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[EFFECTS OF AN ARABIC ACCENT ON EFL LEARNERS' PRODUCTIVE INTELLIGIBILITY ]]>
<![CDATA[Ahmad Nazari]]>;
<![CDATA[Majid Younus]]>
<![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.v23i2.2467
<![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. Gimsons (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.]]>
<![CDATA[USING PICTURE- ASSISTED LEXICAL INPUT APPROACH TO TEACH VOCABULARY TO THE POST-LINGUAL DEAF STUDENTS ]]>
<![CDATA[Rahmat Soe'oed]]>;
<![CDATA[Maria Teodora Ping]]>;
<![CDATA[Abdul Rais Thamrin]]>
<![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.v23i2.2569
<![CDATA[English has been one of the compulsory subjects for special schools in Indonesia. However, there have been a rather limited number of studies conducted regarding the teaching of English under the framework of Special Education. Responding to this gap, this current study aimed at investigating whether a particular language teaching approach called Lexical Input Approach assisted by series of pictures could provide a desirable effect on post-lingual deaf students vocabulary mastery. This research employed a pre-experimental Single Subject with a multiple base (A-B-A-B) design. The sample included three 8th grade Junior High School students with the similarity of ages and hearing-loss history. The primary data in this study were taken by using assessments and analyzed statistically by calculating the Percentage of Data Points Exceeding the Median (PEM). The findings indicated that there was an improvement in the students vocabulary scores after the treatments (from 41/ novice advanced category to 46 and 51/ novice high category). Thus, it could be concluded that using Picture-Assisted Lexical Input Approach was effective to improve English vocabulary mastery for post-lingual deaf students.]]>
<![CDATA[ENGLISH TEACHING IN SOCIAL AND CULTURAL CONTEXTS: LANGUAGE TEACHERS AS CULTURAL MANAGERS ]]>
<![CDATA[Adi Suryani]]>;
<![CDATA[Soedarso Soedarso]]>;
<![CDATA[Kurnia Tri Diani]]>;
<![CDATA[Rosmawati Rosmawati]]>
<![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.v23i2.2470
<![CDATA[Teaching English language can be dilemmatic since English teachers should introduce foreign culture and sustain their own students culture. Todays students are the future leaders. Thus, it is vital for the English teachers to introduce global culture and local-national culture. This study aims to explore our own experiences at school and higher education levels, in managing culture in our EFL practices: which cultural elements should be sustained, how, why and what the challenges are. The data are collected from our experience-based reflection. The study indicates that English language teachers play a meta-role as cultural managers. They are selecting, infusing, inventing ways to teach culture through various approaches: materials, social interaction, classroom routines and artefacts. However, this process can be impeded by the disruptive technology, students, teachers own and organizational factors. Thus, this cultural managing role is influenced by organization, technology, learners adaptation process and teachers own cultural awareness and understanding.]]>
<![CDATA[LEARNERS PERCEPTIONS ON THE USE OF INDONESIAN (L1) IN THE ENGLISH (L2) INTENSIVE COURSE: IMPLICATIONS FOR TRANSLANGUAGING PEDAGOGY ]]>
<![CDATA[Gregoria Dian Puspitasari]]>;
<![CDATA[Mateus Yumarnamto]]>
<![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.v23i2.2574
<![CDATA[This study explores the use of Indonesian (L1) in an English class at an undergraduate program in a university in East Java, Indonesia. The English class was called Intensive Course (IC). In the class the students were expected to learn general English so that they could have the required competence to become English teachers. The students who passed the course in 2018-2019 (50 students) were asked to complete a questionnaire. Follow up interviews were conducted to four selected students representing positive and negative perceptions on the use of Indonesian. The findings of this study shows that L1 could be a potential resource to learn English but when the L1 was overused in the classroom, the learning opportunities and exposure to the target language diminished, limiting their learning opportunities and bringing about negative perceptions of the students. Implications from the findings are discussed in relation to translanguaging as pedagogy.]]>
<![CDATA[INTERGENERATIONAL LANGUAGE PREFERENCE SHIFT AMONG CEBUANOS ON THE CEBUANO, FILIPINO, AND ENGLISH LANGUAGES ]]>
<![CDATA[Jeconiah Louis Dreisbach]]>;
<![CDATA[Feorillo Petronilo A. Demeterio III]]>
<![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.v23i2.2581
<![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[THE BENEFITS OF JOINING ENGLISH DEBATING SOCIETY (EDS) FOR STUDENTS SPEAKING SKILLS ]]>
<![CDATA[Arline Thinesia Hetharie]]>;
<![CDATA[Listyani Listyani]]>;
<![CDATA[Maria Christina Eko Setyarini]]>
<![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.v23i2.2504
<![CDATA[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.]]>
<![CDATA[ENGLISH MEDIUM PUBLIC SCHOOLS IN NEPAL: A NEW LINGUISTIC MARKET IN EDUCATION ]]>
<![CDATA[Mohan Singh Saud]]>
<![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.v23i2.2571
<![CDATA[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.]]>
<![CDATA[AUTHORIAL PRESENCE IN ENGLISH RESEARCH ARTICLES BY NATIVE AND NON-NATIVE ENGLISH SCHOLARS ]]>
<![CDATA[Adelia Januarto]]>;
<![CDATA[Tofan Dwi Hardjanto]]>
<![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.v23i2.2473
<![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[PEER FEEDBACK IN COLLEGE EFL WRITING: A REVIEW OF EMPIRICAL RESEARCH ]]>
<![CDATA[Yuseva Iswandari]]>;
<![CDATA[Yizhe Jiang]]>
<![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.v23i2.2799
<![CDATA[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.]]>
<![CDATA[TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY ]]>
<![CDATA[Debiga Fikky Abdullah]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Sumardi Sumardi]]>
<![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.v23i2.2469
<![CDATA[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.]]>
