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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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Technology and Young Learners Kastuhandani, Fidelis Chosa
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Nowadays, technology can be accessed by everyone easily, including young learners. This article discusses three things; the first is the discussion of what characteristics young learners have, the second discussion is about what kinds of technologies that could be integrated into classroom activities, and the third discussion is about how to weave ICT into young learners’ classroom setting. Employing ICT in teaching English to young learners, indeed, provides challenges for teachers to overcome. By far, the most useful resources in the classroom are the students themselves. DOI: https://doi.org/10.24071/llt.2014.170101
The Use of Authentic Materials in Teaching Grammar for EFL Students (Teachers’ Perspective) Mestari, Sri Agriyanti; Malabar, Fahria
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

The goal of this paper is to analyze the use of authentic material in teaching grammar for EFL students. Kilickaya (2004) define authentic materials as exposure to real language and use in its own community. Peacock (1997) has another definition of authentic materials which is”the materials that have been produced to fulfill some social purposes in the language community”. Authentic materials are assume as the important tools for teachers in class in order to make his/her teaching effective in transmitting the necessary knowledge to all students. This presentation will discuss the effects of using authentic material in teaching grammar from teachers’ perspective and offer how authentic material can be used in grammar EFL class. DOI: https;//doi.org/10.24071/llt.2016.190207
English Learning that Fosters Positive Attitudes Gunawan, Y.B.
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This article discusses the integration of English teaching and attitude components. In the new school curriculum the attitude or affective domain components are considered very important as we can see in the Core Competence and Basic Competence. The English teacher should be able to teach English while paying attention to the attitude components. This article aims to show that the two aspects can be done together. The assumption taken is that while teaching English, the teacher also develops the students’ affective domain/deals with the learners’ attitude. What remains to be done is that the English teacher should be able to identify his/her theoretical orientation that he/she has with regard to language, language learning, and educational cultural viewpoints. One of these viewpoints – language learning – is further elaborated in H.D. Brown’s second language learning principles. With these major concepts and principles the English teacher is expected to be able to integrate the English teaching-learning process with the affective-domain related process. DOI: https://doi.org/10.24071/llt.2014.170105
The Negation Jangan from a Lexical Functional Perspective Pasaribu, Truly Almendo
LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This paper is an investigation into the properties of the negation jangan in the framework of Lexical-Functional Grammar. The analysis shows that the negation jangan can negate verbs functioning as predicate in a sentence. It follows both transitive and intransitive verbs. The constituent that fills the position in the subject is defined by the voice of the sentence. If it is in the active voice, the subject is the second person pronoun. On the other hand, if the word jangan negates passive voice, the subject is not restricted. It is possible in Indonesian sentence to have double negation because the negative adverb jangan can negate a negation tidak. It also follows adjectives, adverbs, nouns and clauses. The negation jangan also has a different grammatical construction when it precedes the preposition sampai. The subject following jangan sampai is not restricted as the subject following jangan sampai is in active voice. The word jangan can be fronted to modify the whole clause. DOI: https://doi.org/10.24071/llt.2013.160105
Students’ Critical Thinking Skills in a Classroom Debate Handayani, Reli
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Mastering argumentative discourse both in written and oral is a must for students nowadays. However, a successful argumentative discourse requires high thinking order skill such as developing a stance, analyzing arguments, distinguishing facts and opinions, solving problems, comparing and contrasting material, and making inferences. Realizing the importance roles of critical thinking in constructing argumentative discourse, this study focuses on students’ performance in debate specifically argument, counter-argument, and rebuttals. They are chosen since they are always taken into consideration in assessing students’ debate performance. DOI: https://doi.org/10.24071/llt.2016.190208
Speech Acts and the Different Perspectives on the Meaning of “Very Sorry” in the Letter on Hainan Island Incident Sari, Christine Permata
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This study aims to analyze the types of speech acts in the text and to analyze different perspectives on the meaning “very sorry” between the United States of America and the Peoples Republic of China. The object of the study is a letter of saying sorry from the U.S. Ambassador for China Joseph Prueher to the Foreign Minister of the PRC Tang Jiaxuan on the incident in Hainan Island which caused the death of the Chinese’s pilot and the custody of the aircraft crew and the surveillance aircraft relating the emergency landing without any prior permission. The researcher employed the speech acts theory proposed by Searle (1979) as cited by Wardhaugh (2006) to analyze speech acts types and to obtain the dominant type and the implication used in the text. The strategies of apology by Cohen and Olshtain (1986) as cited by Zhang (2001) were also employed. This study is descriptive qualitative research. The result showed the biggest percentages of the types were expressive and assertive. The researcher also found the different perspectives on the meaning of “very sorry” between the US and the PRC which led into misunderstanding influenced by the culture. This research benefits the English language learners to understand the meaning of locutions which they hear and to acknowledge the culture influences society perspectives in understanding the meaning especially for non-English speakers.DOI: https://doi.org/10.24071/llt.2017.200102
Revealing Pre-service Foreign Language Teachers’ Imagined Professional Identity in Reflective Journals Iswandari, Yuseva Ariyani
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This study reports types of imagined identities that pre-service foreign language teachers construct during their preparation of becoming teachers in a pre-service course named Micro Teaching. This course specifically facilitates pre-service teachers to implement some theories of teaching in the previous semesters into practice. Revealing what kinds of teachers they imagine in the future is believed to have greater impact on the pre-service teachers’ professional development (Chong & Low, 2009). The researcher analyzed 19 pre-service teachers’ reflective journals to find out their imagined professional identities. The identities were then coded using the framework of imagined professional identity by Xu (2013) that fell into three categories: language expert, learning facilitator, and spiritual guide. The result showed that the three categories appeared in their reflective journals. However, the dominant imagined identity constructed throughout the semester was teachers as learning facilitators. It indicates that the pre-service teachers’ concept of teaching is shifted from the traditional concept which emphasizes teacher control into recognition of self-initiated learning. DOI: https://doi.org/10.24071/llt.2017.200107
TEACHERS’ UNDERSTANDING OF LEARNER AUTONOMY IN INDONESIAN CONTEXTS: FINDINGS FROM HIGH SCHOOLS AND THEIR IMPLICATIONS Agustina, Dwi
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Learner autonomy has become one of the main topics in the current research and conferences in Indonesia. This suggests that learner autonomy has received more attention in Indonesian contexts. However, there has been no space for discussions about the meaning of learner autonomy from high school teachers’ points of view. A multi-case study conducted by Agustina (2017) has found diverse understanding of autonomy as reported by Junior High School English teachers in Magelang Regency, Central Java, Indonesia. This paper discusses those teachers’ understanding in a more detailed way along with the implications when the concept is understood differently. This paper supports Agustina’s argument that the diversity in understanding and developing autonomy should be anticipated since teachers have different beliefs about autonomy. Referring to Agustina’s findings this paper proposes the need to consider the consequences of allowing the presence of various understanding of learner autonomy particularly when it is set as an educational goal. DOI: doi.org/10.24071/llt.2017.200206
Translation for The Readers: an Analysis on The Translation of Sean Covey’s The 7Th Habits of Highly Effective TeenS Prabandari, Carla Sih
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

A good translation should be parallel with the source text both in form and in meaning. Yet, because of the uniqueness of each language, parallel in form is often difficult to achieve. This paper attempts to analyze the translation of Sean Covey’s The 7th Habits of Highly Effective Teens in terms of a sociolinguistic point of view and different types of equivalence. The analysis and discussion are based on some cases that I found. Based on the examples, two conclusions can be drawn. First, from the sociolinguistic point of view, the use of SAYA instead of AKU to refer to the author creates more distance with the readers. Second, the translator seems to have worked hard to produce a dynamic equivalence of the source text, but in some cases the idiomatic expressions are not well translated. Thus, the results of the translation do not sound as idiomatic as the source text. DOI: https://doi.org/10.24071/llt.2012.150203
TEACHERS’ AND STUDENTS’ PERCEPTION ON THE FREQUENT TEST: VOCABULARY COURSE Wahyuningtyas, Elizabeth Wulan; Wulandari, Fransiska Selvy
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Through frequent test, students have higher self-motivation to understand every material in order to make them prepared in attending frequent test. This paper aims to see the teachers’ and students’ perceptions on frequent test. In addition, as the further finding, the writers will focus on the benefits of frequent test. The paper is an observation paper that focused on students ‘and teachers’ perception through frequent test, and its benefits. The finding shows that both of the teachers and students show the positive perspective toward frequent test. Thus, frequent test is beneficial to both, the teachers and the students in learning process, even though there are also the negative effects. DOI: doi.org/10.24071/llt.2017.200208

Page 6 of 60 | Total Record : 594

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