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[INSIGHTS INTO PROSPECTIVE TEACHERS BELIEFS IN TEYL ]]>
<![CDATA[Kayetana Maria Widi Hadiyanti]]>;
<![CDATA[Martha Yolanda]]>
<![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.v24i1.2484
<![CDATA[Teacher belief is valuable to accomplish effective teaching learning processes. Prospective teachers utilize their beliefs to practice their teaching competence. Accordingly, it is essential to explore prospective teachers beliefs as the teachers exhibit the beliefs in their teaching preparations and practices. Alongside, TEYL requires a unique process. To enhance TEYL prospective teachers consciousness of the beliefs they hold, this study attempts to match them with the teaching designs and practices. This survey study involves TEYL prospective teachers in responding to a questionnaire concerning with their beliefs about teaching. Their Lesson Plans and teaching performance videos are correspondingly analyzed to scrutinize how equivalent they are with the beliefs. It is quite thought-provoking to discover that there are inconsistencies between prospective teachers beliefs with the realization in their lesson planning and performances. This affords insights to boost our awareness in building teachers beliefs as to maximize learning teaching outcome.]]>
<![CDATA[THE IMPLEMENTATION OF PROCESS APPROACH COMBINED WITH SCREENCAST-O-MATIC AND BOOKCREATOR TO IMPROVE STUDENTS’ ARGUMENTATIVE WRITING ]]>
<![CDATA[Anak Agung Putri Maharani]]>;
<![CDATA[Made Hery Santosa]]>
<![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.v24i1.2516
<![CDATA[Within the 21st century learning framework, pupils are demanded to argue more reasonably over massive information that they receive. This study was conducted due to the imperative function of argumentative writing skill within this century by utilizing innovative argumentative writing approaches combined with screencasting and bookcreating projects. Involving 31 sophomores in English Language Education Study Program, a descriptive qualitative research design was utilized. Their progress in argumentative writing classroom and views were gauged to reach the conclusion. Threefold methods of collecting data were administered; observation, interview, and questionnaire. The collected data from, afterwards, were filtered, presented, analysed and verified. It was found that the use of process approach combined with Screencast-o-matic and Bookcreator had crucial contribution in argumentative writing development. The participants responded positively towards the implementation of process approach combined with Screencast-o-matic and Bookcreator.]]>
<![CDATA[THE ROLE OF INDIGENOUS ECONAMING SYSTEMS IN ECOLOGICAL CONSERVATION: A CASE OF LUBUKUSU AND LUKABARASI LANGUAGES IN WESTERN KENYA ]]>
<![CDATA[Makarios Wanjala Wakoko]]>;
<![CDATA[Benard Angatia Mudogo]]>
<![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.v24i1.2842
<![CDATA[This paper endeavours to bring fresh insight into the role of African indigenous languages in the global campaign against environmental degradation. It examines how linguistic practises impact the natural environment. In this respect, the paper reports on the findings of an investigation that focused on the Econaming system in Kabarasi and Bukusu societies that sought to ascertain the role of Econames in mitigating ecological destruction. The rationale for this position is that such practices have the potential to mitigate the disruption of the ecosystem. Furthermore, the linguistic systems of the Bukusu and Kabarasi indigenous societies cherished different plants and animals by naming new-borns after them. By doing so the ecosystem earned a special place and was therefore venerated. The paper also aimed at comparing the meanings and representations associated with the Econaming systems in both Kabarasi and Bukusu naming systems. A combined method of data elicitation from Lubukusu-Lukabarasi and the native speaker’s intuition was used to collect data. Animal and plant Econames that relate to the environment were inferred for analysis. The indigenous Lubukusu and Lukabaras names were correlated with the associated ecosystems among native speakers of these languages. The analysis revealed that the meanings associated with the Econaming system among the Kabarasi and Bukusu is one of the strategies that can be employed to ensure more sustainable and acceptable environmental preservation measures. The collected data revealed that indigenous language practices are found to be more appropriate and applicable in ecological preservation among the rural communities. The paper, therefore, recommends that the government and other policy-stakeholders should pay more attention to the Econaming practises so that local people's conservation practises are recognised to enhance global environmental conservation measures.]]>
<![CDATA[SOCIO-PRAGMATIC PROFILING ON ENGLISH IMPERATIVE INTONATION AT THE AIRPORT ]]>
<![CDATA[Yune Andryani Pinem]]>
<![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.v24i1.2662
<![CDATA[Regardless its function to order someone to do or not do something, commanding and requesting is different in pragmatics and sociolinguistics basis. Related to dual-service of security and comfort at the airport, authority and politeness entailed in an imperative utterance can be expressed differently according to the context. Social backgrounds including gender, occupation and job experience or training of 6 aviation workers portray various expressions and pitches of 5 imperative operators in 10 different situations divided by level of danger. Profiling on implicature over those backgrounds are described by locating stress point switch on the expression given.]]>
<![CDATA[ACOUSTIC ANALYSIS OF THE LENGTH OF /ʃ/ AND /Ʒ/ IN ENGLISH AFFRICATES ]]>
<![CDATA[Ammar A. A. Al Abdely]]>;
<![CDATA[Mariam S. Hardan]]>
<![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.v24i1.2633
<![CDATA[To participate in the ongoing debate of whether affricates are single phonemes or a combination of two distinct phonemes, this paper reports the results of an acoustic study of affricates. One of the arguments that supports one phoneme analysis is based on the assumption that the length of /ʃ/ and /Ʒ/ as single phonemes tends to be shorter when they are involved within the affricates /ʃ/ and /Ʒ/ respectively. However, this assumption has not been acoustically investigated. Thus, this paper measures the duration of /ʃ/ and /Ʒ/: first when they are alone, and second when they are involved in affricates to identify any length variation between the two cases. The study is based on acoustic and statistical analyses of the recordings of Iraqi, British and American speakers of English, who were asked to pronounce words that have the two fricatives /ʃ/ and /Ʒ/ alone and in affricates as well. The results of paired samples t-tests showed a significant difference in the length of /ʃ/ and /Ʒ/ as single phonemes and their length when involved within affricates in the pronunciation of Iraqi, British and American speakers both on the group and the overall levels. These results support the one phoneme analysis of affricates. Moreover, the results indicated that Arab learners and Iraqis in particular count heavily on temporal cues rather than spectral cues in perceiving English sounds. This shows the need for more training on the part of learners and teachers, and more attention on the part of English textbook designers.]]>
<![CDATA[EVALUATING FLIPPED CLASSROOM APPROACH IN EFL STUDENTS READING CLASSES ]]>
<![CDATA[Ista Maharsi]]>;
<![CDATA[Yunita Rizky Wijayanti]]>;
<![CDATA[Tri Retna Astari]]>
<![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.v24i1.2768
<![CDATA[This paper examines the implementation of flipped classroom approach in an EFL private university in Indonesia. It explores how this approach impacts on students reading comprehension and how students perceive the flipped classroom in their learning process. Under the mixed method design, data were collected from pre-test and post-test, classroom observations, and students reflective notes. There were 47 students in the experimental groups and 25 students in the control groups. Those 72 students from both groups took a compulsory 2-credit Intensive Reading Course in their first year in the pre-service teacher training. Both groups were taught the same reading skills and tasks comprising of the total 14 meetings for the whole semester and each meeting took 100 minutes. Results indicate that students in the traditional classrooms gained an increase in their post-test score compared to their counterpart in the flipped classrooms. This might relate with the teacher-led instructions and scaffolding which are commonly conducted in traditional classrooms where students listen to teachers explanation and students can ask directly. Other reasons arehesitation/inconvenience in using technology in learning, task-related time management, and technology-related workload. However,for many students flipped classrooms are perceived as promoting independent, responsible, active, and free learning. Both benefits and drawbacks of flipped classrooms in this context are also discussed]]>
<![CDATA[THE IMPACTS OF MENTIMETER-BASED ACTIVITIES ON EFL STUDENTS’ ENGAGEMENT IN INDONESIA ]]>
<![CDATA[Angela Bayu Pertama Sari]]>
<![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.v24i1.3025
<![CDATA[The effort to enhance students’ engagement in the EFL classroom is still becoming an issue. Fortunately, some studies have shown a positive correlation between technology utilization to elevate the students’ engagement. Based on that potential finding, this study aims at digging out the impact of Mentimeter, as one of the popular tools in this recent time, on EFL students’ engagement. It is a descriptive qualitative study. There are 70 respondents of the non-English students that were selected by using purposive sampling. The results of the study reveal that there are three most prominent students' positive perception towards the implementation of Mentimeter in the EFL classroom, namely practicality, anonymity, and freedom. Those three aspects foster the students to be engaged in the process of English learning. Then, most students perceive that no reason makes them dislike Mentimeter usage in the EFL classroom. The next finding depicts a significant impact of Mentimeter on the students’ engagement in English learning by giving opinions and discussion activities. It was proven with the percentage of students’ participation, reaching 82% and 91%, above the average of Mentimeter participants’ contribution.]]>
<![CDATA[TEACHERS’ FEEDBACK ON ENGLISH SYLLABUS WITH LOCAL VALUES FOR ELEMENTARY STUDENTS ]]>
<![CDATA[Ika Puspitasari Puspitasari]]>;
<![CDATA[Devinta Puspita Ratri]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![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.v24i1.2697
<![CDATA[The elimination of English subject for elementary school in curriculum of 2013 which has been regulated under the Government of the Republic of Indonesia’s Regulation number 32 year 2013 about the alteration of Government Regulation number 19 year 2005 about National Standard of Education affects on the absence of syllabus as guideline for teaching and learning process. Therefore, on previous study, a set of English syllabus for elementary school was developed to provide English teachers with guideline in teaching. To provide students with closer exposure on local character building, the syllabus was developed based on local value. In the process of syllabus development, try out was done to get feedback on its implementation on the syllabus in the teaching process. Moreover, feedback from teachers’ forum toward the syllabus was also obtained. The feedback received becomes a valuable input toward the improvement of the English syllabus. ]]>
<![CDATA[EFFECTS OF CLASS SIZE ON STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN ADO LOCAL GOVERNMENT, EKITI STATE ]]>
<![CDATA[Babalola Joseph Olurotimi]]>;
<![CDATA[Awe Olasunbon Nike]]>
<![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.v24i1.2602
<![CDATA[The need to get every individual educated in Nigeria necessitated the introduction of education policies like the Universal Primary Education, UPE (1976) and the Universal Basic Education, UBE (1999). The resultant effect of these policies is a steady and constant increase in schools’ enrolment, especially at the primary and secondary school levels. This led to overpopulation in the schools with some classes having as many as sixty students and sometimes above in a single arm. This study, through the analysis of questionnaires administered to students and their teachers, as well as the analysis of the examination results of selected students in JSS2 class looks at the effects of class size on students’ attitude and academic performance in the English language. The result of the analysis confirms a negative effect of large class size on the attitude and academic performance of students in the English language while the effect of small class size is positive on the students’ attitude to the learning of English language and consequently on their academic performance. As a corollary, the study establishes that teachers’ productivity is more positively enhanced in small classes than in large classes. On the basis of the findings, appropriate recommendations are made to ameliorate these negative effects and to reduce the incidence of large class size in our secondary schools in Ekiti State, Nigeria.]]>
<![CDATA[THE EFFECTS OF ACCENT FAMILIARITY ON ARAB EFL LEARNERS’ PERCEPTIVE INTELLIGIBILITY ]]>
<![CDATA[Ahmad Nazari]]>;
<![CDATA[Majid Rasim Younus]]>
<![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.v24i1.3081
<![CDATA[In accord with the current status of English as an International Language, the aim of this article is to develop a methodological framework to investigate the effects, if any, of accent familiarity on perceptive intelligibility in an Arab EFL context. To this end, a perception intelligibility test was developed to measure the intelligibility of Arab EFL learners and to determine the extent to which intelligibility varied in relation to accent familiarity. A listening text in English from the Speech Accent Archives produced by three speakers of different first language backgrounds constituted the material stimulus for the perceptive intelligibility test. In this respect, three accent familiarity levels were determined when measuring the perceptive intelligibility of Arab EFL learners. These accent familiarity levels included matched, mismatched and unfamiliar. The listeners were 60 randomly selected Arab EFL undergraduate students. An analytic five-point rating scale was also developed to measure the extent to which Arab EFL learners understood the English speech produced by speakers from the three different first language backgrounds. The results, in general, showed that Arab EFL learners understood with little effort most of the English utterances produced by the three English language speakers from different language backgrounds. However, the learners faced more effort and misunderstanding regarding the third speaker who represented an unfamiliar accent. The article concludes with a description of the research implications and applications that derive from the findings of the study. ]]>
