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[STRATEGIES AND CHALLENGES IN EMPOWERING A PRE-SERVICE ENGLISH TEACHER WITH PHYSICAL DISABILITIES: AN AUTOETHNOGRAPHY ]]>
<![CDATA[Saiful, Jepri Ali]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12786
<![CDATA[Promoting inclusivity in language teacher education is essential for advancing pedagogical justice and fostering a socially equitable education system. However, research and practice in this area, particularly on mentoring teachers with disabilities, remain scarce. Most existing scholarship has focused on students with disabilities rather than pre-service teachers with disabilities. Addressing this gap, this autoethnographic study examines the researcher’s experiences mentoring a pre-service English teacher with limb-girdle muscular dystrophy, who relied on a wheelchair, was unable to walk or write, yet aspired to pursue a career as an English teacher. Over one and a half years of mentorship, the researcher documented strategies and challenges through personal reflections and analysis of journals and interviews with stakeholders. Three strategies proved essential: adopting an inclusive mindset through differentiated instruction, actively listening to the student and his family, particularly in online learning and thesis supervision, and selecting a special school as the site for his teaching practicum. Three major challenges also emerged: addressing epistemic injustices and professional acceptance, coping with the absence of shadow lecturers and accessible infrastructure such as libraries and digital smartboards, and navigating restricted employment opportunities. These findings underscore the urgency of equitable accommodations for aspiring English teachers with physical disabilities.]]>
<![CDATA[CORPUS-INFORMED AND CRITICAL APPROACHES TO ADDRESSING SUSTAINABLE DEVELOPMENT GOALS (SDGS) ]]>
<![CDATA[Mambu, Joseph Ernest]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12023
<![CDATA[This paper showcases how a do-it-yourself (DIY) corpus on the United Nations’ Sustainable Development Goals (SDGs) can be used to increase corpus users’ language awareness (at word, phrase, sentence, and discourse levels) and criticality. To this end, the author justifies the close link between corpus linguistics, various critical approaches, and SDGs in the applied linguistics/ELT literature. Subsequently, the author provides an overview of principles for creating a specialized DIY corpus containing around 700,000 words/tokens based on 882 articles of The Jakarta Post from 2012 to mid-2024. In view of critical discourse analysis in corpus linguistics, SDG-related key word(s) in context (KWIC) were analyzed in four stages to examine their (1) frequencies and collocates, (2) concordance lines, (3) larger contexts within or across texts in the corpus (or beyond), and (4) potential to stimulate questions aiming at social transformation. In the findings, the four-stage analyses explore two of the most frequent SDGs in the corpus – “gender” (SDG 5) and “clean water and sanitation” (SDG 6) – to illustrate poststructuralist and Marxist criticality, respectively. The decolonial criticality is demonstrated through a corpus analysis of the word “indigenous” and its collocates. Possible pedagogical applications of the corpus-informed approach are also discussed.]]>
<![CDATA[“AM I READY TO TEACH?”: EFL PRE-SERVICE TEACHERS’ MENTAL READINESS TO TEACH AND IMPLICATION FOR TEACHER EDUCATION ]]>
<![CDATA[Anandari, Christina Lhaksmita]]>;
<![CDATA[Suryaman, Maman]]>;
<![CDATA[Basikin, Basikin]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12090
<![CDATA[Third-year pre-service teachers in the English language education department in Indonesia may feel uncertain about their mental readiness to become English teachers. Although they have a high-intermediate level of English proficiency, they often fear facing the challenges of managing the class and showcasing mental readiness to become teachers. Therefore, this study explores the third-year Indonesian EFL pre-service teachers’ mental readiness to become teachers, and the need to emphasize mental readiness and grit to successful teaching practice. Twenty-three EFL pre-service teachers enrolled a microteaching course, as one of the teaching practice components in the English language education curriculum, participated in this study. They were asked to write structured reflections on their mental readiness, and their reflections were thoroughly examined using a narrative analysis. The results showed that the pre-service teachers expressed concern about their ability to manage the class and their students, which reflects their mental unreadiness to be the person in charge in the classroom. Moreover, the pre-service teachers highlighted the need to be more mentally aware of their attitude and grit in shaping their mental readiness to teach. This study contributes to a larger context-specific understanding of the roles of the English teacher education programs at the university level in assisting pre-service English teachers to achieve mental readiness and grit that can help them address the challenges.]]>
<![CDATA[VOICE IN ACADEMIC WRITING: THE TRANSPOSITIONING OF AUTHOR IDENTITY IN RESPONDING TO MANUSCRIPT BLIND REVIEWERS ]]>
<![CDATA[Sugiharto, Setiono]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12386
<![CDATA[Voice as one of vital elements in academic writing can impinge upon the quality of one’s writing. Despite robust controversies over the usefulness of this metaphorical notion, a plethora of studies on voice has contributed to our understanding of its role in determining writing quality. The foci of these studies, however, are constricted on either voice as individual or voice as social, ignoring the perspective of voice as dialogic. This case study investigates the written reviews of a manuscript author by four blind reviewers in different international Scopus-indexed journals. Drawing on the ideas of “voice as dialogic” and of “transpositioning” of identity, this study seeks to identify and to examine the authorial strategies of an author in constructing his own voice in textual realizations as responses to the manuscript blind reviewers. In doing so, it attempts to finds out the author’s writing identity as manifested in the texts constructed. Relativism’s methodology was employed in order to provide the construction of certain phenomena (i.e. dialogical voice) as accurately as possible. Results revealed that the manuscript author employed two key authorial strategies: averring established authority and foregrounding the ecologies of knowledges. ]]>
<![CDATA[ASSESSING LEARNER AUTONOMY IN EFL LEARNING: INSIGHTS FROM THAI SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Boonma, Nida]]>;
<![CDATA[Swatevacharkul, Rosukhon]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12916
<![CDATA[Raising learners’ awareness of the need to develop their capacity to learn autonomously has been one of the primary educational goals worldwide. Autonomy development is thus crucial for preparing high school students for higher education. However, only limited studies are available on assessing learner autonomy within English learning education for Thai senior high school students. Therefore, this study aimed to assess learner autonomy in English learning as perceived by Thai senior high school students in public schools in Thailand. Based on a sequential explanatory mixed-methods research design, a convenience sampling technique was employed to select 187 participants, from three large schools in Bangkok and three schools outside Bangkok, who completed the Likert scale questionnaire. The semi-structured interview was conducted face-to-face at the second stage with six students from two schools. The quantitative findings revealed that their perceived learner autonomy was, on average, at a high level. The thematic content analysis of the interview data generated four themes to verify the quantitative results and to determine the factors for such high autonomy, i.e. the importance of English for future career goals, self-study of English beyond the classroom, preference for communicative learning, and the impacts of teachers and peers on autonomy development. Theoretical and pedagogical implications were discussed, and further research was recommended. ]]>
<![CDATA[RESONATING ENVIRONMENTAL STEWARDSHIP THROUGH INTERPLAY OF LANGUAGE FUNCTIONS AND RHETORICAL DEVICES IN A PROTEST SONG ]]>
<![CDATA[Bañez, Richard Mendoza]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.9547
<![CDATA[This case study, framed within a qualitative design, captured the interplay of language functions and rhetorical devices of a climate protest song in fostering sustainability through ecological conservation. This textual interplay identified through conducting a stylistic analysis of the lyrics of Ryan Cayabyab’s Paraiso, an Original Pilipino Music (OPM) climate protest song, illustrated the strategic use of language in making the students conscious of the prevailing environmental issues that drive them to engage in stewardship actions. This important role of language in music was affirmed by the thematic analysis of the responses of an incidental sample of 25 English as a Second Language (ESL) Filipino pre-service teachers on the ecocriticism-centred literary analysis guide questions after listening to the song. This finding encourages educators to view climate protest songs as a tool for promoting environmental literacy. This study calls for the integration of such songs in the ESL curricula to proactively engage students in the preservation of the environment while exploring the features of the English language.]]>
<![CDATA[BALANCING WRITTEN AND AUDIO PEER FEEDBACK IN ACADEMIC WRITING: STUDENT EXPERIENCES WITH PADLET ]]>
<![CDATA[Stojanovska-Ilievska, Natasha]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.12671
<![CDATA[This article explores Macedonian university students’ reflections and preferences regarding online peer feedback in academic writing, with a focus on three key factors: the feedback mode (written vs. audio), the students’ role in the process (giver vs. recipient), and the writing task type (essay outline vs. fully developed draft). The study was conducted among second-year undergraduates enrolled in an academic writing course that integrated Padlet as a peer review platform. The data were collected through an online questionnaire that examined how students experienced giving and receiving feedback in both written and audio formats across different stages of writing. The study revealed that most students valued participating in feedback sessions across different modalities, although some of them reported feeling less confident when recording and posting their audio comments. Written feedback was preferred for the full drafts, while audio feedback was preferred for the essay outlines. The thematic analysis highlighted that written feedback was associated with comfort, easier navigation, and clarity, while audio feedback was valued for its spontaneity and the non-verbal communicative cues conveyed through the human voice. These findings underscore the importance of offering students diverse peer-review formats so as to encourage more effective peer feedback practices in academic writing instruction.]]>
<![CDATA[TRANSLATING ENGLISH -ED REDUCED RELATIVE CLAUSES INTO INDONESIAN: CORPUS EVIDENCE AND PEDAGOGICAL IMPLICATIONS ]]>
<![CDATA[Sutrisno, Adi]]>;
<![CDATA[Denistia, Karlina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.9141
<![CDATA[The translation of reduced relative clauses from English to Indonesian is problematic because this construction exists in English but lacks a direct equivalent in Indonesian. This study investigates how -ed reduced relative clauses (RRCs) are realised in English and rendered into Indonesian by Google Translate, focusing on structural change, syntactic function, and modifier type. Using CQPWeb with the query “_NN +ed_VVN,” we extracted 285 sentences containing -ed RRCs from the Present-day English corpus. Results show that Indonesian translations consistently re-expand English RRCs into full clauses introduced by the obligatory relativiser yang, regardless of syntactic position (SS, OS, iOS, OPS, CS). This re-expansion preserves the syntactic role of the head noun but sometimes shifts modifier type due to lexical or predicate differences. These findings extend prior descriptions of Indonesian relativisation with corpus-based evidence from MT output and highlight typological constraints influencing how neural MT systems handle clause reduction. From the pedagogical perspective, the results highlight the need for explicit instruction on structural differences between English and Indonesian relative clauses, particularly the non-optional use of yang, in EFL learning. Integrating corpus-based MT examples into teaching could help learners process texts and improve translation accuracy.]]>
<![CDATA[SCIENTIFIC KNOWLEDGE STRUCTURES: PROBLEMATISING AI-POWERED TRANSLATION TOOLS IN EFL ACADEMIC WRITING ]]>
<![CDATA[Qoyyimah, Uswatun]]>;
<![CDATA[Bargallie, Debbie]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.9833
<![CDATA[Artificial intelligence (AI), particularly machine translation (MT), is transforming English language education, especially for English as a Foreign Language (EFL) learners. While research has explored this shift, uncertainties remain about MT’s impact on language development in academic writing. This paper examines pedagogical practices in a teacher education program in Indonesia through the lens of Bernstein’s theory of knowledge structures. It draws on reflective research conducted by Author 1, using data generated from fieldnotes of EFL academic writing sessions in which nine pre-service teachers actively participated as learners. The analysis reveals that while MT supports various language tasks, its unregulated use may hinder students’ development of foundational skills such as sentence construction and paragraph organisation. Teacher intervention proved crucial in mitigating these challenges and fostering more effective academic writing. The findings emphasize the dual role of MT as both a support tool and a potential barrier, and offer empirical insights into how educators can balance AI use with essential language instruction. This study highlights practical implications for curriculum design and policy, reinforcing the indispensable role of teachers in integrating AI tools without compromising core language competencies.]]>
<![CDATA[EXPLORING CHINESE EFL TEACHERS’ KNOWLEDGE IN CONTENT, PEDAGOGY, AND TECHNOLOGY INTEGRATION (TPACK) ]]>
<![CDATA[Shi, Leimin]]>;
<![CDATA[Jiang, Lili]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v28i2.9536
<![CDATA[This study investigates the Technological Pedagogical Content Knowledge (TPACK) of Chinese English as a foreign language (EFL) teachers from both student and teacher perspectives. As technology increasingly permeates education, understanding teachers’ TPACK factors, encompassing the interplay of the primary knowledge of content (CK), pedagogy (PK), and technology (TK), is crucial. Teachers’ perceptions of TPACK factors significantly impact the success of technology-integrated teaching. Equally important are students’ beliefs, which directly influence motivation and satisfaction. Aligning both perspectives helps educators better address students’ needs and expectations. A survey involving 694 university EFL students was compared with survey responses from 64 teachers, supplemented by interviews with nine teachers. Both cohorts acknowledged the importance of technology in facilitating CK delivery. PK and CK were deemed the most important, while TK was ranked lowest among the seven TPACK factors. However, teachers prioritised pedagogical content knowledge, whereas students emphasised technology integration. Moreover, teachers showed greater variability in their perceptions across most knowledge factors. These perceptions reflected the influence of demographic backgrounds and contextual factors. These findings underscore the significance of enhancing teachers’ technology-integrated knowledge and implementation strategies to meet student expectations. The implications are significant for educators and professional development providers in designing training programs and support systems.]]>
