SAGA: Journal of English Language Teaching and Applied Linguistics
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
Articles
76 Documents
<![CDATA[ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Nurin Afifah]]>;
<![CDATA[Ari Nur Widyantoro]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.12.44
<![CDATA[The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary for different purposes. Then, the realization comes to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivation of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting an interview to some English instructors in an English course in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all privileges of working in an English course, some general motives underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.]]>
<![CDATA[Analisis kritik feminisme terhadap bahasa dan tampilan iklan produk kosmetik pemutih ]]>
<![CDATA[Melania Priska Mendrofa]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.12.45
<![CDATA[The language used in advertisements can reflect social and cultural perspectives. Specific words and sentences used by a cosmetic company can attract consumers to buy and consume a product. The language can also change people's perspective about life and the way they experience it. Cosmetic products have changed women's perspective toward the standard of beauty. The beauty standard is submitted through the persuasive language and the display of beautiful models in the advertisements. It is a common issue that the concept of being a beautiful woman is to have white and glowing skin. Because of this, women buy and use many whitening products to beautify themselves. The language of advertisement 'colonizes' women and kills the concept of a woman's nature. It subordinates some women who keep their natural looks by not using any whitening products. However, women should be aware of this problem and not be affected by the language of advertisement so that they can accept themselves for who they are. Feminist critical discourse analysis helps this research to analyze and criticize the beauty standard that has been imposed on women through the language. In the end, women's awareness is needed to resist the beauty standard as a gender stereotype constructed by society.]]>
<![CDATA[THE IMPACT OF INDIVIDUAL STUDENT MENTORING FOR TEACHER PROFESSIONALISM IN ENGLISH PRESERVICE TEACHER EDUCATION ]]>
<![CDATA[Mega - Wati]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.12.47
<![CDATA[Mentoring in pre-service education is a key success factor, because not only can it transform the pre-service teacher as the mentee, but also develop the mentor teacher professionally. This preliminary study to find the impact of individual student mentoring was inspired by the awareness of its potential multidimensional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career, academic support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionnaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each research question. The findings show that the pre-service students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in three areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.]]>
<![CDATA[PERSEPSI DOSEN TERHADAP TINDAKAN PLAGIARISME MAHASISWA ]]>
<![CDATA[I Gede Nyoman Arya Risaldi Dwi Nugraha]]>;
<![CDATA[Made Hery Santosa]]>;
<![CDATA[Anak Agung Gede Yudha Paramartha]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.12.53
<![CDATA[Cases of plagiarism exist universally. Although it is unacceptable, students are doing it purposively. Prior studies about students’ perception on this academic misconduct have been done extensively, while studies about lecturers’ perception with the same concern are limited. This research was done to fill this gap. The purpose of this study is to find out: (1) lecturer’s perception on students’ plagiarism and (2) solution to prevent students’ plagiarism. Two instruments were used in order to collect the data, they are plagiarism questionnaire and an interview guide. Both instruments are divided into two dimensions, namely knowledge dimension and attitude dimension. The questionnaire has 12 statements with 4 possible responses in each dimension. Meanwhile, there are 3 questions in the interview guide consisting of 1 question about knowledge dimension and 2 questions about attitude dimension. Thirty seven English as a Foreign Language (EFL) lecturer participants from institutions in Indonesia joined the survey and 5 of which were selected for the interview session. Both results of survey and interview are positive. The results implied an indication of students doing academic dishonesty.]]>
<![CDATA[Analisis Wacana Kritis tentang Pronomina Persona dalam Pidato yang disampaikan oleh Greta Thunberg ]]>
<![CDATA[Yuli Suryaningsih]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.21.34
<![CDATA[Although the study of personal pronouns in speeches is very popular, only a few studies are conducted to analyze non-political speeches. In spite of Greta Thunberg’s famous and bold speaking manners, none of the researchers are interested to look deeper at speeches delivered by the young activist. In this study, I employ Fairclough’s model of Critical Discourse Analysis to examine the use of 102 first-and-second person personal pronouns in her speeches. Forty-seven percent of the pronouns are you and twenty-five percent of the pronouns are we. Furthermore, the high percentage of the occurrence towards you and we shows the characterization of her speeches. It shows both othering strategy and personalization strategy between the speaker and the audience. In addition, the pronouns act both as inclusive and exclusive. The variation of inclusiveness and exclusiveness is highly affected by who the audience is. These findings propound that the use of the same pronouns by the same person acts differently depending on who the audience is.]]>
<![CDATA[The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers ]]>
<![CDATA[Mas Muhammad Idris]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.21.43
<![CDATA[The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.]]>
<![CDATA[Fitur Pelafalan Suprasegmental Bahasa Inggris Mahasiswa Indonesia dan Implikasi Pedagoginya ]]>
<![CDATA[Suciati Suciati]]>;
<![CDATA[Yuniar Diyanti]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.21.62
<![CDATA[This minor study aims at describing learners’ features of pronunciation in terms of their suprasegmental aspects found in their speech. Students were asked to read aloud a text entitled The Gorilla Joke from the © BBC British Council 2006. Students oral narrations were then analysed in terms of their intonation pattern and stress assignment in sentence level. A metrical analysis was also used to show how students produced their speech rhythm. The result of the analysis shows that given the same text to read students may produce various combination of intonation patterns. Students also misplaced stress within the syllables or assigned no stress at all. Based on the metrical phonology analysis, learners did not assign foot timely based on the timing units in connected speeches. The speech production is more like a broken speech. Students also neglected the morphophonemics rules in which they did not produce the appropriate allomorphs [t], [d], and [id] in the past participle words. These features bring about some pedagogical implication. Keywords: student’ pronunciation features, suprasegmental aspects]]>
<![CDATA[Ujaran Guru dalam Kelas Bahasa Inggris sebagai Penutur Asing dalam Pendekatan Saintifik: Dalam Sudut Pandang Speech Acts ]]>
<![CDATA[Rihza Galih Faturrochman]]>;
<![CDATA[Achmad Anang Darmawan]]>;
<![CDATA[Faishol Hadi]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.21.66
<![CDATA[This paper reviews teacher’s utterances in the EFL Classroom using Speech Acts’ perspective. Specifically when the teacher applying scientific appraoch in the learning process. Teacher’s utterance has a lot of influence in the language learning process, such as: students’ input and practice (Xiao-yan, 2006) and (Cullen, 1998). Even though the restiction on using scientific approach in all subject has been revoked, some schools still applying scientific approach in EFL Classroom which is relatively unfamiliar. Theoretically, since Indonesia use English as foreign learning, teacher’s utterance has a prominent role in the process of learning in the classroom. In the classroom context, teacher talk can be found in the form of questions and feedback (Cullen, 1998)And (Xiao-yan, 2006). The research had been done using qualitative method, which means the data of the research are analysed using qualitative methods and the result is presented in paragraph. In order to gather the data, observation and interview had been done in the early of 2020. As result, a teacher in MA Bilingual Muslimat NU Sidoarjo uses the directive sentence mostly in the classroom, since she believes that encourage students to speak in English is very necessary for English as foreign language learner.]]>
<![CDATA[MODUL BAHASA INGGRIS UNTUK PEMANDU WISATA KONSERVASI PENYU, MEMBANTU MASYARAKAT DALAM MELESTARIKAN PENYU LAUT ]]>
<![CDATA[Dika Pranadwipa Koeswiryono]]>;
<![CDATA[I Made Krisna Adi Chandra]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2020.21.73
<![CDATA[Most of the six species of sea turtles in Indonesian waters have seen a decline, mainly due to human exploitation. One of the efforts to prevent the extinction of this pre-historic reptiles is the establishment of conservation centers. In Bali, one of the conservation centers actively involved in the efforts to conserve turtles is the Turtle Conservation and Education Center (TCEC). As more foreign tourists who are aware of turtle conservation come to this place, guides at TCEC are expected to able to provide sufficient explanation about turtles and their environment in English. They should provide a thorough insight of the turtle's anatomy, behavior, and reproductive cycle. This study aimed at developing English module for turtle conservation guides at TCEC. In developing the module, a framework of material development model was adopted. The framework consists of some stages namely, needs analysis, formulation of goals and objectives, development of English learning materials, and evaluation. The results of this study provide some implication and contributions for English language teaching.]]>
<![CDATA[O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND? ]]>
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Widya Ratna Kusumaningrum]]>;
<![CDATA[Rangga Asmara]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2021.22.76
<![CDATA[In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.]]>
