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[COGNITIVE STRATEGIES FOR CRITICAL THINKING IN HIGH SCHOOL STUDENTS' ARGUMENTATIVE WRITING ]]>
<![CDATA[Kusumo, Galih]]>;
<![CDATA[Dawud, Dawud]]>;
<![CDATA[Sumadi, Sumadi]]>;
<![CDATA[Basuki, Imam Agus]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i1.9463
<![CDATA[This study aimed to examine the cognitive strategies of critical thinking in high school students' argumentative writing. Despite extensive research on critical thinking and argumentative writing, there is a lack of in-depth analysis of the specific cognitive strategies employed by high school students in their argumentative essays. Using a case study approach, data from 120 students at SMAN 2 Wonosari were collected through document analysis. Four findings related to the cognitive strategy of critical thinking were obtained in this study. (1) Interpretation is realised through the author's point of view and the formation of definitions, with positions expressed as either opposition or support. (2) The analysis was conducted by identifying the components and structure of arguments, where components included premises and conclusions, and structures were categorised as simple or complex arguments. (3) Inference is achieved through deductive and inductive reasoning. Deductive reasoning follows general patterns, such as chained arguments, modus ponens, and modus tollens, whereas inductive reasoning involves generalisation and causality. (4) The evaluation focuses on accuracy and logical correctness, with accuracy determined by the truth of the premises and logical correctness assessed through valid and strong arguments. The findings serve as a crucial resource for educators and students to enhance critical thinking skills in academic writing, potentially leading to improved teaching methods and student performance in argumentative essay writing.]]>
<![CDATA[ENGLISH LITERATURE IN EFL CLASSES: THE CASE OF A UNIVERSITY IN VIETNAM ]]>
<![CDATA[Vo, Lien-Huong]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i1.8728
<![CDATA[Literature used to be a great source of material for language teaching when it was the heyday of the grammar-translation approach. However, its inherent linguistic complexity and the practicality of the emerging CLT approach to language teaching split language practitioners: while some turn their back on literature, others find it useful as an authentic source for language use and creativity. In the EFL context, the inclusion of English literature in language classes for language development purposes has resulted in teachers’ dilemma about the balance between teaching literature as a study and teaching it for language study purposes. This study examines how teachers of English literature at a university of foreign languages in Central Vietnam used literary works in their EFL-majoring classes and what benefits and challenges they encountered while teaching literature to EFL students in language classrooms. The study employs a qualitative research design, with relevant data being collected through structured interviews and teachers’ critical reflections. The findings showed that teachers’ approaches to literary works varied depending on literary text types and teachers’ preferences, but they tended to focus on students’ evaluation of literary beauty, their understanding of socio-cultural life, and their responses to the situation in the works. Activities to promote language proficiency were mainly oral discussion, integrated into analysis and discussion tasks. Considering the benefits of teaching English literature in an EFL setting, teachers found that they could raise students’ intercultural awareness, develop students’ critical thinking and literary competence through life-like situations in the literary works. However, the findings also gave rise to the challenges of focusing on the cultural model of teaching literature, thereby hindering the attainment of language knowledge and skills. The study implies the significance of assertive learning objectives and outcomes.]]>
<![CDATA[THE NEOLOGISM ГЕЈМИНГ (GAMING) IN THE MACEDONIAN LANGUAGE ]]>
<![CDATA[Janusheva, Violeta]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i1.11565
<![CDATA[Considering the researcher’s experience, the word’s appearance, and its exclusion from the latest dictionary, this study discusses the new word гејминг (gaming) in the Macedonian language, in relation to its emergence, word formation productivity, transfer to the general language, and current status. The aim is to obtain profound data on this neologism’s nature and to showcase its orthographical implications. The sample consists of 950 internet sources related to information technology (IT), obtained by Google search on the keyword гејминг, and the analysis exploits the qualitative content analysis based on coding and the interpretative-inductive method. The results indicate that since its appearance in 2009, it continues to be present mostly in the specialized IT lexicon among experts in this field. Further, besides the word’s formation capacities, given its exclusion from the latest Macedonian dictionary and the existence of the domestic synonym, it seems reasonable to assume that the Macedonian language has no need for its adaptation. Furthermore, it is more likely that the domestic word играње will transfer from the general lexicon into the specialized game language. Finally, the results confirm that each neologism has its path in a given language and should be approached as a separate language unit. ]]>
<![CDATA[IMPROVING E-LEARNING ENVIRONMENT IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE ]]>
<![CDATA[Nugraha, Setya Tri]]>;
<![CDATA[Suwandi, Sarwiji]]>;
<![CDATA[Nurkamto, Joko]]>;
<![CDATA[Saddhono, Kundharu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i1.9423
<![CDATA[This article explored e-learning environment in teaching Indonesian as a foreign language (TIFL) context. This study utilised a mixed method for data collection, including interviews and observations. There were six teachers, one IT staff member, and three curriculum developers involved in the interview. Observations were conducted with the teachers to identify their instructional activities and how they used artefacts in the e-learning environment. In this study, the use of Learning Environment, Learning Process, and Learning Outcomes (LEPO) Framework is described to evaluate the quality of the e-learning environment in TILF. The results of this study indicate that e-learning programs in TIFL must be designed with an emphasis on the intercorrelation of the dimensions that build e-learning so that the learning process takes place effectively and meaningfully. One of the important factors is how to create an effective e-learning environment. E-learning environment provides contexts in which the learners work with technology, e-learning artefact, the internet, and virtual communication to improve their language skills. In such contexts, the e-learning environment also presents challenges for both learners and teachers to use information technology effectively to maintain their learning process. The institution needs to re-engineer the e-learning artefact, mainly tools and learning objects, optimally to create a sense of presence in the e-learning. In addition, curriculum developers need to redesign the concepts of e-learning environment with integrated pedagogical and technological domains/dimensions, interface design, as well as evaluation in the e-learning programs.]]>
<![CDATA[STRATEGIES AND CHALLENGES IN EMPOWERING A PRE-SERVICE ENGLISH TEACHER WITH PHYSICAL DISABILITIES: AN AUTOETHNOGRAPHY ]]>
<![CDATA[Saiful, Jepri Ali]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.12786
<![CDATA[Promoting inclusivity in language teacher education is essential for advancing pedagogical justice and fostering a socially equitable education system. However, research and practice in this area, particularly on mentoring teachers with disabilities, remain scarce. Most existing scholarship has focused on students with disabilities rather than pre-service teachers with disabilities. Addressing this gap, this autoethnographic study examines the researcher’s experiences mentoring a pre-service English teacher with limb-girdle muscular dystrophy, who relied on a wheelchair, was unable to walk or write, yet aspired to pursue a career as an English teacher. Over one and a half years of mentorship, the researcher documented strategies and challenges through personal reflections and analysis of journals and interviews with stakeholders. Three strategies proved essential: adopting an inclusive mindset through differentiated instruction, actively listening to the student and his family, particularly in online learning and thesis supervision, and selecting a special school as the site for his teaching practicum. Three major challenges also emerged: addressing epistemic injustices and professional acceptance, coping with the absence of shadow lecturers and accessible infrastructure such as libraries and digital smartboards, and navigating restricted employment opportunities. These findings underscore the urgency of equitable accommodations for aspiring English teachers with physical disabilities.]]>
<![CDATA[CORPUS-INFORMED AND CRITICAL APPROACHES TO ADDRESSING SUSTAINABLE DEVELOPMENT GOALS (SDGS) ]]>
<![CDATA[Mambu, Joseph Ernest]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.12023
<![CDATA[This paper showcases how a do-it-yourself (DIY) corpus on the United Nations’ Sustainable Development Goals (SDGs) can be used to increase corpus users’ language awareness (at word, phrase, sentence, and discourse levels) and criticality. To this end, the author justifies the close link between corpus linguistics, various critical approaches, and SDGs in the applied linguistics/ELT literature. Subsequently, the author provides an overview of principles for creating a specialized DIY corpus containing around 700,000 words/tokens based on 882 articles of The Jakarta Post from 2012 to mid-2024. In view of critical discourse analysis in corpus linguistics, SDG-related key word(s) in context (KWIC) were analyzed in four stages to examine their (1) frequencies and collocates, (2) concordance lines, (3) larger contexts within or across texts in the corpus (or beyond), and (4) potential to stimulate questions aiming at social transformation. In the findings, the four-stage analyses explore two of the most frequent SDGs in the corpus – “gender” (SDG 5) and “clean water and sanitation” (SDG 6) – to illustrate poststructuralist and Marxist criticality, respectively. The decolonial criticality is demonstrated through a corpus analysis of the word “indigenous” and its collocates. Possible pedagogical applications of the corpus-informed approach are also discussed.]]>
<![CDATA[“AM I READY TO TEACH?”: EFL PRE-SERVICE TEACHERS’ MENTAL READINESS TO TEACH AND IMPLICATION FOR TEACHER EDUCATION ]]>
<![CDATA[Anandari, Christina Lhaksmita]]>;
<![CDATA[Suryaman, Maman]]>;
<![CDATA[Basikin, Basikin]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.12090
<![CDATA[Third-year pre-service teachers in the English language education department in Indonesia may feel uncertain about their mental readiness to become English teachers. Although they have a high-intermediate level of English proficiency, they often fear facing the challenges of managing the class and showcasing mental readiness to become teachers. Therefore, this study explores the third-year Indonesian EFL pre-service teachers’ mental readiness to become teachers, and the need to emphasize mental readiness and grit to successful teaching practice. Twenty-three EFL pre-service teachers enrolled a microteaching course, as one of the teaching practice components in the English language education curriculum, participated in this study. They were asked to write structured reflections on their mental readiness, and their reflections were thoroughly examined using a narrative analysis. The results showed that the pre-service teachers expressed concern about their ability to manage the class and their students, which reflects their mental unreadiness to be the person in charge in the classroom. Moreover, the pre-service teachers highlighted the need to be more mentally aware of their attitude and grit in shaping their mental readiness to teach. This study contributes to a larger context-specific understanding of the roles of the English teacher education programs at the university level in assisting pre-service English teachers to achieve mental readiness and grit that can help them address the challenges.]]>
<![CDATA[VOICE IN ACADEMIC WRITING: THE TRANSPOSITIONING OF AUTHOR IDENTITY IN RESPONDING TO MANUSCRIPT BLIND REVIEWERS ]]>
<![CDATA[Sugiharto, Setiono]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.12386
<![CDATA[Voice as one of vital elements in academic writing can impinge upon the quality of one’s writing. Despite robust controversies over the usefulness of this metaphorical notion, a plethora of studies on voice has contributed to our understanding of its role in determining writing quality. The foci of these studies, however, are constricted on either voice as individual or voice as social, ignoring the perspective of voice as dialogic. This case study investigates the written reviews of a manuscript author by four blind reviewers in different international Scopus-indexed journals. Drawing on the ideas of “voice as dialogic” and of “transpositioning” of identity, this study seeks to identify and to examine the authorial strategies of an author in constructing his own voice in textual realizations as responses to the manuscript blind reviewers. In doing so, it attempts to finds out the author’s writing identity as manifested in the texts constructed. Relativism’s methodology was employed in order to provide the construction of certain phenomena (i.e. dialogical voice) as accurately as possible. Results revealed that the manuscript author employed two key authorial strategies: averring established authority and foregrounding the ecologies of knowledges. ]]>
<![CDATA[ASSESSING LEARNER AUTONOMY IN EFL LEARNING: INSIGHTS FROM THAI SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Boonma, Nida]]>;
<![CDATA[Swatevacharkul, Rosukhon]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.12916
<![CDATA[Raising learners’ awareness of the need to develop their capacity to learn autonomously has been one of the primary educational goals worldwide. Autonomy development is thus crucial for preparing high school students for higher education. However, only limited studies are available on assessing learner autonomy within English learning education for Thai senior high school students. Therefore, this study aimed to assess learner autonomy in English learning as perceived by Thai senior high school students in public schools in Thailand. Based on a sequential explanatory mixed-methods research design, a convenience sampling technique was employed to select 187 participants, from three large schools in Bangkok and three schools outside Bangkok, who completed the Likert scale questionnaire. The semi-structured interview was conducted face-to-face at the second stage with six students from two schools. The quantitative findings revealed that their perceived learner autonomy was, on average, at a high level. The thematic content analysis of the interview data generated four themes to verify the quantitative results and to determine the factors for such high autonomy, i.e. the importance of English for future career goals, self-study of English beyond the classroom, preference for communicative learning, and the impacts of teachers and peers on autonomy development. Theoretical and pedagogical implications were discussed, and further research was recommended. ]]>
<![CDATA[RESONATING ENVIRONMENTAL STEWARDSHIP THROUGH INTERPLAY OF LANGUAGE FUNCTIONS AND RHETORICAL DEVICES IN A PROTEST SONG ]]>
<![CDATA[Bañez, Richard Mendoza]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v28i2.9547
<![CDATA[This case study, framed within a qualitative design, captured the interplay of language functions and rhetorical devices of a climate protest song in fostering sustainability through ecological conservation. This textual interplay identified through conducting a stylistic analysis of the lyrics of Ryan Cayabyab’s Paraiso, an Original Pilipino Music (OPM) climate protest song, illustrated the strategic use of language in making the students conscious of the prevailing environmental issues that drive them to engage in stewardship actions. This important role of language in music was affirmed by the thematic analysis of the responses of an incidental sample of 25 English as a Second Language (ESL) Filipino pre-service teachers on the ecocriticism-centred literary analysis guide questions after listening to the song. This finding encourages educators to view climate protest songs as a tool for promoting environmental literacy. This study calls for the integration of such songs in the ESL curricula to proactively engage students in the preservation of the environment while exploring the features of the English language.]]>
