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[HOW TEACHERS IN AN INFORMAL ENGLISH TRAINING INSTITUTION TREAT YOUNG LEARNERS’ ORAL ERRORS ]]>
<![CDATA[Ihsan Nur Iman Faris]]>;
<![CDATA[Dian Budiarti]]>
<![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.v26i1.5341
<![CDATA[Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies. The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.]]>
<![CDATA[WHEN THE WALL SPEAKS: SOCIAL SEMIOTICS ANALYSIS OF (COVID-19)-THEMED MURALS IN INDONESIA ]]>
<![CDATA[Sri Hariyatmi]]>
<![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.v26i1.5783
<![CDATA[This study aims at analyzing how the meaning-making of semiotic signs is manifested on (Covid-19)-themed murals in Indonesia. Four murals with covid-19 themes derived from different sources on the Indonesian website were used as the main data for this study. Drawing on Kress and van Leeuwen’s representational, interactive, and compositional function of social semiotics, the analysis reveals that (1) the murals adopt the four processes in narrative representation, (2) the gazes are categorized as offers images and the use of long shot in the images suggest objectivity and social distance, (3) the messages are delivered in given-new and real-ideal pattern and the absence of frames in the murals indicating that the visual and verbal modes lock together to create the sense of unity between the image and written modes to construct and deliver the message by integrating the existing knowledge to reinforce new information. Thus, the current study contributes to the multimodal studies of how visual and written expression construct the meaning-making process.]]>
<![CDATA[AUDIO-VISUAL AIDS MEDIA, LANGUAGE ACQUISITION AND ATTITUDE: AN INITIAL INVESTIGATION IN THE EFL CLASSROOMS ]]>
<![CDATA[Iin Indrayanti]]>;
<![CDATA[Adi Kuntoro]]>;
<![CDATA[Syaefani Arif Romadhon]]>
<![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.v26i1.4862
<![CDATA[Audio-Visual-Aids (AVA) media is a type of media that has long been acknowledged as a teaching aid in foreign language contexts. However, its uses are varied greatly from teacher to teacher depending on the content, inventiveness, classroom needs, and benefits approaches in language learning. Thus, the current research focused on the investigation of the analysis of vocabulary acquisition in the form of nouns and word spellings. In addition, the researcher also determined the influences of the use of the media on learners’ attitudes. A quantitative pre-experimental research approach in a one-group pre-test post-test design was performed involving 35 participants. AVA media was given within four meetings in the form of PowerPoint slides completed with original audio dubbing and fifteen images representing “Things in My Room”. To get further looks at their attitude, the participants also completed a questionnaire responding to 4 Likert Scales regarding their experiences. The analysis was reported to find out the average scores and initial hypotheses using a t-test on two main focuses with a 0.05 significance level. Findings showed a positive significant difference in the average scores of students’ vocabulary acquisition in the pre-test (7.66) and post-test (12.37) or 12.37 7.66. Scores of the tcoun reached higher than the ttable or 18,56438 2,021. Most of the students agreed and strongly agreed, that learning with AVA media brought some benefits to their learning experiences, particularly in the context of Vocabulary Acquisition.]]>
<![CDATA[DEVELOPING ASSESSMENT INSTRUMENTS FOR ENGLISH LITERACY IN BLENDED LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Eka Anastasia Wijaya]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[IGA Lokita Purnamika Utami]]>
<![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.v26i1.5073
<![CDATA[This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.]]>
<![CDATA[PERSONAL DEIXIS USED IN MALCOLM X’S “THE BALLOT OR THE BULLET” SPEECH ]]>
<![CDATA[Fakhirah Gobel]]>;
<![CDATA[Kartin Lihawa]]>;
<![CDATA[Hasanuddin Hasanuddin]]>
<![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.v26i1.4268
<![CDATA[This study aims to observe and describe the types of personal deixis used in Malcolm X’s “The Ballot or The Bullet” speech using the theory of Yule (1996). In collecting the data, this qualitative descriptive method was used by watching the video documentation, downloading the transcript, and reading the script that contain personal deixis in the speech. The theory of Miles and Huberman (1994) was used in this study as the steps to analyze the data which consists of data reduction, data display, and data drawing. The result of this study found out there was 662 deixis that consisted of three types of person deixis which are first-person, second-person, and third-person divided into 14 types of personal deixis use, i.e 222 first-person deixes, 211 second-person deixis, and 229 third-person with second-person deixis You (174 times use), They (84 times use) and We (79 times use) as the most often used type in the speech. In addition, Malcolm X used personal deictic expressions as a way to motivate and influence the African-American community in empowering the important philosophy of black nationalism against the racism issue of the African-American community in the 20th-century era.]]>
<![CDATA[BOOK REVIEW: MULTIMODALITY IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Ahmad Sugianto]]>
<![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.v26i1.5144
<![CDATA[Multimodality has been one of the prominent and burgeoning fields and phenomena in English classrooms. It is based on both the credence which is proven by scholarly evidence that English language learning and instruction will be significantly and effectively delivered if more than one semiotic resource or mode is used. Lots of scholars across the globe have taken part in portraying such significance and effectiveness of multimodality concerning English classrooms. Diamantopoulou and Ørevik (2022) have conflated sheer studies from various distinguished authors providing ‘fresh’ outlooks of the use of multimodality, particularly in English as an additional language (EAL) context across the globe. The use of multimodality in EAL is concisely discussed from various lenses, from its salient perspectives, and pedagogical practices through assessments. Thus, this book is recommended to those who are concerned and willing to capture the latest trajectories of the use of multimodality pertaining to EAL by its par excellence as well as the matter at hand. ]]>
<![CDATA[THE EFFECT OF PARAPHRASING ON EFL STUDENTS' WRITING AT INDONESIAN HIGHER EDUCATION ]]>
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[M. Taufiq Hidayat Pabbajah]]>;
<![CDATA[Raida Asfihana]]>;
<![CDATA[Rezkiawati Naazaruddin]]>;
<![CDATA[Latifah Latifah]]>
<![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.v26i1.5683
<![CDATA[The paper intends to enquire about the effectiveness of paraphrasing in evolving the EFL students' writing ability for Indonesian Higher Education. The study was quasi-experimental research, and it was conducted in the 4th semester of the English students at Universitas Sulawesi Barat. The research instrument was a writing test, and the student’s scores were gathered through paraphrasing rubric scores. Statistical inferential analysis was performed on the data. It is possible to conclude that The Ha (Alternative) Hypothesis was established hence the paired samples test result carried out with SPSS performed that the sig. rating on the value obtained from the T-test was lower than Sig. value, so theory Y assumptions (Ha) were approved, and both the pilot testing and post-intervention results of the study demonstrated Sig. (2-tailed = 0.000) has been less than 0.05. In other words, this indicates that there is a consequence. The research finishes with pedagogical recommendations for trying to better the paraphrasing skills of novice student writers, and paraphrasing has a medium effect on the EFL students’ writing ability in Indonesian higher education.]]>
<![CDATA[BOOK REVIEW: UNDERSTANDING SECOND LANGUAGE ACQUISITION ]]>
<![CDATA[Manna Dey]]>
<![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.v26i1.5953
<![CDATA[Lourdes Ortega's "Understanding Second Language Acquisition" was first published by Routledge in 2008. Lourdes Ortega is an internationally renowned scholar in the field of second language acquisition and applied linguistics. Her work has been instrumental in advancing our understanding of the learning and acquisition of second languages. Lourdes Ortega’s Understanding Second Language Acquisition is an excellent resource for anyone interested in the study of second language acquisition (SLA). The book provides an in-depth exploration of the key concepts of SLA and offers a comprehensive overview of current research, theories, and approaches. It is a valuable resource for both language educators and students alike.]]>
<![CDATA[EFFECTS OF PEER TEACHING ON GRAMMAR LEARNING: DOES IT ENHANCE LEARNER AUTONOMY? ]]>
<![CDATA[Satrio Dewantono]]>;
<![CDATA[Elisabet Titik Murtisari]]>
<![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.v26i1.5333
<![CDATA[Peer teaching has been widely applied in university settings to assist language learners. However, concerns have been raised about the potential impact on learner autonomy as this teaching method involves a more able learner tutoring a lower-level one. Despite this, little attention has been given to examining this issue. For this reason, this qualitative study investigates whether peer teaching can help foster tertiary EFL students' autonomy in isolated grammar learning, which may serve as more intensive training to improve metalinguistic knowledge and grammar competence within restricted time frames. Based on reports from 29 survey participants and 11 interviewees, the study finds that peer teaching can promote learning autonomy, with students engaging in various activities to enhance their learning during tutoring and/or the peer teaching program. Participants reported improvements in learning motivation, subject understanding, problem-solving skills, and monitoring and evaluating skills. However, some students, especially those with lower abilities, appeared to be more reliant on peer tutors in constructing their knowledge, providing self-study materials, and frequency of grammar self-study. This study provides crucial qualitative findings that shed light on the effects of peer teaching on learner autonomy, particularly for EFL teacher education students' grammar learning.]]>
<![CDATA[EFL SPEAKING STUDENT READINESS TO USE MOBILE-ASSISTED LANGUAGE LEARNING ]]>
<![CDATA[Muhammad Mugni Assapari]]>;
<![CDATA[Rosyadi Hidayati]]>
<![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.v26i1.5240
<![CDATA[In recent years, mobile-assisted language learning has been on the rise as an instructional approach. While some innovative media platforms have been highly studied, Thus, this study focused on how students' readiness and learning outcomes the use of mobile phones to facilitate individualized instruction in public speaking as part of an English as a Foreign Language course. Data were collected from (n=42) students in non-English department classes who participated in this study. They were asked to answer an online questionnaire that surveyed their readiness and outcomes using Google Foam in their speaking skills. All participants performed two class projects aimed at aiding them in exploring mobile-assisted language learning using their own mobile devices. However, the students self-reported some opportunities and benefits for English Foreign Language Learners (EFLL) among these MALL users. The results of this study suggest that EFL-speaking students' readiness affects mobile-assisted language learning. Teachers should consider students' motivation, attitudes, and technology skills when creating mobile-assisted language learning programs. Instructors should also train and motivate pupils to use mobile-assisted language learning resources by improving their technology skills. Furthermore, need for further technical support and facilitating students' mastery of speaking performance.]]>
