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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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READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY Tanjung, Firima Zona; Ridwan, Ridwan; Gultom, Uli Agustina
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve students’ reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014) and Chauhan and Lal (2012). The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program. DOI: doi.org/10.24071/llt.2017.200209
Fluency or Accuracy - Two Different ‘Colours’ in Writing Assessment Listyani, Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Fluency and accuracy. These two things have victoriously won many teachers’ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers’ and students’ attention. These language production measures have distracted many lecturers’ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students’ essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data were gained from close observation on documents, that is, 21 students’ essays and interviews with 2 students of Academic Writing in Semester II, 2015-2016. Four writing lecturers were also interviewed for their intellectual and critical opinions on these dilemmatic problems in assessing writing. Discussion results of FGD (Forum Group Discussion) involving all writing lecturers at the English Education Study Program at the Faculty of Language and Literature of Satya Wacana Christian University which were held in June, 2016, were also included as source of data. Hopefully, this paper gives a little more “colour” in the area of writing assessment, and gives a little enlightenment for other writing lecturers. DOI: https://doi.org/10.24071/llt.2016.190201 
TEACHERS’ BEHALF ON LANGUAGE TEST CONSTRUCTION Ismail, Nyak Mutia; Yoestara, Marisa
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

There are four steps necessarily to be conducted when designing multiple-choice test items, namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discarding items (Brown, 2004). As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study focuses on high school teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was used in obtaining the data. A questionnaire was distributed to 15 teachers. The analysis process was carried out through three-step analysis (Miles, Huberman, & Saldana, 2013). The results depict that the teachers hardly conduct the index determining step or try-outs when constructing a test. This implies that there is no empirical warrant that all items are worth tested and can be the fundamentals for decision-making when assessing and evaluating students’ test results. DOI: doi.org/10.24071/llt.2017.200201
SPEECH DISFLUENCY IN GROUPS’ PRESENTATIONS OF ENGLISH EDUCATION MASTER’S PROGRAM STUDENTS Sanjaya, Albertus Agung; Nugrahani, Veronica Esti
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

AbstractEnglish Education Master Program (EEMP) students are required to master listening, speaking, reading, and writing skills. Regarding the speaking skill, they must have fluency and clarity in speaking English since they should be good models for their students. However, the minimal use of English in their oral communication during the courses leads to the speech disfluency. They are aware of their disfluency but they do not understand the specific aspects of it. Thus, this study aimed to discuss the speech disfluency produced by the master students in oral communication. There was one formulated research question: “What are the speech disfluencies which commonly occur in groups’ presentations among EEMP students?” To examine the speech disfluencies, the researchers employed document analysis as the method of the study. The transcription of their groups’ presentations were analyzed based on the types of disfluency (Shriberg, 1994; Bailoor, John, & Laxman, 2015). The findings showed that there were five disfluency types found in this study namely unfilled pause, filled pause, repetition, substitution, and deletion. DOI: doi.org/10.24071/llt.2018.210102
Students’ Subject-Verb Agreement Errors in Paragraph Writing Class Mali, Yustinus Calvin Gai; Yulia, Made Frida
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Subject-verb agreement is an essential element to master by English LanguageEducation Study Program (ELESP) students, who are prepared to be English teachers in the future. However, the researchers still find the fact that ELESP students make the errors on the agreement. For that reason, it would be significant to find out the errors made by the students as well as to discover the factors behind the errors. To achieve those purposes, the researchers conducted a document analysis and a semi-structure interview.The research results showed most of the errors belonged to misinformation category (71.4%) and were subsequently followed by omission category (17.9%) and addition category (10.7%). In addition, from the interview, the researchers also found five (5) major factors that caused the students to make the errors, namely interlingual error, ignorance of rule restrictions, incomplete application of rules, false concepts hypothesized, and carelessness. DOI: https://doi.org/10.24071/llt.2012.150204
IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ DESCRIPTIVE WRITING ABILITY Rubiyah, Rubiyah; Ping, Maria Teodora; Syamdianita, Syamdianita
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve students’ descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1) there was an improvement in the students’ descriptive writing average scores at the end of the second research cycle; 2) the implementation of the concept mapping technique was done properly by the teacher- researcher; 3) the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted.DOI: doi.org/10.24071/llt.2018.210107
Reconsidering the Nature of the Unconscious: A Question on Psychoanalysis in Literary Studies Suharjanto, SJ, L.
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Psychoanalysis has been used invariably in literary studies, as it helps literary interpretation to touch the often-puzzling-dimension of motives and feelings in literary works. The domination of psychoanalysis in the twentieth century, however, has been questioned with the new awareness that the unconscious mind is not innate but constructed. Such a disposition challenges not only the practice of using psychoanalysis in literary studies but also the validity of psychoanalysis itself. DOI: https://doi.org/10.24071/llt.2012.150104
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)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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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. DOI: doi.org/10.24071/llt.2018.210112
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)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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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, teacher should 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 teacher’s confidence to use English movies as an attractive strategy to teach English as a Foreign Language to senior high school students. DOI: https://doi.org/10.24071/llt.2015.180102
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)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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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-value<0.05), 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 (7.537>0.128) and the significance value was 0.000 (p-value<0.05). Therefore, process approach through environmental observation is effective to enhance students’ descriptive writing achievement.DOI: doi.org/10.24071/llt.2018.Suppl2103

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