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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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THE USE OF LINGUISTIC MODALITY AMONG MALAYSIAN LECTURERS IN LANGUAGE EDUCATION CLASSROOM FOR TEACHER CANDIDATES Von, Wong Yee
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.7468

Abstract

This study investigates the use of linguistic modality by Malaysian educators within the context of teaching English as a Second Language (TESL) programmes, focusing on its impact on teacher education and the engagement of prospective teachers. Six classroom observations and corresponding audio recordings were analysed using mixed-method content analysis to identify the frequencies and contexts of modal expressions. The findings revealed a predominant use of modalisation with high probability and a balanced modulation of obligation, alongside a notable use of low-inclination modalities. The lecturers used high-probability modal verbs to convey authority and certainty, while strategically using lower-probability modals to enhance engagement and promote critical thinking. Furthermore, the use of Malay modal expressions contributed to inclusivity and linguistic adaptability in the classroom. These results demonstrated the critical role of modality by educators in shaping the pedagogical communication of prospective teachers. The study highlights the essential need for educators to adeptly manage language choices to meet diverse educational needs and cultural contexts, thus improving teaching strategies in multilingual settings.
MOCK IMPOLITENESS AND SYMBOLIC INTERACTIONISM IN KI SENO NUGROHO’S JAVANESE SHADOW PUPPET SHOW Prakoso, Imam
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
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.v27i2.8190

Abstract

This research aims to investigate the use of mock impoliteness in Ki Seno Nugroho’s shadow puppet performances and the formation of symbolic interactionism between the puppeteer and the audience. This is due to the evolving forms of politeness within Javanese society, particularly in the realm of shadow puppet performances in the modern era. Additionally, there is a public perception of Ki Seno Nugroho as a humorous puppeteer using Bagong as a means of communication during his performances. The analysis of conversations between Bagong and other characters is used to explore the context of mock impoliteness and symbolic interactionism in Ki Seno Nugroho’s shadow puppet shows titled “Bagong Duta,” “Bagong Maneges,” and “Semar Mbangun Kayangan.” The results of this study indicate that the use of mock impoliteness serves to create a humorous atmosphere, thus enhancing the entertainment aspect of Ki Seno Nugroho’s shadow puppet performances. Moreover, it seems that Ki Seno Nugroho successfully portrays Bagong in three forms of symbolic interactionism: as a physical entity (the youngest son of Semar, the father of all panakawan characters in the Javanese puppet shadow story), a social entity (a representation of resistance by the common people towards authority), and an abstract entity (an entertainment element in shadow puppet performances).
ATTENTION TO PROBLEMATIC SOCIAL GROUP REPRESENTATION IN GUIDANCE FOR USING MASS MEDIA IN ENGLISH EDUCATION Brown, Charles Allen
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.7927

Abstract

While media studies amply document problematic social group representation in mass media materials, how English language educators are equipped to address these issues when they engage in the common practice of appropriating such artifacts for teaching is unclear. This research responds by collecting 319 prominent Internet sources providing guidance on using mass media materials for language learning and subjecting them to a content analysis. This analysis draws upon ten forms of problematic social group portrayal in the mass media as a conceptual lens. Analysis results indicate little attention to ableism, ageism, Christonormativity, classism, colorism, gender bias, heternormativity, lookism/sizeism, racism, and urbanormativity with articles universally acclaiming the integration of mass media materials into language teaching, primarily on the grounds of “authenticity.” Defined as materials authored by and for native speakers, this is an authenticity insensitive to authentic social group representation. This research is significant because of teacher reliance on the Internet as a source of materials, because of the global reach of English language teaching, the power of mass media, especially for youth socialization, and because there is a lack of previous research concerning how language teachers are trained to consider problematic social group representation in mass media artifacts.
A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING Anas, Ismail; Nur, Sahril; Afdaliah, Afdaliah; Irmawati, Irmawati; Akhmad, Akhmad
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.5548

Abstract

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.
REVISITING THE ENGLISH STATUS IN THE OUTER AND EXPANDING CIRCLES: INSIGHTS FROM GOOGLE STREET VIEW® Kurniawan, Hasyim; Moehkardi, Rio; Muliawati, Nabila
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.7659

Abstract

Globalization and glocalization may affect the use of English in Kachru’s (1986) Outer Circle and Expanding Circle countries. This study revisits the status of English by observing its use in the commercial signboards in Malaysia (Petaling Street) and the Philippines (Colon Street), representing the Outer Circle, Thailand (Khao San Road), and Indonesia (Legian Street), representing the Expanding Circle. Using Google Street View®, 557 signages were screen-captured, and their brand names, information, and slogan parts were analyzed. The finding shows that English is predominant on almost all signboard parts on the four streets, showcasing its crucial role in building brand identity and efficacy for communicating with a wider market. Furthermore, linguistic strategies such as code-mixing are pervasive in both circles, indicating the norm-developing characteristic not only in the Outer but also in the Expanding Circle. Language regulation enforcement may affect the degree of visibility of English, but its prevalence remains high nonetheless. Overall, the traditional conception of these concentric circles needs to be reanalyzed and a more fluid model needs to be put forward. 
ENGLISH VOCABULARY RETENTION ON MOVIE SERIES WITH L1 AND ENGLISH SUBTITLES: THE ROLE OF VOCABULARY LEVEL AND FREQUENCY Aziz, Zulfadli A; Mustafa, Faisal; Yulia, Miga
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
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.v27i2.7412

Abstract

Regardless of its significance for language learning, the effect of a movie subtitle on vocabulary retention was rarely investigated. This study aimed to compare the impact of the subtitles in the first language (L1, Indonesian) and English as the target language on the learners’ vocabulary retention after watching seven episodes of a movie series. Sixty pre-service English teachers were divided into L1 and English subtitle groups to watch all episodes of the series in three non-consecutive days with a randomly pre-determined subtitle. They completed a vocabulary test before the experiment, immediately after the experiment, and one week after the experiment. The tests comprise words from the 2nd to 11th 1,000 level appearing at least five times across all episodes. The data were analyzed using inferential statistical analysis. The results show that vocabulary improvement was significant in both groups without any differences between groups. Still, the English subtitle group outperformed L1 subtitle counterparts for vocabulary between the 2nd and 9th 1,000 level and vocabulary appearing between five and ten times. These results suggest that movie series with both L1 and English subtitles can be used to expose students to English vocabulary, but a target language subtitle was superior for vocabulary retention. Therefore, English language learners are suggested to watch captioned English movies for maximum impact on vocabulary acquisition.
EXPLORING STUDENT ENGAGEMENT WITH FORMATIVE ASSESSMENT AND ICT TOOLS Fukuda, Steve Toshihisa; Lander, Bruce W.; Pope, Christopher J.
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
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.v27i2.9092

Abstract

This study investigates the potential of Information and Communication Technology (ICT) tools to enhance formative assessment (FA) practices in English as a Foreign Language (EFL) classrooms. While previous research has focused primarily on teacher feedback in writing courses, this study emphasizes a broader scope of FA. Utilizing a cross-sectional, quantitative analysis, the research examines how ICT tools support FA's goal of facilitating the learning process from students' perspectives, thereby informing effective teaching practices and improving learning outcomes. Participants included 173 university EFL students in Japan, divided into English majors and non-English majors. The study employed a revision of an existing survey for language learning with digital tools and a self-developed survey based on an existing framework for FA. Correlational analysis indicated that participants generally perceived ICT tools as supportive of all five FA principles. Despite issues like connectivity problems, students found the tools valuable for making the learning progress visible and enhancing peer communication. The study underscores the importance of understanding and practicing FA beyond feedback, such as clarifying learning goals and fostering peer learning, to enhance learning. These findings suggest that integrating ICT tools into FA practices can significantly benefit EFL instruction by promoting student engagement and self-regulated learning.
INDONESIAN L2 LEARNERS’ ATTITUDES TOWARDS GROUP WORK: A SURVEY STUDY ON GENDER DIFFERENCES Aulita, Janice; Subekti, Adaninggar Septi
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.5662

Abstract

This study was conducted to investigate the possible interaction between the attitudes of Indonesian learners from non-English majors towards group work in the English as second/foreign (L2) classes and their gender. The study employed an online survey. In this study, 187 learners from various regions in Indonesia participated. The study found that learners generally reported positive attitudes towards group work to facilitate a better learning atmosphere, for their self-improvement, and a medium of learning with their classmates. Furthermore, this study found no statistically significant difference in their attitudes towards group work seen from their gender. The no significant difference indicates that both male and female learners reported relatively similar attitudes towards group work. Limitations are acknowledged, and the possible contributions and pedagogical implications are stated alongside suggested directions for future studies in the fields of gender and group work in L2 classes.
BOOK REVIEW: SOCIAL LEADERSHIP IN EARLY CHILDHOOD EDUCATION AND CARE: AN INTRODUCTION Dey, Manna
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
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.v27i1.6313

Abstract

Social leadership in early childhood education and care refers to the ability of educators to guide and promote positive social behaviors in young children, as well as create a supportive learning environment that fosters cooperation and empathy. It involves using a range of strategies and techniques to help children develop social skills, self-regulation, and emotional intelligence. Social leadership in early childhood education and care is an essential factor in supporting positive social and emotional development in young children in the UK. According to a study by Breslin and colleagues (2019), effective social leadership involves creating a supportive and inclusive learning environment, promoting positive social behaviors, and using evidence-based strategies to help children develop social skills and emotional intelligence. The study emphasizes the importance of social leadership in improving children’s academic and social outcomes, as well as their long-term well-being. Moreover, the research suggests that social leadership can be especially beneficial in supporting the development of children from disadvantaged backgrounds.
ZOLTÁN DÖRNYEI’S IMPACT ON LANGUAGE ACQUISITION AND EDUCATION STUDIES: A SCOPUS-BASED BIBLIOMETRIC STUDY (1991-2023) Syahid, Abdul; Aghayani, Behnam
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
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.v27i2.8058

Abstract

Previous literature reviews and bibliometric studies have paid much attention to the scientific outputs of Zoltán Dörnyei, a leading figure in the field of second language acquisition and education. However, little attention has been paid to his scholarly impact. This study aims to analyze all publications citing his 87 works in Scopus. Bibliometrix, a comprehensive bibliometric tool, was run to analyze 7,621 documents published in 1,970 sources by 9,226 authors of 2,652 institutions across 99 countries between 1991 and 2023. The analyses include the publication trend, research contributors, including authors, document elements including keywords, collaboration networks of research contributors, shared references, and frequently used keywords. Although most documents were written in English in the fields of social sciences as well as arts and humanities, his impact could be observed across other subject areas and languages. Further discussion elaborated on four major themes of the publications, including motivation, L2 motivational self-system, language learning, and positive psychology. This study could provide researchers and educators with valuable insights into understanding and improving language acquisition processes based on Dörnyei’s incalculable intellectual contribution. As this study focused on quantitative citation analysis, future research on how Dörnyei’s works were cited could provide deeper insights into his impact.

Page 51 of 60 | Total Record : 594

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