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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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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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The Use of Graphic Organizer Strategies to Improve Students' Writing Skills in English Language Teaching Muhammad Labib Al Halim
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 1 (2024): February 2024
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.2024.51.182

Abstract

This research is motivated by the weak ability of students' writing in learning English. This research was conducted with the aim of improving English language skills, especially writing skills through the use of the graphic organizer strategy. This research was conducted on first semester students at Billfath Lamongan University. The subjects of this research were students of the English program from several research programs totaling 34 students. This research uses a Classroom Action Research design by Kemmis and Mc Taggart model in four stages, namely planning, implementing action, observing, and reflecting. The results of the preliminary test showed that students' writing skills were still low. The results of the assessment on the practice of writing texts using the assessment rubric show that there are still many students who have not reached the mark according to the criteria. The percentage of scores obtained by students are dominated by the "poor" criterion with 41%, fair 32%, good 18%, very poor 9%, and excellent 0%. While, the students' competence increased and has reached the specified minimum completeness criteria in the final test. The percentage of scores obtained by students are dominated by the "good" criterion with 50%, excellent 32%, fair 18%, poor 0%, and very poor 0%. The results of this research prove that the use of the graphic organizer strategy significantly improves students' writing skills and also has a positive impact on students' attitudes toward learning English.
Using Flash Cards to Improve the Vocabulary Mastery of XI Graders at SMA N 1 Ngaglik Kezia Intan Permani; Made Frida Yulia; Dewi Rahayu
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 1 (2024): February 2024
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.2024.51.184

Abstract

Vocabulary becomes one of the most essential aspects in learning English. However, since English was a foreign language in Indonesia, students had lack of vocabulary that made it difficult for them to learn English well. Teachers needed to help the students in mastering their vocabulary by using an interesting media. Therefore, this study aimed to investigate the use of flash cards as a learning media to improve students’ vocabulary mastery of XI Science 3 at SMA Negeri 1 Ngaglik. The participants of this study were thirty-two students from XI Science 3 at SMA Negeri 1 Ngaglik. Classroom Action Research was employed with 2 cycles. The data was collected using the pretest and posttest, and the questionnaires. The results showed that implementing flash cards in the learning process enhanced students’ vocabulary mastery. It could be proven based on the average of students’ scores which were 75.62 in the pretest, 94.68 in the posttest of cycle 1, and 98.12 in the posttest of cycle 2. Another thing, the results indicated that using flash cards gave many advantages for the students. By using flash cards, it was easy for students to remember the words, understand the meaning of the words, understand the synonym and definition of the words, and enhanced new vocabulary. Moreover, flash cards increased students’ motivation in learning vocabulary. From the results, it could be concluded that applying flash cards could improve students’ vocabulary mastery.
Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales Ainol Mardhiah; Nurul Kamaliah; Helmiyadi Helmiyadi; Lathifatuddini Lathifatuddini
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.190

Abstract

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.
Movie Discussion Club: A Teaching Model to Improve Integrated Skills in English Winda Lutfiyanti
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.193

Abstract

This research aimed to design and develop a teaching model following the need analysis which showed that the learners needed a set of instructional system to improve their integrated skills in English. Eighteen freshmen of English Literature Department (S1) and English Department (D3) from academic year 2019/2020 were participated as subjects in developing the teaching model. In conducting this research, there are seven steps in the procedure of research and development including: 1) need analysis and reference study, 2) developing product, 3) preliminary field testing, 4) first revision, 5) expert validation, 6) second revision, and 7) final product (first version). The instruments used to collect data are interview, observation, and questionnaire. The model was designed referring to six fundamental elements of teaching model namely focus, syntax, principle of reaction, social system, support system, and application context then implemented in Movie Discussion Club. The data of the field testing showed that the learners’ integrated skills improved. Later on, the researcher used the note from this stage to revise the product. Moreover, expert validators checked the product and gave suggestions to make last adjustment. The final product of the research is a revised design of teaching model applied in Movie Discussion Club.
Using Canva in Creating and Designing E-Module for English Language Teaching Tira Nur Fitria
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.194

Abstract

The utilization of learning material via the use of technology is interesting. Visual, audio, and audiovisual learning mediums are all options. Memorable and simple-to-understand learning activities may be created using appealing learning material. This study simulates Canva in making and designing an e-module in English material. This research is descriptive qualitative. The analysis shows that Canva is an online graphic design tool that allows educators to generate a variety of creative products such as e-modules of teaching materials. This app can be used to design learning media with attractive templates, and a varied presentation of shapes, images, colors, and letters. To use the Canva app, we create a Canva account on canva.com, choose a template for design, design (insert elements), choose a background, edit the background, add texts, upload images/audio/videos, insert links, download or share designs e-module. Canva is a site that offers both free and paid (freemium) access to a wide variety of design tools and options. Canva has provided 'graphics capabilities for users who 'cannot or are not good at designing' by providing various templates ranging from lawyers, elements (icons, photos, lines, illustrations), text with various fonts, and 4) backgrounds. So, the 'material' has been presented and the users just have to create it. Teachers/lecturers may find Canva to design learning media and develop instructional material. By using Canva, teachers/lecturers can teach material, knowledge, creativity, and skills that will be obtained for students, so that this media can also be used in various areas of their lives.
The Effectiveness of Memory Strategies to Improve Students' Speaking Skills Arum Putri Rahayu; Masriatus Sholikhah
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.195

Abstract

This research studies the memory strategies used by the second semester STAI Ma’arif Magetan students to improve their speaking skills through involvement in English vocabulary. The purpose of this research is to find out the types of strategies and students' preferences in using strategic memory to improve their speaking skills. The data consists of memory strategies used by STAI Ma’arif Magetan students. The data source consisted of 30 second semester students. The memory strategy questionnaire was carried out for the data collection process. Data analysis was carried out using several steps such as data reduction, displaying data, and drawing conclusions. The research results showed: (1) students used ten indicators of strategic memory (grouping, associating, placing new words into a context, using images, semantic solvers, using keywords, representing sounds in memory, structural displays, using physical responses or sensation, and using mechanical techniques); (2) students' preferences in using memory strategies to place new words into context.
Language Dilemmas in the EFL Class: Historical and Political Factors Asmawati Asmawati; Fithrah Nurul Hidayah; Hafez Al Assad; Sholihatul Hamidah Daulay; Maslathif Dwi Purnomo
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.197

Abstract

This research explains the complex and many-sided landscape of English language teaching (ELT) and how historical and political contexts influence it. By acknowledging the deep roots of ELT, this research highlights the importance of understanding the challenges and opportunities faced in teaching and learning English in various contexts. The authors conducted extensive library research to gather data and insights into the complexities of language learning in the EFL context, providing valuable solutions for addressing these challenges. Moreover, the article offers a historical review of the Dutch occupation of Indonesia and how it impacted education and English language teaching in the region. By exploring the historical context, the article highlights the significance of acknowledging the past and its influence on present-day ELT practices.
English Proficiency of Lecturers at a Private University in Indonesia: TOEFL and CEFR Standards Ade Kristianus Kaloeti
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.198

Abstract

In the globalization era, it is crucial for lecturers in STIKES Telogorejo Semarang to possess good English proficiency. The proficiency in English can be determined by the score achieved in TOEFL (Test of English as Foreign Language), which is classified based on the standard of CEFR (Common European Framework of Reference for Language). This study aims to identify the English proficiency of lecturers in STIKES Telogorejo Semarang and to determine the appropriate training model to enhance their English proficiency. The data for this article was collected through testing, which was conducted once for the lecturers in STIKES Telogorejo Semarang. The scores were then analyzed using descriptive quantitative methods. The analysis revealed that the level of proficiency in English for lecturers in undergraduate Nursing is A2 Elementary with an average score of 410, for lecturers in undergraduate Midwifery is A2 Elementary with an average score of 394, for lecturers in undergraduate Pharmacy is A2 Elementary with an average score of 439, for lecturers in undergraduate Physiotherapy is A2 Elementary with an average score of 374, and for lecturers in diploma Nursing is A2 Elementary with an average score of 369. Based on the analysis, the suitable training model for lecturers in STIKES Telogorejo Semarang includes listening skills, structure skills, and reading comprehension skills at the Elementary level.
ESP Students’ Self-Reflection on English Speaking Anxiety: An Investigation on Gender’s Perspectives Muhamad Nova
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 2 (2024): August 2024
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.2024.52.210

Abstract

Speaking in a foreign language becomes a challenge for many students, including ESP students. In ESP class, the students learn English for specific context related to the professional fields. Thus, having anxiety in the English class could affect their future performance in their future job. The current study seeks for insight on identifying speaking anxiety awareness among ESP students through self-reflection. The students are required to describe on of the tourist attraction in front of the class and have a self-reflection on their performance. With the total of 15 male and 15 female students, the study applied a qualitative study with case study design. The data were collected through classroom observation, questionnaires, and interview. The data were triangulated and analyzed through data condensation, data display, and conclusion drawing. As a result, the male students tend to have speaking anxiety than the female students. Based on the male students’ perceptions, pronunciation difficulty, lack of grammar comprehension, lack of vocabulary mastery, and lack of confidence become the cause of the speaking anxiety, while the female students have lack of practice, nervousness, and pronunciation difficulty as the problem. Thus, it is suggested the English lecturer to provide more practice on language system, such as grammar, vocabulary, and pronunciation to shape students’ comprehensibility on English. Also, the ESP students need to have extensive speaking practice to boost their confidence in speaking in front of the class.
Exploring Students’ Perception on The Implementation of a Web-Based Materials in Intensive Reading Class Malasari, Susanti; Fortinasari, Paulina Besty
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 6 No 1 (2025): February 2025
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.2025.61.187

Abstract

Intensive Reading is one of reading subjects learned by English Department students. This course is a reading activity to find information and understand the contents of various reading texts. Good reading skills will enable students find and understand information from various texts proficiently. Besides knowing and applying reading strategies, students can improve their reading skills by doing reading practice continuously. Therefore, students need to have an easy access of various texts that are used as intensive reading materials. Website is one of the media that can be used to provide intensive reading materials. This is a descriptive qualitative research that is aimed to explore students’ perception on the implementation of a web-based materials in intensive reading class. The participants were the second semester of English Department students learned intensive reading. The data were obtained from observation, interview, and documentation. The findings showed that students have positive perception on the implementation of a web-based materials in intensive reading class. It was found that the implementation of websites can motivate students in learning to read, help students improve their reading comprehension, and form students’ reading habits.

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