cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274513301
Journal Mail Official
llt@usd.ac.id
Editorial Address
English Language Education Study Programme, Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
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
 56   57   58   59   60 
BALANCING WRITTEN AND AUDIO PEER FEEDBACK IN ACADEMIC WRITING: STUDENT EXPERIENCES WITH PADLET Stojanovska-Ilievska, Natasha
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.12671

Abstract

This article explores Macedonian university students’ reflections and preferences regarding online peer feedback in academic writing, with a focus on three key factors: the feedback mode (written vs. audio), the students’ role in the process (giver vs. recipient), and the writing task type (essay outline vs. fully developed draft). The study was conducted among second-year undergraduates enrolled in an academic writing course that integrated Padlet as a peer review platform. The data were collected through an online questionnaire that examined how students experienced giving and receiving feedback in both written and audio formats across different stages of writing. The study revealed that most students valued participating in feedback sessions across different modalities, although some of them reported feeling less confident when recording and posting their audio comments. Written feedback was preferred for the full drafts, while audio feedback was preferred for the essay outlines. The thematic analysis highlighted that written feedback was associated with comfort, easier navigation, and clarity, while audio feedback was valued for its spontaneity and the non-verbal communicative cues conveyed through the human voice. These findings underscore the importance of offering students diverse peer-review formats so as to encourage more effective peer feedback practices in academic writing instruction.
TRANSLATING ENGLISH -ED REDUCED RELATIVE CLAUSES INTO INDONESIAN: CORPUS EVIDENCE AND PEDAGOGICAL IMPLICATIONS Sutrisno, Adi; Denistia, Karlina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9141

Abstract

The translation of reduced relative clauses from English to Indonesian is problematic because this construction exists in English but lacks a direct equivalent in Indonesian. This study investigates how -ed reduced relative clauses (RRCs) are realised in English and rendered into Indonesian by Google Translate, focusing on structural change, syntactic function, and modifier type. Using CQPWeb with the query “_NN +ed_VVN,” we extracted 285 sentences containing -ed RRCs from the Present-day English corpus. Results show that Indonesian translations consistently re-expand English RRCs into full clauses introduced by the obligatory relativiser yang, regardless of syntactic position (SS, OS, iOS, OPS, CS). This re-expansion preserves the syntactic role of the head noun but sometimes shifts modifier type due to lexical or predicate differences. These findings extend prior descriptions of Indonesian relativisation with corpus-based evidence from MT output and highlight typological constraints influencing how neural MT systems handle clause reduction. From the pedagogical perspective, the results highlight the need for explicit instruction on structural differences between English and Indonesian relative clauses, particularly the non-optional use of yang, in EFL learning. Integrating corpus-based MT examples into teaching could help learners process texts and improve translation accuracy.
SCIENTIFIC KNOWLEDGE STRUCTURES: PROBLEMATISING AI-POWERED TRANSLATION TOOLS IN EFL ACADEMIC WRITING Qoyyimah, Uswatun; Bargallie, Debbie
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9833

Abstract

Artificial intelligence (AI), particularly machine translation (MT), is transforming English language education, especially for English as a Foreign Language (EFL) learners. While research has explored this shift, uncertainties remain about MT’s impact on language development in academic writing. This paper examines pedagogical practices in a teacher education program in Indonesia through the lens of Bernstein’s theory of knowledge structures. It draws on reflective research conducted by Author 1, using data generated from fieldnotes of EFL academic writing sessions in which nine pre-service teachers actively participated as learners. The analysis reveals that while MT supports various language tasks, its unregulated use may hinder students’ development of foundational skills such as sentence construction and paragraph organisation. Teacher intervention proved crucial in mitigating these challenges and fostering more effective academic writing. The findings emphasize the dual role of MT as both a support tool and a potential barrier, and offer empirical insights into how educators can balance AI use with essential language instruction. This study highlights practical implications for curriculum design and policy, reinforcing the indispensable role of teachers in integrating AI tools without compromising core language competencies.
EXPLORING CHINESE EFL TEACHERS’ KNOWLEDGE IN CONTENT, PEDAGOGY, AND TECHNOLOGY INTEGRATION (TPACK) Shi, Leimin; Jiang, Lili
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9536

Abstract

This study investigates the Technological Pedagogical Content Knowledge (TPACK) of Chinese English as a foreign language (EFL) teachers from both student and teacher perspectives. As technology increasingly permeates education, understanding teachers’ TPACK factors, encompassing the interplay of the primary knowledge of content (CK), pedagogy (PK), and technology (TK), is crucial. Teachers’ perceptions of TPACK factors significantly impact the success of technology-integrated teaching. Equally important are students’ beliefs, which directly influence motivation and satisfaction. Aligning both perspectives helps educators better address students’ needs and expectations. A survey involving 694 university EFL students was compared with survey responses from 64 teachers, supplemented by interviews with nine teachers. Both cohorts acknowledged the importance of technology in facilitating CK delivery. PK and CK were deemed the most important, while TK was ranked lowest among the seven TPACK factors. However, teachers prioritised pedagogical content knowledge, whereas students emphasised technology integration. Moreover, teachers showed greater variability in their perceptions across most knowledge factors. These perceptions reflected the influence of demographic backgrounds and contextual factors. These findings underscore the significance of enhancing teachers’ technology-integrated knowledge and implementation strategies to meet student expectations. The implications are significant for educators and professional development providers in designing training programs and support systems.
THE POWER OF STORY-BASED LEARNING IN ENGLISH LITERACY DEVELOPMENT: THE INTERPLAY OF TEACHER-STUDENT READINESS AND PARENT INVOLVEMENT Ratminingsih, Ni Made; Santosa, Made Hery; Ana, I Ketut Trika Adi; Agustina, Noni
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9542

Abstract

While literacy serves as the foundation of language proficiency and a key predictor of academic success, its development depends on teacher and student readiness, parent involvement, and effective use of media such as stories. Previous studies show that story-based learning enhances comprehension and supports early reading, especially when sustained collaboration between teachers and parents is present. Due to the growing emphasis on early literacy and the integration of stories in language education, this study investigates the underexplored factors of teacher readiness, student readiness, and parent involvement in ensuring effective literacy development for young learners. The researchers employed a descriptive-quantitative research design using a survey. This study involved seven teachers, 202 students, and 124 parents as participants. Three questionnaires were used as the primary instruments to collect data. The data were analyzed descriptively using statistical descriptive analysis. The findings revealed that teacher readiness was very high, whereas students’ readiness and parents’ involvement were high for enhancing learner’s literacy development through story-based learning. Thus, it is concluded that the teachers have satisfying readiness, while the learners and parents hold high readiness and involvement that support literacy success. These results imply that all parties should work collaboratively to build young learners’ literacy skills, which are vital for academic accomplishment.
PRE-SERVICE LANGUAGE TEACHERS’ READINESS FOR DEEP LEARNING APPROACHES: INSIGHTS FROM A CROSS-REGIONAL STUDY IN ASIA Aridan, Muhammad; Hijriyah, Umi; Khabibjonovna, Kushieva Nodira; Geng, Hui; Azad, Inamul; Elyas, Tariq
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.12274

Abstract

This study examines the readiness of pre-service language teachers from five Asian countries (China, Indonesia, Uzbekistan, Saudi Arabia, and India) to implement deep learning strategies. A total of 6,113 participants completed a Likert-scale readiness questionnaire administered via Google Forms, and their responses were analyzed using the Rasch model, focusing on their preparedness in pedagogical, technological, and affective dimensions. The results revealed significant regional differences, with teachers from China demonstrating the highest levels of readiness, particularly in pedagogical and technological aspects, due to stronger institutional support. In contrast, teachers from India and Indonesia showed lower readiness, particularly in technological integration and institutional support. Gender differences were also observed, with female teachers showing higher readiness in pedagogical and affective areas. Age played a role, with teachers aged 26–35 years showing higher levels of readiness compared to younger participants. The findings highlight the need for teacher education programs to tailor their approaches to address regional, gender, and age-related differences, ensuring that all pre-service teachers are prepared to implement deep learning strategies effectively in diverse contexts.
RE-UNDERSTANDING INDONESIAN STUDENT MOBILITY: INTRICATE ENTANGLEMENTS OF IDENTITY FORMATION AND LANGUAGE LEARNING Thoyib, Muhammmad Edy; Degaf, Agwin; Rofiq, Zainur; Al Humairoh, Jihan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9922

Abstract

The impact of globalization on higher education, understood as the increasing interconnectedness of academic systems, student mobility, and the circulation of knowledge across borders, has shaped students’ experiences of Studying Abroad (henceforth SA) and influenced their identity formation. This study explores the aspirations and challenges of the alumni of the student mobility program held by the Ministry of Religious Affairs (MORA) called MORA Overseas Student Mobility Awards (MOSMA), focusing on how they navigate identity in diverse cultural and linguistic settings throughout their SA journeys. Utilizing a narrative inquiry approach with a qualitative orientation, the research draws on Darvin and Norton’s model of language, identity, and investment. The data were collected through semi-structured interviews with four Indonesian SA students from three Islamic universities in East Java, ensuring representation of diverse perspectives. Thematic analysis was conducted to identify their aspirations, struggles, and identity negotiations. Results indicate that SA supports the acquisition of cultural, social, and linguistic capital but requires negotiation of identities when facing insecurities related to language use and integration into foreign cultures. The interplay between language learning and identity formation is complex, often shaped by unequal power relations in these contexts. Upon return, the students also participated in additional identity negotiations as they reconciled the SA-transformed self with pre-SA roles, synthesizing global experiences not consistently valued in home settings.
USING THE PEARL AND THE SEA WOLF IN EFL CLASS: ENHANCING LANGUAGE, CULTURE, AND ENVIRONMENTAL LITERACY FOR BLUE ECONOMY Dewi, Novita; Sulistiyowati, Firma; Castro, Maria Corazon Saturnina Aspeli
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9007

Abstract

This research explores the use of American classic novels in EFL teaching to promote sustainable practices in Indonesia’s blue economy, which refers to the utilization of oceanic resources for economic growth while protecting the ocean ecosystem. It proposes The Pearl written in 1947 by John Steinbeck and The Sea Wolf in 1904 by Jack London to enhance communication skills, cultural understanding, and ecological literacy among EFL learners. The study applies a close reading of the literary texts to compare with the context of Indonesia’s marine economy. Class exercises and activities are constructed based on the two novels to boost EFL learners’ language ability while preparing them to become a generation committed to marine sustainability. While The Pearl is a metaphor of human greed, The Sea Wolf symbolizes the danger of exploitation. The aesthetic value of both novels can enhance EFL learners’ critical thinking and ecological awareness. Incorporating ecological perspectives into EFL instruction via maritime literature helps students build the skills and mindset needed to support long-term development in Indonesia’s blue economy. The article suggests that using more maritime narratives into EFL teaching can help improve linguistic proficiency, cultural sensitivity, and environmental consciousness, preparing students for sustainable development.
A TRANSITIVITY ANALYSIS OF TERTIARY INDONESIAN EFL STUDENTS’ ANALYTICAL EXPOSITIONS: A CASE STUDY Amalia, Wafa; Emilia, Emi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.8732

Abstract

This paper presents the results of a study aiming to analyze analytical expositions written by tertiary Indonesian EFL students using transitivity system of systemic functional linguistics (SFL). The texts were created by nine students of English Language Education Study Program cohort 2024 at a state university in West Java, Indonesia, for the course of Reading and Writing for Academic Purposes. This study employed a qualitative case study with data obtained from the text analysis and a questionnaire distributed at the end of the course. The results of the analysis demonstrate that the students employed all six processes throughout the texts, namely material, relational, verbal, and mental processes, which were relevant to the linguistic features of an analytical exposition. Noteworthy cases in this study are students’ choices of process type for thesis statement and its placement, manners of utilizing verbal process as arguments, and alignments of process types between thesis and its restatement. The data from the questionnaire also supported the text analysis. In light to the findings, a recommendation is proposed for more exploration involving more participants, longer time, academic text types, and all systems of grammar in SFL.
UNDERSTANDING JAVANESE HARSH EXPRESSIONS AS REFLECTIONS OF CULTURAL NORMS, EMOTIONS, AND SOCIAL RELATIONS Hendrokumoro, Hendrokumoro; Wijana, I Dewa Putu; Ma'shumah, Nadia Khumairo
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.11333

Abstract

Although extensive research on Javanese has focused on politeness, speech levels, and also the preservation of social harmony, studies addressing its harsh words and expressions remain limited. This gap fails to address how Javanese accommodate the expression of conflict, frustration, mockery, as well as other forms of emotional intensity that challenge the idealized image of politeness. The main objective of this study was to investigate the lexicons that constitute harsh words or expressions in Javanese, with particular attention to their sources and the cultural analogies that shape their harsh meanings. Data were generated through the introspective method and literature review and analyzed using Conceptual Metaphor and Dysphemism Theory. The analysis revealed that Javanese harsh words or expressions are grouped into three categories: physical activities, physical states, and body parts or organs, with their usage reflecting two opposite poles: negative, when employed to express conflict, frustration, criticism, or mockery; and neutral, when used playfully among close friends. The findings indicate that the harshness of Javanese expressions is not embedded in the lexical items themselves, but instead arises from the situational and socio-cultural contexts, along with the meanings they convey.

Page 58 of 60 | Total Record : 594

 56   57   58   59   60 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 28, No 2 (2025): October 2025 Vol 28, No 1 (2025): April 2025 Vol 27, No 2 (2024): October 2024 Vol 27, No 1 (2024): April 2024 Vol 26, No 2 (2023): October 2023 Vol 26, No 1 (2023): April 2023 (Publication in progress...) Vol 26, No 1 (2023): April 2023 Vol 25, No 2 (2022): October 2022 Vol 25, No 1 (2022): April 2022 Vol 24, No 2 (2021): October 2021 Vol 24, No 1 (2021): April 2021 Vol 23, No 2 (2020): October 2020 Vol 23, No 1 (2020): April 2020 Vol 23, No 2 (2020) Vol 23, No 1 (2020) Vol 22, No 2 (2019): October 2019 Vol 22, No 1 (2019): April 2019 Vol 22, No 2 (2019) Vol 22, No 1 (2019) Vol 21, No 2 (2018): October 2018 Vol 21, No 1 (2018): April 2018 Vol 21 (2018): Special Issue (Supplement) June 2018 Vol 21, No 2 (2018) Vol 21, No 1 (2018) Vol 21 (2018) Vol 20, No 2 (2017): October 2017 Vol 20, No 1 (2017): April 2017 Vol 20, No 2 (2017) Vol 20, No 1 (2017) Vol 19, No 2 (2016): October 2016 Vol 19, No 1 (2016): April 2016 Vol 19, No 2 (2016) Vol 19, No 1 (2016) Vol 18, No 2 (2015): October 2015 Vol 18, No 1 (2015): April 2015 Vol 18, No 2 (2015) Vol 18, No 1 (2015) Vol 17, No 1 (2014): April 2014 Vol 17, No 1 (2014) Vol 16, No 1 (2013): April 2013 Vol 16, No 1 (2013) Vol 15, No 2 (2012): October 2012 Vol 15, No 1 (2012): April 2012 Vol 15, No 2 (2012) Vol 15, No 1 (2012) More Issue