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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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CAMBODIAN EFL STUDENTS’ PERCEPTIONS OF FACTORS INFLUENCING PRONUNCIATION Vong, Chandarey; Sam, Rany; Soy, Seth
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.v27i2.8031

Abstract

This study aims to explore students’ perceptions of factors influencing pronunciation. The study was designed quantitatively. The purposive sampling method was used, and 50 Cambodian EFL students at the National University of Battambang were selected as the sample. The questionnaire was designed in a semi-structured format. The data was analyzed by SPSS. The result showed that most participants believed learning English from a young age leads to better pronunciation. Interestingly, it indicated that the mother tongue (Khmer) influences English pronunciation since learners find it difficult to produce some sounds, especially the /th/sh/f/v/ sound in English, as these sounds do not exist in the sound system of Khmer. Additionally, the majority of the respondents believed that being exposed to an English-speaking environment, including real communication with English native speakers or access to English-speaking learning media, can enhance pronunciation. Last but not least, it was also assumed that feedback on pronunciation errors and motivation contribute to a positive learning process. Therefore, this study provides insight into effective pronunciation instruction.
EMPOWERING LANGUAGE LEARNING: THE CRITICAL ROLE OF MODERATORS IN DUOLINGO’S GERMAN DISCUSSION BOARDS Neuschafer, Tom
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.v27i2.7382

Abstract

Asynchronous discussion boards provide learners with an online platform to collaborate and communicate. This study aims to investigate the pivotal role of moderators in managing and enhancing the dynamics of asynchronous discussion boards in Duolingo’s German language learning environment. There are nearly nine million individuals who use Duolingo to learn German. This study implemented netnography to examine six moderators on Duolingo German language discussion boards. From an initial potential pool of 12 participants, two participants were chosen at random from three levels of engagement: high, moderate, and lower, for a total of six moderators. Moderators who commented at least 150 times were considered highly engaged; those with at least 25 comments were moderately engaged, and those with fewer than 25 comments were lower engaged. Data collection involved analyzing comments posted between 2013 and 2022. The study examined the frequency of comments, number of language badges, German course level, total posts, and years using Duolingo. However, activities occurring ‘behind the scenes,’ such as deleting inappropriate comments and providing feedback to developers, were not analyzed. The analysis covered 26 discussion boards, with five boards per participant, except for one user. Thematic analysis was used to identify patterns in moderator behavior and its impact on learner engagement. This methodology supported the investigation of how Duolingo German moderators oversee asynchronous discussion boards, allowing us to analyze and understand the evolving needs and engagement levels of learners within this online community. The results of the netnography showed that there were three themes. The findings support past research, which suggests the moderator role extends beyond mere oversight, providing management of online discussion boards, contributing significantly to the success of language learning programs, and enhancing the overall learning experience.
INTEGRATED WRITING IN DIFFERENTIATED ESP COURSE AT TECHNICAL UNIVERSITY Synekop, Oksana; Lytovchenko, Iryna
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.v27i2.8003

Abstract

The current study aims to investigate the effectiveness of teaching integrated writing using differentiated tasks in an ESP university course. The mixed research method was used in the study. Eighty IT students of Igor Sikorsky Kyiv Polytechnic Institute voluntarily took part in the study in the 2022-2023 academic year. The integrated writing involved reading-writing, listening-writing, and reading-listening-writing tasks. The differentiation according to the level of foreign language proficiency and the learning style of IT students was implemented. The results showed that the percentage of IT students who improved their integrated writing skills due to the differentiation of foreign language proficiency level and the learning style in the first group was bigger than in the second one. It was concluded that teaching integrated writing with a focus on learners’ differentiation is a means of simultaneous development of reading-writing, listening-writing, and reading-listening-writing skills in the professional context. It also helps to diversify ESP instruction at technical universities.
AN ANALYSIS OF SILENT CONSONANTS IN THE 2ND SEMESTER STUDENTS’ PRONUNCIATION Rosemarie, Brigitta; Veniranda, Yohana
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.v25i1.4249

Abstract

 This research aims to analyze the mispronounced words with silent consonants in the 2nd semester students’ pronunciation and to analyze the difficulties that the students face in pronouncing words with a silent consonant. This is a survey research. The researcher used tests and interviews as the instruments in gathering data. The respondents are the 2nd semester students of PBI Sanata Dharma University of the academic year 2020/2021.The results showed that there are 3 silent consonants that are not supposed to be pronounced but were pronounced by the 2nd semester students. Those are silent /l/, /s/ and /b/. The reasons are because of the different language accents, the comprehension of vocabularies, and the inconsistency in English pronunciation. The researcher also collected some additional information about the students’ awareness of pronunciation, their familiarity with silent consonants, and their understanding of phonetic transcription. The implication and suggestions are for English language learners, teachers and lecturers, and future researchers to develop the teaching-learning method of pronunciation.
BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING Suja, Aidillah; Muassomah, Muassomah; Sutaman, Sutaman
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.v27i2.8989

Abstract

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.
POETIC TRANSLATION AND STUDENTS’ APPRECIATION THROUGH HUMAN TRANSLATOR AND MACHINE SYSTEM Pudjiati, Danti; Mulatsih, Maria Vincentia Eka; Ilham, Ilham; Darta, Deta Maria Sri; Suhel, Febrio Rahim
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.v27i2.9299

Abstract

The engagement with poetry is a personalized journey that transcends standardized methodologies. Key to this process is complete immersion in the poetic experience, alongside evaluators’ openness to both human and machine-generated translations from Indonesian to English. The overarching goal is to enhance students’ discernment and appreciation of these translated works. The study’s specific objectives involved comparing poetic translation assessments by evaluators for both human translators and machine systems. It was to assess students’ appreciation of poetry through the lens of both translation methods across three different institutions. The research employed a mixed-methods approach, combining quantitative and qualitative descriptive analyses, including descriptive statistics. The dataset comprised two Indonesian poems by Taufik Ismail, rated using a score as proposed by Nababan. Findings indicate that human translators outperformed machine systems in terms of accuracy, acceptance, and readability. While students from Institutions 1 and 2 preferred human-translated poetry, students from Institution 3 favoured machine-translated versions. This suggests that human translation quality remains superior. 
INNOVATIVE TEACHING STRATEGIES FOR ENHANCING THE USE OF DESIGNATED ENGLISH PHRASES Nephawe, Farisani Thomas; Miftah, M. Zaini
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.v27i2.9436

Abstract

The present study investigated innovative teaching strategies to strengthen the use of designated English phrases at a rural-based university. The study adopted a quantitative research approach with quasi-experimentation for the pre-test and post-test results to identify innovative strategies for enhancing the use of these phrases. A descriptive research design was used to describe the status of these strategies accurately. Thirty (30) students registered in English Module 2561in the First Semester of the 2023 academic year were randomly sampled to participate in the study. Data were collected using a questionnaire, which provides flexibility and accuracy for selecting answers from the given multiple-choice questions. The Statistics Package for Social Sciences (SPSS) version 29.0 was employed to analyse the findings due to its new enhancements to manage large and complex data sets. The pilot study revealed that students were incompetent in using designated English phrases. However, students performed remarkably after utilising blended learning and Jigsaw strategies. The study implies that the identified strategies are indispensable to enhancing the use of designated English phrases. Further research should be conducted studies on the indispensability of the identified strategies. The study recommends frequently using the identified strategies to enhance the use of designated English phrases.
BOOK REVIEW: TEACHER DEVELOPMENT FOR IMMERSION AND CONTENT-BASED INSTRUCTION Sabrina, Darayani; Dewi, Utami
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.v27i2.7643

Abstract

This review provides a concise overview of the book "Teacher Development for Immersion and Content-Based Instruction” by Laurent Cammarata and T. J. Ó Ceallaigh, published in 2020 by John Benjamins Publishing Company. The review highlights its significant contributions to the understanding of global language immersion programs. The book, which features significant input from respected scholars, focuses on filling the knowledge gaps regarding teacher development in the context of language immersion and content-based training. The book consists of seven chapters that address various subjects, including teacher language awareness, the development of professional identity, and the difficulties encountered by immersion educators. The review acknowledges the book's thorough approach but points out a possible omission in distinguishing between Content-Based Instruction and Content and Language Integrated Learning The review suggests that the book is a great resource for educators, academics, and policymakers. The extensive examination of both theory and practice renders it an invaluable resource for individuals engaged in language instruction and research.
HUMOUR AND LINGUISTIC FEATURES OF AFRICAN FOLKTALES Patrick, Charles Alex
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.v27i2.9472

Abstract

African folktales manifest intricate and peculiar linguistic features, making their performance remarkable and invigorating. This paper explores the dual impact of humour and linguistic features on the written and performative nature of African folktales, arguing that the linguistic features of African folktales are imbued with humour which enlivens their oral performances. The data utilised in this study were harvested from folktales across Africa, including some collected during oral performances in Ipe-Akoko in Ondo State, Nigeria. Ten folktales were purposely selected from written sources while two were collected during performance. The performances of the folktales fostered a comprehensive understanding of the impact that the linguistic features laced with humour have on the audience. The data were subjected to critical reading using content analysis. The theoretical framework of this study was anchored in Henri Bergson’s theoretical work; Laughter: An Essay on the Meaning of Comic (1923). The results showed that many African folktales manifest sterling linguistic devices laced with humour that embellish the narrative structure of the written folktales while enhancing the performative experience of the audience during the performance in Ipe-Akoko. The study concluded that folktales function as a means of galvanising and lubricating African languages and other verbal components whenever they seem to be inadequate.
A STUDY ON LINGUISTIC ETHNOGRAPHY OF TEACHING-LEARNING ENGLISH IN ELT CLASSES: THE CASE OF HINDE JUNIOR SCHOOL Duresa, Misgana
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.v27i1.6882

Abstract

The study intended to explore the linguistic ethnography of teaching and learning English in English language teaching classes. An ethnographic case study design was employed on three English teachers. The school and teachers were selected purposively. Both observation and interview questions were given to language experts to ensure the validity and reliability of the tools. Teachers were observed and interviewed, and notes were taken. Following, data was collected, coded, categorized, and analyzed thematically. The Cultural Activity Theory (CHAT) model was used, and intervention was made. The result of the study revealed that English lesson provision in Hinde Junior School was dominated by traditional teaching. In contrast, communicative and participatory teaching was left out because of the absence of eclectic teaching methods, large class sizes, and a shortage of English textbooks. However, intervention was provided. Teachers were provided with training and support for their students to increase their use of effective and varied teaching methods. As a result, changes were seen, and teachers could use eclectic and participatory teaching methods. Besides, extra books were borrowed from the neighboring schools and provided to students. For large class size-related problems, a discussion was held with the school, and these problems were solved with the community and other concerned bodies.   Therefore, teachers’ training on the application of eclectic teaching methods and student support should be provided, whereas books should be borrowed from other schools. Schools, community, and other concerned bodies should work collaboratively to overcome problems related to large class sizes.

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