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[CULTURAL TRANSLATION OF PROVERBS FROM NEPALI INTO ENGLISH ]]>
<![CDATA[Nabaraj Neupane]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3045
<![CDATA[Proverbs are witty, pithy, and epigrammatic expressions. They are idiosyncratic, being based on a specific culture. As cultural translation is difficult, translation of proverbs is not easy. Yet, translation practices on such genre have been appearing. In such a scenario, some such practices are found in the domain of Nepali into English translations. In this background, the present study aims at reviewing the available models for translating proverbs and recommending one, which can be used for translating Nepali proverbs into English. To achieve the objectives, I collected twenty proverbs purposively from Lall (1991) and Sharma (2000), primarily because I could deal only with twenty in a short period and limited space. By way of qualitative analysis and interpretation and by testing Wilson's (2009) model, I have concluded that the model is applicable for the purpose.]]>
<![CDATA[FOREIGN LANGUAGE READING ANXIETY AMONG THEOLOGY DEPARTMENT STUDENTS: CONTRIBUTING FACTORS AND ALLEVIATING STRATEGIES ]]>
<![CDATA[Jeane Theresia Limeranto]]>;
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.2962
<![CDATA[The study investigated factors contributing to English for Theology students’ Foreign Language Reading Anxiety (FLRA) and their strategies to alleviate it. This study was the continuation of a quantitative study involving 63 Theology student participants which found that their FLRA was significantly correlated with their reading achievement negatively. It was also conducted to fill the void in the FLRA literature in the Indonesian university context especially in Theology department necessitating learners to read a lot of passages in English, possibly quite anxiety-provoking for learners. Four selected participants from the previous quantitative study were interviewed and the data were analysed using Thematic Analysis. The study found that low self-confidence, lack of peer support, low self-perceived language competence, low motivation, and unfamiliar vocabulary increased learners' FLRA. Teachers' various methods, emphasising group activities were found to reduce their FLRA whilst whole-class reading activities tended to increase their FLRA. Furthermore, the uses of various reading strategies taught in class to comprehend texts were reported to reduce their FLRA to a certain extent depending on the degree of success of learners in using the strategies. Implications, limitations, and suggested directions for future studies were mentioned in light of the study's findings.]]>
<![CDATA[RHETORICAL MOVE AND GENRE KNOWLEDGE DEVELOPMENT IN LOCAL AND INTERNATIONAL GRADUATES’ THESIS AND DISSERTATION ABSTRACTS ]]>
<![CDATA[Tara Devina Putri]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3433
<![CDATA[In recent years, there has been an increasing interest in the study of research abstracts and its rhetorical structure. While the number of studies in rhetorical moves of RA abstracts are growing, there is still little attention given to thesis and dissertation abstracts especially in relation to the link between genre knowledge and its rhetorical realization. The present study aims to identify the variations of rhetorical move manifestation in abstracts of master’s theses and dissertations written by local and international graduate lecturers and explore the relationship between the manifestations and the author’s genre knowledge development. This study employed a qualitative approach with Hyland’s (2000) five-move analysis model as the main framework of the study. The findings revealed that there were similarities in the rhetorical structure of abstracts by the local and international graduates. The study also found that educational level and supportive academic environment play an important role in author’s genre knowledge trajectories. The findings discovered in the study provide a clearer picture to help in the development of a universal guideline for abstract writing in final papers for higher education.]]>
<![CDATA[INCORPORATING INCLUSIVE ASSESSMENT PRINCIPLES AND UNIVERSAL DESIGN FOR LEARNING IN ASSESSING MULTICULTURAL CLASSROOM: AN AUTOETHNOGRAPHY ]]>
<![CDATA[Sisilia Novena Kusumaningsih]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3656
<![CDATA[Teaching a multicultural classroom has always been challenging for educators. With the rush toward global standardization, there is a concern that uniformity in education will sacrifice students’ freedom in expressing their skills and knowledge. This problem can be seen in the way students are being assessed. The rapid growth of standardized tests and the demand to meet yearly progress thresholds are tangible examples of how assessments may limit the way students demonstrate their learning attainment. This article aims at presenting several alternatives teachers could take to implement Universal Design for Learning (UDL) and inclusive assessment principles in assessing multicultural classrooms. This analytic autoethnography study yielded three themes: providing options of assessment forms, providing accommodation in conducting assessments, and using the strength-based language in assessment feedback.]]>
<![CDATA[ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS ]]>
<![CDATA[George M. Jacobs]]>;
<![CDATA[Willy Ardian Renandya]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3819
<![CDATA[One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.]]>
<![CDATA[THE USE OF E-RESOURCES FOR YOUNG LEARNERS ENGLISH TEACHING MATERIALS ]]>
<![CDATA[Diah Royani Meisani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3080
<![CDATA[As internet technology has become more influential and cultured, online or e-resources are nowadays present as alternatives for teaching materials. The resources themselves play an important role in lesson planning, instruction delivery, and take a part in determining the learning achievement. This study was conducted to investigate the forces that drive elementary school English teachers (N = 178) in utilizing online teaching materials together with the benefits and challenges they faced in using them. From the questionnaire, it was revealed that almost all respondents used and benefited from online resources taken from Google, YouTube, and other search engines. Further investigation through interviews revealed prevalent responses on e-learning materials utilization that are categorized as follows: accessibility, practicality, authenticity, and variety. Other benefits, such as the features of online resources that positively attract young learners in foreign language learning are meaningfully advantageous as they improve students’ learning engagement (SLE). These findings support evidence for e-learning resources as teaching materials for overcoming the shortage of teaching guidelines and materials in English for Young Learners (EYL) classes. Teachers’ responses towards the challenges in using this type of material lead to the implication that schools and other related stakeholders should take serious concerns to equip EYL teachers with professional development or in-service training, particularly in teaching material development and online resources integration.]]>
<![CDATA[GRADUATE STUDENTS’ MOTIVATION REGULATION STRATEGIES IN FACING ACADEMIC WRITING AMID COVID-19 PANDEMIC ]]>
<![CDATA[Kristian Florensio Wijaya]]>;
<![CDATA[Niko Albert Setiawan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3142
<![CDATA[Abstract To be more proficient and self-regulated, L2 academic writers, the deployment of motivation regulation strategies should be incorporated at the commencement of academic writing learning enterprises, particularly during this pandemic situation. According to previous studies, the establishment of robust motivation regulation strategies will potentially help L2 academic writers to better manage the ongoing writing learning dynamics and cope with varied upcoming challenges. Specifically, this study was conducted qualitatively by lending support from qualitative content analysis in order to offer more overarching findings derived from actual events experienced by the participants. To comply with this objectivity, two research instruments were also utilized in this study namely the Likert-Scale questionnaire and open-ended interviews. Further, the Likert-Scale questionnaire was administered via Google Forms to be filled out by 36 English education master students from batch 2018 and 2019, and the open-ended interview inquiries were sent through WhatsApp application in order to obtain the responses from the three random selected interviewees. Results from this study revealed that the majority of English education master students had successfully become more competent and resilient academic writers through five major streams of motivation regulation strategies namely interest enhancement, performance self-talk, mastery self-talk, self-consequating, and environmental structuring. Keywords: Motivation regulation strategies, academic writing, graduate students, Covid-19 pandemic]]>
<![CDATA[THE EFFECT OF AUDIOLINGUAL-BASED VERSUS COMMUNICATIVE LANGUAGE TEACHING-ORIENTED TECHNIQUES ON INTERMEDIATE EFL LEARNERS’ LISTENING COMPREHENSION ]]>
<![CDATA[Sepideh Polrodi]]>;
<![CDATA[Abbas Pourhosein Gilakjani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3492
<![CDATA[This study was an investigation to find out the effect of audiolingual (ALM)-based versus communicative language teaching (CLT)-oriented techniques on Iranian intermediate EFL learners’ listening comprehension ability. To do this, sixty EFL learners in intermediate level from Shokouh Institute in Lahijan, Iran were selected randomly and assigned to two groups; namely the experimental group and control group; 30 participants in each group were selected based on their performance using the oxford placement test (OPT). A quasi-experimental design was used for this study. A listening audio text extracted from the book “Four Corners” was administered as pre-test and post-test. The researchers taught the students of both groups for 10 sessions. The CLT techniques were used as treatment in the experimental group while the control group received no treatment and just used ALM techniques. After 10 sessions, the listening passages extracted from the book “Four Corners” were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. Finally, the data were analyzed via running an Independent Samples T-test and a series of Paired Samples T-tests. The results showed that Iranian EFL learners’ listening comprehension skill has been significantly improved as a result of using CLT techniques at the significance level of .05. It was concluded that the use of CLT techniques was highly effective in Iranian learners’ listening comprehension improvement.]]>
<![CDATA[EFFECTS OF FLIPPED CLASSROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT ]]>
<![CDATA[Hương Thanh Nhạc]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3542
<![CDATA[The primary focus of this study was to examine the effects of flipped classrooms on students’ academic achievement in legal English learning context at Hanoi Law University. To achieve the aim, fifty second-year students participating in the study were randomly divided into experimental and control groups. The experimental group was taught legal English with the flipped learning approach while traditional teaching method was applied to the control group. A pre-test and a post-test were administered to both groups to measure the impacts of flipped classrooms on students’ academic achievement in legal English. The results revealed that there were statistically significant differences in the means of the achievement test attributed to teaching methods in favour of the experimental groups. Also, survey questionnaires were administered to the students in the experimental group to identify their perceptions of the application of flipped classrooms on their legal English learning performance. The data showed that the majority of the students considered flipped classroom to be effective. It is hoped that the findings encourage instructors of English to use modern teaching strategies, in particular, flipped classroom strategy to improve the English teaching and learning process.]]>
<![CDATA[EFL LEARNERS ATTITUDE TOWARDS PODCASTS FOR EXTENSIVE LISTENING ]]>
<![CDATA[Christela Angelia]]>;
<![CDATA[Hanna Juliaty]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i2.3034
<![CDATA[One of online materials used more frequently nowadays in Extensive Listening (EL) is podcasts. Similar with other learning materials, podcasts are classified into authentic podcast and language course (non-authentic) podcast. Previous studies have examined learners attitude towards podcasts; yet, they generally regarded all podcasts as authentic material. In EL, learners attitude towards the materials also affects the success of EL. Therefore, this study aimed to examine EFL learners attitude towards authentic podcast and language course podcast in EL. The study was conducted in a qualitative within-subject design and involved six English Department students from a private university in Indonesia. The students took part in an EL program using both authentic and language course podcasts, shared their experience in learning journals, and participated in post-activity interviews. The data collected were analyzed qualitatively using Ajzens (2005) classification of attitude elements. The findings showed that despite the favorable attitude that the learners mostly displayed towards both types of podcasts, there was a significant difference in the cognitive, affective, and conative aspects of their attitude that influenced their overall attitude. The findings implied that both types of podcasts have potentials to be used for EL by EFL learners with some considerations.]]>
