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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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A Flexible Approach to the EGP Syllabus: Why It Is Possible Mbato, Concilianus Laos
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.v17i1.275

Abstract

Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.
STUDENTS' PERCEPTION OF TABLEAU IN EFL CLASSROOM Aulia Agustin; Susilowaty Susilowaty
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.v22i2.2036

Abstract

This is the qualitative study that examines the students perception of benefits and concerns of tableau used in EFL classroom. Tableau actually is one of the process drama techniques which allows the students to create a living picture using their body, gesture, and facial expression. Tableau is theoretically useful for students to be engaged in reading because it offers all reading strategies. However, there has been few available studies regarding to tableau, especially in EFL classroom context. It was then compelling for conducting the study of how students perceive of their experience in doing tableau in their classroom. The participants were 25 students in one of the EFL classroom in Indonesia. These participants were engaged in doing tableau for three-time meetings. After they experienced doing tableau in their classroom, they were asked to write a reflective journal to know their perceptions in regards to the benefits and concerns of tableau. Moreover, four participants were interview to get deeper understanding of their perception of tableau. The results from reflective journals and interviews revealed that the students perceived several benefits were gained after doing tableau, such as it helps them create sensory images, gain more vocabulary knowledge, deepen characters feeling, learn collaboratively, provide an alternative learning, and creating a fun atmosphere in the classroom. However, they also perceived several concerns about tableau, such as it takes much time, some ineffective groupworks still happens, and they also reported that they found some students misinterpreted the text in tableau.
THE EFFECTS OF RATING EXPERIENCE AND DISCOURSE MODES ON ASSESSING EFL LEARNERS WRITING PERFORMANCES Rania Zribi; Chokri Smaoui
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 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.v24i2.2986

Abstract

This study aims at investigating the effects of discourse modes on assessing EFL learners written performances. A total of fifty raters judged sixty essays (30 narratives and 30 argumentative writing modes) written by third-year English students from the Faculty of Letters and Humanities. Raters not only scored the compositions but also justified their scores assignments based on written explanations. Raters rating behaviors were diagnosed based on a variety of quantitative and qualitative tools. Essay scores were analyzed based on the statistical model FACETS to measure raters severity and internal consistency, task difficulty, and the scale functioning across writing modes. Qualitative data (gathered from interviews and report forms) were also analyzed in order to examine which aspects of writing were deemed more important than others across task types. The analysis revealed that the discourse mode was substantially an influential factor. The narrative task was more difficult than the argumentative one. Narrative essays were judged harsher than argumentative essays. Less consistent ratings could be detected from the narrative mode, compared to the argumentative one. Qualitative findings showed that the two writing modes were different in their qualitative judgments due to their different genre requirements and norms.
STUDENTS’ PERCEPTUAL ENGLISH LEARNING STYLE; MAJOR AND MINOR PREFERENCES IN HIGHER EDUCATION Arif, Muhammad; Danial, Muhammad; Nurhaeni, Nurhaeni
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 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.v24i2.3499

Abstract

Every students have different ways in collecting, processing, and understanding information. Those refers to the preferences of students in learning or known as learning styles. Therefore, this study aimed to identify and recognize the students’ major and minor perceptual learning style preferences in English Education Department at Universitas Sulawesi Barat. This research was used quantitative approach by using survey design. This research was conducted in English Education Department at Universitas Sulawesi Barat with 79 respondents or college students who were selected by Saturated sampling. The data of this research were collected by using Reid’s (1987) Perceptual Learning Style Preferences Questionnaire (PLSPQ). The data were analysed with self-scoring based on Reid (1978) and descriptive statistic by using SPSS Software Statistic Version 20. The findings of the research shows the averages of the learning style of college students in English Education Department at Universitas Sulawesi Barat the year 2019 was categorized as none major perceptual learning styles preference. On the other hand, they were categorized as minor perceptual learning styles preference, in which kinaesthetic learning style had highest mean with (37.84) than another learning style, and followed by group learning style with mean (37.67), tactile with mean (36.91), auditory with mean (36.55), visual with mean (35.87), and individual learning style with mean (34.73). Even though they were categorized as minor perceptual learning styles preference, but the students still be able to learn better by their high minor condition. 
RETHINKING TEACHING AND LEARNING LANGUAGE IN THE NEW ERA: LESSONS FROM THE COVID-19 PANDEMIC IN TANZANIA Upor, Rose Acen
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 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.v24i2.3262

Abstract

This study examines the language teaching and learning experiences in Tanzania that were prompted in response to the impact of COVID-19 pandemic-related school closures. Crucial to the study was determining how students’ and teachers’ coped with language teaching and learning and determining technological resources and their usefulness in language teaching and learning.A total of 127 students (74 female, 53 male) and 33 teachers participated in the study. The study revealed that the reception of educational broadcasting was low among the participants while reliance on mobile learning increased, the participants faced challenges when they attempted to cope with the shift to technology-based formats for language teaching and learning, and students were not fully able to develop the autonomy of learning on their own partly due to the unpreparedness for the shift to technology-based learning.Overall, the results confirm that web resources, SNS, and applications are rapidly becoming a resource for native speaker input for students learning English in foreign language learning contexts.
ERROR ANALYSIS OF INFLECTIONAL AFFIXATION IN ACADEMIC WRITING OF FRESHMAN STUDENTS Florianus, Clauvico Chesario; Syamsi, Vera
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 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.v24i2.2759

Abstract

Errors, defined as mistaken application of linguistic theory done by language learners, are generally seen as negative element in language learning. However, several researchers believed that error analysis can be used to understand how students process a target language. Understanding this will give insights on which areas of language the students find it difficult. Therefore, this study was conducted for this purpose. Descriptive qualitative methodology was employed to examine types of writing errors that are related to inflectional affixation performed by 8 freshman students. The errors that were identified in the students’ written language were described in linguistic and surface category. Authoritative interpretation was conducted to investigate the cause of error occurrence through interview. The study finds that the students still face difficulty in subject-verb agreement, plurals, and past participle. Furthermore, it was also found that the dominant cause of the error occurrence is interlingual factors, negative transfer from their first language.
THE EXPLORATION OF UNIVERSITY STUDENTS’ PERCEPTIONS OF USING TECHNOLOGY IN ACADEMIC WRITING CLASSROOMS Mali, Yustinus Calvin Gai
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4234

Abstract

This study explores university students’ perceptions of the usefulness of technology, the frequency of using technology, a technology tool that the students like the most, and perceptions if the technology they like the most helps them meet the characteristics of good writing. To meet the research goals, sixty-seven undergraduate students of a private university in Indonesia were asked to respond to a close-ended online questionnaire that surveyed their perceptions of using technology in their academic writing classroom. The findings indicate that an online dictionary, Google search engine, and Google translate are the technology that the students frequently use and consider useful to enhance their writing. Further, an online grammar checker is found to be a technology tool that the students like the most, and they feel that the tool can help them meet the characteristics of good writing. Recommendations for teaching practices using the technology and directions for further research are discussed.
GAZING AT THE BODY AS A LOCUS OF COMPETENCE: IMPLICATIONS FOR LANGUAGE EDUCATION Sugiharto, Setiono
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4466

Abstract

It is well-established that the notion of language competence often bandied about in English language teaching scholarship owes much of its allegiance to the Chomskyan tradition, which privileges mind over body and other materiality. Tracing this tradition to its root, one may surmise that the infamous Chomskyan competence has been the sustenance of Cartesian linguistics as the Neo-Platonic philosophical tradition known for its condemnatory arguments against body in the pursuit of knowledge. Basing on the idea of somaesthetics initially proposed by Richard Shusterman, I argue in this conceptual article that English language teaching landscape needs to embrace insights generated by current research and theorization on the pivotal role of the soma (the living body) as a source of competence in facilitating communicative practices. I will first discuss the notion of somaesthetic, and then demonstrate that research in language teaching and language acquisition scholarship (albeit limited in numbers) has long been inspired by this body philosophy. Implications for English language teaching will be offered.
THE EFFECT OF ENHANCED EXTENSIVE READING TO THE INCIDENTAL ENGLISH PREPOSITION ACQUISITION Xenia, Tia; Anjani, Christiana Dwi Prisilia
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4440

Abstract

The English prepositions are still problematic for EFL learners since the existing knowledge of their first language hinders them from understanding the use of English prepositions. This study investigated the effect of enhanced extensive reading on their incidental English preposition acquisition. A total of 16 Indonesian University learners of English as a foreign language participated in this study. The treatment lasted for four weeks, initiated with the pretest. Two weeks after the treatment, the posttest was administered, followed by distributing questionnaires to find out the factors influencing them in doing the posttest. The results showed a significant improvement in the students' incidental acquisition of the targeted English prepositions after they received repeated exposure to the English prepositions through enhanced extensive reading. The factors influencing the improvement of their incidental acquisition involve their existing knowledge of the English prepositions and their built intuition in decision making. It is hoped that teachers and educational institutions are encouraged to add extensive reading to their curriculum.
GAZING AT ‘THE-YOU-KNOW-WHO/WHAT’ IN WHATSAPP: DEIXIS USED IN ONLINE LEARNING AMID COVID-19 PANDEMIC Sugianto, Ahmad; Muslim, Ahmad Bukhori
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4485

Abstract

WhatsApp, as one of the most powerful and ubiquitous social media platforms, has become one of the promising tools utilized for English online learning during the current crisis, COVID-19 pandemic. Nevertheless, interacting effectively via this platform might be challenging for messages communicated to this platform might have more than one meaning that is likely to result in misunderstanding among the users. Thus, understanding deixis, known as one of the interactional phenomena in which language and context can be figured out, is invaluable. Nevertheless, to the best of the writers’ knowledge, studies concerning the use of deixis with respect to WhatsApp for English online learning are still left under-researched. Therefore, the present study aimed to investigate the deixis employed during online learning via a WhatsApp group. The method utilized in this research was a descriptive study. Besides, the participants comprised 23 postgraduate students and an instructor from an English Education Study Program of one university in Bandung city. The data were taken from the artefact in the form of an online chat archive.  Based on the data analyzed, the findings revealed that all the types of deixis encompassing personal, social, discourse, place, and time deixis were found in online learning through the WhatsApp application. In this regard, the person(al) deixis (46%) was the most frequently used deixis, followed by social (39%), discourse (8%), place (5%), and time deixis (2%), respectively. Moreover, the appropriate and effective use of deixis by the instructor was found to influence students’ engagement and critical thinking ability. Besides, the WhatsApp feature, emojis, was found to be utilized along with the deixis, as well as it assists in providing some emphasis, understanding of the messages conveyed, and showing respect or compliment among the participants.

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