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[Students Subject-Verb Agreement Errors in Paragraph Writing Class ]]>
<![CDATA[Mali, Yustinus Calvin Gai]]>;
<![CDATA[Yulia, Made Frida]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012): October 2012 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v15i2.320
<![CDATA[Subject-verb agreement is an essential element to master by English Language Education Study Program (ELESP) students, who are prepared to be English teachersin the future. However, the researchers still find the fact that ELESP students makethe errors on the agreement. For that reason, it would be significant to find out theerrors 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 asemi-structure interview.The research results showed most of the errors belongedto misinformation category (71.4%) and were subsequently followed by omissioncategory (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 makethe errors, namely interlingual error, ignorance of rule restrictions, incompleteapplication of rules, false concepts hypothesized, and carelessness.]]>
<![CDATA[AN APPROACH IN TEACHING WRITING SKILLS: DOES IT OFFER A NEW INSIGHT IN ENHANCING STUDENTS WRITING ABILITY ]]>
<![CDATA[Indrilla, Nidya]]>;
<![CDATA[Ciptaningrum, Dyah Setyowati]]>
<![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.v21i2.1036
<![CDATA[This paper aims to reveal the effectiveness of Scientific Approach in the teaching writing skills. This research used a quasi-experimental design. The population was grade VIII students of Redion School. Two classes were randomly selected as the sample. They are class 8B which used Scientific Approach as the experimental group, while class 8D becomes the control group which used conventional approach. The data were collected by using writing test. The data were analyzed through descriptive and inferential statistics with the SPSS 20 for Windows computer program. The results were as follows: (1) there were significant differences in the writing achievement among the students taught by using the Scientific Approach and conventional approach, (2) the use of the Scientific Approach was more effective than that of the conventional approach in teaching writing skills.]]>
<![CDATA[FACE THREATENING ACTS (FTAs) IN AIPAC POLITICAL ANNUAL SPEECHES BETWEEN 2006 AND 2012 ]]>
<![CDATA[Tarak Dridi]]>
<![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.v24i1.2684
<![CDATA[Face Threatening Acts are politeness forms which have been struggled over in the past and now as they are pragmatically deemed relevant in identifying centripetal and centrifugal movements exerted by political actors on their interlocutors. The findings on approaching political discourse from politeness perspective have been controversial and ranged from being confined to the interactional level to negotiating implicit power relations.This present study offers a politeness theoretical framework to examine AIPAC political annual speeches between 2006 and 2012. The target of this research is to understand which politeness strategies political actors deploy when addressing the audience and how these political speakers please the other and fulfill political ends. The results display an over-reliance on Face Threatening Acts on record with redressive action at the expense of Face Threatening Acts on record without redressive action and Face Threatening Acts off record. Positive politeness, notably expressive speech acts, play an inclusive role, gain the audience sympathy and reshape public opinion. The study fills the gap in the study of the impact of positive politeness on political discourse and calls for the consideration of expressive speech acts as means of power negotiation rather than mere interaction. ]]>
<![CDATA[Students Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT) Course ]]>
<![CDATA[Purnomo, Marselina Karina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v20i1.504
<![CDATA[Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT) course which is one of the courses in English Language Education Study Program (ELESP) of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students learning for it formed a meaningful learning in class.]]>
<![CDATA[CULTURAL TRANSLATION OF PROVERBS FROM NEPALI INTO ENGLISH ]]>
<![CDATA[Neupane, Nabaraj]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3045
<![CDATA[Proverbs are witty, pithy, and epigrammatic expressions. They are idiosyncratic, being based on a specific culture. As cultural translation is difficult, translation of proverbs is not easy. Yet, translation practices on such genre have been appearing. In such a scenario, some such practices are found in the domain of Nepali into English translations. In this background, the present study aims at reviewing the available models for translating proverbs and recommending one, which can be used for translating Nepali proverbs into English. To achieve the objectives, I collected twenty proverbs purposively from Lall (1991) and Sharma (2000), primarily because I could deal only with twenty in a short period and limited space. By way of qualitative analysis and interpretation and by testing Wilson's (2009) model, I have concluded that the model is applicable for the purpose.]]>
<![CDATA[FOREIGN LANGUAGE READING ANXIETY AMONG THEOLOGY DEPARTMENT STUDENTS: CONTRIBUTING FACTORS AND ALLEVIATING STRATEGIES ]]>
<![CDATA[Limeranto, Jeane Theresia]]>;
<![CDATA[Subekti, Adaninggar Septi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.2962
<![CDATA[The study investigated factors contributing to English for Theology students’ Foreign Language Reading Anxiety (FLRA) and their strategies to alleviate it. This study was the continuation of a quantitative study involving 63 Theology student participants which found that their FLRA was significantly correlated with their reading achievement negatively. It was also conducted to fill the void in the FLRA literature in the Indonesian university context especially in Theology department necessitating learners to read a lot of passages in English, possibly quite anxiety-provoking for learners. Four selected participants from the previous quantitative study were interviewed and the data were analysed using Thematic Analysis. The study found that low self-confidence, lack of peer support, low self-perceived language competence, low motivation, and unfamiliar vocabulary increased learners' FLRA. Teachers' various methods, emphasising group activities were found to reduce their FLRA whilst whole-class reading activities tended to increase their FLRA. Furthermore, the uses of various reading strategies taught in class to comprehend texts were reported to reduce their FLRA to a certain extent depending on the degree of success of learners in using the strategies. Implications, limitations, and suggested directions for future studies were mentioned in light of the study's findings.]]>
<![CDATA[RHETORICAL MOVE AND GENRE KNOWLEDGE DEVELOPMENT IN LOCAL AND INTERNATIONAL GRADUATES’ THESIS AND DISSERTATION ABSTRACTS ]]>
<![CDATA[Putri, Tara Devina]]>;
<![CDATA[Kurniawan, Eri]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3433
<![CDATA[In recent years, there has been an increasing interest in the study of research abstracts and its rhetorical structure. While the number of studies in rhetorical moves of RA abstracts are growing, there is still little attention given to thesis and dissertation abstracts especially in relation to the link between genre knowledge and its rhetorical realization. The present study aims to identify the variations of rhetorical move manifestation in abstracts of master’s theses and dissertations written by local and international graduate lecturers and explore the relationship between the manifestations and the author’s genre knowledge development. This study employed a qualitative approach with Hyland’s (2000) five-move analysis model as the main framework of the study. The findings revealed that there were similarities in the rhetorical structure of abstracts by the local and international graduates. The study also found that educational level and supportive academic environment play an important role in author’s genre knowledge trajectories. The findings discovered in the study provide a clearer picture to help in the development of a universal guideline for abstract writing in final papers for higher education.]]>
<![CDATA[INCORPORATING INCLUSIVE ASSESSMENT PRINCIPLES AND UNIVERSAL DESIGN FOR LEARNING IN ASSESSING MULTICULTURAL CLASSROOM: AN AUTOETHNOGRAPHY ]]>
<![CDATA[Kusumaningsih, Sisilia Novena]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3656
<![CDATA[Teaching a multicultural classroom has always been challenging for educators. With the rush toward global standardization, there is a concern that uniformity in education will sacrifice students’ freedom in expressing their skills and knowledge. This problem can be seen in the way students are being assessed. The rapid growth of standardized tests and the demand to meet yearly progress thresholds are tangible examples of how assessments may limit the way students demonstrate their learning attainment. This article aims at presenting several alternatives teachers could take to implement Universal Design for Learning (UDL) and inclusive assessment principles in assessing multicultural classrooms. This analytic autoethnography study yielded three themes: providing options of assessment forms, providing accommodation in conducting assessments, and using the strength-based language in assessment feedback.]]>
<![CDATA[ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS ]]>
<![CDATA[Jacobs, George M.]]>;
<![CDATA[Renandya, Willy Ardian]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3819
<![CDATA[One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.]]>
<![CDATA[THE USE OF E-RESOURCES FOR YOUNG LEARNERS ENGLISH TEACHING MATERIALS ]]>
<![CDATA[Meisani, Diah Royani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3080
<![CDATA[As internet technology has become more influential and cultured, online or e-resources are nowadays present as alternatives for teaching materials. The resources themselves play an important role in lesson planning, instruction delivery, and take a part in determining the learning achievement. This study was conducted to investigate the forces that drive elementary school English teachers (N = 178) in utilizing online teaching materials together with the benefits and challenges they faced in using them. From the questionnaire, it was revealed that almost all respondents used and benefited from online resources taken from Google, YouTube, and other search engines. Further investigation through interviews revealed prevalent responses on e-learning materials utilization that are categorized as follows: accessibility, practicality, authenticity, and variety. Other benefits, such as the features of online resources that positively attract young learners in foreign language learning are meaningfully advantageous as they improve students’ learning engagement (SLE). These findings support evidence for e-learning resources as teaching materials for overcoming the shortage of teaching guidelines and materials in English for Young Learners (EYL) classes. Teachers’ responses towards the challenges in using this type of material lead to the implication that schools and other related stakeholders should take serious concerns to equip EYL teachers with professional development or in-service training, particularly in teaching material development and online resources integration.]]>
