cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adaninggar Septi Subekti
Contact Email
adaninggar@staff.ukdw.ac.id
Phone
+62274-563929
Journal Mail Official
saga@staff.ukdw.ac.id
Editorial Address
SAGA: Journal of English Language Teaching and Applied Linguistics English Language Education Department Universitas Kristen Duta Wacana (UKDW) Jalan Wahidin Sudirohusodo 5-25 Yogyakarta 55224, INDONESIA
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
SAGA: Journal of English Language Teaching and Applied Linguistics
Published by Universitas Kristen Duta Wacana
ISSN : 27157512     EISSN : 27160246     DOI : https://doi.org/10.21460/saga.2020.12
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
SAGA: Journal of English Language Teaching and Applied Linguistics (p-issn: 2715-7512, e-issn: 2716-0246) is a scientific journal published by the English Language Education Department of Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia. It publishes articles twice a year, in February and in August. SAGA encompasses research articles, original research reports, and theoretical perspectives on: 1. English Language Teaching and Learning 2. Curriculum and Material Development 3. Global Englishes 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP) 6. Critical discourse analysis 7. Critical literacies and critical pedagogies 8. Individual differences in language teaching 9. Digital English learning and technology 10. Language learning assessment 11. Teaching English for young learners 12. English teacher professional development 13. Inclusive education in English language instructions 14. Applied linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol 4 No 2 (2023): August 2023" : 7 Documents clear
The Role of Autonomy-Supportive Teaching Method in EFL Learning Contexts Worldwide Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.140

Abstract

One of the ultimate objectivities of education is to produce proficient, confident, and self-reliant learners possessing life-long learning characters. To comply with this educational aim, it is critically indispensable for worldwide EFL teachers to design a wide variety of student-oriented, encouraging, and meaningful learning activities sustaining the internalization of the autonomy-supportive teaching method. This present small-scale qualitative investigation was conducted through library study approach. Twenty current autonomy-supportive teaching literatures were selected to yield new enlightenment toward globalized ELT stakeholders’ beliefs concerning the critical importance of this student-centered learning mode in modern EFL areas. Based on the in-depth library analysis, the further utilization of the autonomy-supportive teaching method is highly recommended since EFL learners have transformed into more competent and self-reliant target language learners accompanied by the intensive learning supports addressed by language teachers. Some important suggestions are suggested for the future advancement of this current qualitative study.
The Plagiarism Awareness of University’s Students in Writing Research Proposal Hairunnisa Hairunnisa; Norlinda Norlinda; Nur Yulia Latifah; Melisa Khairaini; Salwa Ramadhani; Saripah Banseng; Ciptro Handrianto
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.150

Abstract

This study aimed to investigate the students' understanding and awareness of plagiarism in writing proposal. This study also investigated their reasons doing plagiarism in academic writing. A qualitative research method was used in this study by using interview for data collection techniques based on phenomenological research. The participants of this study were four students in the sixth semester in the English department at one of public universities in Banjarmasin. The study showed that students were aware of the act of plagiarism. They did plagiarism because of several factors, namely, laziness, wanting to finish quickly, and being pressured by circumstances. The study concluded that students needed to warn from the beginning related to the cause and impact of plagiarism for their future career. It`s not only bad for themselves but also harm others. The students should be actively involved in writing classes to express their own ideas and it can help them in proposal writing.
EFL Students’ Perceptions on Flipped Learning in an English Grammar Class Yusmalinda Yusmalinda
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.157

Abstract

The objective of this research was to investigate EFL students’ perceptions on the implementation of flipped learning. Employing a concurrent mixed method of data gathering techniques, this research was conducted in an English Literature Study Program of a private university in Padang, West Sumatera Province. The participants were fourth-semester students in an intermediate English grammar who were encouraged to actively participate in the class. The flipped instruction was implemented in four meetings. At the end of the sessions, a Google form questionnaire was handed out. Quantitative and qualitative data analysis found out that most students expressed positive perceptions on flipped learning, as indicated by its efficacy to facilitate preparation for offline sessions, making them more active, and completing grammar exercises better. Overall, flipped learning was acknowledged to be effective for English grammar in this study, despite few suggestions for the lecturers to assist them understanding material better.
The Effectiveness of English Subtitle Videos on Vocabulary Mastery of Non-EFL Students at STIKES Jayapura Papua Krishinta Mery Anggarwaty Kurniawan; Heni Purwati
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.163

Abstract

This study aims to investigate the impact of using English videos with and without subtitles on students' vocabulary mastery and to gauge their perceptions of both techniques. The study's population comprises 70 nursing program students at STIKES Jayapura. The study employs a quantitative experimental research design. The study's findings indicate a significant difference between students taught using English videos with subtitles and those taught without subtitles. Following the treatment, the experimental class's pre-test and post-test results showed a significant increase compared to the control group, with the experimental class's mean increasing from 6.22 to 23.07 compared to the control group. The t-test calculation result shows that the t-count of 2.279 is higher than the t-table of 1.999 at the degree of freedom (df) of 68. This result suggests that using subtitle videos is more effective in improving students' vocabulary mastery than videos without subtitles. Moreover, students respond more positively to subtitles in the videos played in the English classroom, making the class atmosphere more relaxing and enjoyable. Subtitles in the videos not only help students enhance their vocabulary but also provide entertainment through pictures and audio presented in the video. Additionally, teachers can choose various English videos relevant to students' needs and learning materials to make this strategy more effective in improving students' English skills and competence.
Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study Norhasanah; Rozi Setiawan
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.165

Abstract

This paper aims to investigate CLIL implementation for English teaching in Indonesia, particularly how this approach can be used in the EFL learning context considering that in most cases CLIL is implemented for bilingual education. To get the information and learn the phenomena in depth, a study case was conducted. The data was collected through classroom observation of two English teachers who have implemented CLIL in their teaching practice. It was then followed by a focus group discussion with those teachers to confirm the CLIL application and get more comprehensive data. This study found that CLIL was quite significant to be implemented for teaching English as it was not only able to improve students’ language skills but also broaden their insight globally. From this study, it was also highlighted that teachers must carefully select the materials and consider students’ level of proficiency to make a meaningful and effective learning process.
Students’ Need to Increase Ethically Acceptable Paraphrasing of Academic Texts Andi Dian Rahmawan; Yanuar Bagas Arwansyah
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.166

Abstract

The lack of Indonesian students performing their abilities in L1 paraphrasing becomes the primary reason they are labeled as persistent plagiarizers. Students, in Indonesian context and circumstances, need to broaden their perspectives regarding how to document the sources, using them in their original papers to support and defend the arguments. Literacy should be developed sustainably in order for students might critically think and state things with evidence. However, to say that students still developing English writing text as intentional plagiarism will appear to be overly harsh. Teachers, at the university level, should acknowledge that students’ commitment to plagiarism is the process of knowing its definition, characters, impacts, and habit of copying others’ work without any attempt to document it properly. Moreover, it also signs the teachers that students’ ability to use academic English needs improving. Observing these facts urges us to facilitate students to make them ready to conduct the paraphrase of the L2 texts while their EAP is still developing. This study seeks the fundamental preparation that should be made to generate acceptable paraphrasing texts.
Engaging Students’ Writing Competency on Metadiscourse Markers Using Donald Trump Presidential Speeches Rita Suswati; Njaju Jenny Malik
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.42.169

Abstract

This study aimed to investigate the implication of Donald Trump Presidential speeches as the teaching material of Metadiscourse Markers (MM) in writing class. It employed a qualitative study of English students after the pandemic situation. The research population consisted of 30 second-year students (male and female) from one selected class of Contextual Written Language Skills (CWLS) in the English Education Department of State University of Medan, Indonesia. The CWLS students’ writing ability was assessed using a questionnaire and Donald Trump Presidential speech transcripts taken from millercenter.org. The study referred to Hyland’s metadiscourse taxonomy (2005) and Lee’s contextual factors in writing (2016). The findings revealed that there was a distinct improvement in CWLS students’ writing ability between males and females on MM. This study also found that methodological variables such as teaching material and instructional design were some of the influencing factors in the learning process of MM using Donald Trump Presidential speeches.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol 6 No 1 (2025): February 2025 Vol 5 No 2 (2024): August 2024 Vol 5 No 1 (2024): February 2024 Vol 4 No 2 (2023): August 2023 Vol 4 No 1 (2023): February 2023 Vol 3 No 2 (2022): August 2022 Vol 3 No 1 (2022): February 2022 Vol 2 No 2 (2021): August 2021 Vol 2 No 1 (2021): February 2021 Vol 1 No 2 (2020): August 2020 Vol 1 No 1 (2020): February 2020 More Issue