Articles
<![CDATA[Polysemy and Semantic Extension of Lexeme âHotâ ]]>
<![CDATA[Pasaribu, Truly Almendo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Polysemy is a well-known fact about language. This study focuses on describing the concept and the extended senses of lexeme hot found in the corpus. The data taken from the corpus show that lexeme hot contains more than one semantic representation. This study aims at finding out the prototypical meaning, the extended senses and the relation between the prototypical meaning and the extended senses. First, the paper discusses the literal meaning of hot from its componential analysis, which will be supported by the Natural Semantic Metalanguage. After elaborating the prototypical meaning of the lexeme hot, this paper elaborates the extended senses of the lexeme and the motivation grounding the various types of these senses. Finally, it analyses the relation of the literal and the extended senses of the word by drawing the semantic networks. This research elaborates 10 extended senses of the word hot found in the corpus. The prototypical meaning of the word indicates a âvery high degree of temperatureâ. It is a scale used to describe high degree of temperature. The senses of lexeme hot are mostly motivated by metaphoric extension, in which hot is used to describe a scale to measure other things. The relation of the senses enables us to draw the semantic network of the polysemy of lexeme hot. DOI: https://doi.org/10.24071/llt.2014.170107]]>
<![CDATA[Domains of Political Metaphors in Presidential Speeches ]]>
<![CDATA[Pasaribu, Truly Almendo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Speeches are products of human minds reflecting ideas and opinions of the speakers. Crystal (1987) mentions that the way people use language does not only give us information about their geographical, ethnic and social background, but it also reflects the type of context in which they are communicating. As an interesting feature of a language, metaphors in political speeches can be powerful and persuasive. This research aimed at finding the source domains of political metaphors in Joko Widodoâs speeches, namely: his victory speech and his inaugural speech. These speeches were chosen to be analyzed due to their distinct context and setting. To achieve the goal of the study, the paper explicated Lakoff and Johnsonâs Contemporary Theory of Conceptual Metaphor (1980, 1992). The findings and discussion argue that the speeches use more positive metaphors of âunityâ rather than metaphors of âbattle or competitionâ. Furthermore, the texts also conceptualize Indonesian political realm as a journey and navigation, which give the audience a sense of progress. The maritime metaphors in particular are abundant in the two speeches because they reflect one of Widodoâs visions to strengthen Indonesian maritime. DOI: https://doi.org/10.24071/llt.2016.190204]]>
<![CDATA[ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES ]]>
<![CDATA[Pasaribu, Truly Almendo]]>;
<![CDATA[Harendita, Monica Ella]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachersâ experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachersâ anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachersâ anxiety, namely: confidence, English skills, preparation, lesson delivery, studentsâ profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety. DOI: doi.org/10.24071/llt.2018.210202  ]]>
<![CDATA[The Negation Jangan from a Lexical Functional Perspective ]]>
<![CDATA[Pasaribu, Truly Almendo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This paper is an investigation into the properties of the negation jangan in the framework of Lexical-Functional Grammar. The analysis shows that the negation jangan can negate verbs functioning as predicate in a sentence. It follows both transitive and intransitive verbs. The constituent that fills the position in the subject is defined by the voice of the sentence. If it is in the active voice, the subject is the second person pronoun. On the other hand, if the word jangan negates passive voice, the subject is not restricted. It is possible in Indonesian sentence to have double negation because the negative adverb jangan can negate a negation tidak. It also follows adjectives, adverbs, nouns and clauses. The negation jangan also has a different grammatical construction when it precedes the preposition sampai. The subject following jangan sampai is not restricted as the subject following jangan sampai is in active voice. The word jangan can be fronted to modify the whole clause. DOI: https://doi.org/10.24071/llt.2013.160105]]>
<![CDATA[A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS ]]>
<![CDATA[Pasaribu, Truly Almendo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Reading has become a major concern of EFL educators. Reading does not only help students learn foreign languages, but it is believed that it has a strong link with critical thinking skills. A reader response approach in collaborative works, adapted from literary theory, is believed to be beneficial for the students. Therefore, this study aims at investigating the answers to these two questions: (1) how are the collaborative reader responses implemented in Critical Reading and Writing II? and (2) To what extent does reader response approaches promote students? critical thinking skills? With these questions in mind, the researcher collects the data by involving 24 participants from CRW II (Critical Reading and Writing) class. The data from students? reflections, questionnaires, and focus group discussion are analyzed descriptively, using both qualitative and quantitative method. It is hoped that the implementation of this approach can be useful not only to improve students? reading skills, but it provides more opportunity for students to exercise their critical thinking skills.DOI: 10.24071/llt.2019.220208]]>
<![CDATA[Domains of Political Metaphors in Presidential Speeches ]]>
<![CDATA[Truly Almendo Pasaribu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v19i2.303
<![CDATA[Speeches are products of human minds reflecting ideas and opinions of the speakers. Crystal (1987) mentions that the way people use language does not only give us information about their geographical, ethnic and social background, but it also reflects the type of context in which they are communicating. As an interesting feature of a language, metaphors in political speeches can be powerful and persuasive. This research aimed at finding the source domains of political metaphors in Joko Widodos speeches, namely: his victory speech and his inaugural speech. These speeches were chosen to be analyzed due to their distinct context and setting. To achieve the goal of the study, the paper explicated Lakoff and Johnsons Contemporary Theory of Conceptual Metaphor (1980, 1992). The findings and discussion argue that the speeches use more positive metaphors of unity rather than metaphors of battle or competition. Furthermore, the texts also conceptualize Indonesian political realm as a journey and navigation, which give the audience a sense of progress. The maritime metaphors in particular are abundant in the two speeches because they reflect one of Widodos visions to strengthen Indonesian maritime.DOI: https://doi.org/10.24071/llt.2016.190204]]>
<![CDATA[Polysemy and Semantic Extension of Lexeme Hot ]]>
<![CDATA[Truly Almendo Pasaribu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v17i1.278
<![CDATA[Polysemy is a well-known fact about language. This study focuses on describing the concept and the extended senses of lexeme hot found in the corpus. The data taken from the corpus show that lexeme hot contains more than one semantic representation. This study aims at finding out the prototypical meaning, the extended senses and the relation between the prototypical meaning and the extended senses. First, the paper discusses the literal meaning of hot from its componential analysis, which will be supported by the Natural Semantic Metalanguage. After elaborating the prototypical meaning of the lexeme hot, this paper elaborates the extended senses of the lexeme and the motivation grounding the various types of these senses. Finally, it analyses the relation of the literal and the extended senses of the word by drawing the semantic networks. This research elaborates 10 extended senses of the word hot found in the corpus. The prototypical meaning of the word indicates a very high degree of temperature. It is a scale used to describe high degree of temperature. The senses of lexeme hot are mostly motivated by metaphoric extension, in which hot is used to describe a scale to measure other things. The relation of the senses enables us to draw the semantic network of the polysemy of lexeme hot.]]>
<![CDATA[ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES ]]>
<![CDATA[Truly Almendo Pasaribu]]>;
<![CDATA[Monica Ella Harendita]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v21i2.1261
<![CDATA[Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers anxiety, namely: confidence, English skills, preparation, lesson delivery, students profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.]]>
<![CDATA[The Negation Jangan from a Lexical Functional Perspective ]]>
<![CDATA[Truly Almendo Pasaribu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 16, No 1 (2013): April 2013 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v16i1.281
<![CDATA[This paper is an investigation into the properties of the negation jangan in the framework of Lexical-Functional Grammar. The analysis shows that the negation jangan can negate verbs functioning as predicate in a sentence. It follows both transitive and intransitive verbs. The constituent that fills the position in the subject is defined by the voice of the sentence. If it is in the active voice, the subject is the second person pronoun. On the other hand, if the word jangan negates passive voice, the subject is not restricted. It is possible in Indonesian sentence to have double negation because the negative adverb jangan can negatea negation tidak. It also follows adjectives, adverbs, nouns and clauses. Thenegation jangan also has a different grammatical construction when it precedesthe preposition sampai. The subject following jangan sampai is not restricted asthe subject following jangan sampai is in active voice. The word jangan can befronted to modify the whole clause.]]>
<![CDATA[A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS ]]>
<![CDATA[Truly Almendo Pasaribu]]>;
<![CDATA[Yuseva Ariyani Iswandari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1960
<![CDATA[Reading has become a major concern of EFL educators. Reading does not only help students learn foreign languages, but it is also believed that it has a strong link with critical thinking skills. A reader response approach in collaborative works, adapted from literary theory, is believed to be beneficial for the students. Therefore, this study aims at investigating the answers to these two questions: (1) how are the collaborative reader responses implemented in Critical Reading and Writing II? and (2) To what extent does reader response approaches promote students critical thinking skills? With these questions in mind, the researchers collect the data by involving 24 participants from CRW II (Critical Reading and Writing) class. The data gathered from classroom observations, online archives and students reflections are analyzed descriptively, using qualitative case study method. It is hoped that the implementation of this approach can be useful not only to improve students reading skills, but also to provide more opportunity for students to exercise their critical thinking skills.]]>
