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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 25 Documents
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Search results for , issue "Vol 25, No 1 (2022): April 2022" : 25 Documents clear
THE EXPLORATION OF UNIVERSITY STUDENTS’ PERCEPTIONS OF USING TECHNOLOGY IN ACADEMIC WRITING CLASSROOMS Yustinus Calvin Gai Mali
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4234

Abstract

This study explores university students’ perceptions of the usefulness of technology, the frequency of using technology, a technology tool that the students like the most, and perceptions if the technology they like the most helps them meet the characteristics of good writing. To meet the research goals, sixty-seven undergraduate students of a private university in Indonesia were asked to respond to a close-ended online questionnaire that surveyed their perceptions of using technology in their academic writing classroom. The findings indicate that an online dictionary, Google search engine, and Google translate are the technology that the students frequently use and consider useful to enhance their writing. Further, an online grammar checker is found to be a technology tool that the students like the most, and they feel that the tool can help them meet the characteristics of good writing. Recommendations for teaching practices using the technology and directions for further research are discussed.
GAZING AT THE BODY AS A LOCUS OF COMPETENCE: IMPLICATIONS FOR LANGUAGE EDUCATION Setiono Sugiharto
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022 Publication in progress...
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.v25i1.4466

Abstract

It is well-established that the notion of language competence often bandied about in English language teaching scholarship owes much of its allegiance to the Chomskyan tradition, which privileges mind over body and other materiality. Tracing this tradition to its root, one may surmise that the infamous Chomskyan competence has been the sustenance of Cartesian linguistics as the Neo-Platonic philosophical tradition known for its condemnatory arguments against body in the pursuit of knowledge. Basing on the idea of somaesthetics initially proposed by Richard Shusterman, I argue in this conceptual article that English language teaching landscape needs to embrace insights generated by current research and theorization on the pivotal role of the soma (the living body) as a source of competence in facilitating communicative practices. I will first discuss the notion of somaesthetic, and then demonstrate that research in language teaching and language acquisition scholarship (albeit limited in numbers) has long been inspired by this body philosophy. Implications for English language teaching will be offered.
THE EFFECT OF ENHANCED EXTENSIVE READING TO THE INCIDENTAL ENGLISH PREPOSITION ACQUISITION Tia Xenia; Christiana Dwi Prisilia Anjani
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4440

Abstract

The English prepositions are still problematic for EFL learners since the existing knowledge of their first language hinders them from understanding the use of English prepositions. This study investigated the effect of enhanced extensive reading on their incidental English preposition acquisition. A total of 16 Indonesian University learners of English as a foreign language participated in this study. The treatment lasted for four weeks, initiated with the pretest. Two weeks after the treatment, the posttest was administered, followed by distributing questionnaires to find out the factors influencing them in doing the posttest. The results showed a significant improvement in the students' incidental acquisition of the targeted English prepositions after they received repeated exposure to the English prepositions through enhanced extensive reading. The factors influencing the improvement of their incidental acquisition involve their existing knowledge of the English prepositions and their built intuition in decision making. It is hoped that teachers and educational institutions are encouraged to add extensive reading to their curriculum.
GAZING AT ‘THE-YOU-KNOW-WHO/WHAT’ IN WHATSAPP: DEIXIS USED IN ONLINE LEARNING AMID COVID-19 PANDEMIC Ahmad Sugianto; Ahmad Bukhori Muslim
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4485

Abstract

WhatsApp, as one of the most powerful and ubiquitous social media platforms, has become one of the promising tools utilized for English online learning during the current crisis, COVID-19 pandemic. Nevertheless, interacting effectively via this platform might be challenging for messages communicated to this platform might have more than one meaning that is likely to result in misunderstanding among the users. Thus, understanding deixis, known as one of the interactional phenomena in which language and context can be figured out, is invaluable. Nevertheless, to the best of the writers’ knowledge, studies concerning the use of deixis with respect to WhatsApp for English online learning are still left under-researched. Therefore, the present study aimed to investigate the deixis employed during online learning via a WhatsApp group. The method utilized in this research was a descriptive study. Besides, the participants comprised 23 postgraduate students and an instructor from an English Education Study Program of one university in Bandung city. The data were taken from the artefact in the form of an online chat archive.  Based on the data analyzed, the findings revealed that all the types of deixis encompassing personal, social, discourse, place, and time deixis were found in online learning through the WhatsApp application. In this regard, the person(al) deixis (46%) was the most frequently used deixis, followed by social (39%), discourse (8%), place (5%), and time deixis (2%), respectively. Moreover, the appropriate and effective use of deixis by the instructor was found to influence students’ engagement and critical thinking ability. Besides, the WhatsApp feature, emojis, was found to be utilized along with the deixis, as well as it assists in providing some emphasis, understanding of the messages conveyed, and showing respect or compliment among the participants.
BLENDED LEARNING IN ESL/EFL CLASS Sebastianus Menggo; Hieronimus Canggung Darong
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4159

Abstract

Blended learning requires digital technology transformation for lecturers and students, up-to-date teaching methods, flexible learning processes, the effectiveness of time, space, budget, learning motivation, learning autonomy, all of which contribute to improving student learning achievement. However, current empirical research results do not support the claim that blended learning improves students' English proficiency and learning autonomy. Evidence shows that the blended learning has an effect on students' English competence, learning autonomy, motivation, and ICT literacy. For this article, the effect of blended learning in ESL/EFL was investigated and defined. This study is a quantitative explanatory research type with a pre-test and post-test design. The research participants were 198 students from the Department of Primary School Teacher Education, Universitas Katolik Indonesia Santu Paulus Ruteng. Seventy-four participants were chosen as samples using a random sampling method. Data was taken by test and non-test, and data was then analysed by a software program called SPSS 22.0. Twelve blended learning sessions, including six sessions in face-to-face settings and six sessions, are done virtually through the Zoom application. The results show that blended learning strengthens English student competence (the mean score on the post-test = 82.57), learning autonomy (88.57%), learning motivation (80%), and ICT literacy (71.43%).
ENGLISH AND TAGALOG VOCABULARY OF PRESCHOOLERS: A CONTRASTIVE ANALYSIS Bethany Marie Cabantac Lumabi; Jeremie Monter Maleon
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4494

Abstract

In Philippine schools, the standard use of English and Tagalog is emphasized; code switching is discouraged. Therefore, parents of children who are exposed to and are trying to learn either of these languages, their L2 mind distinguishes correct usage of its features to avoid confusion and acquisition difficulties. Considerably, the English language acquisition in the Philippines is both influenced by nationwide use of the language in the households and communities, and exposure to information technology; both are deemed necessary in English literacy and prestige. Consequently, this case study contrasted the lexical and contextual features of L1 and L2 learned vocabulary words of pre-schoolers (male and female) to recognize their L2 acquisition difficulty and contextual cues as perceived by the parents of the subjects based on children’s personal, cognitive, and cultural attributes. Through qualitative method using the contrastive analysis hypothesis established by Lado (1957), this study supports the interlanguage of English and Tagalog; children can acquire lexical and contextual L1 and L2 prior to their formal schooling.
FLIPPING THE CLASSROOM IN THE EFL READING FOR ACADEMIC PURPOSE COURSE DURING COVID-19: BARRIERS AND BOOSTERS Stefanus Igolois G. Uran
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4245

Abstract

The Flipped Classroom model has been a debatable issue, especially due to its triumph in the new set during the current outbreak of Covid-19. This study attempts to assess the effectiveness and explore the barriers and boosters of an FC approach in the Reading for Academic Purpose course in a private university in NTT Province, Indonesia. Employing a mixed-method design, this study generated data from the pre-and post-test and students TOWS (Threat-Opportunity-Weakness-Strength) analysis. Two groups of fourth-semester students, comprising 35 in a Blended Learning setting and another 23 in a Flipped Classroom, were taught similar reading skills and tasks. The paired-samples t-test indicates both FC (p=0.030.05, d=-0.70, medium effect size) and BL (p=0.000.05, d=-1.06, large effect size) settings were statistically significant by comparison. The independent-samples t-test used to contrast their effectiveness shows no statistically significant difference between groups (t[56]=1.11, p=0.27, d=0.29, small effect size). Although FC students benefited equally from the learning process in BL, they gained a lower mean score than their counterparts. TOWS analysis requires more improvement in FC due to students’ resilience to change, inability to self-learning management, poor collaboration and communication, technological setbacks, technical issues, and other socio-environmental constraints.
AN EXPLORATION ON STUDENTS’ PUBLIC SPEAKING ANXIETY: STIFIn PERSPECTIVE Benni Ichsanda Rahman Hz
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4502

Abstract

The purpose of this research is to examine the level of public speaking anxiety among students based on the differences in human intelligence machine division: STIFIn (Sensing, Thinking, Intuiting, Feeling, and Insting). This study involved 51 Management students who took the English for Specific course on their semester credits. This study employs a case study that is qualitative in nature. The data was gathered using a semi-structured approach. The data collected was then processed by using two methods: statistical calculations for quantitative data related to the results of filling out 17 Public Speaking Anxiety Scale (FLAS) questionnaires by students concerning their level of anxiety when performing a public speaking and constructive analysis for qualitative data related to the results of comparing respondents' responses. The results shows that students in the Insting personality have a higher average of public speaking anxiety: 51.60. Students who are Sensing have an average anxiety level of 49.25, whereas students who are Thinking have an anxiety level of 47.50. In comparison, Intuiting students have an average anxiety level of 48.66, while Feeling students have an average anxiety level of 50.17. Consider the implications, some suggestions are discussed to overcome the challenges.
LANGUAGE BARRIERS IN VISITING LECTURER PROGRAM FOR NON ENGLISH SPEAKING STUDENTS Wulandari Putri
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.3952

Abstract

The increased use of video conference platforms provides opportunities to invite foreign lecturers to give lectures virtually. Despite of beneficial impacts, inviting foreign lecturers might bring challenges to students using English as a foreign language. Therefore, this study was aimed at examining challenges faced by non-English speaking students in attending visiting lecturer classes delivered in English and the potential strategy. The study was an exploratory study conducted in a university in Indonesia. The study involved 118 students from a Study Program taken from two courses. Data were collected through observation and questionnaire. Findings show that language became one of the most challenging barriers in understanding the materials, mostly due to speaking speed of the lecturers and the lack of vocabulary. The lecture summary provided by in-class lecturers could be an alternative to improve learning process. Findings also indicate that the visiting lecturer program could improve students’ language proficiency, especially their vocabulary and listening comprehension. It concludes that visiting lecturer program has a potential to improve students’ language proficiency. However, it is important to provide strategies to help students comprehend the material, such as allocating time for providing a brief summary of the lectures in the student first or second language.
INVESTIGATING ESP PRESENT-DAY THORNY SHORTCOMINGS AT IBN KHALDOUN UNIVERSITY OF TIARET IN ALGERIA Ammar Benabed
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.3969

Abstract

The study investigates present-day situation of ESP teaching/ learning in four selected faculties at Ibn-Khaldun University namely science and technology, Electrical engineering, commercial sciences and Informatics and Mathematics. In these professional loci of pedagogical activity, most of the teachers who are in charge of ESP are EGP or ELT teachers. The ultimate objective of this investigation is to assess and/or measure the (in)effectiveness of the current system of teaching/learning English for specific purposes in the aforesaid faculties. To attain that, the four faculty deans and 8 teachers were interviewed, and 120 students were addressed a questionnaire. This would allow us to update and analyze a diversified set of data in terms of nurturing and structuring a rigorous educational engineering approach that results in a reasoned implementation. The results obtained revealed all stakeholders are fully aware of the importance of English language teaching, especially in the light of the current worldwide bets. The data also unveiled a set of thorny gaps characterizing the implementation of the subject such as less motivating syllabus content, teachers’ lack of theoretical insightful knowledge as regard ESP founding tenets supporting its teaching, the total absence of periodic training, lack of appropriate means and students’ indifference.

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