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[CATEGORIZATION OF COMPOUND NOUNS IN KURDISH AND ENGLISH ]]>
<![CDATA[Sumaya Khalid Mustafa]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2462
<![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[COMPOUND WORDS IN ENGLISH ]]>
<![CDATA[Danin Christianto]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2030
<![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[BOOK REVIEW: PERSPECTIVES AND REFLECTIONS ON RACIAL LITERACY AS AN APPROACH TO CRITICAL WRITING INSTRUCTION ]]>
<![CDATA[Luisito Manalansan Nanquil]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2560
<![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.]]>
<![CDATA[LANGUAGE AWARENESS: LANGUAGE USE AND REASONS FOR CODE-SWITCHING ]]>
<![CDATA[Cresensiana Widi Astuti]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2477
<![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. ]]>
<![CDATA[IDIOMATIC EXPRESSIONS AND THEIR INDONESIAN SUBTITLES IN THE GOOD DOCTOR TV SERIES ]]>
<![CDATA[Patricia Tyasrinestu]]>;
<![CDATA[Priyatno Ardi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2360
<![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.]]>
<![CDATA[WHO AM I IN ACADEMIC WRITING?: THE STUDY OF AUTHORIAL IDENTITY ]]>
<![CDATA[Anandya Asprillia]]>;
<![CDATA[Tofan Dwi Hardjanto]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2481
<![CDATA[In this paper, we attempt to examine the identity of researchers in writing their research articles (RAs) by exploring the linguistic forms indicating the identity of the authors in English RAs, determining the functions these forms serve in the discourse, and revealing the socio-cultural aspects implied from the use of the authorial identity. We will identify the English first-person pronouns used by native and non-native authors in Scopus-indexed linguistics and education academic journal articles. This study applied the corpus linguistic method to collect the data and to draw conclusions about the authorial identity presented in the articles. Hopefully, this paper will help to not only comprehend the role and the importance of the authorial presence but also encourage researchers to represent their identity in their own RAs. ]]>
<![CDATA[EFL TEACHERS AND LEARNERS PERSPECTIVES ON THE PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING: CONFLICT OR CONSENSUS? ]]>
<![CDATA[Owen Connor]]>;
<![CDATA[Ahmad Nazari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2359
<![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 Elliss 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 learners 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 learners built-in syllabus.]]>
<![CDATA[EFL INSTRUCTORS BELIEFS ABOUT THE IMPLEMENTATION OF SMARTBOARD IN LANGUAGE TEACHING PRACTICES ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Okta Lesagia]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2501
<![CDATA[Recently, the use of ICT in todays English language teaching is quite massive. However, EFL instructors beliefs about the use of smart boards in language teaching practices are scarcely explored. This study aimed to investigate EFL instructors beliefs about the implementation of the smart board as ICT-based learning media. Three EFL instructors across English learning centers were voluntarily involved in this study. Observation and semi-structured interviews were employed as the data collection technique. The data were described and interpreted based on the research questions. The results of this study showed that EFL instructors had positive responses towards the implementation of the smartboard. They stated that the smartboard made the explanation clearer and it was not difficult to be operated. Besides, students enjoyed using the smartboard during the lesson. Finally, the EFL instructors agreed that the smartboard could be implemented in classrooms with high control or supervision by the teachers.]]>
<![CDATA[DEVELOPING ENGINEERING STUDENTS CRITICAL THINKING FOR PUBLIC SPEAKING THROUGH PROBLEM-BASED LEARNING ]]>
<![CDATA[Musrifatun Nangimah]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2472
<![CDATA[Critical thinking skill is crucial for higher education students. However, the development of critical thinking for engineering students has been overlooked. The previous research on students critical thinking in higher education mainly focuses on Humanities and Social Sciences department. Therefore, this research aims to evaluate engineering students critical thinking ability in English public speaking. A case study was carried out on 28 students (18 Males, 8 Females) of Telecommunication Engineering faculty at Institut Teknologi Telkom Purwokerto. The study found that students had the potential to be critical despite their lack of English vocabulary and poor pronunciation ability. They developed critical thinking by understanding the context given, gathering relevant sources as analysis resources, evaluating the gathered information through discussion, and generating the solutions. Evaluative teaching strategies that encourage scaffolding and learning autonomy are needed to enhance their critical thinking.]]>
<![CDATA[VARIATIONS AND INSERTIONS OF SCHWA: EARLY TEENAGE L2 LEARNERS OF ENGLISH ]]>
<![CDATA[John Tetteh Agor]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i1.2187
<![CDATA[This study examines variations and insertions of schwa observed in the speech of 200 early teenage pre-intermediate second-language learners of English. The respondents were final-year students of a junior high school located in an urban setting in Ghana, a multilingual post-colonial African country south of the Sahara. The respondents read aloud sections of familiar texts they themselves chose. The reading sessions and subsequent oral interaction sessions were video-taped, transcribed verbatim, and analysed. The respondents articulation of schwa as captured in the recordings was compared with corresponding forms in the Ghanaian school variety of English. This variety served as the reference point for the comparisons made. Variations recognised were categorised and described focusing on their plausible sources. The findings indicate that all the unpredictable variants of schwa observed in their speech are traceable to their mother tongues. This has implications for second language theory, second language research, and second language pedagogy.]]>
