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[INTERGENERATIONAL LANGUAGE PREFERENCE SHIFT AMONG CEBUANOS ON THE CEBUANO, FILIPINO, AND ENGLISH LANGUAGES ]]>
<![CDATA[Dreisbach, Jeconiah Louis]]>;
<![CDATA[Demeterio III, Feorillo Petronilo A.]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The historical linguistic conflict of the Cebuano people against the Tagalog-based Philippine national language has been evident in the literature written by Cebuano academics. However, there is no published empirical evidence that presents the on-ground language attitudes of the Cebuanos on the Cebuano, Filipino, and English languages. Employing mixed methods research, the researchers found that both generations predominantly use the Cebuano language for everyday communication. A significant difference was observed in the use of Filipino and English languages as the younger generation spoke it more than the elder counterparts. A language shift was also seen from Cebuano to English on the language used formal communication between the generations. Attitudes on everyday communication revealed that Cebuanos prefer to maintain their mother tongue as the language to be used in speaking with family, friends, relatives, and close people seeing that the younger generation has limited vocabulary on the Cebuano language. Respondents mostly favored English to be the language used for formal communication due to its stature as an international language and its association to high socioeconomic standing. A collective majority from both generations would also like to maintain Tagalog-based Filipino to be the Philippine national language.]]>
<![CDATA[AUTHORIAL PRESENCE IN ENGLISH RESEARCH ARTICLES BY NATIVE AND NON-NATIVE ENGLISH SCHOLARS ]]>
<![CDATA[Januarto, Adelia]]>;
<![CDATA[Hardjanto, Tofan Dwi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[In this corpus-based study, we address the issue of authorial presence in English research articles (RAs) by native and non-native English scholars in the field of second language writing. Our purposes are to compare the frequencies of authorial presence and to examine discourse functions of authorial presence in the native and non-native English scholars? RAs. To achieve these purposes, 48 RAs were collected from two Scopus-indexed journals, namely Journal of Second Language Writing and Assessing Writing. Overall, our finding suggests that native and non-native English scholars are different in terms of degree of visibility in which native English scholars are more visible than their non-native counterparts in their RAs. Furthermore, our functional analysis of authorial presence indicates that both native and non-native English scholars tend to use authorial presence more for the same purposes, i.e. to describe the research procedures and show the organizations of the texts. The similarity between the two groups may be caused by the international publishing context and the disciplinary writing practice in second language writing. In addition, these findings may be invaluable to material designs in English writing, especially in Indonesia, to assist students as novice writers to consider their explicit presence in their RAs.]]>
<![CDATA[EMPOWERING CARE’S EFFECTIVENESS FROM HIGH SCHOOL MATH TO COLLEGE ENGLISH ]]>
<![CDATA[Walker, Deron]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[***In this paper, Sunnyside High School, Inland Empire University (IEU) and Desert Valley, California will serve as pseudonyms to maintain the anonymity of the high school, university, district and city. Ms. Jasmine Espinoza and Dr. J. D. Hyde will represent the pseudonyms for the teacher-participants who taught the classes examined in this study. Abstract:Building upon the prior success of a rookie high school math teacher, a veteran English professor also successfully implemented empowering care at a private university in that same urban setting in Southern California. The aforementioned empowering care that contributed to better student learning as measured by district wide tests at the high school level now demonstrated pedagogical success as assessed by student evaluations in the university setting. The purpose of this paper, chronicled from a practitioner?s point of view, examines how teacher beliefs that ?all students are capable of learning,? operationalized concretely in terms of empowering care, enabled students to achieve impressive academic performances on the aforementioned measures in their respective settings over two consecutive school years (D. Walker & S. Walker, 2019). ]]>
<![CDATA[EFFECTS OF AN ARABIC ACCENT ON EFL LEARNERS' PRODUCTIVE INTELLIGIBILITY ]]>
<![CDATA[Nazari, Ahmad]]>;
<![CDATA[Younus, Majid]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This study aimed at investigating the effects of a foreign accent, namely the Iraqi Arabic accent, at the segmental level on the productive intelligibility of Iraqi EFL learners. Drawing on an intelligibility pronunciation principle, i.e. Gimson?s (2001) Minimum General Intelligibility (MGI), the study applied a mixed-methods research approach to measure the extent to which features of this accent impede the productive intelligibility of these learners and to identify the communication strategies they use to overcome intelligibility failures. To achieve these aims, two data collection tools were used: a production intelligibility test and a speaking task. Although the overall quantitative findings revealed that Iraqi EFL learners? foreign-accented English was intelligible at the segmental level, most intelligibility failures were ascribed to the mispronunciation of non-existent English phonemes. The qualitative aspect of the study aimed at identifying the communication strategies Iraqi EFL learners use to overcome these intelligibility failures. In this respect, several strategies were identified, namely the let-it-pass strategy, the replacement strategy, the repetition strategy and the time gaining strategy. The article concludes with the implications and applications of the findings. Corresponding author: Ahmad NazariDOI: : doi.org/10.24071/llt.2020.230201]]>
<![CDATA[TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY ]]>
<![CDATA[Abdullah, Debiga Fikky]]>;
<![CDATA[Kristina, Diah]]>;
<![CDATA[Sumardi, Sumardi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[The collaboration of indispensable creativity comprehension and the speaking ability is pivotally needed. The present study investigated the individual creativity and speaking ability of EFL learners correlation. There were 30 Indonesian students majoring in the English language who participated in this study. The questionnaires were employed in gaining the creativity values which are measured by Gough?s (1979) Creative Personality Scale (CPS), Zhou and George?s (2001) Creativity Scale, and the score from the sum of two previous scores when z-scored. The students? interview results were checked using the IELTS Speaking Test Descriptor. The finding of the study reveals that there is a statistically significant correlation between EFL learners? individual creativity and their speaking ability The latter is believed will redound to the benefit of society considering that speaking ability is essential demand, enabling it with the full understanding of creativity. This study will help the researcher to uncover critical areas in the educational process from which a new theory on learning English maybe arrive at.]]>
<![CDATA[STUDENTS MOTIVATION TOWARDS GLOBAL ASSESSMENT CERTIFICATE CURRICULUM: A SURVEY STUDY ]]>
<![CDATA[Uswatun Hasanah]]>;
<![CDATA[Rizki Farani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2487
<![CDATA[This paper aims to identify motivation of students to learn English as Foreign Language for Global Assessment Certificate (GAC) curriculum in international private high school in Yogyakarta. There were 46 GAC students from grade X, XI and XII involved in this study. The level of motivation was measured by using Attitude/ Motivation Test Battery (AMTB), consists of 5 domains, desire to learn English, attitudes toward learning English, the interest in foreign language, language class anxiety and language use anxiety. The results show that the motivation of the students to learn English as EFL was at high and moderate level. The students are able to speak English well but they need improvement on self-confidence in English. The survey implies that students well perceived English as an important means for their carrier prospects and way to enhance their knowledge.]]>
<![CDATA[EMPOWERING CARES EFFECTIVENESS FROM HIGH SCHOOL MATH TO COLLEGE ENGLISH ]]>
<![CDATA[Deron Walker]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2511
<![CDATA[Building upon the prior success of a rookie high school math teacher, a veteran English professor also successfully implemented empowering care at a private university in that same urban setting in Southern California. The aforementioned empowering care that contributed to better student learning as measured by district wide tests at the high school level now demonstrated pedagogical success as assessed by student evaluations in the university setting. The purpose of this paper, chronicled from a practitioners point of view, examines how teacher beliefs that all students are capable of learning, operationalized concretely in terms of empowering care, enabled students to achieve impressive academic performances on the aforementioned measures in their respective settings over two consecutive school years (D. Walker S. Walker, 2019).***In this paper, Sunnyside High School, Inland Empire University (IEU) and Desert Valley, California will serve as pseudonyms to maintain the anonymity of the high school, university, district and city. Ms. Jasmine Espinoza and Dr. J. D. Hyde will represent the pseudonyms for the teacher-participants who taught the classes examined in this study.]]>
<![CDATA[ACHIEVING NEW DIRECTIONS IN SECOND LANGUAGE CLASSROOM THROUGH MULTIPLE INTELLIGENCES APPROACH ]]>
<![CDATA[Luisito Manalansan Nanquil]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2674
<![CDATA[Several classroom cases showed failure or frustration in achieving learning outcomes even if the language teachers have done their best to facilitate and evaluate learning experiences of students. It is the intention of the reviewer/researcher to analyze the book of Armstrong and assess possible insights and practices beneficial to language teachers and other educators in their quest for quality instruction. This paper reflects a lot of classroom realities, challenges, and transitions in relation to how MI approach and instructional strategies should be implemented in the language settings. Other specialties in the classroom may attempt to blend MI approach with other perspectives and practices which could enhance teaching-learning aspects or domains. If all educational centers and institutions will adopt multiple intelligences theory, learners could get the chance to explore their potentials and develop their work skills.]]>
<![CDATA[STUDENTS PERCEPTION ON READING COMPREHENSION PROBLEMS IN NARRATIVE TEXT ]]>
<![CDATA[Gita Rosita Sari]]>;
<![CDATA[Asih Santihastuti]]>;
<![CDATA[Eka Wahjuningsih]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2211
<![CDATA[This survey study aimed to know the students perception on reading comprehension problems of narrative text. The sample participants were randomly selected from the tenth grade students of SMAN 2 Jember in academic year of 2019/2020. Questionnaire adopted from Xiubo Zhang (2006) was used to collect the students perception and it was translated into Indonesian. The result showed that the students still experienced some problems in reading narrative text. Based on the result of the questionnaire, the most problematic aspect that hinder the students reading comprehension was Motivation (65.6%), followed by Strategies (63.7%), Background Knowledge (63.3%), Reading Process (60%) and Language Knowledge (55.4%). The result implied that the teacher should focus on fostering students motivation by giving intensive course and reading assignment based on the students interests. In order to see further into the problem faced by the students, future reseacher could use direct assesment by using diagnostic test or other measurement.]]>
<![CDATA[ENHANCING COMMUNICATION COMPETENCE VIA ASSESSMENT ACTIVITIES OF SPEAKING SKILLS FROM COMMUNICATIVE APPROACH ]]>
<![CDATA[Tam Thi Dao]]>;
<![CDATA[Nguyen Thi Hong Thu]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v23i2.2497
<![CDATA[In teaching language, testing and evaluation play a very important role in helping teachers identify the proficiency, levels of acquiring knowledge, language skills of students, and assessing the problems that exist in learning and teaching. Thanks to assessment activities, teachers actively adjust and improve teaching methods, helping students solve the difficulties they face. This article focuses on the assessment activities of English-speaking skills through Communicative Approach (CA) for law-major students in order to improve speaking skills effectively. The study was conducted to 80 law-major students at the Hanoi Law University. The findings showed that communicative approach assessment measures bring about a number of benefits and challenges as well as expresses the perspectives of students towards applying CA in assessing speaking skill.]]>
