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[INTEGRATING ENGLISH LANGUAGE SKILLS THROUGH READERS’ THEATRE TECHNIQUE FOR READING COMPREHENSION IN SECONDARY SCHOOLS IN KENYA ]]>
<![CDATA[Kulo, Selina Alonya]]>;
<![CDATA[Kibui, Agnes]]>;
<![CDATA[Odundo, Paul]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Proficiency in reading skills requires a multifaceted technique which incorporates all English language skills. Techniques such as readers? theatre assimilates other language skills through adapting and performing scripts which engages learners actively in the reading process for fluency and comprehension. The study explored influence of integrating English language skills to enhance comprehension among learners in secondary schools through an intervention of readers? theatre technique. The study adopted socio constructivism in a quasi-experimental pretest posttest design. 426 form three learners and 19 teachers in Kisumu county participated in the study conducted within eight weeks. Participants? achievement in reading comprehension was measured using reading skills achievement test to ascertain effect of the intervention. The findings of the study, based on statistical analysis of t-test revealed participants in experimental groups performed better than those in control groups. The study revealed that engaging learners in adapting and performing scripts promoted active interaction with the text resulting in effective comprehension. The study concluded that incorporating language skills in the reading process creates a learner centered class and would be beneficial for enhancing reading comprehension. DOI: doi.org/10.24071/llt.2020.230102]]>
<![CDATA[LANGUAGE ATTITUDES AND IDENTITY CONSTRUCTION OF TRILINGUAL LEARNERS IN A RURAL SCHOOL IN THE PHILIPPINES ]]>
<![CDATA[Esteron, Jerico Juan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Since its implementation in 2012, the Philippines? mother tongue-based multilingual education (MTB-MLE) program has already generated issues that point to the seemingly inadequate preparation of the education bureau when it comes to teacher training and instructional materials production. However, one concern that is seldom mentioned in the literature is the learners? attitude toward the languages they learn in the process. This is crucial because this attitude could reveal their learning motivations and formation of linguistic and sociocultural identity. Informed by the notion of language attitudes and construction of identity, this study explores the perception of trilingual children on their mother tongue and second languages?Ilocano, Filipino, and English, vis-à-vis their identity construction. Results show that most of the learners hold a positive attitude toward the three languages. However, the identified negative attitudes of some learners as regards these languages may cause pedagogical concerns linking to language teaching and the discourse of culture, nationalism, and globalization.DOI: doi.org/10.24071/llt.2020.230107]]>
<![CDATA[ENHANCING ISOLATED GRAMMAR TEACHING THROUGH TRANSLATION: SENTENCE LEVEL AND BEYOND ]]>
<![CDATA[Murtisari, Elisabet Titik]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Associated with grammar-translation method, translation is still often seen as a mere replacement of linguistic forms, which is a far cry from its nature as an act of communication. On the other hand, while being criticized for not assisting learners enough to use grammar in a communication context, isolated grammar teaching has its own merits and is still widely practiced. By implementing translation for meaning-making, this action research seeks to examine how translation may be integrated into the traditional grammar teaching to assist tertiary EFL students to learn L2 forms in communicative contexts. With translation employed at the sentence and discourse levels after the practice session, it was revealed through the participants? reflections that translation exercises may further consolidate students? knowledge of how to use specific forms in various contexts, especially as it relates to lexico-grammatical aspects, help deal with L1 interferences, and are an effective way to raise students? awareness of the essential role of grammar in meaning-making.DOI: doi.org/10.24071/llt.2020.230112]]>
<![CDATA[COMPOUND WORDS IN ENGLISH ]]>
<![CDATA[Christianto, Danin]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Language is a means of communication which is used by living beings to communicate with each other. There are many important components in language to create a successful communication, such as sound, sentence, meaning, and etc. One of the components is word. Word can be considered as a complex part in language since it has many different forms. Compound word, for example, is a word which is formed through one of the word-formation processes by combining one lexical item with another and thus produces a new word with a new meaning. This paper investigates the types of English compounds and the lexical categories which are resulted from the process of compounding. The first results showed that the types of English compounds are endocentric, exocentric, and copulative compounds. The second results showed that the lexical categories resulted from the process of compounding are noun compound, verb compound, and adjective compound. Based on the results, the researcher hopes that readers can gain deeper insight and knowledge on English compound words.DOI: doi.org/10.24071/llt.2020.230103]]>
<![CDATA[CATEGORIZATION OF COMPOUND NOUNS IN KURDISH AND ENGLISH ]]>
<![CDATA[Mustafa, Sumaya Khalid]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This paper is concerned with the categorization of compound nouns in Kurdish and English. It compares compound nouns of the two languages according to the prototype theory, applying categorization as a cognitive assumption. The paper attempts to achieve the following goals: first, classifying Kurdish compound nouns using morphological and semantic criteria, listing Kurdish compound nouns according to the prototype theory, showing the structure based on which the relationship between the components of a compound noun is represented, comparing the morphological and semantic relations between the components of compound nouns of Kurdish to those of English. The data of the study on the Kurdish language were collected and analyzed based on the fact that the author is a native speaker of Kurdish. The results show that the morphological structure of compound nouns in Kurdish is more complex than the structure of compound nouns in English though they share some structures. Unlike English, the head in Kurdish compound nouns is not always a noun. The categorization of Kurdish compound nouns is different from English ones; it depends on the nature of the languages and the different perspectives of their users. In both languages, there are compound nouns whose meaning needs encyclopedic knowledge of the speakers to interpret them. This point confirms the assumptions of cognitive linguistics namely simplicity, conventionality, and semanticity.DOI: doi.org/10.24071/llt.2020.230108]]>
<![CDATA[TEXTUAL AND LINGUISTIC CHARACTERISTICS OF RESEARCH ARTICLE ABSTRACTS ]]>
<![CDATA[Amnuai, Wirada]]>;
<![CDATA[Kotuta, Pansupa]]>;
<![CDATA[Duangprasertchai, Maythinee]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[One of the most important parts of a research article is abstract. With limited space and words, writing English abstracts is a challenging task for inexperienced EFL writers. Analyzing the rhetorical structures and linguistic features of abstracts is a practical and effective way to assist unskilled writers in writing their abstracts correctly and provide them with a clearer insight into the genre. The present paper analyzes the rhetorical structures and linguistic features of English abstracts written by Thai authors. Data were collected from 30 applied linguistics abstracts published in six TCI-indexed journals. Verb tenses, voices, and interpersonal devices in the abstracts were examined. The findings showed that the product move was the most frequent. The occurrence of verb tenses and voice varied according to the moves. Both active and passive voice appeared frequently in the method move. The frequency of attitudinal markers was higher than that of other interactional resources. It was found in the present study that the employment of rhetorical moves with their linguistic characteristics and metadiscoursal devices can be a useful tool for Thai writers to write their research article abstracts in the field of applied linguistics. Besides, the findings will serve as a guideline for teachers in designing genre-related materials for teaching EFL learners. DOI: 10.24071/llt.2020.230113]]>
<![CDATA[IDIOMATIC EXPRESSIONS AND THEIR INDONESIAN SUBTITLES IN THE GOOD DOCTOR TV SERIES ]]>
<![CDATA[Tyasrinestu, Patricia]]>;
<![CDATA[Ardi, Priyatno]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Idiomatic expressions are used to describe things or conditions that cannot be described by plain words. They carry more impacts than non-idiomatic expressions due to their close identification with a particular language and culture. This research investigates idiomatic expressions and their Indonesian subtitles in The Good Doctor TV series. Two research questions are addressed in this study, namely (1) what types of idiomatic expressions are found in The Good Doctor TV series? and (2) how are the idiomatic expressions in the TV series translated into Indonesian? The researchers employed content analysis. The steps of data collection and analysis included taking the transcript and identifying the idiomatic expressions, identifying their meanings and validating them, and comparing the meanings of the two idiomatic expressions. The results revealed that, first, The Good Doctor TV series contained five types of idiomatic expressions, namely substitutes, proper names, English phrasal compound, figure of speech, and slang. Abbreviation was not found in the TV series. Second, there existed six translation strategies to translate idiomatic expressions in English into Indonesian.DOI: doi.org/10.24071/llt.2020.230104]]>
<![CDATA[LANGUAGE AWARENESS: LANGUAGE USE AND REASONS FOR CODE-SWITCHING ]]>
<![CDATA[Astuti, Cresensiana Widi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The co-existence of languages in a speech community prompts language users to do code-switching in communication. They do it for certain reasons. This paper is to report language awareness among language users and the reasons why people do code-switching in their speech communities. Using an open-ended questionnaire, this research involved 50 participants. They were asked to identify the languages they had in their repertoire, the language they used when they communicate with certain people, and the reasons why they did code-switching in communication. The results showed that, first, the participants had awareness of languages in their repertoire, namely Indonesian, a local language, and English. Second, they admitted that they did code-switching in communication. Thirdly, the reasons for code-switching were to discuss a particular topic, to signal a change of dimension, to signal group membership, and to show affective functions.DOI: doi.org/10.24071/llt.2020.230109]]>
<![CDATA[BOOK REVIEW: PERSPECTIVES AND REFLECTIONS ON RACIAL LITERACY AS AN APPROACH TO CRITICAL WRITING INSTRUCTION ]]>
<![CDATA[Nanquil, Luisito Manalansan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This paper examined and reviewed the book authored by two ESL experts. It was discovered by the researcher-reviewer that racial literacy is important in teaching critical writing. Teaching writing skills is not a piece of cake. Learners always come to school with varied interests and motivations but it may not indicate they are inclined to writing. To make learners proficient in writing is indeed a challenging task on the part of the teacher. A racial literacy is one of the effective and appropriate approaches that can be infused by the teacher to make classroom experience holistic and engaging. This article depicts issues about the use of the approach in an EFL and ESL classroom. Furthermore, some steps to racial literacy were examined by the researcher to ensure their effectiveness in teaching composition writing.DOI: doi.org/10.24071/llt.2020.230114]]>
<![CDATA[EFL TEACHERS’ AND LEARNERS’ PERSPECTIVES ON THE PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING: CONFLICT OR CONSENSUS? ]]>
<![CDATA[Connor, Owen]]>;
<![CDATA[Nazari, Ahmad]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The developmental nature of second language acquisition research has resulted in various and at times seemingly contradictory theories, methods and approaches. In 2005, Rod Ellis published his ?Principles of Instructed Language Learning,? which he considered to be a set of teaching ?generalisations? that could stimulate debate and reflection among teachers in the ?post-methods era? (Richards & Rodgers, 2014). The purpose of this study was to investigate Ellis?s principles in terms of their perceived relevance and applicability in an adult EFL learning environment. In order to achieve this aim, a mixed methods research approach was utilised. Separate questionnaires were administered to seventy-one students and eight teachers employed in the English Language Department of a Training Institute in Doha, Qatar. Additionally, thirteen students participated in two ? single sex ? focus group sessions. The results revealed consensus between students and teachers regarding the importance they placed on some principles, but not others, particularly the contentious issue of meaning vs. form. Furthermore, while both groups emphasised the importance of interaction, many students nonetheless felt uneasy interacting in English with other Arabic speakers. A further key finding was that neither party clearly understood the concept of the learner?s built-in syllabus. The principal conclusion is that the best way to deal with the aforementioned anomalies involves experimentation with task-based approaches as these allow for a focus on meaning, opportunities for interaction, and a retrospective focus on form via corrective feedback, which takes into account the learner?s built-in syllabus.DOI: doi.org/10.24071/llt.2020.230105]]>
