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[EXPLORING MORAL VALUES IN ENGLISH COURSEBOOKS FOR UNIVERSITY STUDENTS IN CHINA ]]>
<![CDATA[Wang, Jing]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4937
<![CDATA[This article examines the representation of moral values in textbooks designed for adult learners of English as a foreign language in China. Guiding the analysis is a view of critical pedagogy. Content analysis is employed to analyze the following questions: What moral values are embedded in the textbooks for university EFL students? Do the coursebooks contribute to developing cultural awareness both of the target culture and of the learner’s? Is the treatment of moral values in those textbooks adequate to develop students’ critical thinking? The study concludes that coursebooks are imbued with moral and cultural values, which may be explored by teachers who could create opportunities to cultivate students’ critical thinking.]]>
<![CDATA[EXPLORING THE LEVEL OF STUDENTS’ SELF-EFFICACY IN SPEAKING CLASS ]]>
<![CDATA[Siboro, Efrika]]>;
<![CDATA[Agung, Antonius Setyawan Sugeng Nur]]>;
<![CDATA[Quinones, Charito A]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4432
<![CDATA[Exploring the level of the students’ self-efficacy toward their speaking ability is the grand design of this study. The participants of this study were 28 non-native students from the suburban area in West Borneo. Those students belong to the third semester of the speaking class. In collecting the data, they were given a questionnaire. An in-depth interview was also conducted with 3 prominent students to validate and triangulate the represented data in the questionnaire result. Adopting Bandura’s theory, the results of this study show that the students manifested slightly high self-efficacy in the magnitude dimension, slightly high self-efficacy in the generality dimension, and very high self-efficacy in the strength dimension. In addition, the in-depth interview affirms that the students’ level in magnitude is influenced by their educational background; the students’ level in generality is affected by their interests in their particular field, and the student's level of strength is determined by their strong belief.]]>
<![CDATA[STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS ]]>
<![CDATA[Sukha, Prema Gupita]]>;
<![CDATA[Listyani, Listyani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4659
<![CDATA[This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback. Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class]]>
<![CDATA[STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES ]]>
<![CDATA[Pocaan, Jordan Miranda]]>;
<![CDATA[Bailon, Lyndon Lucila]]>;
<![CDATA[Pocaan, Jean Pauline Trilles]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.5087
<![CDATA[Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the remedial programs. The pre-tests revealed that the reading ability of the struggling readers was at a frustration level. Furthermore, the develop strategic intervention reading materials used in remedial programs were composed of 4 parts: learning content, learning task guide, assessment guide, and enhancement guide. The post-tests show that the participants reading ability progressed to instruction and independent level after the remedial program. It was concluded that determining the student’s present ability is beneficial to develop effective intervention materials. It was suggested that the school leaders and program specialists should develop faculty and student support programs ideally to uplift the student’s literacy.]]>
<![CDATA[PREPARING FOR NEW LEARNING: PUBLIC VOCATIONAL HIGH SCHOOL STUDENTS’ AND TEACHERS’ E-LEARNING READINESS IN THE EFL INSTRUCTION ]]>
<![CDATA[Aryani, Made Ayu Bintang]]>;
<![CDATA[Santosa, Made Hery]]>;
<![CDATA[Dambayana, Putu Eka]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.3060
<![CDATA[This study aimed to find out 1) the e-learning readiness level of students and teachers in Public Vocational High School Singaraja and 2) factors affecting teachers’ and students’ e-learning readiness level of Public Vocational High School Singaraja. It designed using mixed method through survey instrument consists of 3 dimensions (e-learning readiness, e-learning acceptance, e-learning training) and interview guide. The instruments validated by the experts and gained 0.666 from 70 students’ sample and 0.231 from 7 teachers’ sample. The reliability was 0.988 0.666 of 35 items and 0.933 0.231 of 38 items. The survey filled by 410 students and 15 English teachers meanwhile the interview answered by 10 students and 5 English teachers. The questionnaires showed they still need few improvements meanwhile interview results shown their e-learning readiness affected by features, benefits, challenges, familiarity, experience and personal innovativeness. Those results showing that e-learning benefits improve their readiness meanwhile e-learning challenges could lower the users’ readiness. It is considered to improve their readiness by reducing e-learning challenges to create comfortable e-learning access.]]>
<![CDATA[READING ANXIETY OF EFL LEARNERS IN INDONESIAN RURAL SCHOOLS: A QUANTITATIVE STUDY ]]>
<![CDATA[Mudra, Heri]]>;
<![CDATA[Mckinnon, Timothy]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.5221
<![CDATA[The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.]]>
<![CDATA[THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES ]]>
<![CDATA[Tutyandari, Caecilia]]>;
<![CDATA[Anandari, Christina Lhaksmita]]>;
<![CDATA[Ardi, Priyatno]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4213
<![CDATA[This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills.]]>
<![CDATA[RHETORICAL MOVES IN THE BACKGROUND SECTIONS OF EFL INDONESIAN VOCATIONAL COLLEGE STUDENTS ]]>
<![CDATA[Rahayu, Titik]]>;
<![CDATA[Permatasari, Ita]]>;
<![CDATA[Mudofir, Imam]]>;
<![CDATA[Sutantohadi, Alief]]>;
<![CDATA[Maftuh, Moh. Farid]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4273
<![CDATA[Rhetorical moves in academic writing are interesting topics and strategic issues in linguistics. Many studies have investigated the moves in all sections of research articles for example abstract, introduction, research method, findings and discussion, and conclusion. However, few studies investigated the rhetorical moves found in vocational college students’ academic writing, particularly in a background section. Therefore, this current research was aimed at revealing the rhetorical moves and patterns in the background of the study. This study analyzed 29 background sections from final project reports of vocational college students enrolled in the English study program of one of the state polytechnics in Indonesia. The reports were developed based on two major areas namely tourism and journalism. The data were analyzed by referring to the CARS model by Swales (2004). This research revealed that Move 1 and Move 3 occurred in all background sections. However, Move 2 was not used in several background sections although Step 1 in Move 2 is obligatory. Regarding the rhetorical patterns, seven patterns were found with different frequencies. The most used pattern was M1-M3S1. The current study may give implications to pedagogical settings related to the emphasis on establishing a niche in the background section.]]>
<![CDATA[SPEAKING ACCURACY, FLUENCY, AND BEYOND: INDONESIAN VOCATIONAL STUDENTS’ VOICES ]]>
<![CDATA[Cendra, Anastasia Nelladia]]>;
<![CDATA[Sulindra, Eric]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4579
<![CDATA[Speaking mastery has been known as the benchmark of language learning, yet many students still find it difficult to speak with great accuracy and fluency. To widen the knowledge and fill the gaps in the existing research, this present qualitative-descriptive research is to investigate how vocational students see accuracy, fluency, and other psychological-related aspects in speaking as well as collecting some suggestions to create a better speaking class. By distributing questionnaires and conducting semi-structured interviews, the present research revealed that the participants were slightly more inclined towards accuracy compared to fluency, which may result in the inhibition of risk-taking. Moreover, some psychological-related challenges such as feeling nervous, unconfident, and afraid to make mistakes were prevalent among the participants which affected their speaking performance negatively. Finally, the participants yielded some suggestions for a better speaking class, which include assisting students in four stages of speaking and providing appropriate feedback.]]>
<![CDATA[IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING ]]>
<![CDATA[Mufida, Nisa Hanum]]>;
<![CDATA[Ningsih, Harni Kartika]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4696
<![CDATA[Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.]]>
