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INDONESIA
LLT Journal: A Journal on Language and Language Teaching
Published by Universitas Sanata Dharma
ISSN : 14107201     EISSN : 25799533     DOI : https://doi.org/10.24071/llt
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue " Vol 21, No 2 (2018)" : 12 Documents clear
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING Wihadi, Marwito; Sujatna, Eva Tuckyta Sari; Soeriasoemantri, Ypsi; Karlieni, Eni
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.654 KB)

Abstract

 Working on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its students’ pursued claims are not fully explored as an evaluativion of how student-writers interact as conveying arguments with the readers. Investigating the linguistic resources on which they develop and evaluate these, two selected English Language essays were looked into regarding to exploitation of macrostructures in them. Subsequently, they were captured within the framework of appraisal theory as to emerge various trends relative to the employment of engagement resource types, combined with the other resources in confirming claims: graduation and attitudinal ones. It was pinpointed that the essays were low-graded notifying substantial numbers of monoglossic resources with low-considered attitudinal items. They failed to recognise other voices and alternative positions. Their construction of evaluative meanings provided feedbacks, enhancing classroom teachers’ awareness of typical features in genre-based instructions.DOI: doi.org/10.24071/llt.2018.210205  
TEACHING EFL LEARNERS THE PAST PERFECT AND PAST SIMPLE THROUGH COGNITIVE GRAMMAR: EXPERIMENTAL EVIDENCE Hidarto, Anderson
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (23.245 KB)

Abstract

Cognitive Grammar (CG) is a relatively new approach to linguistics that is becoming more mainstream in recent years due to its comprehensive description and meaningful elaboration of grammar. CG proponents have been proposing this approach to L2 grammar instruction instead of a more traditional approach that relies heavily on rules. Our main interest is to investigate whether such approach is indeed beneficial to learners, particularly in the learning of English past tenses. Our goal in the current study is therefore to examine the relative effect of CG instruction on Indonesian EFL learners’ mastery of two past tenses, simple past and past perfect. These tenses were selected as our instructional targets since most common traditional explanation does not help learners differentiate and use them contextually (Jones & Lock, 2011). Twenty-seven EFL learners studying at a senior high school in Jakarta participated in this quasi-experimental study. They were assigned to one experimental group receiving a two-week pedagogical treatment with pre-test and immediate post-test design. Statistical analyses indicate that the group significantly performed better after the treatment, notably in discourse-related test sections. The results confirm the efficacy of CG which can lend support to its applications in L2 instruction.DOI: doi.org/10.24071/llt.2018.210211

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