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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
STUDENTS’ PERCEPTION ON THE FACILITATION STRATEGIES PROVIDED BY TEACHERS IN ASYNCHRONOUS ONLINE DISCUSSION Gusti Putu Rustika Dewi; Made Hery Santosa
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.v25i1.3579

Abstract

Facilitation strategies provided in asynchronous online discussion environment becomes essential aspects in learning. This present study was a case study aimed at exploring EFL students’ perception on facilitation strategies provided in asynchronous online discussion in terms of monitoring, feedback and scoring rubric implemented in the online discussion. Questionnaire was administered to one hundred students and interview was conducted to six voluntary students who were enrolled in courses with asynchronous online discussion. The result indicated that students’ perception on the facilitation strategies provided in asynchronous online discussion was neutral which indicated that facilitation provided by teachers did not become the main preference for the students in asynchronous online discussion. Students perceived teachers’ monitoring positively since the students need more guidances to understand the concept as well as to indicate that their participation is apprecited by the teachers. Meanwhile, students had neutral perception toward feedback and scoring rubric provided in asynchronous online discussion. They perceived that feedback and scoring rubric are not essential elements that influence their participation in asynchronous online discussion. Furthermore, it implied that the facilitation strategies provided in asynchronous online discussion has to enable teacher to check students progress and to motivate students to engage in asynchronous online discussion.
USING GESTURES: INTENTIONAL TEACHING GESTURES AS AN L2 FACILITATIVE TOOL Naomi Wilks-Smith
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.v25i1.4549

Abstract

Gestures used for classroom pedagogical purposes, or Intentional Teaching Gestures (ITG), are often used in second language (L2) programs, however, little is known of their impact on L2 learning. This study of students’ use of ITG was carried out to address the impact of ITG on L2 learning in a primary school context. The research approach combined a naturalistic inquiry in a case study school with mixed methods to investigate students’ use of ITG and patterns of use. This article examines the data relating to students’ use of ITG in two oral language tasks. Findings reveal that more students used ITG when orally telling a narrative that had been introduced to them with ITG and when viewing ITG. Students used ITG to demonstrate meaning and to support language retrieval and ITG use often preceded oral production. The findings highlight the cognitive role of ITG in language recall and as the primary mode of communicating meaning when there is a gesture-word mismatch. Learners’ use of ITG provide insights into their stage of language development and their language gaps and are useful as a diagnostic tool for teachers. The findings contribute practical understandings towards language teaching pedagogy and practice.
THE CONSTRUCTION OF INDONESIAN EFL LEARNERS’ IDENTITIES: A NARRATIVE-BASED CASE STUDY Muhammad Rafi Abdusyukur
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.v25i1.4449

Abstract

The identity that the learners construct during the English learning process is essential to understand how the EFL learners continuously negotiate the identities they have until they successfully achieve adequate proficiency in English. This narrative-based case study investigates how the learning of English has constructed the learner identity of two Indonesian postgraduate students who graduated from the English Education Department. Categorized under narrative inquiry design, this research explored the participants’ personal narratives related to their experiences during the English language learning process. In the early phase of identity construction, both participants showed little or no relevance in learning English because it was imposed on them through the school curriculum. However, soon they developed positive identities which later turned to be false positivity. Thus, these distressing moments asked for more investments from the participants. This study successfully confirms the notion of complex, multilayered, and multifaceted proved by the narratives that emerged from the participants' lived English learning experiences.
BOOK REVIEW: ONLINE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: LESSONS FROM COVID-19 PANDEMIC Firima Zona Tanjung
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.v25i1.3975

Abstract

The last two years have forced educators and learners to be digitally-literate or at least adaptable to the digital technology use drastically because of COVID-19 pandemic. This globally challenging condition was then captured and written by Didi Suherdi (2021) and published by Deepublish. Online Teaching of English as a Foreign Language in Indonesia: Lessons from Covid-19 Pandemic consists of seven chapters. It aims to provide new theoretical and practical insights of English teaching through online mode in the midst COVID-19 pandemic, specifically in Indonesia. This book covers various topics related to the research studies and notions of utilizing ICT as well as optimizing educators’ roles in the context of online teaching-learning process. Additional topics are also presented to promote the use of alternative ICT-based teaching models and teacher training in the online setting. Distinctively, this book is recommended for academicians who are concerned about ICT-use and eager to start an initial step to integrate and take advantage of ICT for the resiliency of the education system in the post-pandemic era.
STUDENTS’ PERCEPTIONS ON THE USE OF L1 IN EFL LEARNING Alya Sekar Anindya; Dian Inayati; Amidi Ulani
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.v25i1.4162

Abstract

The use of first language (L1) in EFL classrooms is considered taboo since it is believed to hinder students’ foreign language (L2) development, while others support it due to its benefits in facilitating students’ access to L2. Hence, this study attempts to investigate students’ perceptions on the use of L1 in EFL classrooms. In this qualitative study, the data were collected through observations and interviews with three selective respondents. The findings reveal the students’ positive perception on the use of L1 in their EFL learning. Mediated by L1, the students were able to understand and engage well to EFL learning, which they believe would help shape and develop their English. Despite the benefits, they agree on some restrictions made by EFL teachers to provide opportunities for students to practice their English. Some suggestions for EFL teachers are postulated.   
MORPHO-PHONEMIC ADAPTATION OF ENGLISH LOAN VERBS IN LUKABARAS James Matseshe Sasala
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.v25i1.3523

Abstract

English as an official language in Kenya has apparently influenced the Kenyan indigenous languages. Since it is the language of formal instruction in schools and other institutions, a large number of loan words have been integrated in the local languages. This paper thus investigated the adaptation of English loan verbs in Lukabaras which is one of the ethnic languages spoken in the Western region of Kenya. The study endeavoured to describe the morphological and phonological constraints evident in the integration of these items in Lukabaras. A sample of 20 lexical items was picked through purposive sampling technique and analysed descriptively. The study established that English verbs are incorporated in Lukabaras through the prefix {okhu-} and the verbal radical suffix {a}. It was further observed that in the process of integration the verbs are subject to phonological conditions such as consonant devoicing, vowel insertion, gliding and vowel reduction.
DEPICTION OF STRUGGLE BY MIRANDA TO REACH LUCIA AGAINST MENTAL ILLNESS IN EVERYTHING HERE IS BEAUTIFUL Afifah Zakia Fattamubina; Yeny Prastiwi
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.v25i1.3802

Abstract

This research discusses Miranda’s struggle to reach Lucia against mental illness in the novel Everything Here Is Beautiful. Everything Here Is Beautiful novel deals with an issue that is closely related to the individual's role in the extent to which the individual will or must go for the sake of the family. In this novel, Miranda, the older sister of her younger sister, Lucia, who suffers from mental illness, decides to step up to struggle for Lucia against her mental illness. Hence, in this research, the researcher examines Miranda’s struggle to reach Lucia against mental illness. The purpose of this research is to discover struggles by Miranda. This is descriptive qualitative research with an individual psychological approach as the theory. Individual psychological approaches rely on Alfred Adler's "6 Major Concepts of Personality," which include inferiority feeling, fictional finalism, striving for superiority, creative self, style of life, and social interest. This research uses a novel entitled Everything Here Is Beautiful, internet sources, journal articles, and books that are related to the subject matter as primary and secondary data. As a result, the researcher discovered all six Major Concepts of Personality that portrayed Miranda's struggle to reach Lucia against mental illness.
BOOK REVIEW: ENGLISH L2 READING: GETTING TO THE BOTTOM (4TH EDITION) Yueyue Huang; Keru Li
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.v25i1.4464

Abstract

Research in L2 reading, especially the incorporation of insights from reading processing into reading instruction, has gained a standing attention in ELT and recent second language acquisition research has highlighted a complex and dynamic trajectory of reading efficacy development. English L2 Reading: Getting to the Bottom, now in its fourth edition, has timely responded to the psycholinguistic turn in reading studies over decades. With purposefully modified and updated sections on metalinguistic awareness in terms of pedagogical value, the latest edition provides a focused overview of central issues in understanding L2 English reading processors with practical considerations on their direct relevance to pedagogical interventions. This book review will firstly present a brief account of each chapter's underlying concerns and then offer critical comments on the latest version's theoretical implications in relation to current trends in L2 instruction research.
ANALYSIS OF EFL STUDENTS’ DIFFICULTIES IN WRITING AND COMPLETING ENGLISH THESIS Tira Nur Fitria
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.v25i1.3607

Abstract

The objective of this research is to know the EFL students’ difficulties in writing and finishing their thesis. This research employs descriptive qualitative research. From the result analysis of a questionnaire, there are internal and external factors of EFL students’ difficulties in writing and finishing a thesis. In internal factors are 1) difficulty in choosing the title of the English title, 2) feeling bored, pessimistic, bored/saturated, and doubtful with their abilities, 3) feeling fears or worries during the proposal seminar exam or thesis examination later, 4) having a health problem or down, 5) students’ disability in understanding the systematics of writing a thesis, 6) tending to use online translation tools, 7) having difficulty in using English grammar, choosing the right vocabulary, spelling, and punctuation correctly. The students’ difficulty in writing and completing a thesis shows that the most difficult parts are in chapter 4 (result/findings and discussion). While external factors are 1) having communication problems with supervisors, for example, lecturers are difficult to contact, reply to messages for a long time, or do not reply to messages. 2) having problems with supervising lecturers’ writing, for example, writings cannot be read clearly or be understood. 3) having difficulty in finding references on the internet, 4) there are no complete reference sources and no free access to digital libraries on campus, 5) technical problems on devices such as laptops/computers, 6) having cost or financial problems and personal problems during the process of working on and completing the thesis. 7) students’ surrounding environment is not/less conducive. But, have a part-time job, have a busy life with hobbies or personal pleasures, and have a busy life in organizations both on and off-campus. do not influence them in working on and completing the thesis.
PROMOTING LEARNER AGENCY AND REFLECTIVE THINKING BY ELIMINATING DIRECT CORRECTIVE FEEDBACK IN WRITING Sahnaz Natasya Fath; Wening Sahayu
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.v25i1.4416

Abstract

Many researchers have examined the implementation of the promotion method toward the agency principle of multicultural theory. However, little has examined the corrective feedback in promoting the tenet. Given the corrective feedback, the learner will be less used of their reflective thinking to promote themselves as an agent. Therefore, this study aimed to promote learners' agency by eliminating the corrective feedback in writing class and encouraging learners' reflective thinking. Three non-formal intermediate learners writing ability is analyzed in this study. The material given was following the syllabus of the course which is expressing of obligation and prohibition. There were three tasks given in this class. The first task is an individual project, the second is a group project, and the third is an individual project. After the learner finished the task the researcher analyzed the learner's writing improvement by analyzing the frequency and the variation of the lexical used and the grammar detail. Using Primary Trait Scoring, the findings pointed out that the writing ability of the learners improved both lexically and grammatically. Besides, the findings also supported that language produced by the learners is complex, dynamics, and more individual. It is expected that this research could be a consideration for educational stakeholders to select the appropriate method for the learners

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