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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 30 Documents
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Search results for , issue "Vol 25, No 2 (2022): October 2022" : 30 Documents clear
THIRTY-TWO YEARS OF CORRECTIVE FEEDBACK IN LANGUAGE TEACHING AND LEARNING: A REVIEW OF THE LITERATURE Rizgar Qasim Mahmood
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4805

Abstract

Corrective feedback has been one of the controversial topics in second language acquisition, L2 learning, and teaching. Corrective feedback could be in written or oral forms. Much has been written and published on this debatable topic. The purpose of the current study is to review the most cited published articles from 1990 to 2022. Reviewing research on CF has several benefits. First, researchers who are interested in investigating CF gain access to a synthesized and chronological review of the topic, and it provides insights to conduct future research on CF from different perspectives and theories. Secondly, L2 teachers can gain a clear understanding of CF, and learn about different methods and strategies for providing it to their learners alongside the results and conclusions from the previous studies. Finally, it is a ready-made review for those who cannot obtain the available studies on CF, and they have the access to refer to the previous studies once they conduct further research on CF.
A RETROSPECTIVE NARRATIVE STUDY OF PRE-SERVICE TEACHERS' LANGUAGE BARRIER EXPERIENCES IN INTERNATIONAL TEACHING PRACTICUM Iswatun Chasanah; Sumardi Sumardi
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4489

Abstract

The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.
THE PERCEPTIONS OF INDONESIAN SECONDARY EFL TEACHERS CONCERNING THEIR ROLES IN SYLLABUS DESIGN Fatma Rahayu Nita; Oikurema Purwati
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.3584

Abstract

In dealing with syllabus design, teachers must recognize their roles in syllabus design since they are taking part in it. Consequently, this current study attempts to explore Indonesian secondary EFL teachers concerning their roles in syllabus design. It covers three points: their general perceptions, their boundaries, and their qualification as the EFL teacher in syllabus design. The main theory used in this study is by Nunan (2000) related to the roles in syllabus design. This study applied a qualitative approach using open-ended questionnaires and virtual interviews as the instrument of the study. A total of five respondents have participated in this current study.  The results found that the teachers believe that they have a role as the implementer and designer of syllabus design. Related to their boundaries in teaching English, all teachers create and develop the syllabus based on the student's needs. Besides, it discovers that teachers are likely to have the freedom to design their activities and materials based on the student's needs even though they should follow the basic element of the syllabus provided by the authorities. Finally, the teachers still need guidance and training in syllabus design since they have a fewer understanding of syllabus design.
MOBA GAMES IN EFL EDUCATIONAL SETTINGS FOR INTERCULTURAL LANGUAGE TEACHING Mohamed Toufik Ghaffour; Hanane Sarnou
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4505

Abstract

This paper unveils the relative merits of multiplayer online battle arena (MOBA) games in EFL educational settings for educational purposes, particularly rechecking the influence of League of Legends (LoL) on the EFL learners’ ICC. We have used Byram’s (1997) Model as a framework of assessment for thematic analysis, and both the Cultural Intelligence Scale (CQS), modified by Gozzoli and Gazzaroli (2018) and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) by Wu et al. (2013) to ensure a consistent questionnaire. Our participants were 75 Algerian EFL learners (Males=86,7%, Females= 13,3%) from different educational levels, aged 20.08 (SD= 2.99). The results indicate a need to design a more convenient MOBA game as a replace for LoL, as well as adopting a flexible assessment continuous guidance to ensure appropriate ICC instruction.
BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT Zul Astri
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.5160

Abstract

This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book.  Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.
INVESTIGATING EMPLOYABILITY SKILL GAPS AMONG ENGLISH MAJOR STUDENTS IN ALGERIA Ahmed Mehdaoui
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4912

Abstract

As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers. 
DEALING WITH CRITICAL INCIDENTS: EXPERIENCES OF TURKISH NOVICE EFL TEACHERS Hatice Saliha Çukur
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4946

Abstract

Moments causing teachers to stop and think about their teaching are called critical incidents and reflecting on them can be a way of gaining insights into their practices and contexts. However, critical incidents are underexplored in the Turkish EFL context. Thus, this qualitative case study aimed to understand the types of critical incidents encountered by six Turkish novice EFL teachers who all graduated from the same English language teaching program, their ways of dealing with these, and how this affected them. Data obtained from reflective journals and a focus group interview were analysed thematically. The results revealed critical incidents related to multiple sources, mainly due to students’ behaviors. Moreover, teachers' strategies varied from addressing the student to acting as the authority. These critical incidents affect novice teachers in various ways, such as questioning their language teacher education and teaching competence, which were discussed in this study along with implications and directions for future studies.
INDONESIAN EFL TEACHERS TEACHING READING TO ENGLISH YOUNG LEARNERS IN INDONESIA AND THAILAND Sibakhul Milad Malik Hidayatulloh; Sugirin Sugirin
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4515

Abstract

Among myriad research on teaching reading on English Young Learners, little has been discussed the practice within two different socio-culture settings. Indeed, the success stories of teaching reading to young learners with different social and cultural circumstances will be able to offer insight and new perspectives of teaching reading to EYL for researchers, mainly English teachers. This study aimed at narrating and exploring the process of teaching reading within two different countries, Indonesia and Thailand. This study invited two Indonesians EFL teachers who teach English to young learners in Indonesia and Thailand. Underpinning the narrative research design, this study narrated the experience of the participants from interview process triangulated by their narrative framework and teaching reading materials. From the obtained data, the findings were presented using four major themes: teaching experience, the students, teaching reading, and teaching reading materials. The result revealed that the participants had some similarities and distinction aspects. Teaching technique that the participants used could be said as the similar aspect of the participants. Meanwhile, teaching materials could be said as the integral factors underlaying the differences. Furthermore, organizational system and community around participants played significant role in affecting the differences and similarities.
ERROR ANALYSIS AND ENGLISH SYLLABUS Ali Akbar Khansir
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.3547

Abstract

The present article is an attempt to examine the place of English syllabus and its relationship with error analysis in English language class. In recent years, there has been a positive trend in English language courses with the focus shifting from teacher –centered to learner centered activities and in this connection, the role of error analysis as one of the theories has been associated with English language courses in teaching English in English foreign or second classes. This paper tries to trace theoretically the notion of Error Analysis and its important and validity in English language courses. The term Error Analysis gained prominence during 1960s and developed as a branch of Applied Linguistics to language teaching. It has been particularly associated with the field of linguistic analysis of language learner' errors in target language. One of the greatest contributions of Error Analysis to language teaching has been its emphasis on careful and extensive learners' errors for language syllabus in general and English in particular.  
TEACHERS’ ATTITUDES TOWARDS CODE-SWITCHING IN ETHIOPIAN EFL CLASSROOMS Eyasu Hailu Tamene; Arega Temesgen Desalegn
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 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.v25i2.4954

Abstract

Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce.  This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five English teachers who were purposely selected from two secondary schools. The results revealed that the four teachers supported code-switching whereas one of the teachers had a different stance. All five teachers believed that code-switching should be used in a limited, selective, and purposeful way only when necessary. Furthermore, the results generally indicated that teachers had positive attitudes towards code-switching regarding academic, classroom management and socializing purposes although they had different stands on the specific functions of code-switching. Based on the results, it is possible to suggest that as code-switching is part and parcel of classroom discourse, teacher training programs should incorporate it as an effective instructional strategy. 

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