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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 24 Documents
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Search results for , issue "Vol 22, No 2 (2019)" : 24 Documents clear
A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS Truly Almendo Pasaribu; Yuseva Ariyani Iswandari
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.1960

Abstract

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.
EFL TEACHERS ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS Louiza Belaid; Hanane Sarnou
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.1895

Abstract

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.
THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS Ehsan Namaziandost; Mehdi Nasri
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.2028

Abstract

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
STUDENTS' PERCEPTION OF TABLEAU IN EFL CLASSROOM Aulia Agustin; Susilowaty Susilowaty
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
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.v22i2.2036

Abstract

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.

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