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[Kacung Arif Rohman]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.2031
<![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 Rectors 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[SEMANTIC AND AXIOLOGY OF 7 YEARS SONG AS ENGLISH MATERIAL CHOICE FOR YOUNG LEARNERS ]]>
<![CDATA[Qurrata 'Ain]]>;
<![CDATA[Sulis Triyono]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.2105
<![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 songs 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 songs 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.]]>
<![CDATA[METACOGNITIVE STRATEGIES OF UNDERGRADUATE AND POSTGRADUATE STUDENTS IN READING ]]>
<![CDATA[Maria Gaudensi Bria]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1779
<![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.]]>
<![CDATA[THE IMPACT OF PLEASE STRATEGY ON DEVELOPING PARAGRAPH WRITING SKILLS ]]>
<![CDATA[Mohammad Al-zu'bi]]>;
<![CDATA[Murad AL Kayed]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1985
<![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.]]>
<![CDATA[AN ANALYSIS OF STUDENTS WRITING SKILLS: FOCUS ON GRAMMATICAL AND DISCOURSE COMPETENCE ]]>
<![CDATA[Dini Hadiani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1803
<![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 t]]>
<![CDATA[INVESTIGATING TEACHER EDUCATION STUDENT-LEADERS’ LANGUAGE METAFUNCTIONS IN SUPERVISORY COMMUNICATION ]]>
<![CDATA[Richard Mendoza Bañez]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1946
<![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.]]>
<![CDATA[BOOK REVIEW: EXPLICIT LEARNING IN THE L2 CLASSROOM ]]>
<![CDATA[Hardi Prasetyo]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1221
<![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.]]>
<![CDATA[ENHANCING UNIVERSITY STUDENTS ENGLISH WRITING SKILLS ON CONTENT AREA ]]>
<![CDATA[Mariana Ester Politton]]>;
<![CDATA[Kayetana Maria Widi Hadiyanti]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1868
<![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. Thisqualitative 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.]]>
<![CDATA[A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS ]]>
<![CDATA[Truly Almendo Pasaribu]]>;
<![CDATA[Yuseva Ariyani Iswandari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1960
<![CDATA[Reading has become a major concern of EFL educators. Reading does not only help students learn foreign languages, but it is also believed that it has a strong link with critical thinking skills. A reader response approach in collaborative works, adapted from literary theory, is believed to be beneficial for the students. Therefore, this study aims at investigating the answers to these two questions: (1) how are the collaborative reader responses implemented in Critical Reading and Writing II? and (2) To what extent does reader response approaches promote students critical thinking skills? With these questions in mind, the researchers collect the data by involving 24 participants from CRW II (Critical Reading and Writing) class. The data gathered from classroom observations, online archives and students reflections are analyzed descriptively, using qualitative case study method. It is hoped that the implementation of this approach can be useful not only to improve students reading skills, but also to provide more opportunity for students to exercise their critical thinking skills.]]>
<![CDATA[EFL TEACHERS ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS ]]>
<![CDATA[Louiza Belaid]]>;
<![CDATA[Hanane Sarnou]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1895
<![CDATA[This work assesses the perspectives of teachers on pupils classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively.]]>
