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[AN INVESTIGATION OF TPACK WITHIN ICT INTEGRATION: THE CASE OF NON-CERTIFIED ENGLISH TEACHERS IN KOLAKA ]]>
<![CDATA[Vinsensius Galuh Kusuma]]>;
<![CDATA[Wiwin Saputra]]>;
<![CDATA[Andi Surianti]]>;
<![CDATA[Margana Margana]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.5999
<![CDATA[This study focuses on non-certified English teachers using Information and Communication Technology (UICT) in the teaching practice with the framework is technological pedagogical and content knowledge (TPACK). The purpose is to elaborate on the interrelationship between all TPACK components and their roles in predicting UICT based on the beliefs of the teachers during teaching practice. The researchers used a mixed-methods design for 20 participants from SMP IT Nur Syamzam Kolaka. Questionnaire and interview, especially semi-structured interviews as an instrument for this study. To collect the data, the researcher did online with the non-certified English teachers at SMP IT Nur Syamzam Kolaka. Using Pearson's correlation coefficient, the relationship between the application of TPACK and the availability of ICT tools was determined by correlating the overall TPACK result with the adequacy of ICT tools. Therefore, the findings of the study that were obtained through the TPACK survey demonstrate how they effectively apply their knowledge. The teachers demonstrate expert knowledge in all TPACK domains. They demonstrate the highest level of knowledge based on the mean of TK (4.28), followed by CK (4.26). While all areas of TPACK have a mean of 4.10, PCK and TPK have the lowest mean (4.11).]]>
<![CDATA[THE INFLUENCE OF USING CODI ON STUDENT’S MOTIVATION IN READING ]]>
<![CDATA[Saraswati Eko Ningrum]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Muamaroh Muamaroh]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.5709
<![CDATA[Students' reading motivation is likely low due to internal and external factors. The internal factors, for example, are intelligence, age, gender, reading ability, attitudes, and psychological needs. The external factors include the theme, level of reading difficulty, and the type of reading. This research was conducted to know whether the use of Content Differentiated Instructions (CoDI) in teaching could affect students' motivation in reading, especially descriptive text. This kind of text was chosen because it is the simplest text among five other kinds of text that are given to beginner-level students, in this case, students of junior high school. The researcher tried to find out whether the implementation of CoDI could affect the students’ motivation in reading. In this study, the researcher used a qualitative method. The data used were in the form of answers or student responses in the form of questionnaires. The result was that using CoDI affects the students’ motivation in reading descriptive text.]]>
<![CDATA[BENEFITS AND ATTITUDES OF INDONESIAN UNIVERSITY STUDENTS TOWARDS EXTENSIVE READING ACTIVITIES IN LEARNING ENGLISH GRAMMAR ]]>
<![CDATA[Maryani Maryani]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.6198
<![CDATA[In learning a second or foreign language, students commonly read for pleasure, which is called extensive reading (ER). Extensive reading is commonly related to increasing vocabulary knowledge and reading skills; however, extensive reading can also expand learners’ grammatical knowledge Based on the study of Khansir and Dehghani (2015), it was found that ER has improved their Iranian participants’ English grammar (as stated in Ng, Renandya, Chong, 2019, p. 180-181). Referring to the positive outcome of their study, this study aims to investigate Indonesian university students’ perceptions of the benefits of ER activities on their English grammar knowledge and also their attitudes after experiencing ER activities in Grammar class. The research participants were 30 Indonesian university students who attended Grammar classes at a private university in West Java. The instruments used were an online questionnaire which was distributed at the end of the semester and the students’ weekly ER log. The questionnaire result was counted manually before they were classified into certain categories, whereas content analysis was used to select and analyze the data from the learning log. The findings show both positive and negative outcomes regarding the students’ grammar knowledge and attitudes.]]>
<![CDATA[THE MEANING OF THE WORD “DAN/ATAU” IN INDONESIAN LAWS AND REGULATIONS ]]>
<![CDATA[Irnawati Irnawati]]>;
<![CDATA[Mimas Ardhianti]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.5751
<![CDATA[Improper meaning of "dan/atau" in Indonesian laws and regulations will cause problems of meaning and implementation in practice. The formulation of legal issues to be studied is what is the meaning of "dan/atau" in laws and regulations in Indonesia. This study aims to determine the meaning of "dan/atau" in laws and regulations in Indonesia. The meaning of "dan/atau" in-laws and regulations is interesting to study from the field of meaning. This research uses qualitative descriptive research methods with doctrinal legal research types and a statute approach. The data source used in this study is the existing laws and regulations in Indonesia. The data analyzed are the connecting words "dan/atau" in Indonesian legislation. The results of the discussion of "dan/atau" in legislation can be treated as "dan" and can also be treated as "atau", caused by the slash studied that indicates the meaning of "choice" and expresses propositions in conjunction or disjunctive by looking at the explanation of the legislation.]]>
<![CDATA[BOOK REVIEW: LANGUAGE CURRICULUM DESIGN ]]>
<![CDATA[Zul Astri]]>;
<![CDATA[Fhadli Noer]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.6188
<![CDATA[This book review analyzes "Language Curriculum Design" by I.S.P Nation and John Macalister, published in 2010 by Routledge. The review examines each chapter of the book in detail, highlighting the strengths and weaknesses of each section. The book provides a comprehensive and practical guide to language curriculum design, covering all aspects of the process from beginning to end. The authors present a variety of approaches to curriculum design, including negotiated syllabuses, adapting existing course books, and introducing change, and provide numerous examples, case studies, and sample materials to illustrate their points. The review notes that while the book is primarily focused on classroom-based language programs and may be less useful for other contexts, it draws on a wide range of research and theory in the field of language teaching and learning, making it a valuable resource for anyone interested in the subject. The review concludes that "Language Curriculum Design" is a useful and informative guide to curriculum design for language teachers and educators.]]>
<![CDATA[EFL TEACHERS’ ASSESSMENT LITERACY ]]>
<![CDATA[Ida Isnawati]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.3654
<![CDATA[Due to the importance of assessing students’ learning, teachers have to allocate specific time for assessment during the teaching-learning process. For the sake of implementing effective assessment, adequate knowledge and skills of teachers in assessment are badly needed. However, there is an important question related to teachers’ knowledge and skills in assessment, “Do EFL teachers have a good understanding of effective assessment for their students?” This study tried to answer such curiosity by conducting a survey assessment literacy of EFL teachers. The EFL teachers involved in this study were English teachers at several secondary schools in an Indonesian context and the information on their assessment literacy was obtained through a set of Assessment Literacy Inventory (ALI). It was found from this study that the EFL teachers’ assessment literacy was relatively low, indicating their limited knowledge and skills in assessment. Consequently, more continuous and ongoing training, workshop and other teacher professional development are essential to improve the EFL teachers’ assessment literacy.]]>
<![CDATA[CONTRASTIVE STUDY OF CLOSED INTERROGATIVE SENTENCE IN KOREAN AND INDONESIAN LANGUAGE ]]>
<![CDATA[Diyah Hayuning Pertiwi]]>;
<![CDATA[Putu Pramania Adnyana]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.5270
<![CDATA[This study discusses Korean and Indonesian morphosyntactic characteristics of closed interrogative sentences. The method used is descriptive qualitative with literature review and contrastive analysis. The results showed that there were differences and similarities in terms of closed interrogative markers, sentence structure, and sentence negation. The first difference in closed interrogative markers is that the marker in Korean is an interrogative sentence-ending (eomi) at the end of a sentence rather than a question word, whereas the marker in Indonesian is the question word apa at the beginning of the sentence and particle -kah at the beginning, middle or end of the sentence. Second, there are differences and similarities in sentence construction. Subjects that refer to the second person are omitted in Korean, whereas in Indonesian, the subject is required. The parallels lie in the fact that the predicate is a necessary component of sentence structure and that the presence of the object depends on the kind of verb used as the predicate. Thirdly, there is a distinction between Korean and Indonesian sentence negation in that Korean has a wider range of negation forms.]]>
<![CDATA[DIGITAL APPROACH TO TEACH CREATIVE WRITING WITH SECONDARY STUDENT LEARNERS OF ENGLISH ]]>
<![CDATA[Ana Paula Rocha]]>;
<![CDATA[Maria Prazeres Casanova]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.6569
<![CDATA[In this article, we share our reflections and analysis on the potential of digital resources in teaching creative writing in English and promoting the learning of a foreign language in a collaborative environment. Our work aims to identify best practices in using digital tools such as Google Workspace, Padlet, and Issuu, for in-class activities with seventy secondary students. We conducted a study following an action-research methodology in the classroom and applied digital teaching strategies with learners of a second language. The focus was on a creative and collaborative writing process, to develop imagination in the conception of fictional stories while promoting collaborative skills. Our key question was "What are the digital pedagogical strategies that can contribute to the creative and collaborative writing competence in a foreign language with secondary school students?" We were interested in examining the potential of a writing collaborative activity in a digital environment as a stimulus to learn the linguistic rules and expand the vocabulary. Additionally, we analyzed the results of the assessment executed among peers, applying selected rubrics for the competencies of cooperation and participation. As a result, we found that the students had reached a higher level of reflection towards texts.]]>
<![CDATA[LETTER RECOGNITION AND HAND-COPYING SKILLS OF CHILDREN: A COMPARATIVE STUDY OF DARI AND ENGLISH ALPHABET LETTERS ]]>
<![CDATA[Sayeed Naqibullah Orfan]]>;
<![CDATA[Mohammad Kazem Timor]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.6204
<![CDATA[This study aimed to explore and compare the difficulty level of alphabet letter recognition and hand-copying skills among children between two languages, English capital letters, and Dari alphabet letters. The participants were preschool children aged (4-5) in Taloqan City of Afghanistan. An observation method followed by a pre-test, a class session, and a post-test were conducted on the participants. The tests used in this study were Rapid Automatized Naming (RAN) and a paired samples t-test. The study's findings showed no significant difference in letter recognition between English and Dari letters; however, there was a significant difference in the hand-copying test. Also, the results of the study displayed that shapes of the letters played an important role in hand-copying the alphabet letters while it did not impact the letter recognition process.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF THE USE OF GOOGLE DOCS FOR ONLINE COLLABORATIVE WRITING ]]>
<![CDATA[Imelda Wahyuningsih]]>;
<![CDATA[Henny Herawati]]>;
<![CDATA[Carla Sih Prabandari]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v26i2.6142
<![CDATA[The existence of technology, particularly Google Docs, is vital to supporting students in surviving the online learning environment. This research, therefore, aims to investigate students’ perceptions of using Google Docs for online collaborative writing, as well as its benefits and limitations. There are two research questions addressed: (1) What are the students’ perceptions of the use of Google Docs for the ELESP students’ online collaborative? (2) What are the possible benefits and challenges of using Google Docs for the ELESP students’ online collaborative writing? This qualitative case study was conducted at the English Language Education Study Program of Sanata Dharma University. A close-ended questionnaire and semi-structured interview were utilized to collect data. The researchers discovered that most students had positive perceptions of using Google Docs for online collaborative writing. With the aid of its capabilities, Google Docs made online collaborative writing easier and more successful, particularly in students’ performance during group work, communication, and accessibility. Aside from the functionality of Google Docs, students’ active participation was also an important factor for successful online collaborative writing. ]]>
