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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 7 Documents
 1 
Search results for , issue "Vol 17, No 1 (2014): April 2014" : 7 Documents clear
New Literacies: Some Implications for Language Teachers Monica Ella Harendita
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.259

Abstract

The ever-changing development of digital technology has become a scapegoat that exacerbates literacy. In scrutinising this issue, this article counters the simplistic view on literacy. Instead, it views literacy as socially, culturally and historically constructed. Therefore, the traditional definition of literacy, which is the ability to read and write, may not fit the digital age. This article discusses how digital technologies have reshaped the nature of literacy. After discussing literacy, and the Internet in general and Web 2.0 in particular, this paper presents some implications for language teachers in dealing with the altered literacy practices. First, critical literacy should be embedded in classroom practices so as to make students critically evaluate the free-flowing information on the Internet. Second, language teachers should nurture participatory culture of the students by encouraging collaboration among them.DOI: https://doi.org/10.24071/llt.2014.170102
Polysemy and Semantic Extension of Lexeme Hot Truly Almendo Pasaribu
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.278

Abstract

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.
A Preliminary Research to Develop A Customized Set of Vocabulary Size Test Laurentia Sumarni
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.260

Abstract

This is a preliminary research to investigate useful words to function effectively in academic contexts, vocabulary size, the first-year students word list, and the steps to design the customized set of entry-level vocabulary size test. This research was a library research. To find out the ELESP students current vocabulary size, a vocabulary size test designed by Paul Nation was administered. The results show that useful words were (1) high-frequency words containing 2,000 word families, (2) academic words specified in the Academic Word List (Coxhead:2000), (3) technical words, (4) low-frequency words. The result of the administration of Nations Vocabulary Size Test shows that the students scores range between 33 and 96 words, with the mean score of 66. It means that the students vocabulary size ranges between 3,300 and 9,600 word families. The average students vocabulary size was 6,600 word families, which imply that most ELESP students are ready to read texts containing 88.7% word coverage. In order to increase their vocabulary size by 10,000 or more, they need to learn technical words and low-frequency words of a specialized subject area. Using Nations specifications for making the test, some procedures of test design are: Sampling the words for the items, Making the Stem, Writing the choices, The Order of the items in the Test, Piloting, Administering the Test. The decisions on curriculum, materials and teaching strategies should be based on the results of vocabulary size to gain optimum learning outcome.
English Learning that Fosters Positive Attitudes Y.B. Gunawan
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.276

Abstract

This article discusses the integration of English teaching and attitude components. In the new school curriculum the attitude or affective domain components are considered very important as we can see in the Core Competence and Basic Competence. The English teacher should be able to teach English while paying attention to the attitude components. This article aims to show that the two aspects can be done together. The assumption taken is that while teaching English, the teacher also develops the students affective domain/deals with the learners attitude. What remains to be done is that the English teacher should be able to identify his/her theoretical orientation that he/she has with regard to language, language learning, and educational cultural viewpoints. One of these viewpoints language learning is further elaborated in H.D. Browns second language learning principles. With these major concepts and principles the English teacher is expected to be able to integrate the English teaching-learning process with the affective-domain related process.
Technology and Young Learners Fidelis Chosa Kastuhandani
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.258

Abstract

Nowadays, technology can be accessed by everyone easily, including young learners. This article discusses three things; the first is the discussion of what characteristics young learners have, the second discussion is about what kinds of technologies that could be integrated into classroom activities, and the third discussion is about how to weave ICT into young learners classroom setting. Employing ICT in teaching English to young learners, indeed, provides challenges for teachers to overcome. By far, the most useful resources in the classroom are the students themselves.
On Literary Criticism: Looking into Noers Moths from the planes of light of New Critics, Russian Formalists and the Structuralists Herujiyanto Herujiyanto
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.277

Abstract

Without denying the truth of the so-called silent enim leges inter arma [Law stands mute in the midst of arms], this paper makes use of the analytical perspectives of New Criticism, Russian Formalism and Structuralism to look into Arifin C. Noers play named Moths. It is admitted that literary critics often define their assumptions about literary work and the better way to go about reading it (and writing about it). The New Critics, Russian Formalists and the Structuralists are only three of them. According to Ian Ousby, the three groups can be described as formalists; they share a common conception: a work is autotelic, that is, complete in itself, written for its own sake, and unified by its form that which makes it a work of art.1 Looking closer at the three movements, we would undoubtedly find that they are not exactly the same. The New Critics, for example, explicitly repudiated English Romanticism and its radical tradition while Russian Formalists merely attacked the utilitarian and social tradition.2 Then, Russian Formalists were concerned with the way in which the individual work of art was perceived differently against the background of the literary system as a whole. The Structuralists, however, set themselves the task of describing the organization of the total sign-system itself by dissolving the individual unit back into the langue of which it is a partial articulation.3 The end goal of this study is, thus, to find the possible ways to go about reading the play; to see how the playwright seems to write about his work; and to have a better understanding of the nature of the play.DOI: https://doi.org/10.24071/llt.2014.170106
A Flexible Approach to the EGP Syllabus: Why It Is Possible Concilianus Laos Mbato
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.275

Abstract

Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.

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