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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 16 Documents
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Search results for , issue "Vol 23, No 2 (2020): October 2020" : 16 Documents clear
THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS SPEAKING SKILLS Arline Thinesia Hetharie; Listyani Listyani; Maria Christina Eko Setyarini
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2504

Abstract

This qualitative research study aims to analyze the benefits of joining debating club to enhance students speaking skill. The data were collected from semi-structured interviews to inquire students perceptions who performed the most outstanding progress after joining in debating club batch 2014 in UKSW. The research questions used on this study were what are the benefits of joining debating club on speaking skills and how could the debating club enhance the speaking skills. The findings show that there were five aspects of speaking skill and three others soft skill enhanced through debating method. Those skills are fluency, vocabulary, comprehension of the essence of debates, pronunciation, grammar, critical thinking, collaborative learning, and problem solving. The skills were improved though the drilling practices and materials on learning process. The significance of this study is to prove the significant improvement of using debating method to enhance students speaking skill.
ENGLISH MEDIUM PUBLIC SCHOOLS IN NEPAL: A NEW LINGUISTIC MARKET IN EDUCATION Mohan Singh Saud
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2571

Abstract

This article is the result of the pilot study of my PhD research project. It examines the views of the school principal, teachers, ethnic students and ethnic parents regarding the need and use of EMI along with its classroom practice. Nepal is a multilingual and multilicultural country with diverse geo-biological landscape. However, public schools in Nepal have been adopting English medium instruction as a new linguistic market in education, challenging the mother tongue based multilingual education policy of the government. This paradigm shift from Nepali as a medium of instruction (NMI) to English medium instruction (EMI) has raised controversy in the education system of Nepal. As this study found, there has been a growing demand of parents of EMI seeing English as a linguistic capital in the global socio-economic market and they have taken it as economic investment in education. A noticeable contradiction to the successful introduction of EMI in public school education is the tendency for there to be a gap between EMI policy and classroom practice. Teachers were found to have used bi-/trilingual language policy in the classroom neglecting the spirit of EMI. It seems that EMI public schools in Nepal need clear framework for the effective implementation of the spirit of English medium in the multilingual classroom contexts.
AUTHORIAL PRESENCE IN ENGLISH RESEARCH ARTICLES BY NATIVE AND NON-NATIVE ENGLISH SCHOLARS Adelia Januarto; Tofan Dwi Hardjanto
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2473

Abstract

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.
PEER FEEDBACK IN COLLEGE EFL WRITING: A REVIEW OF EMPIRICAL RESEARCH Yuseva Iswandari; Yizhe Jiang
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2799

Abstract

Peer feedback in EFL setting has become an interesting area to explore in the past thirty years. This study reviews 16 empirical research studies on offline peer feedback in college EFL writing. There are 4 research questions addressed in this study, namely (1) what types of peer feedback are mostly researched in the past 10 years?, (2) what kinds of research objectives are addressed?, (3) what kinds of data collection and analysis methods are implemented to address the research questions?, and (4) what are methodological challenges reported in the studies reviewed? The researchers employed Norris and Ortega (2006) characteristics of systematic research synthesis and followed a chapter from Adolescent Literacies in a Multicultural Context edited by Cumming (2012). The findings show that there are four criteria of feedback types mainly involved: written/spoken, in-class/out-of-class, anonymous/non-anonymous, and trained/untrained. Most of these studies are designed to explore the students perceptions toward peer feedback processes and products, with qualitative, quantitative, or mixed methodologies. Furthermore, the methodological challenges emerged from these studies are discussed, especially the ethical issues. It is hoped that the research gaps identified in these studies and future research implications provided can shed light on future research in similar areas.
TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY Debiga Fikky Abdullah; Diah Kristina; Sumardi Sumardi
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2469

Abstract

The present study employed a mixed-method approach to investigate creativity and speaking ability of EFL learners towards its relationship and other essential factors. Indonesian EFL students of the 5th semester taken the course of Academic Speaking in a private university (n=30) who were selected randomly responded Creative Personality Scale (CPS) and Self-Rating of Creativity. For the former, they described themselves by checking off 18 positively scored and 12 negatively scored items which were given a value of +1 and a value of -1, respectively. The latter was assessed by using eight items from the creativity scale. The 7-point Likert-type scales (1=strongly disagree, 7=strongly agree) were made to respond these items. Following this, the students' monologues based on five themes were scored using the IELTS Speaking Test Descriptor. The data were analyzed using Spearman rank-order correlation coefficient, pattern matching, and explanation building. The finding shows a significant correlation between EFL learners' creativity and their speaking ability (? = .961). The students also faced up to the cultural constraints in advancing their creativity. This study should, therefore, be of value to practitioners wishing to provide EFL students with appropriate materials that are addressed to enhance their speaking ability.
SYNTACTIC STRUCTURE OF ADJECTIVE, ADVERB AND PREPOSITIONAL PHRASES OF AWGNI Berhanu Asaye Agajie
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2527

Abstract

The objective of this study is to agree to a logical inspection of syntactic structures of Awgni Adjective, Adverb and Preposition Phrases. The article attempts descriptive research design. Through purposive sampling, 12 texts were selected. Six informants (tree females and three males) were involved in group discussion to crosscheck these data. The scheme of data analysis employed in this study was x-bar syntax. Results indicated that Awgni Adjective, Adverb and Preposition Phrases were pending in a variety of head, complement, specifier and adjunct utterances. The Selections of complement, adjunct, and specifier in between phrases were to some extent syntactically similar. The study showed that syntactic structures have dominance, and precedence relationships. Finally, the study recommended a further research on some basic properties of Awgni labeling algorisms.

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