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[THE STUDENTS’ PERCEPTIONS ON A TEST OF ENGLISH PROFICIENCY AS GRADUATION REQUIREMENT ]]>
<![CDATA[Rohman, Kacung Arif]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[TEP, Test of English Proficiency, is a type of English test which is held regularly by Language Center (LC) of Universitas Swadaya Gunung Jati (UGJ) Cirebon based on the Rector?s decree as policy. It becomes one of the requirements for the students who are going to graduate from higher education. This research intends to 1) explore the students? perception on a Test of English Proficiency and 2) find out about how is the implementation of TEP. The writers conducted a case study with 288 students as the respondents. They come from different majors and faculties. There are four techniques of collecting data: 1) interviews, 2) observation, 3) questionnaires, and 4) documents. To get the valid data, the writers used triangulation of sources to cross check and compare data. An interactive model (data collection, data display, data reduction, and conclusion) is used to analyze data. The research findings reveal that the students? perceptions on TEP can be classified into three aspects: TEP activity, test instrument, and preparation while the implementation of TEP such as a registration system, information system, proctoring, and facilities get satisfactory responses from the students.DOI: 10.24071/llt.2019.220204]]>
<![CDATA[THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS ]]>
<![CDATA[Namaziandost, Ehsan]]>;
<![CDATA[Nasri, Mehdi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The present study aimed to investigate the effects of audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. In order to fulfill the objectives of the study, the researcher selected 40 homogeneous pre-intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment which took 15 sessions, the researcher administered a post-test to find out the effect of audio-visual aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The results showed that the EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). The implications of the study suggest that using audio-visual aids can help EFL learners to develop their listening comprehension.DOI: 10.24071/llt.2019.220209]]>
<![CDATA[METACOGNITIVE STRATEGIES OF UNDERGRADUATE AND POSTGRADUATE STUDENTS IN READING ]]>
<![CDATA[Bria, Maria Gaudensi]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[ Metacognitive strategies are widely used by students in learning activities, often without them realizing it. In this article, the researchers aimed to observe postgraduate and undergraduate students? metacognitive strategies in reading. Reading is a memory construction, it is essential for successes in the future. Students who are self-determined and motivated are successful readers. Metacognitive strategies of student teachers in reading maturity inspire students to integrate ideas with experiences into the transformation of actions. As reading maturity shapes character, it is identified to those who are independently and eagerly participates in the activity. It focuses on critical thinking and reflection. This assessment of metacognitive strategies in reading may offer an idea to be a good readers and teachers in the future. Using mixed method approach, particularly questionnaires and interviews, the data were collected using procedural statistic SPSS independent t-test in order to have the description of how the two groups applied metacognitive strategies in reading. The findings showed that both postgraduate and undergraduate students utilized metacognition strategies. However, postgraduate students demonstrated more metacognitive strategies and maturity in reading. DOI: 10.24071/llt.2019.220205]]>
<![CDATA[SEMANTIC AND AXIOLOGY OF 7 YEARS SONG AS ENGLISH MATERIAL CHOICE FOR YOUNG LEARNERS ]]>
<![CDATA['Ain, Qurrata]]>;
<![CDATA[Triyono, Sulis]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The implication of curriculum 2013, the song is one of the topics to achieve the goal of learning. Learning through song emphasizes that the teacher should know the best song choice based on the axiology and semantic meaning. Not all the song can be as material for students. The teacher should evaluate based on level of the students. a song, there were a meaning that would be expressed and moral values so that it will be interested to find out what the song?s lyric want to deliver. Some people often sing a song without know the explicit and implicit meaning of the lyric. There was also an existence of value. This research focuses (1) to analyze the lexical and contextual meaning in song lyric and (2) to know the implication of values that found in ?7 years? lyric by Lukas Graham (2) to evaluate 7 years whether or not to be as teaching material. This research used descriptive qualitative method. The object of the research was 7 years by Lukas Graham. The researcher found lyric and analyze the lexical and contextual meaning. Then, it was related with the implication of axiology in semantic analysis of song?s lyric ?7 years? by Lukas Graham. The finding of semantic analysis, there are 35 for lexical meaning and 14 for contextual meaning. Then, for the lexical meaning is so different with contextual meaning. By knowing lexical and contextual meaning, it would make the listener understand and the meaning which delivered of song lyric by Lukas Graham. There is an implication of axiology in semantic analysis of lyric ?7 years?. This song contains esthetic and ethic based on the axiology theory. The axiology contained in song lyric can be material for students. It tells about the story of writer starting the writer was born till his father died. All of the life experiences contain in song lyric. DOI: 10.24071/llt.2019.220210]]>
<![CDATA[INVESTIGATING TEACHER EDUCATION STUDENT-LEADERS’ LANGUAGE METAFUNCTIONS IN SUPERVISORY COMMUNICATION ]]>
<![CDATA[Bañez, Richard Mendoza]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[As student-leaders are tasked to manage their respective student-organizations and protect the interest of whom they represent, they are expected to be fluent communicators. Hence, they need to be conscious of the way they generate their utterances and text by considering appropriate language functions. This survey type of research determined the extent of utilization of language metafunctions in supervisory communication by teacher education student-leaders in a state university at Malvar Batangas, Philippines. By employing a researcher-made questionnaire as a primary tool for obtaining data and applying appropriate statistical tools, the study revealed that the respondents utilized the ideational language metafunction as they influenced their fellow members to actively participate in activities initiated by their respective organizations through citing favorable and positive personal experiences, the interpersonal metafunction as they listened willingly to the suggestions and complaints expressed by their colleagues during various fora, and the textual metafunction as they solicited in a friendly manner their colleagues? suggestions for the improvement of their organizations during meetings. This study calls for enhanced supervisory communication skills among student-leaders through capacity building communication-related activities.DOI: 10.24071/llt.2019.220201]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ WRITING SKILLS: FOCUS ON GRAMMATICAL AND DISCOURSE COMPETENCE ]]>
<![CDATA[Hadiani, Dini]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This paper presents an analysis of the students? writing skills. It is believed that writing is a powerful device to reflect language structure and to promote language learning. However, many students still experience difficulties in writing since it requires the appropriate grammatical and textual structures. Therefore, this study tries to analyse the students? writing skills that will help them to improve their communicative competence. Data were obtained through documentation of students? texts and interviews. The theories of Systemic Functional Linguistics, explanation text, and communicative competence were employed as the framework of the text analysis. The findings revealed the social function, the generic structure, the linguistic features, and also the grammatical and discourse competence in students? explanation texts. It was concluded that the students perceived the importance of the use of correct grammar and textual structure in their writing. Regarding some grammatical mistakes in students? explanation texts, it is recommended that teacher give explicit teaching and more exercises to them so that the students? communicative competence can be developed.DOI: 10.24071/llt.2019.220206]]>
<![CDATA[THE IMPACT OF PLEASE STRATEGY ON DEVELOPING PARAGRAPH WRITING SKILLS ]]>
<![CDATA[Al-zu'bi, Mohammad]]>;
<![CDATA[AL Kayed, Murad]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This study aimed at investigating the effect of PLEASE (Pick, List, Evaluate, Activate, Supply, and End) strategy on developing paragraph writing skills of first-year students at Al-Balqa Applied University. It attempted to investigate the effect of PLEASE on paragraph writing achievement, compared to conventional method. Eighty-one EFL learners participated in the study at Ajloun College and were distributed on experimental and control groups. To fulfil the purpose of the study, the researchers applied pre- and post-test on both groups. After analysing the obtained data, the results indicated that PLEASE strategy affected paragraph writing positively. The study suggested several implications and recommendations for the future research.DOI: 10.24071/llt.2019.220211]]>
<![CDATA[ENHANCING UNIVERSITY STUDENTS’ ENGLISH WRITING SKILLS ON CONTENT AREA ]]>
<![CDATA[Politton, Mariana Ester]]>;
<![CDATA[Hadiyanti, Kayetana Maria Widi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Writing, as an instrument of communication, is nowadays accomplished mostly in English to ensure information understood globally via digital platforms. This creates a transformation in job fields into utilizing technologies to textually deliver messages. Therefore, it is vital to generate high qualified future employees competing in the work places. Accordingly, university students must be equipped with English writing competencies as well as strategies focusing on content area, in addition to forms, so as to promote meaning-making concerning critical and logical thinking skills, besides to comprise comprehensive realization. This qualitative research utilized a critical literature review by conducting in-depth data collection, organization, integration, and classification of writing strategies. It offers suggested maneuvers to overcome higher education learners? writing problems: lack of content maturation practices, through implementing collaborative writing discussions with either or both verbal or / and online discussions. It can as well integrate (intensive / extensive) reading and writing instructions in contextual cognitive processes concentrating on intellectual meaning development. DOI: 10.24071/llt.2019.220202 ]]>
<![CDATA[STUDENTS’ PERCEPTION OF TABLEAU IN EFL CLASSROOM ]]>
<![CDATA[Agustin, Aulia]]>;
<![CDATA[Susilowaty, Susilowaty]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This is the qualitative study that examines the students? perception of benefits and concerns of tableau used in EFL classroom. Tableau actually is one of the process drama techniques which allows the students to create a living picture using their body, gesture, and facial expression. Tableau is theoretically useful for students to be engaged in reading because it offers all reading strategies. However, there has been few available studies regarding to tableau, especially in EFL classroom context. It was then compelling for conducting the study of how students perceive of their experience in doing tableau in their classroom. The participants were 25 students in one of the EFL classroom in Indonesia. These participants were engaged in doing tableau for three-time meetings. After they experienced doing tableau in their classroom, they were asked to write a reflective journal to know their perceptions in regards to the benefits and concerns of tableau. Moreover, four participants were interview to get deeper understanding of their perception of tableau. The results from reflective journals and interviews revealed that the students perceived several benefits were gained after doing tableau, such as it helps them create sensory images, gain more vocabulary knowledge, deepen characters feeling, learn collaboratively, provide an alternative learning, and creating a fun atmosphere in the classroom. However, they also perceived several concerns about tableau, such as it takes much time, some ineffective groupworks still happens, and they also reported that they found some students misinterpreted the text in tableau.DOI: 10.24071/llt.2019.220207]]>
<![CDATA[BOOK REVIEW: EXPLICIT LEARNING IN THE L2 CLASSROOM ]]>
<![CDATA[Prasetyo, Hardi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This book provides a theoretically framed and empirically supported approach to support explicit learning (learning with awareness) in L2 development with a link to learning in the classroom setting. It approaches explicit L2 learning from five perspectives: theory, methodology, empirical work, model building, and pedagogy. It is theoretically based on mentalist or psycholinguistics SLA which posit that L2 development is more cognitive in nature. It also reviews studies which were motivated by cognitive accounts of SLA, more specifically studies on explicit L2 learning. It provides teachers with a model of L2 learning process in instructed SLA, and researchers with reviews on data elicitation procedures (online and offline) in SLA research. This book is written with novice teachers and researchers in mind, therefore it is both theoretical and practical in nature.DOI: 10.24071/llt.2019.220212]]>
