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[THE GENDER-SPECIFIC NOUNS DENOTING PROFESSION/ROLE: THE MACEDONIAN CASE ]]>
<![CDATA[Janusheva, Violeta]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5645
<![CDATA[Resting only upon projects, manuals, reports, and recommendations, so far, the ongoing gender-neutral language debate has not attracted broader research attention in the Macedonian language. Therefore, this qualitative study aims to provide thorough information on the Macedonian gender-specific nouns denoting profession/role by analyzing their entries in the current online Macedonian Dictionary and some documents, using the general inductive approach. Indicating that the singular/plural masculine generic nouns designating profession/role in one of their meanings refer to both sexes, the research results underpin the consequences of this usage, revealing the natural/grammatical gender collision, which latently contributes to women’s invisibility in society in general. The findings further suggest that some feminine derivations, which still have not been widely embraced due to the traditional values, and which perhaps sound slightly strange and even a bit humorous, do not depreciate women, and their usage should be endorsed and strongly encouraged.]]>
<![CDATA[COMPARING LEXICAL DENSITY IN TEACHER TALKS: ELEMENTARY SCHOOL AND HIGHER EDUCATION LEVEL ]]>
<![CDATA[Ismail, Nyak Mutia]]>;
<![CDATA[Yoestara, Marisa]]>;
<![CDATA[Jamilah, Sitti]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.4971
<![CDATA[Teacher talk must be specific, clear, concise, and comprehensible for students as the target interlocutors. This study aimed to characterize lexical density in teacher talks of elementary school teachers and university lecturers during teaching. A qualitative descriptive technique was used involving lexico-grammar analysis from an SFL perspective. The subjects of this study were three elementary school teachers (6th-grade teachers) and three university lecturers (English lecturers) who were voluntarily recorded during their teaching time; once for each. Hence, the object of this study is the transcriptions of teacher talks from these six research subjects which were then analyzed using documentation techniques of data analysis namely selection, categorization, classification, identification, and verification. The results show that the lexical density used in elementary school teacher talk is 42.65% (low) and that one employed at the university level is 36.76% (low). Unexpectedly, the rate for elementary school is somewhat higher than that for the university level. This case appears to have an intervening aspect because the elementary school is an international school. It is learned that an educational institution—regardless of its level—with a distinct learning target would certainly influence the lexical density employed in the teachers’ spoken discourse during classes.]]>
<![CDATA[STUDENT'S PERCEIVED CONFIDENCE IN WRITING PUBLISHABLE ARTICLES ]]>
<![CDATA[Purwanti, Mariana Sri]]>;
<![CDATA[Kastuhandani, Fidelis Chosa]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5407
<![CDATA[There has been an increasing demand for undergraduate students to do their scholarly research and publish the finding in the form of articles in their final year of study. The importance of writing publishable articles is a repeated and step-by-step process to maintain self-confidence in writing articles. In other words, many students struggle to publish their articles because the rate of successful articles can be affected by the common mistake made. Therefore, this qualitative study aimed to find how undergraduate students perceived confidence in writing publishable articles since they may still have difficulties in writing articles. The researcher used thematic data analysis to summarize data points. This study applied criterion-based sampling as a technique to determine the sample. The total number of participants was 8 students. This study focused on English Language Education Study Program (ELESP) students in semester 8 at Sanata Dharma University who once joined a conference and published their articles. Data were collected from interviews, Focus Group Discussions (FGD), and document analysis. The findings showed that most ELESP students faced some challenges in writing articles. The challenges experienced frequently by students were the use of grammar and vocabulary. Nonetheless, the results showed that ELESP students utilized some online tools and benefited from feedback from other parties to increase their confidence in writing articles.]]>
<![CDATA[EVALUATING L2 VOCABULARY DEVELOPMENT FEATURES USING LEXICAL DENSITY AND LEXICAL DIVERSITY MEASURES ]]>
<![CDATA[Abu-Rabiah, Eihab]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5841
<![CDATA[Most of the research on lexical measures was conducted in English and conducted similarly in other languages without accurate adaptations to the language being tested. The first objective of this study is to identify differences between applications of lexical density and lexical diversity when tested as in English and when adapted to the language being tested. The second objective is to inspect the effect of acquisition time on intermediate-level second-language learners' lexical density and diversity. In a test-retest study over one year, Arabic Hebrew bilinguals (n=23) wrote argumentative essays, in which lexical density and diversity were analyzed according to two approaches; a conventional approach as in English and an adapted approach more aligned with Hebrew linguistic features. In both approaches, lexical density was calculated as the number of lexical words in proportion to the total number of words and lexical diversity using the type-token ratio (TTR) and Corrected TTR (CTTR). Findings reveal statistically significant differences between the two approaches and the adapted approach allowed for cross-language and interlanguage comparisons. Although no significant increase in lexical density and diversity over the year was found, various patterns for lexical development were observed; at the second time point, students with the lowest level of lexical diversity substantially improved and more essays fell within the lexical density range of a typically written language.]]>
<![CDATA[TRENDS AND OUTCOMES IN FLIPPED LEARNING-BASED INSTRUCTION IN TEACHING READING: SYSTEMATIC LITERATURE REVIEW ]]>
<![CDATA[Pilu, Reski]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.4669
<![CDATA[Despite the flipped learning growing popularity, empirical research to increase students' reading abilities is still lacking. The majority of research concentrates on students' impressions of the English language rather than particular language abilities. If there is, speaking, listening, and writing is dominant. This systematic literature review summarizes study findings on trends and outcomes of flipped learning-based instruction in teaching reading. The identification, screening, feasibility, and inclusion phase found thirty-one articles between 2015 and 2022 from the Scopus database with a premium Scopus account to access all sources without limits. The results showed that the research trend of flipped learning in teaching reading was less attractive to researchers than other English skills. It can be seen from the lack of publications from year to year and even tends to decline until May 2022. Further research on flipped learning in teaching reading can enrich the literature on knowledge. In addition, Flipped Learning has positive outcomes in influencing students' performance, especially if combined with other methods. For future research, several different research scopes can be considered, such as creating models or designs to apply flipped learning to students' reading performance and comprehension.]]>
<![CDATA[DUOLINGO SPANISH USERS: DISCUSSION BOARDS USE OVER TIME ]]>
<![CDATA[Neuschafer, Tom]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5767
<![CDATA[Spanish is one of the most popular foreign language subjects among learners, as there are currently 142 million users who have used Duolingo to learn Spanish. The Spanish language is projected to see even greater increases in the United States, both academically and demographically. The current research question asks, “How do individual Duolingo Spanish users use discussion boards over time among highly engaged, moderately engaged, and lower engaged users?” This study of Duolingo Spanish users is compared to a previous study about how highly engaged, moderately engaged, and lower engaged Duolingo German users use discussion boards over time. The results of the analysis showed that there were three themes: (1) highly engaged users make comments over a longer period of time over many years and have the highest proficiency in the Spanish language; (2) moderately engaged users make comments over a relatively shorter period of time during the duration of their studies; (3) lower engaged users are more likely to engage in the discussion boards socially about tangential topics over the span of months. The results of this study may inform researchers and educators on how discussion boards may facilitate language learning skills and Spanish knowledge to increase proficiency.]]>
<![CDATA[INDONESIAN STUDENTS’ PERCEPTIONS OF ENGLISH MEDIUM INSTRUCTION ]]>
<![CDATA[Puspitasari, Titik]]>;
<![CDATA[Ishak, Cita Nuary]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5762
<![CDATA[There has been an increasing trend in Indonesian higher education to run international programs. As a result, English for Medium Instruction (EMI) has started to be implemented in several departments at Indonesian universities. To successfully implement EMI classes, lecturers and students do play significant roles. This paper aims to gain insights into students’ perceptions of EMI and the challenges they faced in terms of understanding the subject content. Using convenience sampling, 35 undergraduate students of the International Psychology Program (IPP) at a private university in Indonesia were selected as the participants of the study. We used an explanatory sequential design using questionnaires and interviews as the instruments to collect the data. The findings revealed that the majority of the students have a positive perception of the implementation of EMI in their classes. However, its implementation also posed some challenges such as difficulties in comprehending lectures and the lack of ability in using English to conduct classroom discussions. The findings suggested the need for training before EMI courses that help students increase their English proficiency level as well as lecturers to improve their EMI pedagogic competence.]]>
<![CDATA[ENGLISH LANGUAGE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT OBSTACLES ]]>
<![CDATA[Mohammed, Abrar Kedir]]>;
<![CDATA[Gutema, Hailu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5912
<![CDATA[The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development training to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement scheme.]]>
<![CDATA[AN OPTIMIZATION-BASED ARTIFICIAL INTELLIGENCE FRAMEWORK FOR TEACHING ENGLISH AT THE COLLEGE LEVEL ]]>
<![CDATA[Hari Prasad Tiwari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 (Publication in progress...) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5954
<![CDATA[Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.]]>
<![CDATA[EFL STUDENTS’ CHALLENGES IN WRITING RESEARCH PROPOSALS ]]>
<![CDATA[Gai Mali, Yustinus Calvin]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5296
<![CDATA[This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.]]>
