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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 26 Documents
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Search results for , issue "Vol 24, No 2 (2021): October 2021" : 26 Documents clear
SWEARING: FORMS, REFERENTS, FUNCTIONS, AND USERS Raynesta Mikaela Indri Malo; Vindya Donna Adindarena
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.2634

Abstract

This study attempts to investigate the use of swearing in Waingapu, Indonesia. This is a descriptive study that tries to describe the forms, referents, functions, and users of swearing. Data is collected through recording, questionnaires, and interviews. The finding shows that there are 123 forms of swearing with most swearing referred to parts of the body of 'women' and ‘genitals'. Other referents of swearing are activities, animals, circumstances, objects, kinship, spirts, and profession. Besides, this study becomes proof that swearing is not only used to express anger but also to express other positive feelings. This study also reveals that age, sex, and length of stay do not determine one's knowledge of swearing. However, it reveals that men use swearing more than women.
INFLUENCE OF TEACHING EXPERIENCE ON TEACHERS’ LEVEL OF USE OF CRITICAL THINKING Youssouf L Y Laabidi
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3719

Abstract

Critical thinking is very important in the area of education, because it is an essential tool for solving problems and making good decisions. Through applying critical thinking in learning, students can become creative in discovering the best method of learning and organizing their work. Therefore, critical thinking is not an educational choice and all learners should be taught to think critically. The primary objective of this paper is to study whether teaching experience played a role in teachers’ level of use of critical thinking. The quantitative method was used. The respondents of the study were Moroccan English high school teachers. A questionnaire was used to collect data from teachers. Both the online version and the paper-based version of the questionnaire were used to gather data from the participants.  A total of 423 questionnaire were collected from the respondents. The Statistical Package for Social Sciences (SPSS) version 19 was used to analyze the data. The findings reveal that teaching experience significantly impacts teachers’ level of use of critical thinking. This suggests that there is a connection between teachers’ effectiveness and years of experience.
THE RHETORICAL IDENTITY CONSTRUCTION OF ENGLISH INSTRUCTORS IN ONLINE ENGLISH COURSES ADVERTISEMENTS Inggrit Tanasale
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3586

Abstract

The superior image of native English teachers portrayed in ELT professionalism has been heavily criticized among scholars by raising awareness on the expertise than nativeness or races. However, the study is scarce regarding how online discourse such as web-based advertisement of English language courses rhetorically depicts their language instructors: a native speaker and local teachers. To fill this gap, the purposes of this study are to examine the attributes of language instructors and any potential discriminatory or privileged presentation evoke in the online ads. The initial analysis was done within twenty English course sites to view overall trends of English instructors' attributes in several websites in Indonesia. I then closely explored two websites, WSE and TBI, and how they textually and visually privilege and discriminate the competences of native English teachers or local teachers. The result shows the dominant rhetoric of native English teachers as English language experts. The findings of this study reveal that despite the scholarly effort to challenge native English speaker/teacher orientation, the educational institutions still perpetuate the hegemony of native speakers as the ideal model in English within online platforms.
BOOK REVIEW: DEVELOPING COLLABORATIVE LEARNING ENVIRONMENT USING LEARNER-CENTERED STRATEGIES Luisito Manalansan Nanquil
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3382

Abstract

To be a competent, dynamic, and effective teacher needs a lot of evaluation and reflection. A product of this thought should be learning outcomes that demonstrate mastery, fluency, and achievement of the learners, who are the main focus of teaching and learning. This paper aims to examine the book authored by Rollins by connecting the observations and experiences of the reviewer to the points, theories, and practices tackled by the author in her book. It is the hope of teachers around the globe to offer collaborative learning environment that will cater to the needs and diversities of learners.
PROCEDURAL ESSAY WRITING: STUDENTS’ PROBLEMS AND STRATEGIES Septina Ambarwati; Listyani Listyani
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3371

Abstract

Language learners living in the expanding circle certainly face probems that may not be encountered by their counterparts in the inner or outer circle. One of the problems these learners face is in the field of writing. They also need special strategies in overcoming these problems. This study was done to investigate the problems faced by students in writing Procedural Essays as well as the strategies to overcome the problems. This study attempted to answer two research questions: What problems do students face in writing Procedural Essays? and What are students' strategies to overcome the problems in writing Procedural Essays? This study used a qualitative method. To collect the data, the researchers used two instruments, which are open-ended and close-ended questionnaires and interviews. The participants of this research were 27 students from batch 2020 who took Procedural Writing Class in the 2020/2021 Academic Year. The results of this research showed that there were three problems faced by students in writing Procedural Essays. Those problems were problems of topic development, problems with vocabulary, and problems with grammar. The result also indicated the most strategies used by students to overcome the problems, such as receiving feedback from teachers, making an outline, and asking friends for help.
RECONCEPTUALIZING ENGLISH EDUCATION OF FILIPINO ESL LEARNERS FROM PUBLIC SECONDARY LEARNING INSTITUTIONS IN THE PHILIPPINES Orlyn Joyce Dollente Esquivel
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3281

Abstract

This study examined the results of a survey questionnaire on 300 Grade 10 Filipino ESL (English as a second language) learners, randomly selected from two public secondary learning institutions in the Philippines. The survey was used to investigate the students’ attitudes toward the English language and their own learning experiences. For the data collection, the survey questionnaire consists of 20 statements, in which every five statements belong to one particular category of the four English skills (listening, speaking, reading, and writing skills). Overall findings of the descriptive-quantitative analyses unveiled that most of the students elicited a high degree of negative attitudes toward the English language. This paper concludes with educational implications to help develop ‘positive attitudes’ in English language learning which are not only limited to Filipino ESL students, but also to other ESL learners around the world.
THE ROLE OF READING ALOUD STRATEGY ON IMPROVING READING AND PRONUNCIATION FOR EFL PUPILS AT PRIVATE BASIC SCHOOLS: TEACHERS PERSPECTIVES Abbas Mukhar Mohamed Badawi; Nagla Taha Bashrie Alnour; Montaser Alamin; Sami Balla Sanhori
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.2910

Abstract

The study aims at investigating the role of reading aloud on English as foreign language for learners in improving reading and pronunciation at basic level schools. The study used the descriptive analytical method. In order to examine the hypotheses, the study used a questionnaire as a tool for collecting needed data. The questionnaire was distributed randomly to fifty English language teachers at private schools in Bahary locality. The data was analyzed by using SPSS program. The study came up with results that reading aloud is beneficial to develop and promote pupils reading, as well as improving their pronunciation. The study mentioned some recommendations and suggested some points of studies which can convene futurity.
THE EFFECTS OF RATING EXPERIENCE AND DISCOURSE MODES ON ASSESSING EFL LEARNERS WRITING PERFORMANCES Rania Zribi; Chokri Smaoui
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.2986

Abstract

This study aims at investigating the effects of discourse modes on assessing EFL learners written performances. A total of fifty raters judged sixty essays (30 narratives and 30 argumentative writing modes) written by third-year English students from the Faculty of Letters and Humanities. Raters not only scored the compositions but also justified their scores assignments based on written explanations. Raters rating behaviors were diagnosed based on a variety of quantitative and qualitative tools. Essay scores were analyzed based on the statistical model FACETS to measure raters severity and internal consistency, task difficulty, and the scale functioning across writing modes. Qualitative data (gathered from interviews and report forms) were also analyzed in order to examine which aspects of writing were deemed more important than others across task types. The analysis revealed that the discourse mode was substantially an influential factor. The narrative task was more difficult than the argumentative one. Narrative essays were judged harsher than argumentative essays. Less consistent ratings could be detected from the narrative mode, compared to the argumentative one. Qualitative findings showed that the two writing modes were different in their qualitative judgments due to their different genre requirements and norms.
STUDENTS’ PERCEPTUAL ENGLISH LEARNING STYLE; MAJOR AND MINOR PREFERENCES IN HIGHER EDUCATION Muhammad Arif; Muhammad Danial; Nurhaeni Nurhaeni
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3499

Abstract

Every students have different ways in collecting, processing, and understanding information. Those refers to the preferences of students in learning or known as learning styles. Therefore, this study aimed to identify and recognize the students’ major and minor perceptual learning style preferences in English Education Department at Universitas Sulawesi Barat. This research was used quantitative approach by using survey design. This research was conducted in English Education Department at Universitas Sulawesi Barat with 79 respondents or college students who were selected by Saturated sampling. The data of this research were collected by using Reid’s (1987) Perceptual Learning Style Preferences Questionnaire (PLSPQ). The data were analysed with self-scoring based on Reid (1978) and descriptive statistic by using SPSS Software Statistic Version 20. The findings of the research shows the averages of the learning style of college students in English Education Department at Universitas Sulawesi Barat the year 2019 was categorized as none major perceptual learning styles preference. On the other hand, they were categorized as minor perceptual learning styles preference, in which kinaesthetic learning style had highest mean with (37.84) than another learning style, and followed by group learning style with mean (37.67), tactile with mean (36.91), auditory with mean (36.55), visual with mean (35.87), and individual learning style with mean (34.73). Even though they were categorized as minor perceptual learning styles preference, but the students still be able to learn better by their high minor condition. 
RETHINKING TEACHING AND LEARNING LANGUAGE IN THE NEW ERA: LESSONS FROM THE COVID-19 PANDEMIC IN TANZANIA Rose Acen Upor
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
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.v24i2.3262

Abstract

This study examines the language teaching and learning experiences in Tanzania that were prompted in response to the impact of COVID-19 pandemic-related school closures. Crucial to the study was determining how students’ and teachers’ coped with language teaching and learning and determining technological resources and their usefulness in language teaching and learning.A total of 127 students (74 female, 53 male) and 33 teachers participated in the study. The study revealed that the reception of educational broadcasting was low among the participants while reliance on mobile learning increased, the participants faced challenges when they attempted to cope with the shift to technology-based formats for language teaching and learning, and students were not fully able to develop the autonomy of learning on their own partly due to the unpreparedness for the shift to technology-based learning.Overall, the results confirm that web resources, SNS, and applications are rapidly becoming a resource for native speaker input for students learning English in foreign language learning contexts.

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