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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 594 Documents
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THE NEW GENERATION OF HIGH QUALITY ESL/EFL TEACHERS: A PROPOSAL FOR INTERDISCIPLINARY TEACHER EDUCATION Syahril, Iwan
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

In this paper I argue that ESL/EFL teacher education programs should be the leading agents of change in transforming a nation.  With its emphasis on English mastery, an ESL/EFL teacher education program generally produce teachers with sufficient English to comprehend development/global issues such as climate change, poverty, or inequality.  The emphasis on the mastery of English as the international language will make pre-service teachers relatively better able to understand and produce multimodal English texts around those development/global issues compared to pre-service teachers from other subjects.  Building on the earlier work such as in Content and Language Integrated Learning (CLIL) and content area literacy, ESL/EFL teacher education can realize this vision with an innovative idea: an interdisciplinary teacher education program.  In this program, I envision that an ESL/EFL pre-service teacher education program collaborates with other subject area teacher education programs (e.g., social studies, science) working on an overreaching theme, such as sustainable development, or others.  Pre-service teachers learn the learning outcomes of subject areas not in isolation but in an integrated manner.  They learn inter-(disciplinary) content knowledge and pedagogical content knowledge around global issues and universal values.  Arguably, this kind of program will create teachers who can think critically, systemically and creatively, using a multi-perspective approach that recognizes the different dimensions, perspectives and angles of issues.  At the same time, this kind of program can produce teachers with key non-cognitive skills such as empathy, communication skills and aptitudes for interacting and collaborating with people of different backgrounds, origins, cultures and perspectives.  Indeed, this is a proposal for a new generation of (language) teachers, the ones who can teach 21st century skills (e.g., critical thinking, communication, collaboration, creativity) with innovative forms of teaching (e.g., project-based learning, problem-based learning, inquiry-based learning, theme-based learning) around authentic problems with a multi-perspective approach.  Indeed, for a developing nation, such as Indonesia, having quality teachers who can think and teach in an interdisciplinary manner can be very strategic not only in improving and transforming its education but also for accelerating its social and economic development.DOI: doi.org/10.24071/llt.2019.220104
IMPROVING INDONESIAN EFL STUDENTS’ SPEAKING SKILL THROUGH PECHA KUCHA Angelina, Patricia
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

EFL students’ speaking skill at the university level is normally assessed through presentations in the teaching and learning activities. Therefore, the ability to deliver effective presentations is needed as it affects the EFL students’ competence in speaking. Most EFL students choose to use Microsoft PowerPoint to deliver their presentations in class. However, the additional pressure given to present in English normally causes them to include as much information as possible on their slides. They have the tendency to focus too much on the content and neglect the delivery aspect. As a result, most of the students only end up reading aloud their text-heavy slides, which often leads to boredom. Pecha Kucha is then introduced as a creative and innovative presentation format to improve EFL students’ speaking skill in delivering presentations. It is a simple, concise and effective presentation format which allows only twenty (20) slides that will advance automatically for 20 seconds each. The results of the study show that the use of Pecha Kucha has increased the EFL students’ speaking skill in delivering presentations. It is shown from the increased mean scores of the students’ presentation scores from before and after Pecha Kucha is used. It is also strengthened by the results of the interview on two students stating that Pecha Kucha has improved their speaking skill in delivering effective presentations in terms of the language use, speech delivery and interaction with audience. DOI: doi.org/10.24071/llt.2019.220109
EFL PEER FEEDBACK THROUGH THE CHATROOM IN PADLET Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (810.642 KB)

Abstract

This research was conducted to achieve two objectives. The first one is to give a vivid explanation about the peer feedback practice through Padlet chatroom. Secondly, it was carried out to dig out the students’ responses toward that practice. It was conducted within qualitative descriptive research by employing observation and open-ended questionnaires of 70 non-English university students as its data collecting technique. Then, qualitative data analysis was utilized by the researcher. The results revealed Padlet usage is a new thing for most of the students, yet they can use it easily because it is user-friendly and cost-free. Moreover, anonymity becomes one of the prominent features in Padlet chatroom. The students found it more convenient as being anonymous in giving and receiving feedback due to the freedom of expressing the students’ feedback without worrying about their friends’ sense of emotion. The last finding showed that the peer feedback practice through Padlet chatroom had met five principles out of seven principles that are proposed as the basic requirements of feedback practices. DOI: doi.org/10.24071/llt.2019.220105
EFL CLASSROOM AND LEARNER’S PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING Purnomo, Averina; Yuyun, Ignasia
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This study explored the learners’ perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers’ job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learner’s score improved more in direct transmission. DOI: doi.org/10.24071/llt.2019.220110
STUDENTS OF ENGLISH IN ALGERIAN UNIVERSITY AND THEIR PERSPECTIVES OF EMPLOYABILITY AFTER GRADUATION Belaid, Louiza; Sarnou, Hanane
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Success at university requires achieving a high degree; however, after university, it is perceived through the achievement of financial satisfaction. This investigative work examines the students’ perspectives of their professional careers after graduation from university. Our objective is to see the extent to which students are prepared to insert in the professional life. A questionnaire is used as an instrument in this enquiry to fifty five students at the University of Ibn Khaldoun- Tiaret. The results reveal that students are not fully qualified to take part in the state service and they fear unemployment due to the lack of job opportunities, the latter is believed to be caused by the large number of university graduates. For this, reviewing the admission of students at university is compulsory, that is to say, reducing the number of bachelors by accepting only competent learners and then providing a job opportunity for each graduate respectively on the basis of their potential. DOI: doi.org/10.24071/llt.2019.220101
THE STUDENTS’ PERCEPTIONS ON A TEST OF ENGLISH PROFICIENCY AS GRADUATION REQUIREMENT Rohman, Kacung Arif
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

TEP, Test of English Proficiency, is a type of English test which is held regularly by Language Center (LC) of Universitas Swadaya Gunung Jati (UGJ) Cirebon based on the Rector?s decree as policy. It becomes one of the requirements for the students who are going to graduate from higher education. This research intends to 1) explore the students? perception on a Test of English Proficiency and 2) find out about how is the implementation of TEP. The writers conducted a case study with 288 students as the respondents. They come from different majors and faculties. There are four techniques of collecting data: 1) interviews, 2) observation, 3) questionnaires, and 4) documents. To get the valid data, the writers used triangulation of sources to cross check and compare data. An interactive model (data collection, data display, data reduction, and conclusion) is used to analyze data. The research findings reveal that the students? perceptions on TEP can be classified into three aspects: TEP activity, test instrument, and preparation while the implementation of TEP such as a registration system, information system, proctoring, and facilities get satisfactory responses from the students.DOI: 10.24071/llt.2019.220204
THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS Namaziandost, Ehsan; Nasri, Mehdi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

The present study aimed to investigate the effects of audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. In order to fulfill the objectives of the study, the researcher selected 40 homogeneous pre-intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment which took 15 sessions, the researcher administered a post-test to find out the effect of audio-visual aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The results showed that the EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). The implications of the study suggest that using audio-visual aids can help EFL learners to develop their listening comprehension.DOI: 10.24071/llt.2019.220209
INTEGRATING ENGLISH LANGUAGE SKILLS THROUGH READERS’ THEATRE TECHNIQUE FOR READING COMPREHENSION IN SECONDARY SCHOOLS IN KENYA Kulo, Selina Alonya; Kibui, Agnes; Odundo, Paul
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Proficiency in reading skills requires a multifaceted technique which incorporates all English language skills. Techniques such as readers? theatre assimilates other language skills through adapting and performing scripts which engages learners actively in the reading process for fluency and comprehension. The study explored influence of integrating English language skills to enhance comprehension among learners in secondary schools through an intervention of readers? theatre technique. The study adopted socio constructivism in a quasi-experimental pretest posttest design. 426 form three learners and 19 teachers in Kisumu county participated in the study conducted within eight weeks. Participants? achievement in reading comprehension was measured using reading skills achievement test to ascertain effect of the intervention. The findings of the study, based on statistical analysis of t-test revealed participants in experimental groups performed better than those in control groups. The study revealed that engaging learners in adapting and performing scripts promoted active interaction with the text resulting in effective comprehension. The study concluded that incorporating language skills in the reading process creates a learner centered class and would be beneficial for enhancing reading comprehension. DOI: doi.org/10.24071/llt.2020.230102
LANGUAGE ATTITUDES AND IDENTITY CONSTRUCTION OF TRILINGUAL LEARNERS IN A RURAL SCHOOL IN THE PHILIPPINES Esteron, Jerico Juan
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Since its implementation in 2012, the Philippines? mother tongue-based multilingual education (MTB-MLE) program has already generated issues that point to the seemingly inadequate preparation of the education bureau when it comes to teacher training and instructional materials production. However, one concern that is seldom mentioned in the literature is the learners? attitude toward the languages they learn in the process. This is crucial because this attitude could reveal their learning motivations and formation of linguistic and sociocultural identity. Informed by the notion of language attitudes and construction of identity, this study explores the perception of trilingual children on their mother tongue and second languages?Ilocano, Filipino, and English, vis-à-vis their identity construction. Results show that most of the learners hold a positive attitude toward the three languages. However, the identified negative attitudes of some learners as regards these languages may cause pedagogical concerns linking to language teaching and the discourse of culture, nationalism, and globalization.DOI: doi.org/10.24071/llt.2020.230107
ENHANCING ISOLATED GRAMMAR TEACHING THROUGH TRANSLATION: SENTENCE LEVEL AND BEYOND Murtisari, Elisabet Titik
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Associated with grammar-translation method, translation is still often seen as a mere replacement of linguistic forms, which is a far cry from its nature as an act of communication. On the other hand, while being criticized for not assisting learners enough to use grammar in a communication context, isolated grammar teaching has its own merits and is still widely practiced. By implementing translation for meaning-making, this action research seeks to examine how translation may be integrated into the traditional grammar teaching to assist tertiary EFL students to learn L2 forms in communicative contexts. With translation employed at the sentence and discourse levels after the practice session, it was revealed through the participants? reflections that translation exercises may further consolidate students? knowledge of how to use specific forms in various contexts, especially as it relates to lexico-grammatical aspects, help deal with L1 interferences, and are an effective way to raise students? awareness of the essential role of grammar in meaning-making.DOI: doi.org/10.24071/llt.2020.230112

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