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Barli Bram
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English Language Education Study Programme, Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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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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SWEAR WORDS AND THEIR IMPLICATIONS FOR ENGLISH LANGUAGE LEARNING-TEACHING Andang, Kristina; Bram, Barli
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.1195

Abstract

This study attempts to explore the frequency of use of swear words and their implication for English language learning-teaching. Swear words or expletives are usually considered negative or rude to be used even in the United States or United Kingdom as English-speaking countries. In English language learning-teaching, swear words become part of linguistic studies and socio-cultural knowledge for teachers and students. This study aims to resolve two questions, namely first, what swear words have the highest frequency based on COCA and second, what implications of the frequency of swear words are for learners and teachers of English. Data were collected from a survey conducted using Facebook, which is a social medium used widely in both the United States and Indonesia for more than 13 years, and were retrieved from the Corpus of Contemporary American English (COCA), more precisely the frequency of swear words. The results of this study are expected to give knowledge on English language learning-teaching in a cultural context.
INSIGHTS INTO PROSPECTIVE TEACHERS BELIEFS IN TEYL Hadiyanti, Kayetana Maria Widi; Yolanda, Martha
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.v24i1.2484

Abstract

Teacher belief is valuable to accomplish effective teaching learning processes. Prospective teachers utilize their beliefs to practice their teaching competence. Accordingly, it is essential to explore prospective teachers beliefs as the teachers exhibit the beliefs in their teaching preparations and practices. Alongside, TEYL requires a unique process. To enhance TEYL prospective teachers consciousness of the beliefs they hold, this study attempts to match them with the teaching designs and practices. This survey study involves TEYL prospective teachers in responding to a questionnaire concerning with their beliefs about teaching. Their Lesson Plans and teaching performance videos are correspondingly analyzed to scrutinize how equivalent they are with the beliefs. It is quite thought-provoking to discover that there are inconsistencies between prospective teachers beliefs with the realization in their lesson planning and performances. This affords insights to boost our awareness in building teachers beliefs as to maximize learning teaching outcome.
Practice Teachers Possible Solutions to Students Problems of Speaking during PPL in Junior High Schools Isworo, Chezia Eufresia
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016): April 2016
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.v19i1.308

Abstract

Program Pengalaman Lapangan (PPL) or School-based Practicum is one of the compulsory courses that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. PPL requires the students, who are called practice teachers, to do teachers job at school. As English practiceteachers, there is a possibility that they might face a lot of problems related to thecondition and situation in the school, either from the students side, teachers side,or other factors. This research focuses on junior high school students problems of speaking and the possible solutions to the problems based on the ELESP students experiences as English practice teachers. From the findings, it is expected that future practice teachers and English teachers can anticipate similar problems and apply the possible solutions when they work at schools.
EFL TEACHERS AND LEARNERS PERSPECTIVES ON THE PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING: CONFLICT OR CONSENSUS? Connor, Owen; Nazari, Ahmad
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.v23i1.2359

Abstract

The developmental nature of second language acquisition research has resulted in various and at times seemingly contradictory theories, methods and approaches. In 2005, Rod Ellis published his Principles of Instructed Language Learning, which he considered to be a set of teaching generalisations that could stimulate debate and reflection among teachers in the post-methods era (Richards Rodgers, 2014). The purpose of this study was to investigate Elliss principles in terms of their perceived relevance and applicability in an adult EFL learning environment. In order to achieve this aim, a mixed methods research approach was utilised. Separate questionnaires were administered to seventy-one students and eight teachers employed in the English Language Department of a Training Institute in Doha, Qatar. Additionally, thirteen students participated in two single sex focus group sessions. The results revealed consensus between students and teachers regarding the importance they placed on some principles, but not others, particularly the contentious issue of meaning vs. form. Furthermore, while both groups emphasised the importance of interaction, many students nonetheless felt uneasy interacting in English with other Arabic speakers. A further key finding was that neither party clearly understood the concept of the learners built-in syllabus. The principal conclusion is that the best way to deal with the aforementioned anomalies involves experimentation with task-based approaches as these allow for a focus on meaning, opportunities for interaction, and a retrospective focus on form via corrective feedback, which takes into account the learners built-in syllabus.
Violations of Grice`s Maxims in The Prince and the Pauper Movie Waget, Antonius
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 1 (2015): April 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.v18i1.245

Abstract

Proper responses must be provided interlocutors to make onversationproductive and meaningful. However, interlocutors do not always provide properresponses because they do not even know conversation rules. Grice coins 4 maximsas general rules to govern daily conversation. The maxims are Quantity, Quality,Relevance, and Manner. Conversation occurs in the real daily interaction also in artsincluding movies. The Prince and the Pauper movie is one of the media for humandaily conversation. Some parts of the movie contains violations of Grice`s maxims bythe characters. Based on this background, the writer intends to explore violations ofGrices maxims in the movie and analyze the purposes of the violations. To achievethese objectives, the writer formulates two research problems: (1) Which of Grice`smaxims are violated by the addressees in The Prince and the Pauper movie? (2) Forwhat purposes do the addressees violate the maxims? The base of this research is amovie script as document. Thus, the writer uses document analysis as the methodof this research. Grounded on the analysis, the writer finds that the characters, especially Prince, Tom Canty, King, and the Earl of Hertford in the movie dialoguesviolate the four of Grice`s maxims. When failing to provide sufficient information,telling lie to their addressers, providing irrelevant glosses, and failing to be true,brief, univocal, and orderly, they respectively violate maxims of Quantity, Quality,Relevance, and Manner. Moreover, the writer finds that the characters violate themaxims in order to mislead the counterparts, be polite, save face, avoid discussion,and communicate self-interest.
LANGUAGE ASSESSMENT LITERACY DEVELOPMENT: A STUDENT-TEACHERS EXPERIENCES IN TEACHING PRACTICE PROGRAM Prasetyo, Agustinus Hardi
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 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.v21i2.1224

Abstract

The development of a student-teachers 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.
Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective Budiraharjo, Markus
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 1 (2015): April 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.v18i1.256

Abstract

This study reports an empirical investigation of the use of personal approach to integrating educational values in an English pre-service teacher education program. Using a Moodle-based Learning Management System called Exelsa, whichhas beeen in use in the past four years, each individual student received personalwritten responses from the instructor. Learning is perceived more as a journey todevelop self-knowledge that is not merely driven by instrumental orientations such asgrade-seeking mentality, rote memorization, and formalist-driven contents. A set ofanedoctal evidence suggested that highly personal notes addressed to each individualstudent brough significant change in the way each of them viewed himself or herselfin positive ways. When students felt highly appreciated as significant human beingsin the class, they were more likely to undergo learning more in a holistic manner. Ahumanistic philosophy of education necessitates such an approach to maintaininga relational trust among all class members. An instructor is supposedly skillful atnavigating the flows of class interactions, at times with unprecedented challenges. Arestropective study, this seeks to develop a better understanding as to whether suchan approach leaves a durable significance in their perspectives on learning.
PROJECT-BASED LEARNING: PROMOTING EFL LEARNERS WRITING SKILLS Behnam Aghayani; Elmira Hajmohammadi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 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.v22i1.1727

Abstract

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.
MATERIALS AND (LANGUAGE) LEARNING ENVIRONMENT BASED ON MONTESSORI CONCEPTS Christina Kristiyani
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.v21i1.1041

Abstract

Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including normal learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of I can do it myself. Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students.
THE IMPLEMENTATION OF PROCESS APPROACH COMBINED WITH SCREENCAST-O-MATIC AND BOOKCREATOR TO IMPROVE STUDENTS’ ARGUMENTATIVE WRITING Anak Agung Putri Maharani; Made Hery Santosa
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.v24i1.2516

Abstract

Within the 21st century learning framework, pupils are demanded to argue more reasonably over massive information that they receive. This study was conducted due to the imperative function of argumentative writing skill within this century by utilizing innovative argumentative writing approaches combined with screencasting and bookcreating projects. Involving 31 sophomores in English Language Education Study Program, a descriptive qualitative research design was utilized. Their progress in argumentative writing classroom and views were gauged to reach the conclusion. Threefold methods of collecting data were administered; observation, interview, and questionnaire. The collected data from, afterwards, were filtered, presented, analysed and verified. It was found that the use of process approach combined with Screencast-o-matic and Bookcreator had crucial contribution in argumentative writing development. The participants responded positively towards the implementation of process approach combined with Screencast-o-matic and Bookcreator.

Page 24 of 60 | Total Record : 594

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