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[EVALUATING L2 VOCABULARY DEVELOPMENT FEATURES USING LEXICAL DENSITY AND LEXICAL DIVERSITY MEASURES ]]>
<![CDATA[Eihab Abu-Rabiah]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5841
<![CDATA[Most of the research on lexical measures was conducted in English and conducted similarly in other languages without accurate adaptations to the language being tested. The first objective of this study is to identify differences between applications of lexical density and lexical diversity when tested as in English and when adapted to the language being tested. The second objective is to inspect the effect of acquisition time on intermediate-level second-language learners' lexical density and diversity. In a test-retest study over one year, Arabic Hebrew bilinguals (n=23) wrote argumentative essays, in which lexical density and diversity were analyzed according to two approaches; a conventional approach as in English and an adapted approach more aligned with Hebrew linguistic features. In both approaches, lexical density was calculated as the number of lexical words in proportion to the total number of words and lexical diversity using the type-token ratio (TTR) and Corrected TTR (CTTR). Findings reveal statistically significant differences between the two approaches and the adapted approach allowed for cross-language and interlanguage comparisons. Although no significant increase in lexical density and diversity over the year was found, various patterns for lexical development were observed; at the second time point, students with the lowest level of lexical diversity substantially improved and more essays fell within the lexical density range of a typically written language.]]>
<![CDATA[TRENDS AND OUTCOMES IN FLIPPED LEARNING-BASED INSTRUCTION IN TEACHING READING: SYSTEMATIC LITERATURE REVIEW ]]>
<![CDATA[Reski Pilu]]>;
<![CDATA[Sahril Nur]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.4669
<![CDATA[Despite the flipped learning growing popularity, empirical research to increase students' reading abilities is still lacking. The majority of research concentrates on students' impressions of the English language rather than particular language abilities. If there is, speaking, listening, and writing is dominant. This systematic literature review summarizes study findings on trends and outcomes of flipped learning-based instruction in teaching reading. The identification, screening, feasibility, and inclusion phase found thirty-one articles between 2015 and 2022 from the Scopus database with a premium Scopus account to access all sources without limits. The results showed that the research trend of flipped learning in teaching reading was less attractive to researchers than other English skills. It can be seen from the lack of publications from year to year and even tends to decline until May 2022. Further research on flipped learning in teaching reading can enrich the literature on knowledge. In addition, Flipped Learning has positive outcomes in influencing students' performance, especially if combined with other methods. For future research, several different research scopes can be considered, such as creating models or designs to apply flipped learning to students' reading performance and comprehension.]]>
<![CDATA[DUOLINGO SPANISH USERS: DISCUSSION BOARDS USE OVER TIME ]]>
<![CDATA[Tom Neuschafer]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5767
<![CDATA[Spanish is one of the most popular foreign language subjects among learners, as there are currently 142 million users who have used Duolingo to learn Spanish. The Spanish language is projected to see even greater increases in the United States, both academically and demographically. The current research question asks, “How do individual Duolingo Spanish users use discussion boards over time among highly engaged, moderately engaged, and lower engaged users?” This study of Duolingo Spanish users is compared to a previous study about how highly engaged, moderately engaged, and lower engaged Duolingo German users use discussion boards over time. The results of the analysis showed that there were three themes: (1) highly engaged users make comments over a longer period of time over many years and have the highest proficiency in the Spanish language; (2) moderately engaged users make comments over a relatively shorter period of time during the duration of their studies; (3) lower engaged users are more likely to engage in the discussion boards socially about tangential topics over the span of months. The results of this study may inform researchers and educators on how discussion boards may facilitate language learning skills and Spanish knowledge to increase proficiency.]]>
<![CDATA[INDONESIAN STUDENTS’ PERCEPTIONS OF ENGLISH MEDIUM INSTRUCTION ]]>
<![CDATA[Titik Puspitasari]]>;
<![CDATA[Cita Nuary Ishak]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5762
<![CDATA[There has been an increasing trend in Indonesian higher education to run international programs. As a result, English for Medium Instruction (EMI) has started to be implemented in several departments at Indonesian universities. To successfully implement EMI classes, lecturers and students do play significant roles. This paper aims to gain insights into students’ perceptions of EMI and the challenges they faced in terms of understanding the subject content. Using convenience sampling, 35 undergraduate students of the International Psychology Program (IPP) at a private university in Indonesia were selected as the participants of the study. We used an explanatory sequential design using questionnaires and interviews as the instruments to collect the data. The findings revealed that the majority of the students have a positive perception of the implementation of EMI in their classes. However, its implementation also posed some challenges such as difficulties in comprehending lectures and the lack of ability in using English to conduct classroom discussions. The findings suggested the need for training before EMI courses that help students increase their English proficiency level as well as lecturers to improve their EMI pedagogic competence.]]>
<![CDATA[ENGLISH LANGUAGE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT OBSTACLES ]]>
<![CDATA[Abrar Kedir Mohammed]]>;
<![CDATA[Hailu Gutema]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5912
<![CDATA[The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development training to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement scheme.]]>
<![CDATA[AN OPTIMIZATION-BASED ARTIFICIAL INTELLIGENCE FRAMEWORK FOR TEACHING ENGLISH AT THE COLLEGE LEVEL ]]>
<![CDATA[Hari Prasad Tiwari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 (Publication in progress...) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5954
<![CDATA[Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.]]>
<![CDATA[EFL STUDENTS’ CHALLENGES IN WRITING RESEARCH PROPOSALS ]]>
<![CDATA[Yustinus Calvin Gai Mali]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5296
<![CDATA[This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.]]>
<![CDATA[NATIVE-CENTEREDNESS IN THE ENGLISH LANGUAGE TEACHING MATERIALS: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS ON INDONESIAN ELT TEXTBOOKS’ COVER ]]>
<![CDATA[Hilarius Raditya Priambada Purba]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.4647
<![CDATA[This is a multimodal critical discourse analysis of three Indonesian English language teaching textbooks. The study focused on the representation of the visuals on the cover to describe English as an International Language paradigm in Indonesia. This study was a qualitative study where the data were presented in the form of a narrative story. The researcher also employed themes to answer the research questions. The result showed that the orientation of English language teaching in Indonesia was native-centeredness where correctness was the focus of the process. Meanwhile, the practice would not prepare the student to have cross-cultural communication where English was used as the Lingua Franca. The result was likely to be in accordance with the latest study on Indonesian teachers’ perspective of the EIL paradigm which showed reluctance.]]>
<![CDATA[A CASE STUDY OF EFL BLENDED LEARNING BASED ON SUPERSTAR LEARNING SYSTEM IN CHINA ]]>
<![CDATA[Mei Wan]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.5794
<![CDATA[The main goal of this study is to propose and develop a pedagogical approach to blended learning in an undergraduate course and evaluate the implementation process and the satisfaction of the students. With the help of the research instrument like class observation and questionnaire, a case study method is adopted in this research in order to find answers to the following questions: how should teachers do with online course design in a blended learning environment? How should teachers carry out teaching practice in a face-to-face class? Can EFL learners improve their learning competency through Superstar Learning System -based blended learning? First, the researcher reviews the literature related to the current situation of college English teaching and learning in China, the concept of blended learning, and an overview of the Superstar Learning System. Next, outlining the online course design for the book the researcher is using in her class and practising one of the texts are described. The design is then evaluated using a questionnaire given to 179 participants. Survey results show that blended learning based on Superstar Learning System can provide a flexible and dynamic learning environment and improve students’ learning competency. Contents of online courses must be designed according to students’ needs and must be developed for all components of blended learning. The results also show students’ overall satisfaction is high.]]>
<![CDATA[STRATEGIES TO OVERCOME FOREIGN LANGUAGE SPEAKING ANXIETY IN INDONESIAN EFL LEARNING CONTEXTS ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i1.4450
<![CDATA[During the taxing L2 communicative enterprises undergone by Indonesian EFL learners, language teachers are heavily instigated to erect a more critical standpoint in picking up the most appropriate speaking learning approaches, strategies, and activities working best for the entire learners. This document analysis study was run to profoundly investigate 20 previous foreign language-speaking anxiety literature concerning the contributing factors and probable strategies that can potentially alleviate this psychological phenomenon. Two alleviating foreign language speaking anxiety strategies were proposed as follows: (1) The internalization of more innovative L2 speaking learning activities and (2) The existence of more enjoyable L2 speaking learning circumstances. At the end of the subsection, the researcher expectantly hoped prospective Indonesian EFL speaking learning experts, practitioners, policy-makers, and educationalists to promote a more positive speaking classroom atmosphere, constant speaking learning guidance, and various contextual speaking learning materials to progressively minimize learners’ foreign language speaking anxiety as well as foster their L2 communicative competencies into a greater level.]]>
