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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 22, No 1 (2019)" : 12 Documents clear
EXPLORING PEER-ASSESSMENT PRACTICE IN GRADUATE STUDENTS’ ACADEMIC WRITING Dewi, Ema Wilianti; Nurkamto, Joko; Drajati, Nur Arifah
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (937.665 KB)

Abstract

This study aims to explore the practice of peer-assessment in academic writing. The current researchers find it urgent to investigate academic writing because it has rigid rules that can sharpen writers' critical thinking. The products of academic writing need to be assessed. Peer-assessment is one of alternatives used to assess students’ learning outcomes and monitor students’ progress in the class. This research is a case study. Data were collected from the first semester students, who joined an academic writing class, of the graduate program of a university  in Surakarta. The findings show that peer assessment practice can be effective as one of the assessment tools to measure students' writing in the academic writing class. DOI: doi.org/10.24071/llt.2019.220106
IMPROVING EFL LEARNERS’ SPEAKING PROFICIENCY THROUGH INSTAGRAM VLOG Wulandari, Mega
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (955.467 KB)

Abstract

This research investigated whether Instagram Vlog contributed to the improvement of EFL’s speaking ability. It also examined learners’ perceptions on the integration of Instagram Vlog in a speaking class. There were 28 participants involved in this research. To determine the impact of the Instagram Vlog on EFL learners’ speaking ability, pre- and post-tests were administered to measure the improvement. The results indicated that the implementation of Instagram Vlog into a basic-level speaking class improved the learners’ speaking proficiency in terms of pronunciation, fluency, vocabulary, syntax, and general use of the target language. The analysis of the questionnaire demonstrated that the utilization of Instagram vlog contributed to EFL learners’ speaking skill on enhancing fluency, acquiring vocabulary items, and boosting confidence and motivation. DOI: doi.org/10.24071/llt.2019.220111
STYLISTIC ANALYSIS OF ENGLISH IMPERATIVE COMMAND MOOD TRANSFER TO JAVANESE Pinem, Yune Andryani
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (542.781 KB)

Abstract

Imperative Mood (IM) for Javanese is strongly related to social status determining language choice. Triglossia of Ngoko, Madya and Krama are pictured in language use as well as prosodic features of pitch contour. To look at how English IM transfers to Javanese is the purpose of this research as well as how this process influences variant of pitch contours produced by Javanese speaker. This is a comparative study highlighting difference and similarity visualized by Javanese and English pitch contours with similar semantic meaning to be analyzed in pragmatics stylistic framework. Imperative to Command (IC) cannot take place in Bottom-Up situation in Javanese for social reason which puts Imperative to Request (IR) and Imperative to Invite (II) as substitutions. Using sound production of Javanese from Jogja and Solo on English and Javanese imperative, intonation pattern from both languages is analyzed using PRAAT and described in pitch range. Findings of this research display cultural background of Javanese in IM which may be useful for English pronunciation class.
TEACHING LITERATURE WITH TOUGH TOPICS IN ELT CLASS: BULLYING AND BIGOTRY Dewi, Novita
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.06 KB)

Abstract

Literature is an important vehicle to teach character building in language education. Sensitive topics like bullying and prejudice in literary works are helpful to promote understanding and empathy toward others. This article aims to discuss two short stories, namely “All Summer in a Day” by Ray Bradbury and “Shame” by Dick Gregory that can be used to increase students’ critical thinking, conscience, and compassion in language learning. The first half of the article examines the rationale for using short stories with such topics to impart values in language learning. The other half explores the significance of the two stories to use in ELT class. The article concludes that studying literature is, by default, practicing character education and that good support and reinforcement for that purpose can be done by addressing delicate issues that sometimes may appear harsh and unpleasant. DOI: doi.org/10.24071/llt.2019.220107
EVALUATING SAUDI EFL SECONDARY SCHOOLS STUDENTS' PERFORMANCE ON PAUL NATION'S STANDARDIZED VOCABULARY LEVEL TESTS Alhaj, Ali Albashir Mohammed; Alwadai, Mesfer Ahmed Mesfer; Albuhairi, Mohammed Hamed
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.968 KB)

Abstract

The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests. It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items. The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 –word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76. Moreover, in Paul Nation's Vocabulary Levels Test (VLT)  the more words  Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary. DOI: doi.org/10.24071/llt.2019.220112
CONTENT INSTRUCTOR AS SURROGATE ESL TEACHER: A SURVEY ON PERCEPTION, KNOWLEDGE AND WILLINGNESS Abdullah, Ahmad Nazri
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.888 KB)

Abstract

In a normal university curriculum, students have to fulfil a minimum of 120 credit hours before they can graduate with a bachelor’s degree; of these, about 6 to 9 credit hours are usually reserved for ESL classes where students are taught the necessary language skills for use within the academic ambience or for future communication in the workplace. The amount of time reserved for language instruction might not be enough to really prepare students for the rigor of real-life academic and workplace demands. It is felt that the huge amount of time utilized for content-based subjects might serve as a valuable platform for language acquisition to take place if content instructors have the necessary language skills and if they can be made to view their role as surrogate ESL instructors. This paper sets out to gauge content instructors’ perception of their mastery of English, the role they can play as surrogate ESL instructors and their willingness to do so. A total of 24 content instructors from a technical university were selected as participants to provide the necessary information. Results indicate that most of the respondents perceived themselves as not apt to act as surrogate ESP instructors due to shortcomings in their language proficiency. DOI: doi.org/10.24071/llt.2019.220103
PROJECT-BASED LEARNING: PROMOTING EFL LEARNERS’ WRITING SKILLS Aghayani, Behnam; Hajmohammadi, Elmira
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.951 KB)

Abstract

The present study sought to investigate the effect of project-based learning on EFL learners’ writing skill. To reach this goal, from the population of 70 EFL learners taking EFL courses at a language institute in Iran, two homogenous groups, consisting of 28 males, were selected based on the random sampling method. While the control group with 14 learners was taught through traditional method, the experimental group consisting of 14 learners received instruction using project-based learning designed by Maftoon, Birjandi, and Ahmadi (2013). A pre-test was administered to both groups prior to the treatment. Then, after the treatment, which was lasted for ten sessions and held during two months, the learners in both group were required to write on the new topic in which it was regarded as the writing post-test. The analysis of the obtained data revealed that project-based learning had significant effect on the learners’ writing ability. Moreover, the findings showed that project-based learning approach does aid learners to enhance and promote their writing ability in a collaborative environment. DOI: doi.org/10.24071/llt.2019.220108
THE NEW GENERATION OF HIGH QUALITY ESL/EFL TEACHERS: A PROPOSAL FOR INTERDISCIPLINARY TEACHER EDUCATION Syahril, Iwan
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

In this paper I argue that ESL/EFL teacher education programs should be the leading agents of change in transforming a nation.  With its emphasis on English mastery, an ESL/EFL teacher education program generally produce teachers with sufficient English to comprehend development/global issues such as climate change, poverty, or inequality.  The emphasis on the mastery of English as the international language will make pre-service teachers relatively better able to understand and produce multimodal English texts around those development/global issues compared to pre-service teachers from other subjects.  Building on the earlier work such as in Content and Language Integrated Learning (CLIL) and content area literacy, ESL/EFL teacher education can realize this vision with an innovative idea: an interdisciplinary teacher education program.  In this program, I envision that an ESL/EFL pre-service teacher education program collaborates with other subject area teacher education programs (e.g., social studies, science) working on an overreaching theme, such as sustainable development, or others.  Pre-service teachers learn the learning outcomes of subject areas not in isolation but in an integrated manner.  They learn inter-(disciplinary) content knowledge and pedagogical content knowledge around global issues and universal values.  Arguably, this kind of program will create teachers who can think critically, systemically and creatively, using a multi-perspective approach that recognizes the different dimensions, perspectives and angles of issues.  At the same time, this kind of program can produce teachers with key non-cognitive skills such as empathy, communication skills and aptitudes for interacting and collaborating with people of different backgrounds, origins, cultures and perspectives.  Indeed, this is a proposal for a new generation of (language) teachers, the ones who can teach 21st century skills (e.g., critical thinking, communication, collaboration, creativity) with innovative forms of teaching (e.g., project-based learning, problem-based learning, inquiry-based learning, theme-based learning) around authentic problems with a multi-perspective approach.  Indeed, for a developing nation, such as Indonesia, having quality teachers who can think and teach in an interdisciplinary manner can be very strategic not only in improving and transforming its education but also for accelerating its social and economic development.DOI: doi.org/10.24071/llt.2019.220104
IMPROVING INDONESIAN EFL STUDENTS’ SPEAKING SKILL THROUGH PECHA KUCHA Angelina, Patricia
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.986 KB)

Abstract

EFL students’ speaking skill at the university level is normally assessed through presentations in the teaching and learning activities. Therefore, the ability to deliver effective presentations is needed as it affects the EFL students’ competence in speaking. Most EFL students choose to use Microsoft PowerPoint to deliver their presentations in class. However, the additional pressure given to present in English normally causes them to include as much information as possible on their slides. They have the tendency to focus too much on the content and neglect the delivery aspect. As a result, most of the students only end up reading aloud their text-heavy slides, which often leads to boredom. Pecha Kucha is then introduced as a creative and innovative presentation format to improve EFL students’ speaking skill in delivering presentations. It is a simple, concise and effective presentation format which allows only twenty (20) slides that will advance automatically for 20 seconds each. The results of the study show that the use of Pecha Kucha has increased the EFL students’ speaking skill in delivering presentations. It is shown from the increased mean scores of the students’ presentation scores from before and after Pecha Kucha is used. It is also strengthened by the results of the interview on two students stating that Pecha Kucha has improved their speaking skill in delivering effective presentations in terms of the language use, speech delivery and interaction with audience. DOI: doi.org/10.24071/llt.2019.220109
EFL PEER FEEDBACK THROUGH THE CHATROOM IN PADLET Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (810.642 KB)

Abstract

This research was conducted to achieve two objectives. The first one is to give a vivid explanation about the peer feedback practice through Padlet chatroom. Secondly, it was carried out to dig out the students’ responses toward that practice. It was conducted within qualitative descriptive research by employing observation and open-ended questionnaires of 70 non-English university students as its data collecting technique. Then, qualitative data analysis was utilized by the researcher. The results revealed Padlet usage is a new thing for most of the students, yet they can use it easily because it is user-friendly and cost-free. Moreover, anonymity becomes one of the prominent features in Padlet chatroom. The students found it more convenient as being anonymous in giving and receiving feedback due to the freedom of expressing the students’ feedback without worrying about their friends’ sense of emotion. The last finding showed that the peer feedback practice through Padlet chatroom had met five principles out of seven principles that are proposed as the basic requirements of feedback practices. DOI: doi.org/10.24071/llt.2019.220105

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