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[THE REPRESENTATION OF 21st CENTURY SKILLS IN AN INDONESIAN EFL TEXTBOOK ]]>
<![CDATA[Aji Budi Rinekso]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2655
<![CDATA[Textbooks play an important role in language teaching practices as the core source of knowledge. Meanwhile, the 21st century demands students having more advanced skills to solve the multifaceted and complex life situation. In fact, there are still limited studies evaluating textbooks based on the inclusion of 21st century skills. Looking at the gap, this study aimed to analyze the representation of 21st century skills in an Indonesian EFL textbook. A content analysis research design was applied in this study. The subject of the study was an EFL textbook used by grade 7 students. The results of the study revealed that there were 12 out of 15 of the 21st century skills presented in the textbook. The most dominant skills were communication and collaboration. The representation of the skills was done through some learning activities/tasks such as goal, input, procedure, teacher/learner role, pictures and notes. However, this textbook did not provide sufficient topics and materials about information, communication and technology (ICT). Therefore, it is suggested for further revision to include topics and materials about ICT.]]>
<![CDATA[A COMPARATIVE STUDY ON THE FORMATION OF GAY LANGUAGE WORDS AND UTILITY VEHICLE EXPRESS CODES ]]>
<![CDATA[Marielle Clave Gidalanga]]>;
<![CDATA[Feorillo Petronillo A Demeterio]]>;
<![CDATA[Catherine D Belacho]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2720
<![CDATA[In Metro Manila, there are two sets of coded language that baffle and amuse their observant bystanders: the Filipino gay language and the idiom used by the UV Express drivers. Through a reconstructive contextualization and reverse engineering of 100 randomly collected Filipino gay words and another 100 randomly collected UV Express codes, this paper compared and contrasted their themes and creations. This paper is significant in offering a comprehensive listing and descriptions of the processes involved in the creation of Filipino gay words. This paper is also significant in being the first academic journal article that deals with the UV Express codes of Metro Manila. Furthermore, the methodology of this paper in studying either the Filipino gay language or the Metro Manila UV Express codes can be used in studying the variant Filipino gay languages in other places of the Philippines.]]>
<![CDATA[LEST WE FORGET: INHUMANITY THREATS IN TEACHING IN THE NEW ERA ]]>
<![CDATA[Novita Dewi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.3156
<![CDATA[Since the prolonged pandemic, teaching language will never be the same even in the New Normal when less strict social distancing measures apply. The sudden shift from offline and/or blended learning to full online learning has brought about diverse pedagogical implications. On the one hand, unlike in traditional teaching and learning, one positive outcome in online learning is the enhancement of social engagement, autonomy, and digital compassion. On the other hand, ignorance, over-indulgence, and cold-heartedness are among the drawbacks of technology-mediated teaching. Drawing from personal experiences and relevant studies, this article highlights the threats of inhumanity when the power of technology takes over life skills that language learners need to acquire. At the core of the recommendation made herein is an open heart in this nearly closed world – a small fraction of Pope Francis’ newest encyclical letter Fratelli Tutti on fraternity and social friendship. The four core values suggested include critical thinking, ethical reasoning, interpersonal connectivity, and compassion.]]>
<![CDATA[AN ANALYSIS OF REGULAR AND IRREGULAR VERBS IN STUDENTS’ ESSAY WRITING ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2595
<![CDATA[The objective of the study is to know the using of regular and irregular verb in the students writing essay, and to know the most dominant verb past written by the students in their students writing essay. The design of this study is qualitative research. Based on the analysis from 14 students writing essay, it shows that the students use both regular and irregular verb (past) in their students writing essay. Both regular and irregular verbs are 312 data in verb 2 (past). In the regular verbs, there are 142 data or 45.51 %, and in irregular verb, there are 170 data or 54.49 %. It shows that the most dominant verb past written by the students in their students writing essay is irregular verb. Regular verbs are verbs that can change according to tense and change it regularly. Regular verbs are verbs whose changes comply with normal rules, that is with add the letter -d or -ed to the verb first-form / verb-1 (infinitive) so that it becomes a verb form second / verb-2 (past tense). There are several things that must be considered in the way of forming regular verbs by adding the letter -ed suffix or -d in the basic verb/verb-1 (infinitive). Irregular verbs are verbs that change according to the tense and do not comply with normal compliance. The past tense Irregular verbs are not formed from basic verbs / verb-1 (infinitives) plus letters -d or -ed letters to form verb-2/past tense. Irregular verbs form their past tense in a different way (through) not always) through a vowel and consonant change. So that, these forms must be memorized by the learners/students.]]>
<![CDATA[EFL TEACHERS’ PERCEPTIONS AND INSTITUTIONAL MANAGEMENT PRACTICE OF PROFESSIONAL DEVELOPMENT IN SELECTED ETHIOPIAN UNIVERSITIES ]]>
<![CDATA[Mulualem Eshete Mekie]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2365
<![CDATA[This paper intended to assess EFL Teachers’ Perceptions and Institutional Management Practice of Professional Development in Ethiopian Universities. This research utilized a qualitative research design. Furthermore, the researcher used purposeful sampling, therefore, applied a semi-interview to the participants and was purposively selected to see how the participants were verbalized their perceptions and experiences of professional development. As a method of data analysis thematic analysis process included transcribing, translating, reading, coding, themes construction, and analysis. The findings indicated first; participants have a diverse understanding of professional development. Second, EFL teachers have a good perception of professional development. Third, teachers didn’t have direct participation in program designing processes individually and institutional level. Fourth, participants have a common understanding of the characteristics of an effective professional development program. Additionally, participants have a common understanding of the focus area of the ELT professional development program. This study recommended that the government and stakeholders consider the problem on the ground and the program should be content-specific. The management practices of professional development have to be assessed, followed, and supervised by the responsible organs which are assigned to facilitate and control the implementation. Finally, the program needs to be on the needs assessment, and important gaps should be identified.]]>
<![CDATA[RATER AGREEMENT AND DISAGREEMENT IN THE MEASUREMENT OF ENGLISH ARTICLE ACQUISITION SUPPLIANCE AND ACCURACY ]]>
<![CDATA[Rose Acen Upor]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2603
<![CDATA[This study combines language assessment processes and interlanguage analysis techniques to determine rater agreement and disagreement in assessing English article acquisition. Employing native English speaking and non-native English speaking raters, picture sequence narratives that were written by English as a Foreign Language (EFL) learners (n=97) were coded and scored for suppliance-in-obligatory context (SOC) and target-like utterance (TLU). Although the kappa statistic revealed a fair agreement between raters (0.17 – 0.33), content analysis methods revealed much higher agreement (88.29% - 94.07%). Furthermore, language background effects between the raters could not be substantiated however the results demonstrated a discernable disagreement pattern between them. Thus, the study recommends the inclusion of a foreign language teaching background as a factor for rater selection to minimize language background effects on rating language assessments.]]>
<![CDATA[AGE AND MOTIVATIONAL INTENSITY IN FOREIGN LANGUAGES LEARNING: A CASE STUDY OF FRENCH LANGUAGE LEARNERS ]]>
<![CDATA[Nesrine El-Zine]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2403
<![CDATA[Motivation is one of the most researched concepts in the different fields of education, and the field of language learning is certainly not an exception. In the present research, the objective is to examine the Motivational Intensity as being one of the Motivations components. Also, the research investigates the impact, if any, of the factor of age on the examined component. The research addressed the two following questions: To what extent the Yemeni undergraduate learners of the French language are motivated to learn French? Does age have any impact on the degree of motivation of the Yemeni undergraduate learners of French? To answer the researchs questions, a survey was conducted in the Department of French Language and Literature at Sanaa University. The survey was composed of 5 questions that were selected and modified from Gardners AMTB (Attitude, Motivation Test Battery Questionnaire, 1985). The results of the survey demonstrated a statistically high degree of motivational intensity among the Yemeni undergraduate learners of French in general. However, the younger Yemeni learners were more motivated than their older counterparts.]]>
<![CDATA[DEALING WITH SPEAKING ANXIETY; A CASE STUDY OF THE IMPLEMENTATION OF SIDANG AKADEMI AT A SCHOOL IN CENTRAL JAVA ]]>
<![CDATA[Hilarius Raditya Priambada Purba]]>;
<![CDATA[Slamet Setiawan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2647
<![CDATA[Speaking skill becomes a very important issue in second language acquisition. Among the four English skills being developed, speaking is crucial for students. Speaking anxiety is one of the burdens experienced by the students so that the exploration of the willingness to communicate is needed to maintain the problem. Moreover, in the Indonesian context, English is still a second/ foreign language so that when the student is required to speak in public using English the problem will be double. This research discussed the implementation of Sidang Akademi (Academic Preliminary Meeting) in a private Senior High School in Central Java as an obligatory activity for the students. This research employs a qualitative study specifically a case study. The result of the study presents that the implementation of the activity causes the student to experience speaking anxiety caused by many factors. There are also some ways in managing speaking performance conducted by the student in the implementation of the activity.]]>
<![CDATA[NEED-ANALYSIS BASED ON DESIGN PROPER ENGLISH COURSE SYLLABUS ]]>
<![CDATA[Andi Dian Rahmawan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2786
<![CDATA[This research attempts to give perspective to the teachers and lecturers of English regarding a proper syllabus which mainly based on students’ problems on designing good quality of the abstracts of their research. 14 students’ product of abstracts of non-English department in the University of PGRI Yogyakarta would be employed as the main sources of data. The technique of doing this study is by observing on the students’ error production based on the diction and the grammatical aspects. This is a Research and Development which the result is a need-analysis-based syllabus. The syllabus mirrors that most of students have difficulties on finding the proper dictions of certain words, such as cardinal and ordinal numbers. From the perspective of grammar, they found that it is an obstacle to apply certain tense and aspect system of English. Based on these, the researcher expects that teacher and lecturer of English are able to design the more suitable and ready-to-use skills that gained during the classroom activities so that students are able to design the more acceptable abstract of their research to increase the readability and the acceptability of academic writing.]]>
<![CDATA[USE OF TRANSLATION STRATEGIES IN WRITING: ADVANCED EFL STUDENTS ]]>
<![CDATA[Elisabet Titik Murtisari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2663
<![CDATA[This qualitative study examines how advanced EFL learners use translation in writing, its perceived effects on their written product, and their feelings concerning its use. As translation is generally associated with less competent students, this research focuses on high-level ones. Involving 29 advanced EFL students from a reputable English language faculty in Indonesia, the study collected data through questionnaires using close and open-ended questions. This research demonstrated that, although employed less, translation was still a crucial means for scaffolding among the students. It was shown that creating short chunks in L1 for subsequent translation was the most common strategy while all the participants also self-reportedly practiced mental translations from L1 to L2 in various degrees. This resort to translation often seemed inevitable, but students revealed having mixed feelings towards the use of the interlingual strategy. This study highlights the need to develop awareness among language learners that translation is a valid tool of language learning and the necessity to teach them the skill to translate.]]>
