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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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CORPUS UTILITY IN TEACHING LEGAL ENGLISH VOCABULARY TO LAW STUDENTS Nhạc, Hương Thanh
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11295

Abstract

Corpora usage has been increasingly employed in facilitating specialized English for students in English-for-specific-purposes classes. This paper focuses on the application of a corpus-based approach as a supplementary method to traditional ones in instructing legal English vocabulary in terms of its meaning and collocations to law students in Vietnam. To achieve this aim, a group of 29 students of the experimental group was assigned to corpus-based work along with a traditional teaching method, while 27 students in the control group experienced the sole later one in legal English classes during 15 weeks. The pedagogical experiment, as well as the assessment and scoring criteria, were discussed and presented at the beginning of the course. Participants’ tests, survey questionnaires, and focus-group discussions were utilized as the data collection instruments to ensure triangulation and a multidimensional analysis of the research issue. Results demonstrated that the experimental group performed much better than the control group in terms of vocabulary understanding and interpretation, as well as collocations. Students of the treatment group also showed positive attitudes, acknowledging the potential benefits of the corpus-based approach for language-related enhancement in their future profession.
ENHANCING ENGLISH SKILLS THROUGH CLIL METHODOLOGY IN HIGHER EDUCATION: A REVIEW ARTICLE Hallasi-Ancori, Miozelit Ailuj
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11246

Abstract

CLIL (Content and Language Integrated Learning) methodology has revealed its effectiveness and impact on English skills enhancement in university settings and is considered a paradigmatic pedagogical approach in higher education. This paper aimed to perform an exhaustive scientific literature review about the CLIL methodology's effect on university students’ English Skills (Listening, Speaking, Reading, and Writing) enhancement, among different academic disciplines. Therefore, a narrative bibliographic review article has been carefully performed out of a vast source of scientific work analysis and compilation, published in the last six years, which has been extracted from a well-known academic database such as Scopus, Scielo, Google Scholar, Web of Science, Eric, Semantic Scholar, among others. Results showed that the CLIL methodology highlights its relevance when implemented in higher education due to its effectiveness and impact on English skills. Therefore, it has become an essential tool for boosting meaningful learning and promoting contextualized content learning with better alignment with university students’ academic needs enabling them to face the globalized labor market. Consequently, this study has revealed CLIL benefits such as students’ English skills improvement and content knowledge; and challenges to overcome such as limited instructors’ preparation on the language, the content, and even the CLIL methodology.
EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM Ardi, Priyatno; Widiati, Utami; Suryati, Nunung; Wulyani, Anik Nunuk
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9601

Abstract

Mentoring in language teacher education has been widely acknowledged to foster pre-service teachers’ reflective practice. While previous studies have focused on pre-service teachers’ practical teaching skills, their cultivation of inner professional selves remains under-researched. For this reason, this study aims to examine how reflective mentoring catalyzes EFL pre-service teachers’ professional identity construction during teaching practicum. A case study design was employed in this study. Two mentors (one male and one female) and four EFL pre-service teachers (two males and two females), who were purposefully selected, participated in this study. Data were collected through video-recording ten mentoring sessions and interviewing both the mentors and pre-service teachers. Thematic analysis was then employed to analyze the data. The findings revealed that the reflective mentoring catalyzed the pre-service teachers’ professional identity construction during teaching practicum by creating a systematic and supportive space for reflecting on temporal, theoretical, and practical experiences. The space arose from five factors in the mentoring, including systematic processes of reflection, non-judgmental and supportive mentors, interpersonal bonds and interconnectedness, past and present connections, and theory-practice continuums. Reflection particularly contributed to the identity construction since it allowed the pre-service teachers to examine their professional experiences and derive meaning for their professional identities. Based on the findings, this study suggests that mentoring during teaching practicum should encompass both the practical aspects of teaching and the inner professional selves of EFL pre-service teachers.   
PROMOTING THE DEVELOPMENT OF LEARNERS’ TRADITIONAL LITERACIES THROUGH DIGITAL STORYTELLING Syam, Andi Tenrisanna
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.v25i1.4324

Abstract

Learners frequently have problems comprehend the texts and arrange sentences to become good paragraphs. To address this issue, digital storytelling may be utilized as a technique to aid learners' reading and writing skill. The author aimed at finding out whether or not digital storytelling increases the learners’ reading and writing skills. The author employed a quasi-experimental design. The 80 learners of sharia banking study program at IAIN Palopo participated in this research. The instruments of this research were reading tests and writing essays. Reading test consisted of 30 numbers; meanwhile writing test consisted of one number. The test had two parts: an initial test and a final test. To measure the significance difference on the learners’ achievement in the two-class, the average, standard deviation, and t-test was computed. A significant difference was found when the two means were compared (82.50 57.05); the experimental class average improved after the treatment was implemented. Nevertheless, the learners in control class showed no improvement. Prior to the treatment, the learners in both classes exhibited equivalent writing skill. On the other hand, they had different achievement after being treated. Furthermore, whereas the experimental class experienced a change, the control class did not. Then, the author asserted that digital storytelling can increase the learners’ reading and writing skills. The author hopes findings of this research can be valuable resources for the learners, the lecturers, and the future researchers.
RHETORICAL PROBLEMS OF INDONESIAN RESEARCH ARTICLE RESULTS AND DISCUSSION IN THE HISTORY AND LAW DISCIPLINES Warsidi, Warsidi; Adnan, Zifirdaus; Maniam, Vegneskumar
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9095

Abstract

The number of rhetorical studies of research articles (RAs) using a genre approach has increased greatly. However, studies on this area in Indonesian research articles (RAs) published in accredited journals are still limited. None has investigated the rhetorical structures of Indonesian History and Law research article results and discussions (RARDs) published in Indonesian accredited journals. Thus, the present study aims to analyse them rhetorically using English rhetorical models, one is from Tessuto (2015) and the other one is from Hopkins and Dudley-Evans (1988). The reason for employing these models is to determine whether the models could represent the rhetorical structure of the present data sets. These models were alternately tested against both data sets. The results showed that the rhetorical structures of both Indonesian History and Law RARDs are different from those presented in the English-tested models, and the analysis results showed that the present data have their models. These differences indicate problems for Indonesian authors in these two selected disciplines when publishing RAs in reputable English journals. Thus, these findings may contribute to English for Academic Purposes (EAP) for teaching instruction for publishing RAs in reputable English journals for authors in the two disciplines.
REVERSED TRANSFER OF ARGUMENT-COUNTERARGUMENT STRUCTURE IN INDONESIAN EFL LEARNERS’ L1 AND L2 ARGUMENTATIVE WRITING Rusfandi, Rusfandi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.9124

Abstract

The influence of L2 writing on L1 writing has been viewed as a complex process. Bilinguals are often faced with challenges in trying to reuse prior writing knowledge received through L2 and in trying to reshape that writing knowledge when composing in L1. This study aims to gain evidence of a reversed transfer of writing knowledge from L2 to L1 in an Indonesian EFL teaching context. This quantitative research analyzed EFL learners' L2 and L1 essays after an L2 writing instruction which focuses on argumentative writing had been provided for one semester in an Indonesian university. The study found evidence of a reversed transfer of argument-counterargument structure from L2 English to L1 Indonesian among third-year English majors. However, this transfer process is dynamic because it depends on mediating factors, including the L2 learners’ different levels of understanding of the argument-counterargument structure, L2 proficiency, and perceived audience expectation in a specific language. There was also a significant correlation in the overall scores between the L2 and L1 essays produced by the English majors. The findings suggest that conceptual knowledge of writing is transferable across languages, and developing L2 writing ability could directly/indirectly trigger L2 learners’ L1 writing development.
PERFORMANCE AND ACCURACY OF CHATGPT IN GENERATING MALAY ACADEMIC TEXTS: A COMPARATIVE STUDY WITH EXPERT CORRECTIONS Yaqin, Lalu Nurul; Hassan, Hasmidar; Yusof, Badriyah
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.11698

Abstract

The increasing use of artificial intelligence in academic writing has raised concerns about the accuracy and coherence of AI-generated texts, particularly in underrepresented languages like Malay. This study evaluates the performance of ChatGPT in generating Malay academic texts by comparing AI-generated outputs with expert corrected versions, focusing on grammatical errors, structural inconsistencies, and lexical inaccuracies. A comparative analysis was conducted on two datasets: Trained Dataset (TD), where prompts included detailed context, and Untrained Dataset (UTD). ChatGPT-generated texts were reviewed by Malay linguistics and translation experts, who identified and corrected grammatical errors. A quantitative and qualitative analysis assessed error frequency and categorized linguistic challenges. Findings reveal that UTD contained significantly more grammatical errors (87 errors) than TD (18 errors), demonstrating the role of structured prompts in enhancing text quality. Common errors in UTD included incorrect sentence structure (27.59%), omission of names (14.94%), and inappropriate word choices (11.49%). While TD showed improved grammatical accuracy, errors in phrase structure, conjunction usage, and affixation persisted. The study concludes that AI-generated Malay texts lack syntactic stability, requiring expert intervention and model refinement. These findings highlight the need for linguistic adaptation, expanded training datasets and the integration of expert to enhance AI-generated Malay academic writing. Ultimately, this study presents a case study that provides empirical evidence that context-aware prompt engineering and expert-in-the-loop approaches are essential for enhancing the quality of AI outputs, especially in non-English settings. It also advocates for the development of AI models that can capture nuances and linguistic diversity, vital for inclusive education for all.
TEACHER IDENTITY AGENCY IN LANGUAGE TEACHING: IMPLICATIONS FOR LANGUAGE TEACHER EDUCATION Weng, Zhenjie
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.10180

Abstract

While there have been separate investigations into language teacher identity and agency, a conspicuous gap existed in the literature as no systematic synthesis had been conducted to unravel the interconnected relationship between these two crucial concepts within the field of language teaching. This study endeavours to bridge that gap, providing a more holistic understanding of what identity and agency truly mean in the context of language teaching and teacher education. Through a meticulous analysis of 29 selected articles, it delves into five pivotal aspects: the diverse forms of identities, the multifaceted manifestations of agency, the circumstances under which language teachers exercise their identity agency, the intricate relationships between identity and agency, and the profound impact of this interplay on language teaching. Notably, one salient finding reveals that identity position emerges as the most extensively examined form of identity, with teachers constantly navigating the dynamic space between their desired and actual identities in response to varying teaching contexts. This finding not only sheds light on the inner workings of language teacher identity construction but also holds implications for how language teacher educators can better support pre-service and in-service teachers in their professional growth.
THE APPLICATION OF SAMR MODEL AND SELF-EFFICACY ON CRITICAL THINKING AND PROCEDURAL KNOWLEDGE Alfiana, Herlia; Karyono, Hari; Gunawan, Wawan
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.v25i1.3893

Abstract

The use of e-learning presents new challenges for students in terms of improving their critical thinking skills and procedural knowledge in grammar learning. As a result, lecturers need a specific framework while creating an e-learning course. The application of SAMR model is a solution. One of the most dominant traits among students is and self-efficacy. The level of student self-efficacy was controlled in this study to measure the effect of using the SAMR model. This study uses a quasi-experimental design with a factorial design. This study involved 152 students in the experimental and control groups. The research analysis technique was tested using MANOVA. The results and conclusions show that: (1) the SAMR model has a significant effect on students' critical thinking skills and procedural knowledge; (2) self-efficacy significantly affects students' critical thinking skills and procedural knowledge; and (3) a combination of learning models and self-efficacy has a significant effect on procedural knowledge, but does not significantly affect critical thinking skills. This study contributes and improves the quality of e-learning implementation techniques, particularly in the area of English learning.
AUTHORS’ STRATEGIES FOR JUSTIFYING RESEARCH METHODOLOGY IN RESEARCH ARTICLES PUBLISHED IN PRESTIGIOUS JOURNALS Risnawati, Risnawati; Arsyad, Safnil; Wardhana, Dian Eka Chadra
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.10034

Abstract

The dependability and validity of research outcomes depend on the quality of the arguments presented in scientific articles' methods sections, which also affects reproducibility. Previous discourse analysis studies have paid little attention to evaluating the importance of methods sections. This research examines how authors in applied linguistics and English education rationalize their methodological selections, concentrating on three main facets: research design, sampling methods, and data analysis. The study analyzed 100 scholarly articles from respected international journals included in Scopus and distributed across four separate regions. Authors typically supported their research design and data analysis by citing methodological literature but used implicit justification when selecting sampling methods. Several articles did not provide clear explanations for their methodological choices, particularly regarding sampling methods. The results reveal a significant gap between the anticipated standards for transparent methodological reporting and the currently observed scholarly practices. Research design and data analysis received frequent justifications, but sampling methods remained poorly explained, thus compromising both transparency and replicability. Researchers need to provide stronger direct justifications for all methodological aspects, according to this study. Novice authors and postgraduate students must carefully adhere to journal guidelines and provide complete and detailed reporting within the methods section.

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