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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 32 Documents
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Search results for , issue "Vol 26, No 2 (2023): October 2023" : 32 Documents clear
MOBILE-ASSISTED LANGUAGE LEARNING IN KOREAN LANGUAGE CLASSES: INDONESIAN UNDERGRADUATE STUDENTS’ EXPERIENCES AND PERCEPTIONS Arif Husein Lubis; Risa Triarisanti; Didin Samsudin; Velayeti Nurfitriana Ansas
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.5724

Abstract

The ubiquitous presence of mobile devices has benefited the implementation of foreign language learning through Mobile-Assisted Language Learning (MALL). Previous research highlights the portability aspect of mobile devices such as smartphones that can lead to spontaneous, flexible, and personalized learning activities. However, challenges remain; particularly the connectivity issues. The present study seeks to continue the discussion by investigating 79 Indonesian undergraduate students’ experiences and perceptions of MALL in their Korean language classes. The data were obtained by distributing a questionnaire to the students. The validity and reliability coefficients were also measured. Interview sessions were conducted afterward with eleven students to dig for further explanations. The results demonstrate that most students used smartphones for sending messages to peers, checking notifications, accessing materials, submitting their work, and sending messages to lecturers. Regarding the applications used, they frequently utilized smartphones for accessing Google Classroom, Zoom, and WhatsApp during their Korean classes. The results also revealed that while they perceived MALL as useful and flexible for learning Korean toward increased language skills, motivation, autonomy, and critical thinking, technical problems, and connectivity issues remain to be the main challenges. This study discusses some concerns in implementing MALL and its implications for future research.
EXPLORING THE INFLUENCE OF CONVERGENT COMMUNITIES ON LEARNERS’ ATTITUDES TOWARD DIVERGENT TRAITS Louiza Belaid
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6731

Abstract

The cultural context of speech communities represents people’s life experiences shaped by region, geography, ethnicity, language, and values; all these contribute to the construction of one’s identity. Our study explores the complex reciprocity between the socio-cultural environment and the learners’ identities. The cultural background of learners profoundly affects self-perception and identity construction. Simultaneously, identity construction has a reciprocal effect on interaction and involvement with cultural heritage. Hence, we investigate the impact of rural communities’ cultural repertoire on the personal and professional prospects of learners. To reach this end, third-year pupils from the High School of Sidi Housni, Tiaret, Algeria were selected using a non-probabilistic sampling. We collected data through a survey and an observation, employing both quantitative and qualitative approaches. The findings reveal that the cultural background influences learners’ perceptions of the world, besides their positive divergent attitudes towards gender roles. Furthermore, these valuable insights have important implications for cultivating a more inclusive and flexible learning setting. In a nutshell, divergent and convergent communities possess distinct qualities and resources that collectively foster a gradual transition toward embracing change.
PHONOLOGY OF ACEHNESE REDUPLICATION: APPLYING OPTIMALITY THEORY Faisal Mustafa
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.5757

Abstract

Reduplication in Acehnese serves many functions, such as plurality, reciprocity, emphasis, continuity, and repetitions. This word formation process has been previously analyzed in terms of morphology and phonology. The present study aimed to discover the constraint ordering of reduplication to determine the rules that govern each pattern of reduplication in the language. The study employed Correspondence Theory under the umbrella of Optimality Theory, focusing on total and partial reduplication, leaving out rhyming reduplication due to framework limitation. The results show that all patterns of reduplication in Acehnese follow regular application where well-formedness proceeds faithfulness (MAX-IO) and precedes reduplicative identity (MAX-BR). The well-formedness for total reduplication only includes the constraint of the complex nucleus, where a final diphthong in the base changes to a monophthong in the reduplicant. For partial reduplication, the constraint for well-formedness is that the syllable should be open, preceded by a reduplicant size of no more than one syllable, and alignment (either left for reduplicating prefixes or right for reduplicating suffixes). In addition, the well-formedness is proceeded by no insertion (DEP-BR). This study indicates the need to establish a ranking of constraints that govern the phonology of Acehnese outside the context of reduplication, which is a suggestion for future studies.
THAI STUDENTS’ STRATEGIES IN LEARNING ENGLISH VOCABULARY Agustine Andriana Ayu Mahardika
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6993

Abstract

English is the most learned language by EFL learners in multilingual countries, including Thailand. To communicate with others in English fluently, students have to learn English vocabulary. Since learning English vocabulary is difficult, it can be overcome with suitable learning strategies. One research question to be answered in this research is “What are the learning strategies undertaken by Thai students to learn English vocabulary?” This mixed-method research employed a Likert-scale questionnaire distributed to 18 Thai students, and the FGD interview was conducted via Zoom with 3 Thai students. The questionnaire contained 21 items of Likert-scale statements and two open-ended questions. The findings showed that the strategy they frequently use is the metacognitive strategy, while the strategy they rarely use is the memory strategy. It is recommended that future researcher interested in expanding this topic do extensive research to determine its trustworthiness and provide further information about the topic.
ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE Ammar Benabed; Ahmed Mehdaoui
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6884

Abstract

It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded.  Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement.
SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS Andini Dwi Wardani; Ahmad Munir; Lies Amin Lestari; Syafi'ul Anam
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6638

Abstract

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used. 
REFLECTIVE TEACHING AMONG INDONESIAN NOVICE EFL TEACHERS: HINDRANCES TO THE PRACTICE Yohana Dian Rahayu Ningsih; Nenden Sri Lengkanawati
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6951

Abstract

Research and studies on teachers’ reflective practice have increased over the decades. However, the factors contributing to the low levels and application of reflective practice among Indonesian novice EFL teachers have been very little explored. This study aims to explore the hindrances faced by novice EFL teachers to their practice of reflective teaching. This qualitative study used a survey method and an online questionnaire adopted and developed from the IETRTQ or Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire as the research instrument. The questionnaire was then administered to 30 Indonesian novice EFL teachers as the samples of this study. After collecting the data, simple descriptive statistics such as mean and frequency analysis were employed to provide a more qualitative analysis regarding the result. The findings of this study show that the lack of novice EFL teachers’ reflective practices is due to some hindrances to their practice. The hindrances include a lack of knowledge factors, emotional and affective factors, and institutional factors. Further, it is expected that novice teachers, EFL study programs, EFL policy makers and trainers, teaching institutions, and future researchers can work cooperatively to contribute to the implementation of reflective practice of teaching.
LITERATURE-BASED EFL INSTRUCTION: BENEFITS FOR LANGUAGE SKILLS DEVELOPMENT, LEARNING MOTIVATION, AND CULTURAL UNDERSTANDING Mardiani Mardiani; Andi Farid Baharuddin
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6366

Abstract

In an EFL teaching context, the teacher's role is critical for helping students master four English skills. Teachers should ensure that the used learning tools can develop students’ language skills (in terms of listening, reading, speaking, and writing). According to experts, literature is a useful learning tool for achieving these objectives. Therefore, this article investigates the benefits of integrating literature into language learning activities. The research method used in this article is qualitative method with the library research approach. The data collected are separated into two types of data, i.e. primary and secondary. Both of these data sources are obtained from several articles (published in either national or international journals), books, and conference papers that relate to the use of literature in English teaching and learning. The total number of sources analyzed in the findings are 8 articles, 4 books, and 3 papers of conferences. The results show that using literature in language learning activities has various advantages, i.e., 1) developing the learners’ language skills, 2) triggering students’ learning motivation, 3and ) providing multi-cultural understanding for EFL learners.
NON-ENGLISH MAJOR UNDERGRADUATE STUDENTS’ DIFFICULTIES IN ARGUMENTATIVE WRITING AT MAE FAH LUANG UNIVERSITY THAILAND Dian Arihasta
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6444

Abstract

Argumentative writing has always been challenging for the majority of EFL learners across the globe. Many researchers have investigated English major students’ difficulties in argumentative writing. However, little did we know about the difficulties non-English major students experienced. Thus, this qualitative study aimed to discover the difficulties faced by non-English major EFL learners taking the English for Communication 2 course at Mae Fah Luang University, Thailand, in argumentative writing and its contributing factors. There were 201 students from 10 different majors from Thailand and Myanmar who were purposely selected as the participants of this study. A closed-ended questionnaire and semi-structured interview were used as the data collection instruments. The data analysis indicates that the majority of the students experienced difficulties in content (generating and developing ideas), grammar (using correct tenses and various sentence structures), organization (creating a claim, convincing evidence, a concluding sentence, etc.), vocabulary (lack of vocabulary and difficulty in using academic vocabulary), and mechanics (spelling, punctuation, and capitalization). Limited practice time, topic unfamiliarity, and pre-university writing class experience are among the contributing factors to these difficulties. This finding demands further research dealing with the recommended strategies to improve argumentative writing instruction in the future.
TEACHING ENGLISH DURING THE PANDEMIC: BIBLIOMETRIC ANALYSIS Arina Isti'anah; Hirmawan Wijanarka
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6409

Abstract

The COVID-19 pandemic has led to massive publications indexed in various databases, which provide platforms for research communities, including teachers and researchers, to disseminate their experiences during the pandemic. This paper employed bibliometric analysis to investigate the keywords “teaching English in the pandemic” in the Scopus database to determine how the research is produced. This research used Vos Viewer to analyze the co-authorship and co-occurrences of the keywords from the bibliographic information downloaded from the Scopus database by limiting its search to 2020-2022 under the scope of social sciences and humanities. From the 444 documents eligible for the review, this paper indicates two main points: (1) the co-authorship of research publication has been equally distributed and produced through collaboration despite ample opportunities for joint research among organizations, and (2) the co-occurrences of the keywords show three major research trends during the COVID-19 pandemic: pedagogical best practices, pedagogical experience, and pedagogical strategies. This paper exemplifies how knowledge and publications are generated within a certain field, enabling the research community to foster collaboration and produce articles that incorporate pertinent keywords currently under discussion.

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