LLT Journal: A Journal on Language and Language Teaching
LLT Journal: A Journal on Language and Language Teaching, to be published twice a year, namely in April and October, is a scientific peer-reviewed journal published by the English Language Education Study Program, Faculty of Teacher Training and Education, Sanata Dharma University, Yogyakarta. The journal welcomes articles on language and language teaching, including 1. language studies/investigations, 2. language teaching/learning, 3. literature related to language studies or learning, and 4. linguistics related to language learning.
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<![CDATA[ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES ]]>
<![CDATA[Castro, Maria Corazon Saturnina A.]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices. This paper poses the major problem: How do teachersâ perspectives on corrective feedback match the studentsâ views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed. Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process. DOI: doi.org/10.24071/llt.2017.200210]]>
<![CDATA[SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 â 3 ]]>
<![CDATA[Wijanti, Widdy]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in English learning that a good language output comes from a good language input. The data is taken from the collections of reading materials taken from EAP course Level 1, Level 2, and Level 3 which are compulsory subjects for students at Sampoerna University in their first 2 years of study. The data then is processed using the Syntactic Complexity Analyzer (Ai & Lu, 2013). The findings showed that the reading materials of EAP course Level 3 text is mainly suggested to be reviewed and revised in order to fulfill the five categories of syntactic complexity, i.e. the length of production unit, the sentence complexity, the subordination, the coordination, and the particular structure. DOI: doi.org/10.24071/llt.2017.200204]]>
<![CDATA[READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY ]]>
<![CDATA[Tanjung, Firima Zona]]>;
<![CDATA[Ridwan, Ridwan]]>;
<![CDATA[Gultom, Uli Agustina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve studentsâ reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014) and Chauhan and Lal (2012). The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program. DOI: doi.org/10.24071/llt.2017.200209]]>
<![CDATA[TEACHERSâ BEHALF ON LANGUAGE TEST CONSTRUCTION ]]>
<![CDATA[Ismail, Nyak Mutia]]>;
<![CDATA[Yoestara, Marisa]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[There are four steps necessarily to be conducted when designing multiple-choice test items, namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discarding items (Brown, 2004). As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study focuses on high school teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was used in obtaining the data. A questionnaire was distributed to 15 teachers. The analysis process was carried out through three-step analysis (Miles, Huberman, & Saldana, 2013). The results depict that the teachers hardly conduct the index determining step or try-outs when constructing a test. This implies that there is no empirical warrant that all items are worth tested and can be the fundamentals for decision-making when assessing and evaluating studentsâ test results. DOI: doi.org/10.24071/llt.2017.200201]]>
<![CDATA[VOCABULARY ENHANCEMENT OF FEMALE ESL LEARNERS THROUGH SHORT STORIES: A RURAL/ URBAN PERSPECTIVE ]]>
<![CDATA[Ahmed, Naseer]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Teaching English has progressed rapidly with the changing requirements of society. Current study has not only the purpose of testing vocabulary enhancement by short stories but also monitors its effects on rural and urban population at secondary level. Present study utilizes Pre-test, post-test experimental design. Before the commencement of study, 50 students took their pre-test from rural site and 50 students took their pre-test from urban site. Only those 20, 20 students were selected from both sites whose accumulative score was almost the same. After this, five short stories were taught to both groups for five weeks with the same methodology. After the completion of coaching, a post-test was conducted. Marks of pre-test and post-test of both rural and urban groups were compared to see difference in learning. Data was analyzed statistically by using SPSS 20 for windows. Analysis of data proved that urban group had statistically significant improvement as compared to rural group. DOI: doi.org/10.24071/llt.2017.200207]]>
<![CDATA[SCOPE AMBIGUITY IN THE JAKARTA POST HEADLINE ARTICLES PUBLISHED IN MAY 2015 ]]>
<![CDATA[Aulia, Hernita Ratna]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[As an international language, English has an important role in many aspects of human life. The language has been practically utilized in mass media to provide current information for the people. Printed mass media, as one of the examples, is the topic of this study, newspaper in particular. This study has two purposes, i.e. to find out the scope ambiguity which appears in the articles of the headlines and to analyze the cause of the scope ambiguity. The data of this study are 65 articles taken from the online headlines of The Jakarta Post published in May 2015. The result shows that there are 6 scope ambiguities caused by quantification, 4 scope ambiguities caused by coordination, and 7 scope ambiguities caused by quantification and coordination. Overall, there are 17 scope ambiguities found in The Jakarta Postâs headline articles.  DOI: doi.org/10.24071/llt.2017.200203]]>
<![CDATA[TEACHERSâ UNDERSTANDING OF LEARNER AUTONOMY IN INDONESIAN CONTEXTS: FINDINGS FROM HIGH SCHOOLS AND THEIR IMPLICATIONS ]]>
<![CDATA[Agustina, Dwi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Learner autonomy has become one of the main topics in the current research and conferences in Indonesia. This suggests that learner autonomy has received more attention in Indonesian contexts. However, there has been no space for discussions about the meaning of learner autonomy from high school teachersâ points of view. A multi-case study conducted by Agustina (2017) has found diverse understanding of autonomy as reported by Junior High School English teachers in Magelang Regency, Central Java, Indonesia. This paper discusses those teachersâ understanding in a more detailed way along with the implications when the concept is understood differently. This paper supports Agustinaâs argument that the diversity in understanding and developing autonomy should be anticipated since teachers have different beliefs about autonomy. Referring to Agustinaâs findings this paper proposes the need to consider the consequences of allowing the presence of various understanding of learner autonomy particularly when it is set as an educational goal. DOI: doi.org/10.24071/llt.2017.200206]]>
<![CDATA[TEACHERSâ AND STUDENTSâ PERCEPTION ON THE FREQUENT TEST: VOCABULARY COURSE ]]>
<![CDATA[Wahyuningtyas, Elizabeth Wulan]]>;
<![CDATA[Wulandari, Fransiska Selvy]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Through frequent test, students have higher self-motivation to understand every material in order to make them prepared in attending frequent test. This paper aims to see the teachersâ and studentsâ perceptions on frequent test. In addition, as the further finding, the writers will focus on the benefits of frequent test. The paper is an observation paper that focused on students âand teachersâ perception through frequent test, and its benefits. The finding shows that both of the teachers and students show the positive perspective toward frequent test. Thus, frequent test is beneficial to both, the teachers and the students in learning process, even though there are also the negative effects. DOI: doi.org/10.24071/llt.2017.200208]]>
<![CDATA[THE ROLE OF STUDENTSâ MOTIVATIONAL SELF-REGULATION IN STRUCTURE III ]]>
<![CDATA[Mukti, Thomas Wahyu Prabowo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[One of the important factors that influence the language learning, especially learning the basic rule of a language, is motivation. Many studies have tried to find out the correlation between motivation and self-regulation with the students academic performance and they find out that both motivation and learning language are correlated so much. Thus, this paper specifically tried to find out the role of studentsâ motivational self-regulation with the studentsâ learning strategy. This research employed quantitative approach by employing survey method using observation sheet, questionnaire, and interview on some participants. The results of this study showed that the studentsâ motivation was high but they cannot self-regulate themselves. DOI: doi.org/10.24071/llt.2017.200205]]>
<![CDATA[EMPOWERING ENGLISH WRITING STUDENTS: REFLECTING ON ASPECTS OF THE PROCESS THAT HELPED ME MOST? ]]>
<![CDATA[Walker, Deron]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s. Empowering learner autonomy may best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) and creating workshop-like classrooms (Murray, 2004). Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach. This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction, which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view. Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and non-native English speaking writers wrestled with freshman level developmental writing side-by-side.DOI: doi.org/10.24071/llt.2017.200202]]>
