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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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DEVELOPING A GENRE-BASED ACADEMIC WRITING MODULE FOR ENGLISH DEPARTMENT STUDENTS Sitompul, Siti Kholija; Mukminatien, Nur; Ivone, Francisca Maria
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.v28i2.5385

Abstract

English department students studying English as a Foreign Language (EFL) in Indonesia often struggle to build some core academic writing skills, notably their ability to generate ideas and to think critically. Motivated by this, the study attempted to develop an academic writing module for English department students based on the Genre-Based Approach (GBA) that can assist them in focusing on the process of developing ideas for academic writing as well as applying critical thinking when writing academic essays. Borg and Gall’s (1983) six-stage Research and Development (RD) model was employed. The developed module, which adhered to the GBA framework, includes four learning stages, i.e., (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent Construction of the Text, as well as various tasks that allow language learners to generate ideas and construct sentences appropriate for academic writing. In addition, the module contains writing theories, tasks, and strategies for building some core academic writing skills. During its development, the module was refined based on recommendations from academic writing and Systemic Functional Linguistics (SFL) experts. Following that, a small-scale try-out was conducted with eleven English department students. The trial revealed that the target users perceived the module as beneficial for developing basic academic writing skills, as it systematically guided them through the writing process with the support of tasks, lecturers, and peers.
TEACHER SELF-EFFICACY IN RURAL THAILAND: INSIGHTS FROM PRE-SERVICE ENGLISH TEACHERS’ PRACTICUM EXPERIENCES Choephatruedi, Sumit; Inpin, Bhornsawan
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.v28i2.12400

Abstract

This qualitative case study investigates how pre-service English teachers (PSETs) develop teacher self-efficacy (TSE) during teaching practicums in Thai rural schools. Grounded in Bandura’s social cognitive theory, the study examines the role of mastery experiences, vicarious learning, social and verbal persuasion, and emotional states in shaping TSE. Six final-year PSETs from a northern Thai university were purposefully selected to represent diverse perceptions of efficacy. Data were gathered through semi-structured interviews, classroom observations, and self-reflections, and analyzed inductively using a multi-phase coding process. The results reveal that PSETs’ self-efficacy developed through a dynamic and non-linear process. At the beginning, participants experienced mixed emotions and “reality shock,” including resource shortages, multigrade classes, and limited mentorship. Over time, their TSE was strengthened through instructional successes, modeling from experienced teachers and peers, constructive feedback, and emotional resilience. These findings contribute to teacher education research by deepening understanding of TSE development in under-resourced contexts and offering practical implications for designing practicum programs that build professional competence and identity. It also highlights the need for teacher education to prepare PSETs for rural placements, equip mentors to provide targeted support, and promote reflective practices for emotional resilience.
FRAMING FAITH AND LANGUAGE: A CRITICAL DISCOURSE ANALYSIS OF SOCIO-RELIGIOUS ETYMOLOGIES IN INDONESIAN LEXICOGRAPHY Alnizar, Fariz; Mufidah, Vika Nurul; Yani, Zulkarnain
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.v28i1.9656

Abstract

A dictionary is more than a collection of words; it is a realm of knowledge and power where language, history, and ideology meet. This research aims to explore the representation and absence of etymological traces of socio-religious terms, particularly those of Arabic origin, in the online edition of the Kamus Besar Bahasa Indonesia (KBBI). A critical analysis of several entries shows that although since 2018 the KBBI has started to include etymological notes for some Arabic-derived words, this move remains partial, inconsistent and problematic. Terms such as modin and muslihat appear with superficial or distorted etymological explanations, while important terms in Islamic discourse such as istirjāʻ, tayamum, and barakah are missing. On the other hand, the inclusion of sectarian terms-such as Ahlussunnah, Khawarij, and Wahabi-indicates an epistemological bias as well as a reflection of the particular ideological framework at work in the compilation of the dictionary. These findings show that the KBBI is not entirely neutral as a linguistic archive, but rather a discursive arena that produces and reproduces meanings in Indonesia's socio-political landscape. Thus, the dictionary does not only function as a linguistic tool, but also a field of cultural and ideological attraction, where the authority to define language becomes a contested political issue.
PARALINGUISTIC FEATURES IN STUDENTS' STORYTELLING WITHIN MULTIMODAL COMMUNICATIONS Sumekto, Didik Rinan; Dardjito, Hanandyo; Sukur, Silvester Goridus; Andriani, Yunita Susi; Olam, Rismalla Ma'im; Sulistyorini, Dyah Ayu
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.v27i2.8701

Abstract

This study assessed paralinguistic features in Indonesian university students' contextual interaction during storytelling. Data collection was recorded from respondents' two video-based storytelling performances, while a self-rated questionnaire was distributed to 235 respondents out of 481 undergraduate English education students using simple random sampling. Data analysis used a mixed-methods approach to qualify students' paralinguistic features using the eduistic linguistics annotator (ELAN) and to quantify the paralinguistic features using statistical analyses through the significance of .05. The findings revealed that the ELAN analyzed the contextual interaction among freshmen, sophomores, juniors, and seniors. The students’ paralinguistic features corresponded with the lexical and semantic evidence, which approached the function of monosyllabic and bisyllabic words, nonverbal expressions, and interpretations. Bodily gesture quantitatively showed moderate category for 44.7% (t = 2.434; p = .016), articulation showed attributable category for 54.0% (t = 3.789; p = .000), facial expression showed moderate category for 61.7% (t = 2.472; p = .014), and voice loudness showed attributable category for 47.7% (t = 4.121; p = .000). Herein, positive and significant attribution were shown by these paralinguistic features towards students' contextual interactions in storytelling for 34.9% with the multiple regressions (F = 7.990, R² = .349, and p < .000). The paralinguistic features empirically address the multimodal communication modes to improve teaching and learning activities.

Page 60 of 60 | Total Record : 594

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