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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
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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 76 Documents
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ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS Satya Monique Saragih; Listyani - Listyani
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.77

Abstract

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.
Designing Meaningful and Relevant Activities to Enhance Students’ Motivation during Covid-19 Pandemic Andreas - Winardi
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021
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.2020.21.78

Abstract

Teachers and students all over the world are now facing the biggest shift in their lives, from studying in the school to studying at home, from meeting their teachers and friends face to face to meeting them via technology, and from depending on teachers to give them knowledge to depend on themselves. This change is not easy to cope with, both teachers and students are at their wit’s end. They are confused what to do and if this continues, they will be frustrated and lose their motivation for learning. Many parentscomplain that their children have to do a lot of assignments that overwhelm them. As a result, they lose motivation. To remedy this situation, teacher needs to design activities which are relevant and meaningful to their students.
THE SENSE OF SELF EFFICACY OF PRE-SERVICE ENGLISH TEACHERS IN EFL CONTEXT Devina Eka Safitri
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.79

Abstract

This study aims to describe the sense of self-efficacy of pre-service teachers in the context of EFL. This issue needs to be discussed because of the importance of self-efficacy in teaching for the pre-service teacher. The study used the Teacher Sense of Efficacy Scale (TSES) questionnaire as the instrument. There were 103 respondents participated in this study. The results showed that pre-service English teachers were more effective on instructional strategy with an average score of 3.7840 of the overall sense of efficacy. Then, followed by student engagement efficacy with an average score of 3.7561, and the last one is class management with an average score of 3.7318. Based on the data obtained, it shows that the students' sense of efficacy is at a moderate level.
INVESTIGATING THE USE OF MAXIMS IN THE EFL CLASS PRESENTATION: A PRAGMATIC STUDY Febriana Aminatul Khusna; Sekar Lathifatul Aliyah; Dinar Ayu Asyifah
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.80

Abstract

Maxim is one of the aspects studied in pragmatics, a relatively new field in linguistics. It is used in social interactions, especially in the form of conversations. In this study, the researchers conducted maxim analysis in an EFL class. The research data were collected from the WhatsApp-group communication of an online class in the English language education department of a public university in Central Java. This study employed a qualitative descriptive design using pragmatic analysis as its framework. There are maxim of quantity, maxim of quality, maxim of manner and maxim of relevance. The result shows that there were 22 occurrences of maxim of quantity with 5 cases of flouting of the maxim. Then, 28 occurrences belonged to maxim of quality and the researchers did not find any flouting of the maxim. Next, 26 occurrences were labelled as maxim of relevance with 2 cases of flouting of the maxim. Besides that, 22 occurrences were categorized as maxim of manner with 3 cases of flouting of the maxim. In general, 110 maxim occurrences were identified from 16 conversations recorded in this research.
STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING Komang Lisna Kristiyanti; Made Hery Santosa; Ni Putu Astiti Pratiwi
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.83

Abstract

The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.
DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Muhammad Eka Zuwanda; Sri Sumarni; Siti Drivoka Sulistyaningrum
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.84

Abstract

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.
EFL STUDENTS’ STRATEGIES TO IMPROVE THEIR VOCABULARIES IN CRITICAL READING CLASS Erna Sefriani Sabuna; Lesly N. Ndun; Marthisa Oliva Billik
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
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.2021.22.102

Abstract

This research attempts to find out students’ strategies to improve vocabularies size in Critical Reading class of second semester students at English Education Program of STKIP SoE. A descriptive qualitative method was used in this research. There were 21 students involved as the research participants and willing to be interviewed. The result of this research showed that students applied strategies, such as listening to the songs, watching movie, reading, and listing difficult words to improve their vocabularies. By applying those four strategies, students were able to understand vocabularies in context without any assistantship, understand the words in foreign language, repeat the words several times, describe the conversation in mother tongue, pick some words when reading books, remember the words that they get, and write down some difficult words.
TEFL in the Postmethod Era Surya Asra; Faizatul Husna; Fadlia Fadlia; Allif Syahputra Bania
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
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.2022.31.81

Abstract

This study aims to review the implementation of steps in teaching English as a Foreign Language (TEFL) from a post-method point of view. The research is an analytical study using a literature review approach to describe the results and to draw conclusions. The results of the literature analysis show that basically there is no fundamental theoretical difference between the method and post-method. Regarding the implementation of teaching English from the post - method point of view, there is no fundamental difference found on the steps of teaching English in methods that existed before the era of post-method. Therefore, the energy of debate between proponents of method and post-method can be directed to find the best and appropriate steps in teaching English to students.
Strategi Guru dalam Mengajar Berbicara di Kursus Bahasa Inggris sebagai Bahasa Asing di Kampung Inggris Ahmad Latif Mahruf; Diniyati Kesuma Sari
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
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.2022.31.89

Abstract

A successful learning process is determined by teaching strategies that are used by teachers. The strategies will affect the learning output of students. Many graduated students claim that they need more experience to study English. One alternative way to improve their ability is to join an English Course in Pare East Java-“Kampung Inggris”. The aim is to investigate how teaching speaking is done and what the strategies used to make and help students to speak in fun way. The focus of this research is to expose the uniqueness of those strategies. It belongs to ethnography research using observation, interview, and documentary. The populations are from four English courses that were elected by purposive sampling. The result shows that the most often teaching speaking strategies are pronunciation class, grammar for speaking, academic speaking, impromptu and public speaking.
Human Representation on Environmental Speech in Terms of Transitivity Process Siti Awaliyah Mansyur; Wawan Gunawan; Retty Isnendes
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
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.2022.31.117

Abstract

The role of activists in raising humankind’s awareness regarding environmental or ecological issues or phenomenon has gained so much attention since it is spread and told in many different ways. One of them is taken by sharing the idea through speech and statements that are being spoken before the world leaders, politicians, and any other occasions. This study focuses on the speech of an environmental activist regarding climate change, Greta Thunberg. The analysis was conducted on the transitivity analysis, i.e. the distribution of experiential meaning on the speech that was presented at the United Nations Conference of the Parties on Climate Change, 2018. The result shows: 1) the distribution of material process is the dominant one (41,8%), followed by relational process (19,4%), mental process (17,9%), verbal process (14,9%), behavioral process (3%), and existential process (3%); 2) through the process distribution, human beings seem to have their big roles in causing the climate change, but at the same time they are the ones who can prevent it. Therefore, the speech is regarded as beneficial discourse based on Stibbe’s ecolinguistics standard. This type of discourse has to be promoted in order to raise ecological awareness in society.

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