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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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Needs Analysis of English for Aeronautical Engineering Purposes at STT Adisutjipto Yogyakarta Pertiwi, Dewanti Ratna
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.v19i2.304

Abstract

In the context of ESP, needs analysis is the first step to develop a program. Needs analysis is conducted to investigate the present students mastery and the need of the future work field. This study aims to investigate the needs analysis of English for aeronautical engineering. The study employed a survey technique in the form of distributing questionnaires and interview for the lecturers, and centre of quality insurance. Indonesian qualification framework to standardize the graduate of aeronautical engineering with the national criteria is used as the source of developing the research instruments. The result of the study is expected to be able to build the foundation of developing better English course for aeronautical engineering students.
LANGUAGE ATTITUDES AND IDENTITY CONSTRUCTION OF TRILINGUAL LEARNERS IN A RURAL SCHOOL IN THE PHILIPPINES Esteron, Jerico Juan
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.v23i1.2400

Abstract

Since its implementation in 2012, the Philippines mother tongue-based multilingual education (MTB-MLE) program has already generated issues that point to the seemingly inadequate preparation of the education bureau when it comes to teacher training and instructional materials production. However, one concern that is seldom mentioned in the literature is the learners attitude toward the languages they learn in the process. This is crucial because this attitude could reveal their learning motivations and formation of linguistic and sociocultural identity. Informed by the notion of language attitudes and construction of identity, this study explores the perception of trilingual children on their mother tongue and second languagesIlocano, Filipino, and English, vis-vis their identity construction. Results show that most of the learners hold a positive attitude toward the three languages. However, the identified negative attitudes of some learners as regards these languages may cause pedagogical concerns linking to language teaching and the discourse of culture, nationalism, and globalization.
ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES Castro, Maria Corazon Saturnina A.
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.v20i2.743

Abstract

Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices. This paper poses the major problem: How do teachers perspectives on corrective feedback match the students views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed. Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process.
AUTHORIAL PRESENCE IN ENGLISH RESEARCH ARTICLES BY NATIVE AND NON-NATIVE ENGLISH SCHOLARS Januarto, Adelia; Hardjanto, Tofan Dwi
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.v23i2.2473

Abstract

In this corpus-based study, we address the issue of authorial presence in English research articles (RAs) by native and non-native English scholars in the field of second language writing. Our purposes are to compare the frequencies of authorial presence and to examine discourse functions of authorial presence in the native and non-native English scholars RAs. To achieve these purposes, 48 RAs were collected from two Scopus-indexed journals, namely Journal of Second Language Writing and Assessing Writing. Overall, our finding suggests that native and non-native English scholars are different in terms of degree of visibility in which native English scholars are more visible than their non-native counterparts in their RAs. Furthermore, our functional analysis of authorial presence indicates that both native and non-native English scholars tend to use authorial presence more for the same purposes, i.e. to describe the research procedures and show the organizations of the texts. The similarity between the two groups may be caused by the international publishing context and the disciplinary writing practice in second language writing. In addition, these findings may be invaluable to material designs in English writing, especially in Indonesia, to assist students as novice writers to consider their explicit presence in their RAs.
Technology and Young Learners Kastuhandani, Fidelis Chosa
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
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.v17i1.258

Abstract

Nowadays, technology can be accessed by everyone easily, including young learners. This article discusses three things; the first is the discussion of what characteristics young learners have, the second discussion is about what kinds of technologies that could be integrated into classroom activities, and the third discussion is about how to weave ICT into young learners classroom setting. Employing ICT in teaching English to young learners, indeed, provides challenges for teachers to overcome. By far, the most useful resources in the classroom are the students themselves.
EFL CLASSROOM AND LEARNERS PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING Purnomo, Averina; Yuyun, Ignasia
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.v22i1.1538

Abstract

This study explored the learners perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learners score improved more in direct transmission.
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): 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.v21i1.949

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.
EFFECTS OF CLASS SIZE ON STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN ADO LOCAL GOVERNMENT, EKITI STATE Olurotimi, Babalola Joseph; Nike, Awe Olasunbon
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.v24i1.2602

Abstract

The need to get every individual educated in Nigeria necessitated the introduction of education policies like the Universal Primary Education, UPE (1976) and the Universal Basic Education, UBE (1999). The resultant effect of these policies is a steady and constant increase in schools’ enrolment, especially at the primary and secondary school levels. This led to overpopulation in the schools with some classes having as many as sixty students and sometimes above in a single arm. This study, through the analysis of questionnaires administered to students and their teachers, as well as the analysis of the examination results of selected students in JSS2 class looks at the effects of class size on students’ attitude and academic performance in the English language. The result of the analysis confirms a negative effect of large class size on the attitude and academic performance of students in the English language while the effect of small class size is positive on the students’ attitude to the learning of English language and consequently on their academic performance. As a corollary, the study establishes that teachers’ productivity is more positively enhanced in small classes than in large classes. On the basis of the findings, appropriate recommendations are made to ameliorate these negative effects and to reduce the incidence of large class size in our secondary schools in Ekiti State, Nigeria.
THE EFFECTS OF ACCENT FAMILIARITY ON ARAB EFL LEARNERS’ PERCEPTIVE INTELLIGIBILITY Nazari, Ahmad; Younus, Majid Rasim
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.v24i1.3081

Abstract

In accord with the current status of English as an International Language, the aim of this article is to develop a methodological framework to investigate the effects, if any, of accent familiarity on perceptive intelligibility in an Arab EFL context. To this end, a perception intelligibility test was developed to measure the intelligibility of Arab EFL learners and to determine the extent to which intelligibility varied in relation to accent familiarity. A listening text in English from the Speech Accent Archives produced by three speakers of different first language backgrounds constituted the material stimulus for the perceptive intelligibility test. In this respect, three accent familiarity levels were determined when measuring the perceptive intelligibility of Arab EFL learners. These accent familiarity levels included matched, mismatched and unfamiliar. The listeners were 60 randomly selected Arab EFL undergraduate students. An analytic five-point rating scale was also developed to measure the extent to which Arab EFL learners understood the English speech produced by speakers from the three different first language backgrounds. The results, in general, showed that Arab EFL learners understood with little effort most of the English utterances produced by the three English language speakers from different language backgrounds. However, the learners faced more effort and misunderstanding regarding the third speaker who represented an unfamiliar accent. The article concludes with a description of the research implications and applications that derive from the findings of the study.    
Question Word in the Mandarin Language Yunyu, Xu
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.v16i1.282

Abstract

In an interrogative sentence in Mandarin language, a question word can be placed in the beginning, middle or end of a sentence. Because of the different nationand culture, when a foreign student learns Mandarin, they find it difficult to understandthe question words and the position of the question words in that language. Because ofthat, the writer proposes to explain such problems. This research aims to find out whatare the types of question words in Mandarin, and also to explain the function and usageof question words in the Mandarin interrogative sentence. An interrogative sentence isa very important sentence. In Mandarin, the following question words: ?(shu Who????(z n?li) where, ???(z n?er) where????(w shme) why, ??(z?nme) why????du? sh?o? how many???(du? ji?) how long????? (shme sh) when???(shme) what????(zushme) why?? ??(g shme) why???(gma) why and so on are used to ask who, where, what, how much, when, what time, and why. Those words havedifferent functions and usage.Each sentence has a certain structure and word order. A question word can beplaced in the beginning, middle, or end of a sentence. When the place is changed, thereis a possibility of miscommunication.

Page 30 of 60 | Total Record : 594

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