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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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ANALYZING THE VALUES AND EFFECTS OF POWERPOINT PRESENTATIONS Hadiyanti, K.M. Widi; Widya, Widya
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018): Special Issue (Supplement) June 2018
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.v21iSuppl.935

Abstract

PowerPoint Presentation (PPtP) is now quite common in many aspects of life, not only at schools (Yilmazel-Sahin, 2007). It facilitates events in various ways owing to its practicality (Craig Armenic, 2006). In classes, it provides advantages for both students and teachers, but it may be problematic as well (Davies et al., 2009; Oommen; Taylor, 2012). Therefore, Howard Conway (1985) recommended verifying if students viewpoints may maximize its contribution for class empowerment. This study focused on how students appreciated the values of PPP and how it affected lecturers. It involved 90 students responding to a questionnaire asking their standpoint about the use of PPP including commentary and suggestion. Results revealed that in general, participants out looked positively towards PPP and its impact to teachers. It aided students and teacher in the learning-teaching process, although it was occasionally blamed as not engaging or even boring.
USE OF TRANSLATION STRATEGIES IN WRITING: ADVANCED EFL STUDENTS Murtisari, Elisabet Titik
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
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.v24i1.2663

Abstract

This qualitative study examines how advanced EFL learners use translation in writing, its perceived effects on their written product, and their feelings concerning its use. As translation is generally associated with less competent students, this research focuses on high-level ones. Involving 29 advanced EFL students from a reputable English language faculty in Indonesia, the study collected data through questionnaires using close and open-ended questions. This research demonstrated that, although employed less, translation was still a crucial means for scaffolding among the students. It was shown that creating short chunks in L1 for subsequent translation was the most common strategy while all the participants also self-reportedly practiced mental translations from L1 to L2 in various degrees. This resort to translation often seemed inevitable, but students revealed having mixed feelings towards the use of the interlingual strategy. This study highlights the need to develop awareness among language learners that translation is a valid tool of language learning and the necessity to teach them the skill to translate.
Incorporating Memes and Instagram to Enhance Students Participation Purnama, Agnes Dian
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017
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.v20i1.404

Abstract

Todays teaching and learning faces more challenges as technology keeps on updating itself. Teachers are expected to adopt as many as possible technology products to promote students engagement in classroom activity. Utilizing technology products may help teachers to decrease students boredom inside classroom since it proposes a new kind of activity. The main purpose is to create an enjoyable teaching and learning environment as well as to trigger students to be creative. By highlighting youths characteristics that tend to be visual and addicted to rapid information, memes and Instagram may be used as one of the strategies to develop an innovative teaching and learning process.
WHO AM I IN ACADEMIC WRITING?: THE STUDY OF AUTHORIAL IDENTITY Asprillia, Anandya; Hardjanto, Tofan Dwi
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020
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.v23i1.2481

Abstract

In this paper, we attempt to examine the identity of researchers in writing their research articles (RAs) by exploring the linguistic forms indicating the identity of the authors in English RAs, determining the functions these forms serve in the discourse, and revealing the socio-cultural aspects implied from the use of the authorial identity. We will identify the English first-person pronouns used by native and non-native authors in Scopus-indexed linguistics and education academic journal articles. This study applied the corpus linguistic method to collect the data and to draw conclusions about the authorial identity presented in the articles. Hopefully, this paper will help to not only comprehend the role and the importance of the authorial presence but also encourage researchers to represent their identity in their own RAs. 
The Effect of Recast on Students Speaking Skill Based on Their Learning Strategies Nurhartanto, Adhi
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015): October 2015
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.v18i2.250

Abstract

Many studies have been conducted to find the effect of recast as a feedback on students. Some studies have also revealed that recast is found to be less effective. This study is aimed to find the effect of recast to students with different learning strategies in an EFL context in Indonesia. The study is conducted using quasi-experimental design. The research instruments include LLSQ questionnaire and speaking test. The results reveal that recast may be effective for students with certain dominance of learning strategies.
TEACHERS UNDERSTANDING OF LEARNER AUTONOMY IN INDONESIAN CONTEXTS: FINDINGS FROM HIGH SCHOOLS AND THEIR IMPLICATIONS Agustina, Dwi
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
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.v20i2.739

Abstract

Learner autonomy has become one of the main topics in the current research and conferences in Indonesia. This suggests that learner autonomy has received more attention in Indonesian contexts. However, there has been no space for discussions about the meaning of learner autonomy from high school teachers points of view. A multi-case study conducted by Agustina (2017) has found diverse understanding of autonomy as reported by Junior High School English teachers in Magelang Regency, Central Java, Indonesia. This paper discusses those teachers understanding in a more detailed way along with the implications when the concept is understood differently. This paper supports Agustinas argument that the diversity in understanding and developing autonomy should be anticipated since teachers have different beliefs about autonomy. Referring to Agustinas findings this paper proposes the need to consider the consequences of allowing the presence of various understanding of learner autonomy particularly when it is set as an educational goal.
ENGLISH TEACHING IN SOCIAL AND CULTURAL CONTEXTS: LANGUAGE TEACHERS AS CULTURAL MANAGERS Suryani, Adi; Soedarso, Soedarso; Diani, Kurnia Tri; Rosmawati, Rosmawati
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2470

Abstract

Teaching English language can be dilemmatic since English teachers should introduce foreign culture and sustain their own students culture. Todays students are the future leaders. Thus, it is vital for the English teachers to introduce global culture and local-national culture. This study aims to explore our own experiences at school and higher education levels, in managing culture in our EFL practices: which cultural elements should be sustained, how, why and what the challenges are. The data are collected from our experience-based reflection. The study indicates that English language teachers play a meta-role as cultural managers. They are selecting, infusing, inventing ways to teach culture through various approaches: materials, social interaction, classroom routines and artefacts. However, this process can be impeded by the disruptive technology, students, teachers own and organizational factors. Thus, this cultural managing role is influenced by organization, technology, learners adaptation process and teachers own cultural awareness and understanding.
Semantic Change Type in Old Javanese Word and Sanskrit Loan Word to Modern Javanese Yuniarto, Hendy; Marsono, Marsono
LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013): April 2013
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.v16i1.262

Abstract

This research aims to describe type classifier of semantic change and to explain the factors causing semantic change. This research was conducted with a qualitative-descriptive approach. The research method is conducted by comparing the meaning of words from the Old Javanese and Sanskrit loan wordto Modern Javanese. The collection data is done by looking for words that the meaning suspected change in Old Javanese dictionary. Words meaning determined precisely by tracing to the Old Javanese text. Furthermore, words meaning are compared to present time meaning through Modern Javanese dictionary. In addition, searching Modern Javanese meaning are also using Javanese news on the internet pages. The analysis of this research is to classify Old Javanese words and Sanskrit loan words meaning that undergo change to Modern Javanese. Its also explained why the change in the word meaning can occur. The result shows that, semantic change of Old Javanese words and Sanskrit loan words to Modern Javanese can be classified into seven types, involving widening, narrowing, shifting, metaphor, metonymy, pejoration, and euphemism. In addition, the result shows that semantic change can occur because of some factors. Psychological factor concerning emotive and taboo, and polysemy. religion spreading, the growth of science and technology, the socio-political development, and the needs of a new name.
INVESTIGATING TEACHER EDUCATION STUDENT-LEADERS’ LANGUAGE METAFUNCTIONS IN SUPERVISORY COMMUNICATION Bañez, Richard Mendoza
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.1946

Abstract

As student-leaders are tasked to manage their respective student-organizations and protect the interest of whom they represent, they are expected to be fluent communicators. Hence, they need to be conscious of the way they generate their utterances and text by considering appropriate language functions. This survey type of research determined the extent of utilization of language metafunctions in supervisory communication by teacher education student-leaders in a state university at Malvar Batangas, Philippines. By employing a researcher-made questionnaire as a primary tool for obtaining data and applying appropriate statistical tools, the study revealed that the respondents utilized the ideational language metafunction as they influenced their fellow members to actively participate in activities initiated by their respective organizations through citing favorable and positive personal experiences, the interpersonal metafunction as they listened willingly to the suggestions and complaints expressed by their colleagues during various fora, and the textual metafunction as they solicited in a friendly manner their colleagues’ suggestions for the improvement of their organizations during meetings. This study calls for enhanced supervisory communication skills among student-leaders through capacity building communication-related activities.
LANGUAGE LEARNING STRATEGIES USED BY JUNIOR HIGH SCHOOL EFL LEARNERS Amir, Melvina
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018): April 2018
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.v21i1.924

Abstract

Research on language learning strategies has been carried out since the 1990s in Indonesia. These studies have covered the language learning strategies among senior high school and university students. There has been insufficient research that investigates junior high school and primary school students. The main objective of the study was to investigate the language learning strategies of junior high school students in learning English by finding out what learning strategies they employ most frequently according to four language skills. Data were collected using survey questionnaire with 34 eight grade students. They responded to the questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford, and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 40 statements concerning the four major English Language Skills. They are listening, speaking, reading and writing. The responses calculated through statistical analysis in terms of frequency, mean and standard deviation by using Statistical Package for Social Science (SPSS) 20 for Windows. The findings revealed that the eight grades of junior high school students in Bandung were moderate users of reading, writing, listening, and speaking. These students were reported to use reading strategies the most while speaking strategies were used less. The findings of this study indicate that the students had their own learning preferences and strategies in learning English. It is recommended that research on language learning strategies should not stop from investigation and exploration in order to help the learner to be successful English language learner.

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