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[THE USE OF TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE LEARNING OUTSIDE THE CLASSROOM: AN INSIGHT INTO LEARNER AUTONOMY ]]>
<![CDATA[Warni, Silih]]>;
<![CDATA[Aziz, Tian Abdul]]>;
<![CDATA[Febriawan, Dimas]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v21i2.1259
<![CDATA[This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.]]>
<![CDATA[NEED-ANALYSIS BASED ON DESIGN PROPER ENGLISH COURSE SYLLABUS ]]>
<![CDATA[Rahmawan, Andi Dian]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2786
<![CDATA[This research attempts to give perspective to the teachers and lecturers of English regarding a proper syllabus which mainly based on students’ problems on designing good quality of the abstracts of their research. 14 students’ product of abstracts of non-English department in the University of PGRI Yogyakarta would be employed as the main sources of data. The technique of doing this study is by observing on the students’ error production based on the diction and the grammatical aspects. This is a Research and Development which the result is a need-analysis-based syllabus. The syllabus mirrors that most of students have difficulties on finding the proper dictions of certain words, such as cardinal and ordinal numbers. From the perspective of grammar, they found that it is an obstacle to apply certain tense and aspect system of English. Based on these, the researcher expects that teacher and lecturer of English are able to design the more suitable and ready-to-use skills that gained during the classroom activities so that students are able to design the more acceptable abstract of their research to increase the readability and the acceptability of academic writing.]]>
<![CDATA[What Governs Their Practices? A Study on Pre-service English Language Teachers Beliefs ]]>
<![CDATA[Harendita, Monica Ella]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v20i1.507
<![CDATA[Pre-service teachers undergo an important phase, called teaching practice, before plunging in the real teaching. Thus, the experiences and what they do during the practice can be an interesting subject to study. In this light, this case study attempts to gain more understanding on the beliefs of some pre-service teachers with regard to learning and teaching, as well as to see the influence of their beliefs on their practices. The data were gathered from reflective journals and observations. The findings show that the participants held some beliefs in regard to teaching and learning. First, they believed that mutual respect should be maintained in classroom. Second, interrelated with the previous belief, for the participants, meaningful learning requires active participation. Third, the participants believed that learning should be motivating. Fourth, the participants held a belief that as a teacher they have flexible roles. Hopefully, the results of this study will be beneficial in informing teacher training education in order to prepare and assist their students better as future teachers.]]>
<![CDATA[EFFECTS OF AN ARABIC ACCENT ON EFL LEARNERS' PRODUCTIVE INTELLIGIBILITY ]]>
<![CDATA[Nazari, Ahmad]]>;
<![CDATA[Younus, Majid]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2467
<![CDATA[This study aimed at investigating the effects of a foreign accent, namely the Iraqi Arabic accent, at the segmental level on the productive intelligibility of Iraqi EFL learners. Drawing on an intelligibility pronunciation principle, i.e. Gimsons (2001) Minimum General Intelligibility (MGI), the study applied a mixed-methods research approach to measure the extent to which features of this accent impede the productive intelligibility of these learners and to identify the communication strategies they use to overcome intelligibility failures. To achieve these aims, two data collection tools were used: a production intelligibility test and a speaking task. Although the overall quantitative findings revealed that Iraqi EFL learners foreign-accented English was intelligible at the segmental level, most intelligibility failures were ascribed to the mispronunciation of non-existent English phonemes. The qualitative aspect of the study aimed at identifying the communication strategies Iraqi EFL learners use to overcome these intelligibility failures. In this respect, several strategies were identified, namely the let-it-pass strategy, the replacement strategy, the repetition strategy and the time gaining strategy. The article concludes with the implications and applications of the findings.]]>
<![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): April 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i1.1646
<![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[TEACHERS AND STUDENTS PERCEPTION ON THE FREQUENT TEST: VOCABULARY COURSE ]]>
<![CDATA[Wahyuningtyas, Elizabeth Wulan]]>;
<![CDATA[Wulandari, Fransiska Selvy]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v20i2.741
<![CDATA[Through frequent test, students have higher self-motivation to understand every material in order to make them prepared in attending frequent test. This paper aims to see the teachers and students perceptions on frequent test. In addition, as the further finding, the writers will focus on the benefits of frequent test. The paper is an observation paper that focused on students and teachers perception through frequent test, and its benefits. The finding shows that both of the teachers and students show the positive perspective toward frequent test. Thus, frequent test is beneficial to both, the teachers and the students in learning process, even though there are also the negative effects.]]>
<![CDATA[USING PICTURE- ASSISTED LEXICAL INPUT APPROACH TO TEACH VOCABULARY TO THE POST-LINGUAL DEAF STUDENTS ]]>
<![CDATA[Soe'oed, Rahmat]]>;
<![CDATA[Ping, Maria Teodora]]>;
<![CDATA[Thamrin, Abdul Rais]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2569
<![CDATA[English has been one of the compulsory subjects for special schools in Indonesia. However, there have been a rather limited number of studies conducted regarding the teaching of English under the framework of Special Education. Responding to this gap, this current study aimed at investigating whether a particular language teaching approach called Lexical Input Approach assisted by series of pictures could provide a desirable effect on post-lingual deaf students vocabulary mastery. This research employed a pre-experimental Single Subject with a multiple base (A-B-A-B) design. The sample included three 8th grade Junior High School students with the similarity of ages and hearing-loss history. The primary data in this study were taken by using assessments and analyzed statistically by calculating the Percentage of Data Points Exceeding the Median (PEM). The findings indicated that there was an improvement in the students vocabulary scores after the treatments (from 41/ novice advanced category to 46 and 51/ novice high category). Thus, it could be concluded that using Picture-Assisted Lexical Input Approach was effective to improve English vocabulary mastery for post-lingual deaf students.]]>
<![CDATA[Code Switching in the Instructions of English Language Education Study Program Lecturers ]]>
<![CDATA[Mukti, Thomas Wahyu Prabowo]]>;
<![CDATA[Muljani, Retno]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v19i1.311
<![CDATA[Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not students first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers instructional languages was mainly for the students understanding.]]>
<![CDATA[AN ANALYSIS OF STUDENTS WRITING SKILLS: FOCUS ON GRAMMATICAL AND DISCOURSE COMPETENCE ]]>
<![CDATA[Hadiani, Dini]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1803
<![CDATA[This paper presents an analysis of the students writing skills. It is believed that writing is a powerful device to reflect language structure and to promote language learning. However, many students still experience difficulties in writing since it requires the appropriate grammatical and textual structures. Therefore, this study tries to analyse the students writing skills that will help them to improve their communicative competence. Data were obtained through documentation of students texts and interviews. The theories of Systemic Functional Linguistics, explanation text, and communicative competence were employed as the framework of the text analysis. The findings revealed the social function, the generic structure, the linguistic features, and also the grammatical and discourse competence in students explanation texts. It was concluded that the students perceived the importance of the use of correct grammar and textual structure in their writing. Regarding some grammatical mistakes in students explanation texts, it is recommended that t]]>
<![CDATA[Translation for The Readers: an Analysis on The Translation of Sean Coveys The 7Th Habits of Highly Effective TeenS ]]>
<![CDATA[Prabandari, Carla Sih]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012): October 2012 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v15i2.319
<![CDATA[A good translation should be parallel with the source text both in form andin meaning. Yet, because of the uniqueness of each language, parallel in form is oftendifficult to achieve. This paper attempts to analyze the translation of Sean CoveysThe 7th Habits of Highly Effective Teens in terms of a sociolinguistic point of view anddifferent types of equivalence. The analysis and discussion are based on some casesthat I found. Based on the examples, two conclusions can be drawn. First, from thesociolinguistic point of view, the use of SAYA instead of AKU to refer to the authorcreates more distance with the readers. Second, the translator seems to have workedhard to produce a dynamic equivalence of the source text, but in some cases theidiomatic expressions are not well translated. Thus, the results of the translation donot sound as idiomatic as the source text.]]>
