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[Cohesive Devices in Learners Writing ]]>
<![CDATA[Nugraheni, Ratnasari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 18, No 1 (2015): April 2015 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v18i1.257
<![CDATA[In ESL context, learners may have less attention to the use of conjunctions. In fact, theuse of conjunctions in L2 learners writings is crucial since it is one type of cohesivedevices. This paper aims to find the cohesive devices of conjunctions used by thelearners. Through analyzing eight learners essays, the writer found 37 forms and 12types of conjunctions in the learners essays. The most significant form of conjunctionswasand, whereas the most significant types of conjunction as addition. Moreover,the writer also found some inappropriate use of conjunctions, which are groupedinto five, namely, unclassified, wrong mechanism, L1 interference, wrong forms ofconjunctions, and grammatical error. ]]>
<![CDATA[IMPROVING INDONESIAN EFL STUDENTS SPEAKING SKILL THROUGH PECHA KUCHA ]]>
<![CDATA[Angelina, Patricia]]>
<![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.v22i1.1789
<![CDATA[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.]]>
<![CDATA[BREAKING THE SILENCE: UTILIZING PECHA KUCHA TO PROMOTE STUDENTS SPEAKING SKILLS ]]>
<![CDATA[Mahendra, Aloisius Wisnu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v21i1.709
<![CDATA[This study aims to report the utility of Pecha Kucha in promoting students speaking skills in the general English course. As English known as the international language for communication, Indonesians expect to master English in order to broaden their future career opportunities. Most of them seek for English courses providing various communicative activities with the hope that they can improve and sharpen their speaking skills. Although the course has been designed for communication purpose, some students still are not be able to express their ideas freely during the speaking activities. They may feel afraid of making grammatical errors resulting to their low speaking performance. To facilitate students learning and encourage them to practice their speaking skills, Pecha Kucha has been utilized during the course. The study was conducted in the Language Institute of Sanata Dharma University in 2017. Recorded learning activities utilizing Pecha Kucha and field notes were collected through the classroom teaching-learning practices. Semi-structured interviews were also conducted to explore the findings and the analysis. The findings shows that the students actively engage with the utilization of Pecha Kucha by being able to explore their ideas and practice their speaking skills, and enjoy the learning process eventually.]]>
<![CDATA[ACOUSTIC ANALYSIS OF THE LENGTH OF /ʃ/ AND /Ʒ/ IN ENGLISH AFFRICATES ]]>
<![CDATA[Al Abdely, Ammar A. A.]]>;
<![CDATA[Hardan, Mariam S.]]>
<![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.v24i1.2633
<![CDATA[To participate in the ongoing debate of whether affricates are single phonemes or a combination of two distinct phonemes, this paper reports the results of an acoustic study of affricates. One of the arguments that supports one phoneme analysis is based on the assumption that the length of /ʃ/ and /Ʒ/ as single phonemes tends to be shorter when they are involved within the affricates /ʃ/ and /Ʒ/ respectively. However, this assumption has not been acoustically investigated. Thus, this paper measures the duration of /ʃ/ and /Ʒ/: first when they are alone, and second when they are involved in affricates to identify any length variation between the two cases. The study is based on acoustic and statistical analyses of the recordings of Iraqi, British and American speakers of English, who were asked to pronounce words that have the two fricatives /ʃ/ and /Ʒ/ alone and in affricates as well. The results of paired samples t-tests showed a significant difference in the length of /ʃ/ and /Ʒ/ as single phonemes and their length when involved within affricates in the pronunciation of Iraqi, British and American speakers both on the group and the overall levels. These results support the one phoneme analysis of affricates. Moreover, the results indicated that Arab learners and Iraqis in particular count heavily on temporal cues rather than spectral cues in perceiving English sounds. This shows the need for more training on the part of learners and teachers, and more attention on the part of English textbook designers.]]>
<![CDATA[EVALUATING FLIPPED CLASSROOM APPROACH IN EFL STUDENTS READING CLASSES ]]>
<![CDATA[Maharsi, Ista]]>;
<![CDATA[Wijayanti, Yunita Rizky]]>;
<![CDATA[Astari, Tri Retna]]>
<![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.v24i1.2768
<![CDATA[This paper examines the implementation of flipped classroom approach in an EFL private university in Indonesia. It explores how this approach impacts on students reading comprehension and how students perceive the flipped classroom in their learning process. Under the mixed method design, data were collected from pre-test and post-test, classroom observations, and students reflective notes. There were 47 students in the experimental groups and 25 students in the control groups. Those 72 students from both groups took a compulsory 2-credit Intensive Reading Course in their first year in the pre-service teacher training. Both groups were taught the same reading skills and tasks comprising of the total 14 meetings for the whole semester and each meeting took 100 minutes. Results indicate that students in the traditional classrooms gained an increase in their post-test score compared to their counterpart in the flipped classrooms. This might relate with the teacher-led instructions and scaffolding which are commonly conducted in traditional classrooms where students listen to teachers explanation and students can ask directly. Other reasons arehesitation/inconvenience in using technology in learning, task-related time management, and technology-related workload. However,for many students flipped classrooms are perceived as promoting independent, responsible, active, and free learning. Both benefits and drawbacks of flipped classrooms in this context are also discussed]]>
<![CDATA[The Negation Jangan from a Lexical Functional Perspective ]]>
<![CDATA[Pasaribu, Truly Almendo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013): April 2013 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v16i1.281
<![CDATA[This paper is an investigation into the properties of the negation jangan in the framework of Lexical-Functional Grammar. The analysis shows that the negation jangan can negate verbs functioning as predicate in a sentence. It follows both transitive and intransitive verbs. The constituent that fills the position in the subject is defined by the voice of the sentence. If it is in the active voice, the subject is the second person pronoun. On the other hand, if the word jangan negates passive voice, the subject is not restricted. It is possible in Indonesian sentence to have double negation because the negative adverb jangan can negatea negation tidak. It also follows adjectives, adverbs, nouns and clauses. Thenegation jangan also has a different grammatical construction when it precedesthe preposition sampai. The subject following jangan sampai is not restricted asthe subject following jangan sampai is in active voice. The word jangan can befronted to modify the whole clause.]]>
<![CDATA[VARIATIONS AND INSERTIONS OF SCHWA: EARLY TEENAGE L2 LEARNERS OF ENGLISH ]]>
<![CDATA[Agor, John Tetteh]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2187
<![CDATA[This study examines variations and insertions of schwa observed in the speech of 200 early teenage pre-intermediate second-language learners of English. The respondents were final-year students of a junior high school located in an urban setting in Ghana, a multilingual post-colonial African country south of the Sahara. The respondents read aloud sections of familiar texts they themselves chose. The reading sessions and subsequent oral interaction sessions were video-taped, transcribed verbatim, and analysed. The respondents articulation of schwa as captured in the recordings was compared with corresponding forms in the Ghanaian school variety of English. This variety served as the reference point for the comparisons made. Variations recognised were categorised and described focusing on their plausible sources. The findings indicate that all the unpredictable variants of schwa observed in their speech are traceable to their mother tongues. This has implications for second language theory, second language research, and second language pedagogy.]]>
<![CDATA[Three Models of English Morphology ]]>
<![CDATA[Bram, Barli]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012): April 2012 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v15i1.316
<![CDATA[This paper explores models of English morphology, namely Item and Arrangement (IA), Item and Process (IP), and Word and Paradigm (WP), which can be used to analyze morphological data, particularly word formation involving prefixes and suffixes. Sample data, consisting of complex words or words having more than one morpheme, were analyzed using the three models to discover their strengths and shortcomings. In order to find out the differences between the three models of morphology, it is important that the current writer should examine strategies for distinguishing between derivational affixes and inflectional ones. There exist three advantages if morphologists know very well the three models of English morphology. First is that IA fails to display a clear sequence of the item and arrangement when dealing with some irregular plural nouns and irregular past tense. Second is that IP offers a better solution to irregular plural nouns, such as mice and men. Third is that WP appears to be the most efficient model when dealing with inflectional morphology.]]>
<![CDATA[STUDENT-WRITERS 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): October 2018 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v21i2.938
<![CDATA[Working on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its students 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 teachers awareness of typical features in genre-based instructions.]]>
<![CDATA[Oral and Nasal Vowels in Pontianak Teochew ]]>
<![CDATA[Veniranda, Yohana]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015): October 2015 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v18i2.252
<![CDATA[The purpose of the study is to analyze the acoustic properties of the oral and nasal vowels, in terms of the values of the formants, the fundamental frequencies, the anti-formants, the intensity, and the bandwidths. The data were recorded and analyzed using the Praat program. The results show that there are changes of the average values of all the properties. The fundamental frequencies of the nasal vowels are all higher than their counterpart oral vowels. The hypothesis is correct for this acoustic property. However, by the test of significance t-test, only the nasal [a?] and diphthong [u?a?] have significantly higher frequencies. The results of the average of intensity show that nasal vowels/ diphthongs may not always have higher intensity than their counterpart oral vowels/ diphthongs.]]>
