher education. This paper aimed to perform an exhaustive scientific literature review about the CLIL methodology's effect on university students’ English Skills (Listening, Speaking, Reading, and Writing) enhancement, among different academic disciplines. Therefore, a narrative bibliographic review article has been carefully performed out of a vast source of scientific work analysis and compilation, published in the last six years, which has been extracted from a well-known academic database such as Scopus, Scielo, Google Scholar, Web of Science, Eric, Semantic Scholar, among others. Results showed that the CLIL methodology highlights its relevance when implemented in higher education due to its effectiveness and impact on English skills. Therefore, it has become an essential tool for boosting meaningful learning and promoting contextualized content learning with better alignment with university students’ academic needs enabling them to face the globalized labor market. Consequently, this study has revealed CLIL benefits such as students’ English skills improvement and content knowledge; and challenges to overcome such as limited instructors’ preparation on the language, the content, and even the CLIL methodology.
EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM Ardi, Priyatno; Widiati, Utami; Suryati, Nunung; Wulyani, Anik Nunuk
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9601

Abstract

Mentoring in language teacher education has been widely acknowledged to foster pre-service teachers’ reflective practice. While previous studies have focused on pre-service teachers’ practical teaching skills, their cultivation of inner professional selves remains under-researched. For this reason, this study aims to examine how reflective mentoring catalyzes EFL pre-service teachers’ professional identity construction during teaching practicum. A case study design was employed in this study. Two mentors (one male and one female) and four EFL pre-service teachers (two males and two females), who were purposefully selected, participated in this study. Data were collected through video-recording ten mentoring sessions and interviewing both the mentors and pre-service teachers. Thematic analysis was then employed to analyze the data. The findings revealed that the reflective mentoring catalyzed the pre-service teachers’ professional identity construction during teaching practicum by creating a systematic and supportive space for reflecting on temporal, theoretical, and practical experiences. The space arose from five factors in the mentoring, including systematic processes of reflection, non-judgmental and supportive mentors, interpersonal bonds and interconnectedness, past and present connections, and theory-practice continuums. Reflection particularly contributed to the identity construction since it allowed the pre-service teachers to examine their professional experiences and derive meaning for their professional identities. Based on the findings, this study suggests that mentoring during teaching practicum should encompass both the practical aspects of teaching and the inner professional selves of EFL pre-service teachers.   
RHETORICAL PROBLEMS OF INDONESIAN RESEARCH ARTICLE RESULTS AND DISCUSSION IN THE HISTORY AND LAW DISCIPLINES Warsidi, Warsidi; Adnan, Zifirdaus; Maniam, Vegneskumar
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9095

Abstract

The number of rhetorical studies of research articles (RAs) using a genre approach has increased greatly. However, studies on this area in Indonesian research articles (RAs) published in accredited journals are still limited. None has investigated the rhetorical structures of Indonesian History and Law research article results and discussions (RARDs) published in Indonesian accredited journals. Thus, the present study aims to analyse them rhetorically using English rhetorical models, one is from Tessuto (2015) and the other one is from Hopkins and Dudley-Evans (1988). The reason for employing these models is to determine whether the models could represent the rhetorical structure of the present data sets. These models were alternately tested against both data sets. The results showed that the rhetorical structures of both Indonesian History and Law RARDs are different from those presented in the English-tested models, and the analysis results showed that the present data have their models. These differences indicate problems for Indonesian authors in these two selected disciplines when publishing RAs in reputable English journals. Thus, these findings may contribute to English for Academic Purposes (EAP) for teaching instruction for publishing RAs in reputable English journals for authors in the two disciplines.

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