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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): October 2018" : 12 Documents clear
THE USE OF GOOGLE TRANSLATE IN EFL ESSAY WRITING Sylvi Octaviani Chandra; Ignasia Yuyun
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1539

Abstract

Writing skill is considered a difficult skill for some of the students because of limited vocabulary as well as grammatical weakness. Since the students face this problem, they often take a shortcut if they have a writing assignment, which is using Google Translate (GT). Many studies have focused on this translator to find out the error from GTs output and rarely discuss the way students utilize GT in their language learning. Therefore, this study aims to investigate further the practice of GT in EFL essay writing as wells as its role in language learning. The study was conducted in Universitas Kristen Krida Wacana, involving eight respondents from Ukrida Department of English. Two methods were used, such as mediated-observation and interview. A writing task was given to each respondent and her/his writing process was recorded using screen-recording application. The data collected from the writing task was analyzed by classifying it into appropriate writing aspect while the interview data were transcribed. The result showed that students used GT in three different aspects: vocabulary, grammar, and spelling. Vocabulary became the highest used, with word-level became the first one, followed by phrase as a second highest, and sentence as the third. Spelling became the fourth highest used, while grammar was the least used among students. It is also found out that GT is perceived as a dictionary as students used GT mostly in vocabulary.DOI:doi.org/10.24071/llt.2018.210212
THE ROLE OF LOCAL CULTURE IN ENGLISH SPEAKING CLASSES Girindra Saraswati; Hartoyo Hartoyo; Amida Fadwati
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.934

Abstract

This paper aims at finding out a model or a concrete picture of the role of local culture in intercultural communication teaching embedded in English speaking classes. Specifically, this paper studied the first-year-students studying speaking in English Department of Universitas Negeri Semarang and lecturers lecturing speaking lesson in the same university. The study design, method, and approach implemented in this study, respectively, were case study, qualitative, and interdisciplinary. In addition, data were collected through observation, interview, and documentation study, and were validated by using triangulation technique. The collected data were analyzed using interactive model, comprising data reduction, data presentation, and verification. Results showed that the knowledge of culture, both native and foreign one, was embedded in teaching speaking classes of first-year-students in Universitas Negeri Semarang. The local culture itself served as benchmark and departing point of teaching intercultural communication to students. By acting as a benchmark, local culture gave students a standard of what considered acceptable and not acceptable both in native and foreign culture. While as a departing point, local culture served as the initial knowledge of students before getting to understand the concept of international communication further. For teaching speaking in general, local culture which was used as a ground to introduce intercultural communication would be beneficial for teachers to teach polite oral English communication which was acceptable for speakers coming from various nations.DOI: doi.org/10.24071/llt.2018.210207
ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES Truly Almendo Pasaribu; Monica Ella Harendita
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1261

Abstract

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.
SWEAR WORDS IN BAD BOYS II: A SEMANTIC ANALYSIS Johan Tobias Kristiano; Priyatno Ardi
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1586

Abstract

English movies have become a medium for the global spread of English swear words. However, not all people from non-English speaking countries know and understand the literal meanings of these words. This qualitative research aims to figure out the semantic referents of swear words in the film Bad Boys II. Content analysis was employed as its method. The results of this study show that nine semantic referents of swear words were used in the movie, namely sexual references, profane or blasphemous, scatological and disgusting objects, animal names, ethnic-racial-gender slurs, psychological-physical-social deviations, ancestral allusions, substandard vulgar terms, and offensive slang. Thus, Bad Boys II has a vast variety of swear words.
THE USE OF TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE LEARNING OUTSIDE THE CLASSROOM: AN INSIGHT INTO LEARNER AUTONOMY Silih Warni; Tian Abdul Aziz; Dimas Febriawan
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1259

Abstract

This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.
LANGUAGE ASSESSMENT LITERACY DEVELOPMENT: A STUDENT-TEACHERS EXPERIENCES IN TEACHING PRACTICE PROGRAM Agustinus Hardi Prasetyo
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1224

Abstract

The development of a student-teachers language assessment literacy was viewed through her experiences in conducting teaching practice in one of the senior high schools in Yogyakarta, Indonesia. An interview was conducted to explore the experiences taking place in the teaching-practice in relation to the language assessment literacy development. It was found out that the experiences were understood as mostly dealing with administrative tasks and there is a need of more knowledge in administrative matter in teaching and assessment. From the results of the study it was obvious that further studies need to be conducted to explore the role of teaching-practice in the development of student-teaching language assessment literacy. More participants and multiple data collection methods in a longitudinal study are needed to help student-teachers to be more assessment literate, which in turn helps them to be better teachers.
STUDENT-CENTERED LEARNING AND TESTING AS AN APPROACH TO DEVELOP STUDENTS PROFICIENCY ON ENGLISH SENTENCE STRUCTURE TO PROMOTE AUTONOMOUS LEARNING Andi Dian Rahmawan; Sri Wiyanah
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1405

Abstract

This study investigates how Sentence Master downloaded from Android can be used as a self-study media for students to promote Autonomous Learning to develop students comprehension on English sentence structure which is grammatically correct. Students can measure, by themselves, whether the material given during the teaching and learning process has been successfully learned. The result of this study is also intended to be used by the teachers and lecturers to indicate the successfulness of teaching and learning that have been conducted. This is an action research which 10 students of English Education Program of the University of PGRI Yogyakarta were employed as the objects of the research. They are tested to run the game of Sentence Master and the score will be recorded that benefits teacher to consider whether the learning process that has been conducted is successful. This study also investigates students difficulty on making English sentence. This study emerges results that Sentence Master helps students to understand English grammar better by employing the smart phone to promote Autonomous Learning. This media is used by the students as the indication whether they have the abilities to make good English sentences.
TEACHING EFL LEARNERS THE PAST PERFECT AND PAST SIMPLE THROUGH COGNITIVE GRAMMAR: EXPERIMENTAL EVIDENCE Anderson Hidarto
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1418

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.
STUDENT-WRITERS CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING Marwito Wihadi; Eva Tuckyta Sari Sujatna; Ypsi Soeriasoemantri; Eni Karlieni
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.938

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.
EXTENSIVE READING FOR INDONESIAN UNIVERSITY STUDENTS: AN ALTERNATIVE FRAMEWORK FOR IMPLEMENTATION Made Frida Yulia
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1616

Abstract

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. It has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. However, the implementation of Extensive Reading has sometimes been criticized for its not observing the outlined principles, for instance, in the issues of the absence of pleasure in its undertaking and the inclusion of inappropriate post-reading activities. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it proposes an alternative framework to implement Extensive Reading with Indonesian EFL university students. It will specifically cast some light on how to implement supervised (or instructed) Extensive Reading.

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