cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274513301
Journal Mail Official
llt@usd.ac.id
Editorial Address
English Language Education Study Programme, Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
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
 27   28   29   30   31 
Using English Movie as an Attractive Strategy to Teach Senior High School Students English as A Foreign Language Kusumaningrum, Maria Asumpta Deny
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.v18i1.247

Abstract

The major purpose of this paper is to reveal how to implement English movies in teaching English as foreign Language to senior high school students. English as Foreign Language is implemented as the compulsory subject to learn in senior high school in Indonesia. Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Realizing that fact, teachershould find a strategy to attract students attention to learn EFL. Moreover, using English movies to teach English can be the answer. In the application, teacher can use English movies to teach four skills. They include listening, speaking, and also writing skills. By using English movies, teacher can also teach grammar and introduce new vocabulary to students. Furthermore, the belief that everyone loves watching movies strengthens the teachers confidence to use English movies as an attractive strategy to teach English as a Foreign Language to senior high school students.
EXTENSIVE READING FOR INDONESIAN UNIVERSITY STUDENTS: AN ALTERNATIVE FRAMEWORK FOR IMPLEMENTATION Yulia, Made Frida
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.v21i2.1616

Abstract

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. It has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. However, the implementation of Extensive Reading has sometimes been criticized for its not observing the outlined principles, for instance, in the issues of the absence of pleasure in its undertaking and the inclusion of inappropriate post-reading activities. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it proposes an alternative framework to implement Extensive Reading with Indonesian EFL university students. It will specifically cast some light on how to implement supervised (or instructed) Extensive Reading.
SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 3 Wijanti, Widdy
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.v20i2.737

Abstract

In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in English learning that a good language output comes from a good language input. The data is taken from the collections of reading materials taken from EAP course Level 1, Level 2, and Level 3 which are compulsory subjects for students at Sampoerna University in their first 2 years of study. The data then is processed using the Syntactic Complexity Analyzer (Ai Lu, 2013). The findings showed that the reading materials of EAP course Level 3 text is mainly suggested to be reviewed and revised in order to fulfill the five categories of syntactic complexity, i.e. the length of production unit, the sentence complexity, the subordination, the coordination, and the particular structure.
ENGLISH MEDIUM PUBLIC SCHOOLS IN NEPAL: A NEW LINGUISTIC MARKET IN EDUCATION Saud, Mohan Singh
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.v23i2.2571

Abstract

This article is the result of the pilot study of my PhD research project. It examines the views of the school principal, teachers, ethnic students and ethnic parents regarding the need and use of EMI along with its classroom practice. Nepal is a multilingual and multilicultural country with diverse geo-biological landscape. However, public schools in Nepal have been adopting English medium instruction as a new linguistic market in education, challenging the mother tongue based multilingual education policy of the government. This paradigm shift from Nepali as a medium of instruction (NMI) to English medium instruction (EMI) has raised controversy in the education system of Nepal. As this study found, there has been a growing demand of parents of EMI seeing English as a linguistic capital in the global socio-economic market and they have taken it as economic investment in education. A noticeable contradiction to the successful introduction of EMI in public school education is the tendency for there to be a gap between EMI policy and classroom practice. Teachers were found to have used bi-/trilingual language policy in the classroom neglecting the spirit of EMI. It seems that EMI public schools in Nepal need clear framework for the effective implementation of the spirit of English medium in the multilingual classroom contexts.
The Use of Authentic Materials in Teaching Grammar for EFL Students (Teachers Perspective) Mestari, Sri Agriyanti; Malabar, Fahria
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 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.v19i2.306

Abstract

The goal of this paper is to analyze the use of authentic material in teaching grammar for EFL students. Kilickaya (2004) define authentic materials as exposure to real language and use in its own community. Peacock (1997) has another definition of authentic materials which isthe materials that have been produced to fulfill some social purposes in the language community. Authentic materials are assume as the important tools for teachers in class in order to make his/her teaching effective in transmitting the necessary knowledge to all students. This presentation will discuss the effects of using authentic material in teaching grammar from teachers perspective and offer how authentic material can be used in grammar EFL class.
EFL TEACHERS ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS Belaid, Louiza; Sarnou, Hanane
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.v22i2.1895

Abstract

This work assesses the perspectives of teachers on pupils classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively.
LANGUAGE ATTITUDES OF INDONESIANS AS EFL LEARNERS, GENDER, AND SOCIO-ECONOMIC STATUS Paradewari, Dirtya Sunyi; Mbato, Concilianus Laos
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.v21i1.1051

Abstract

This study explored the language attitude in terms of gender and socio-economic status (SES) in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES). There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1) Indonesian learners showed positive language attitudes toward English (3.58); 2) positive language attitudes toward Indonesian (3.66); 3) positive language attitudes toward English and negative language attitudes toward Indonesian (3.52); 4) positive language attitudes toward Indonesian and negative language attitudes toward English (3.58); 5) positive language attitudes toward English and Indonesian (3.91). These five components of language attitudes were then correlated with gender; 1) gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097); 2) there was no relation between gender and Indonesian language attitude (-.071). In addition, SES was also related to five (5) components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155) than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031) than the learners from upper class and lower class.
A Learning Model Design Integrating ESP Course and Service Learning Program to Promote Relevance and Meaningfulness Prabandari, Carla Sih; Aji, Gregorius Punto; Yulia, Made Frida
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 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.v19i2.301

Abstract

Relevance and meaningfulness of the content courses need to beestablished to make learners realize that the knowledge acquired in the clasroomcan be utilized to give contributions to society. This research is aimed at designinga learning model integrating ESP course and Service Learning Program. ESP is asubject designed to enable students to design ESP programs. The integration ofESP and SLP allows students to exercise their skills in designing an ESP program,which is eventually implemented as one of their SLP programs. The currentresearch is targeted to describe what the learning model design integrating ESPCourse and Service Learning Program looks like.
ENHANCING DESCRIPTIVE WRITING ACHIEVEMENT BY APPLYING PROCESS APPROACH THROUGH ENVIRONMENTAL OBSERVATION Febriyanti, Riana; Inderawati, Rita; Fiftinova, Fiftinova
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.1039

Abstract

This study aimed at finding out whether or not: (1) there was a significant difference in descriptive writing achievement after they were taught by using process approach through environmental observation and (2) there was a significant difference in descriptive writing achievement between the students who were taught by using process approach through environmental observation and those who were not. By employing a quasi-experimental design, the sample of this study was 80 students of tenth graders of SMA Negeri 9 Palembang taken by using purposive sampling method. The data were analyzed by using paired sample and independent sample t-test. The result of this study showed that: (1) there was significant improvement in descriptive writing achievement of the experimental group; mean difference of post-test and pre-test was 7.500 and the significance value was 0.000 (p-value0.05), and (2) there was significant difference in descriptive writing achievement between the students who were taught by applying process approach through environmental observation and those who were not. The mean difference of the post-test of the experimental group was higher than the control group (7.5370.128) and the significance value was 0.000 (p-value0.05). Therefore, process approach through environmental observation is effective to enhance students descriptive writing achievement.
TEACHERS’ FEEDBACK ON ENGLISH SYLLABUS WITH LOCAL VALUES FOR ELEMENTARY STUDENTS Puspitasari, Ika Puspitasari; Ratri, Devinta Puspita; Tyas, Peptia Asrining
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.v24i1.2697

Abstract

The elimination of English subject for elementary school in curriculum of 2013  which has been regulated under the Government of the Republic of Indonesia’s Regulation number 32 year 2013 about the alteration of Government Regulation number 19 year 2005 about National Standard of Education affects on the absence of syllabus as guideline for teaching and learning process. Therefore, on previous study, a set of English syllabus for elementary school was developed to provide English teachers with guideline in teaching. To provide students with closer exposure on local character building, the syllabus was developed based on local value. In the process of syllabus development, try out was done to get feedback on its implementation on the syllabus in the teaching process. Moreover, feedback from teachers’ forum toward the syllabus was also obtained. The feedback received becomes a valuable input toward the improvement of the English syllabus. 

Page 29 of 60 | Total Record : 594

 27   28   29   30   31 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 28, No 2 (2025): October 2025 Vol 28, No 1 (2025): April 2025 Vol 27, No 2 (2024): October 2024 Vol 27, No 1 (2024): April 2024 Vol 26, No 2 (2023): October 2023 Vol 26, No 1 (2023): April 2023 (Publication in progress...) Vol 26, No 1 (2023): April 2023 Vol 25, No 2 (2022): October 2022 Vol 25, No 1 (2022): April 2022 Vol 24, No 2 (2021): October 2021 Vol 24, No 1 (2021): April 2021 Vol 23, No 2 (2020): October 2020 Vol 23, No 1 (2020): April 2020 Vol 23, No 2 (2020) Vol 23, No 1 (2020) Vol 22, No 2 (2019): October 2019 Vol 22, No 1 (2019): April 2019 Vol 22, No 2 (2019) Vol 22, No 1 (2019) Vol 21, No 2 (2018): October 2018 Vol 21, No 1 (2018): April 2018 Vol 21 (2018): Special Issue (Supplement) June 2018 Vol 21, No 2 (2018) Vol 21, No 1 (2018) Vol 21 (2018) Vol 20, No 2 (2017): October 2017 Vol 20, No 1 (2017): April 2017 Vol 20, No 2 (2017) Vol 20, No 1 (2017) Vol 19, No 2 (2016): October 2016 Vol 19, No 1 (2016): April 2016 Vol 19, No 2 (2016) Vol 19, No 1 (2016) Vol 18, No 2 (2015): October 2015 Vol 18, No 1 (2015): April 2015 Vol 18, No 2 (2015) Vol 18, No 1 (2015) Vol 17, No 1 (2014): April 2014 Vol 17, No 1 (2014) Vol 16, No 1 (2013): April 2013 Vol 16, No 1 (2013) Vol 15, No 2 (2012): October 2012 Vol 15, No 1 (2012): April 2012 Vol 15, No 2 (2012) Vol 15, No 1 (2012) More Issue