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[STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES ]]>
<![CDATA[Jordan Miranda Pocaan]]>;
<![CDATA[Lyndon Lucila Bailon]]>;
<![CDATA[Jean Pauline Trilles Pocaan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.5087
<![CDATA[Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the remedial programs. The pre-tests revealed that the reading ability of the struggling readers was at a frustration level. Furthermore, the develop strategic intervention reading materials used in remedial programs were composed of 4 parts: learning content, learning task guide, assessment guide, and enhancement guide. The post-tests show that the participants reading ability progressed to instruction and independent level after the remedial program. It was concluded that determining the student’s present ability is beneficial to develop effective intervention materials. It was suggested that the school leaders and program specialists should develop faculty and student support programs ideally to uplift the student’s literacy.]]>
<![CDATA[PREPARING FOR NEW LEARNING: PUBLIC VOCATIONAL HIGH SCHOOL STUDENTS’ AND TEACHERS’ E-LEARNING READINESS IN THE EFL INSTRUCTION ]]>
<![CDATA[Made Ayu Bintang Aryani]]>;
<![CDATA[Made Hery Santosa]]>;
<![CDATA[Putu Eka Dambayana]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.3060
<![CDATA[This study aimed to find out 1) the e-learning readiness level of students and teachers in Public Vocational High School Singaraja and 2) factors affecting teachers’ and students’ e-learning readiness level of Public Vocational High School Singaraja. It designed using mixed method through survey instrument consists of 3 dimensions (e-learning readiness, e-learning acceptance, e-learning training) and interview guide. The instruments validated by the experts and gained 0.666 from 70 students’ sample and 0.231 from 7 teachers’ sample. The reliability was 0.988 0.666 of 35 items and 0.933 0.231 of 38 items. The survey filled by 410 students and 15 English teachers meanwhile the interview answered by 10 students and 5 English teachers. The questionnaires showed they still need few improvements meanwhile interview results shown their e-learning readiness affected by features, benefits, challenges, familiarity, experience and personal innovativeness. Those results showing that e-learning benefits improve their readiness meanwhile e-learning challenges could lower the users’ readiness. It is considered to improve their readiness by reducing e-learning challenges to create comfortable e-learning access.]]>
<![CDATA[READING ANXIETY OF EFL LEARNERS IN INDONESIAN RURAL SCHOOLS: A QUANTITATIVE STUDY ]]>
<![CDATA[Heri Mudra]]>;
<![CDATA[Timothy Mckinnon]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.5221
<![CDATA[The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.]]>
<![CDATA[THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES ]]>
<![CDATA[Caecilia Tutyandari]]>;
<![CDATA[Christina Lhaksmita Anandari]]>;
<![CDATA[Priyatno Ardi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4213
<![CDATA[This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills.]]>
<![CDATA[RHETORICAL MOVES IN THE BACKGROUND SECTIONS OF EFL INDONESIAN VOCATIONAL COLLEGE STUDENTS ]]>
<![CDATA[Titik Rahayu]]>;
<![CDATA[Ita Permatasari]]>;
<![CDATA[Imam Mudofir]]>;
<![CDATA[Alief Sutantohadi]]>;
<![CDATA[Moh. Farid Maftuh]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4273
<![CDATA[Rhetorical moves in academic writing are interesting topics and strategic issues in linguistics. Many studies have investigated the moves in all sections of research articles for example abstract, introduction, research method, findings and discussion, and conclusion. However, few studies investigated the rhetorical moves found in vocational college students’ academic writing, particularly in a background section. Therefore, this current research was aimed at revealing the rhetorical moves and patterns in the background of the study. This study analyzed 29 background sections from final project reports of vocational college students enrolled in the English study program of one of the state polytechnics in Indonesia. The reports were developed based on two major areas namely tourism and journalism. The data were analyzed by referring to the CARS model by Swales (2004). This research revealed that Move 1 and Move 3 occurred in all background sections. However, Move 2 was not used in several background sections although Step 1 in Move 2 is obligatory. Regarding the rhetorical patterns, seven patterns were found with different frequencies. The most used pattern was M1-M3S1. The current study may give implications to pedagogical settings related to the emphasis on establishing a niche in the background section.]]>
<![CDATA[SPEAKING ACCURACY, FLUENCY, AND BEYOND: INDONESIAN VOCATIONAL STUDENTS’ VOICES ]]>
<![CDATA[Anastasia Nelladia Cendra]]>;
<![CDATA[Eric Sulindra]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4579
<![CDATA[Speaking mastery has been known as the benchmark of language learning, yet many students still find it difficult to speak with great accuracy and fluency. To widen the knowledge and fill the gaps in the existing research, this present qualitative-descriptive research is to investigate how vocational students see accuracy, fluency, and other psychological-related aspects in speaking as well as collecting some suggestions to create a better speaking class. By distributing questionnaires and conducting semi-structured interviews, the present research revealed that the participants were slightly more inclined towards accuracy compared to fluency, which may result in the inhibition of risk-taking. Moreover, some psychological-related challenges such as feeling nervous, unconfident, and afraid to make mistakes were prevalent among the participants which affected their speaking performance negatively. Finally, the participants yielded some suggestions for a better speaking class, which include assisting students in four stages of speaking and providing appropriate feedback.]]>
<![CDATA[IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING ]]>
<![CDATA[Nisa Hanum Mufida]]>;
<![CDATA[Harni Kartika Ningsih]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4696
<![CDATA[Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.]]>
<![CDATA[THE EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND ITS DEVELOPMENT IN AN INDONESIAN CONTEXT ]]>
<![CDATA[Dwi Agustina]]>;
<![CDATA[Margaret Gleeson]]>;
<![CDATA[Gillian Hubbard]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4801
<![CDATA[Creating long-life learners has become a long-term educational goal in many educational settings including Indonesia. An initial step towards this goal is to develop autonomy in students. Currently, learner autonomy or independence in learning has been promoted in higher education through the concept of Merdeka Belajar (freedom of learning) by the Minister of Education and Culture. In high schools, the 2013 curriculum has also emphasized learner autonomy development. Thus it is necessary to look back at how teachers perceived the concept of learner autonomy long before the concept of Merdeka Belajar was introduced. This article reports a quantitative study that investigated English teachers’ perceptions of learner autonomy and its development in Indonesia. This study was conducted in 2014 using a questionnaire and involved 145 high school English teachers in Magelang Regency, Central Java, Indonesia. The findings revealed that these Indonesian teachers held positive perceptions of learner autonomy and strongly supported psychological elements of learner autonomy. These EFL teachers also showed strong support for social aspects of autonomy. These junior high school teachers perceived social interaction and cooperation as important for promoting learner autonomy in the Indonesian context.]]>
<![CDATA[BOOK REVIEW: TALES FROM THE PADDY FIELDS: SOUTHEAST ASIAN FOLKTALES ON RICE CULTURE ]]>
<![CDATA[Novita Dewi]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4854
<![CDATA[This is a review of a book titled Tales from the Paddy Fields that covers folktales about paddy in Southesat Asian countries. Picture books delight children and stories from this book can be used as materials in TEYL. Revisiting possible gender bias is needed here if teaching language means transforming the young minds to become not only skillful in language but also culturally and ecologicaly competent.]]>
<![CDATA[PEER AND AUTOMATED WRITING EVALUATION (AWE): INDONESIAN EFL COLLEGE STUDENTS’ PREFERENCE FOR ESSAY EVALUATION ]]>
<![CDATA[Rita Seroja Ginting]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4879
<![CDATA[A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.]]>
