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.
Articles
594 Documents
<![CDATA[LANGUAGE ASSESSMENT LITERACY DEVELOPMENT: A STUDENT-TEACHERâS EXPERIENCES IN TEACHING PRACTICE PROGRAM ]]>
<![CDATA[Prasetyo, Agustinus Hardi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The development of a student-teacherâs language assessment literacy was viewed through her experiences in conducting teaching practice in one of the senior high schools in Yogyakarta, Indonesia. An interview was conducted to explore the experiences taking place in the teaching-practice in relation to the language assessment literacy development. It was found out that the experiences were understood as mostly dealing with administrative tasks and there is a need of more knowledge in administrative matter in teaching and assessment. From the results of the study it was obvious that further studies need to be conducted to explore the role of teaching-practice in the development of student-teaching language assessment literacy. More participants and multiple data collection methods in a longitudinal study are needed to help student-teachers to be more assessment literate, which in turn helps them to be better teachers.DOI:Â doi.org/10.24071/llt.2018.210209]]>
<![CDATA[STUDENT-WRITERSâ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING ]]>
<![CDATA[Wihadi, Marwito]]>;
<![CDATA[Sujatna, Eva Tuckyta Sari]]>;
<![CDATA[Soeriasoemantri, Ypsi]]>;
<![CDATA[Karlieni, Eni]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Â Working on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its studentsâ pursued claims are not fully explored as an evaluativion of how student-writers interact as conveying arguments with the readers. Investigating the linguistic resources on which they develop and evaluate these, two selected English Language essays were looked into regarding to exploitation of macrostructures in them. Subsequently, they were captured within the framework of appraisal theory as to emerge various trends relative to the employment of engagement resource types, combined with the other resources in confirming claims: graduation and attitudinal ones. It was pinpointed that the essays were low-graded notifying substantial numbers of monoglossic resources with low-considered attitudinal items. They failed to recognise other voices and alternative positions. Their construction of evaluative meanings provided feedbacks, enhancing classroom teachersâ awareness of typical features in genre-based instructions.DOI:Â doi.org/10.24071/llt.2018.210205Â Â ]]>
<![CDATA[TEACHING EFL LEARNERS THE PAST PERFECT AND PAST SIMPLE THROUGH COGNITIVE GRAMMAR: EXPERIMENTAL EVIDENCE ]]>
<![CDATA[Hidarto, Anderson]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Cognitive Grammar (CG) is a relatively new approach to linguistics that is becoming more mainstream in recent years due to its comprehensive description and meaningful elaboration of grammar. CG proponents have been proposing this approach to L2 grammar instruction instead of a more traditional approach that relies heavily on rules. Our main interest is to investigate whether such approach is indeed beneficial to learners, particularly in the learning of English past tenses. Our goal in the current study is therefore to examine the relative effect of CG instruction on Indonesian EFL learnersâ mastery of two past tenses, simple past and past perfect. These tenses were selected as our instructional targets since most common traditional explanation does not help learners differentiate and use them contextually (Jones & Lock, 2011). Twenty-seven EFL learners studying at a senior high school in Jakarta participated in this quasi-experimental study. They were assigned to one experimental group receiving a two-week pedagogical treatment with pre-test and immediate post-test design. Statistical analyses indicate that the group significantly performed better after the treatment, notably in discourse-related test sections. The results confirm the efficacy of CG which can lend support to its applications in L2 instruction.DOI:Â doi.org/10.24071/llt.2018.210211]]>
<![CDATA[EXPLORING PEER-ASSESSMENT PRACTICE IN GRADUATE STUDENTS’ ACADEMIC WRITING ]]>
<![CDATA[Dewi, Ema Wilianti]]>;
<![CDATA[Nurkamto, Joko]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This study aims to explore the practice of peer-assessment in academic writing. The current researchers find it urgent to investigate academic writing because it has rigid rules that can sharpen writers' critical thinking. The products of academic writing need to be assessed. Peer-assessment is one of alternatives used to assess students’ learning outcomes and monitor students’ progress in the class. This research is a case study. Data were collected from the first semester students, who joined an academic writing class, of the graduate program of a university in Surakarta. The findings show that peer assessment practice can be effective as one of the assessment tools to measure students' writing in the academic writing class. DOI: doi.org/10.24071/llt.2019.220106]]>
<![CDATA[IMPROVING EFL LEARNERS’ SPEAKING PROFICIENCY THROUGH INSTAGRAM VLOG ]]>
<![CDATA[Wulandari, Mega]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This research investigated whether Instagram Vlog contributed to the improvement of EFL’s speaking ability. It also examined learners’ perceptions on the integration of Instagram Vlog in a speaking class. There were 28 participants involved in this research. To determine the impact of the Instagram Vlog on EFL learners’ speaking ability, pre- and post-tests were administered to measure the improvement. The results indicated that the implementation of Instagram Vlog into a basic-level speaking class improved the learners’ speaking proficiency in terms of pronunciation, fluency, vocabulary, syntax, and general use of the target language. The analysis of the questionnaire demonstrated that the utilization of Instagram vlog contributed to EFL learners’ speaking skill on enhancing fluency, acquiring vocabulary items, and boosting confidence and motivation. DOI: doi.org/10.24071/llt.2019.220111]]>
<![CDATA[STYLISTIC ANALYSIS OF ENGLISH IMPERATIVE COMMAND MOOD TRANSFER TO JAVANESE ]]>
<![CDATA[Pinem, Yune Andryani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Imperative Mood (IM) for Javanese is strongly related to social status determining language choice. Triglossia of Ngoko, Madya and Krama are pictured in language use as well as prosodic features of pitch contour. To look at how English IM transfers to Javanese is the purpose of this research as well as how this process influences variant of pitch contours produced by Javanese speaker. This is a comparative study highlighting difference and similarity visualized by Javanese and English pitch contours with similar semantic meaning to be analyzed in pragmatics stylistic framework. Imperative to Command (IC) cannot take place in Bottom-Up situation in Javanese for social reason which puts Imperative to Request (IR) and Imperative to Invite (II) as substitutions. Using sound production of Javanese from Jogja and Solo on English and Javanese imperative, intonation pattern from both languages is analyzed using PRAAT and described in pitch range. Findings of this research display cultural background of Javanese in IM which may be useful for English pronunciation class.]]>
<![CDATA[TEACHING LITERATURE WITH TOUGH TOPICS IN ELT CLASS: BULLYING AND BIGOTRY ]]>
<![CDATA[Dewi, Novita]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Literature is an important vehicle to teach character building in language education. Sensitive topics like bullying and prejudice in literary works are helpful to promote understanding and empathy toward others. This article aims to discuss two short stories, namely “All Summer in a Day” by Ray Bradbury and “Shame” by Dick Gregory that can be used to increase students’ critical thinking, conscience, and compassion in language learning. The first half of the article examines the rationale for using short stories with such topics to impart values in language learning. The other half explores the significance of the two stories to use in ELT class. The article concludes that studying literature is, by default, practicing character education and that good support and reinforcement for that purpose can be done by addressing delicate issues that sometimes may appear harsh and unpleasant. DOI: doi.org/10.24071/llt.2019.220107]]>
<![CDATA[EVALUATING SAUDI EFL SECONDARY SCHOOLS STUDENTS' PERFORMANCE ON PAUL NATION'S STANDARDIZED VOCABULARY LEVEL TESTS ]]>
<![CDATA[Alhaj, Ali Albashir Mohammed]]>;
<![CDATA[Alwadai, Mesfer Ahmed Mesfer]]>;
<![CDATA[Albuhairi, Mohammed Hamed]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests. It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items. The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 –word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76. Moreover, in Paul Nation's Vocabulary Levels Test (VLT) the more words Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary. DOI: doi.org/10.24071/llt.2019.220112]]>
<![CDATA[CONTENT INSTRUCTOR AS SURROGATE ESL TEACHER: A SURVEY ON PERCEPTION, KNOWLEDGE AND WILLINGNESS ]]>
<![CDATA[Abdullah, Ahmad Nazri]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[In a normal university curriculum, students have to fulfil a minimum of 120 credit hours before they can graduate with a bachelor’s degree; of these, about 6 to 9 credit hours are usually reserved for ESL classes where students are taught the necessary language skills for use within the academic ambience or for future communication in the workplace. The amount of time reserved for language instruction might not be enough to really prepare students for the rigor of real-life academic and workplace demands. It is felt that the huge amount of time utilized for content-based subjects might serve as a valuable platform for language acquisition to take place if content instructors have the necessary language skills and if they can be made to view their role as surrogate ESL instructors. This paper sets out to gauge content instructors’ perception of their mastery of English, the role they can play as surrogate ESL instructors and their willingness to do so. A total of 24 content instructors from a technical university were selected as participants to provide the necessary information. Results indicate that most of the respondents perceived themselves as not apt to act as surrogate ESP instructors due to shortcomings in their language proficiency. DOI: doi.org/10.24071/llt.2019.220103]]>
<![CDATA[PROJECT-BASED LEARNING: PROMOTING EFL LEARNERS’ WRITING SKILLS ]]>
<![CDATA[Aghayani, Behnam]]>;
<![CDATA[Hajmohammadi, Elmira]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The present study sought to investigate the effect of project-based learning on EFL learners’ writing skill. To reach this goal, from the population of 70 EFL learners taking EFL courses at a language institute in Iran, two homogenous groups, consisting of 28 males, were selected based on the random sampling method. While the control group with 14 learners was taught through traditional method, the experimental group consisting of 14 learners received instruction using project-based learning designed by Maftoon, Birjandi, and Ahmadi (2013). A pre-test was administered to both groups prior to the treatment. Then, after the treatment, which was lasted for ten sessions and held during two months, the learners in both group were required to write on the new topic in which it was regarded as the writing post-test. The analysis of the obtained data revealed that project-based learning had significant effect on the learners’ writing ability. Moreover, the findings showed that project-based learning approach does aid learners to enhance and promote their writing ability in a collaborative environment. DOI: doi.org/10.24071/llt.2019.220108]]>
