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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 469 Documents
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BOOK REVIEW: UNDERSTANDING SECOND LANGUAGE ACQUISITION Manna Dey
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 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.v26i1.5953

Abstract

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.
EFFECTS OF PEER TEACHING ON GRAMMAR LEARNING: DOES IT ENHANCE LEARNER AUTONOMY? Satrio Dewantono; Elisabet Titik Murtisari
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 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.v26i1.5333

Abstract

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.
EFL SPEAKING STUDENT READINESS TO USE MOBILE-ASSISTED LANGUAGE LEARNING Muhammad Mugni Assapari; Rosyadi Hidayati
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 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.v26i1.5240

Abstract

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.
THE PROBLEM OF TEACHING ENGLISH IN ELEMENTARY SCHOOL-BASED ON TEACHER INVOLVED: EXPLORING TEACHER'S PERSPECTIVE Zulfikar Noor; Addinul Kamil Harahap; Utami Dewi
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 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.v26i1.5708

Abstract

English-teaching problem is an important issue that has been discussing and in diverse contexts around the world, including English teacher problems, students, assessments, curricula and textbooks, and the various variables that contribute to effective English as a foreign language (EFL) teaching, for this reason, the purpose of the study is to explore 10 participants’ perspective in issues of teaching English in ELT classroom. This descriptive qualitative study investigated how teachers perceived the English teaching issue based on the teachers involved. Data were collected using a questionnaire that includes a single primary question about the use of Teaching-English issues that were raised by teachers. This study came to three main conclusions: (1) Teachers' emotional control. (2) Personal experience of teachers. (3) The teacher's interest in the character of the pupil. (4) Teaching staff accountability. Finally, Problems with teaching English should not be understated because they have a significant impact on how well students learn the language in elementary schools. To continuously improve their teaching skills without becoming complacent, teachers must be aware of their shortcomings.
INVESTIGATING THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING (CSR) IN EFL CONTEXT: PROFICIENCY AND PERSPECTIVES Rozanah Katrina Herda; Teguh Setiawan; Regine Aguilar Principe
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.v26i2.6408

Abstract

The students are mostly unmotivated in the EFL reading classrooms since they have problems reading English texts. They feel stressed as they consider themselves alone, readers who cannot understand the text content well. This mixed-method study aimed to (1) investigate the significant difference between the mean scores of the pretest and the post-test in reading using Collaborative Strategic Reading (CSR) and (2) describe the students' reflections using CSR in the reading classroom. The data were collected by using a pretest-posttest and students' reflection sheets. The participants were 32 students from a private university in Indonesia. The pretest and post-test results indicated that CSR significantly improved students' reading skills in collaborative classrooms. The written reflections showed students were highly motivated to join collaborative reading, as the strategies were beneficial for improving their vocabulary, reading understanding, and critical thinking. This study greatly influences improving students' reading proficiency and social skills.
EXPLORING I-YOU INDEXICALS IN GHANAIAN CHURCH MUSIC Daniel Ofosu Dwamena; James Gyimah Manu; Philip Kwame Freitas
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.v26i2.6767

Abstract

Indexicals are important to contextual inference and generally, in semantic interpretation (Hanks, 1999). The present study set out to examine the use of the I-You indexical pronouns in Ghanaian Church Music. It was revealed that the I-Y spheres of the indexicals received relative frequencies of 4.55% and 3.35% in the data. Again, the study showed various referents of the I-You indexicals and their implication in the data based on their contextual and co-textual cues. The study extends knowledge on the subject of indexicality.
STUDENTS’ ANXIETY IN FOREIGN LANGUAGE LEARNING ENVIRONMENTS: ONLINE VERSUS ON-SITE CLASSROOMS Khadidja Mouffok; Hafida Hamzaoui-Elachachi; Fatima Zohra Imane Omari
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.v26i2.6401

Abstract

As the world continued to grapple with the pandemic of COVID-19, Algerian universities had enforced a transition to a blended teaching approach, requiring both teachers and students to adapt. Accordingly, third-year Licence chemistry students received online and on-site lectures among which English for Specific Purposes lectures. This sudden transition from face-to-face to online teaching had an effect on university students namely at the emotional level which led this research to investigate the impact of both modes of course delivery on students’ affective filter specifically anxiety. A correlational research design was used to understand the relationship between anxiety and the learning environment. Two anxiety tests on online and on-site learning were administered to 16 chemistry students receiving English for Specific Purposes courses. Thus, the current research findings revealed that there is no significant difference in the students’ levels of anxiety whether learning online or in the traditional classroom. These findings necessitate future implications of applying practical techniques and strategies to reduce anxiety in both learning environments to create a suitable and supportive atmosphere that works for better comprehensible input for university students.
BARRIERS TO ADVANCED HERITAGE LANGUAGE DEVELOPMENT Nooshan Ashtari; Stephen Krashen
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.v26i2.6429

Abstract

Speakers of heritage languages do not universally achieve advanced levels in the language. We present evidence that three barriers are responsible: (1) lack of access to comprehensible, interesting reading material in the heritage language. (2) The use of traditional language teaching methods in heritage language classes, and (3) the reactions of elders who scold young heritage language speakers for their “errors.” 
THE SPEECH RATE AND VOCABULARY PROFILE OF TED-ED VIDEOS AS EXTENSIVE LISTENING MATERIALS FOR EFL LEARNERS Yustina Hidayati; Suharyadi Suharyadi
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.v26i2.6414

Abstract

Listening proficiency is essential in language acquisition, yet both its classroom time and research are overshadowed by other skills, such as speaking and reading. To tackle the issue of limited classroom time, extensive listening is one of the most convenient and effective solutions. Selecting the materials, however, needs an equally extensive effort; especially for the authentic ones.  Therefore, this study aims to investigate the speech rate and vocabulary level of TED-Ed videos as one of the sources of authentic material for extensive listening to determine their suitability for EFL learners. The research used a quantitative descriptive design with purposive sampling. The data collection of Speech Rate is conducted by transcribing the sample videos and dividing the number of words by the length of the video, and the result is measured in terms of WPM (Word Per Minute). To get the vocabulary level, the video transcripts are put into the Vocabkitchen website to analyze the vocabulary CEFR level for each word. From the analysis, the average speech rate of TED-Ed videos is 147.4 WPM and it is suitable for all levels of EFL learners, including beginner level. Meanwhile, the CEFR level of the vocabulary is more suitable for intermediate EFL learners and beyond.
EXPLORING STUDENTS’ AND LECTURERS’ ANXIETY IN LEARNING ENGLISH DURING EMERGENCY REMOTE TEACHING IN A PUBLIC UNIVERSITY IN NORTH BALI Made Hery Santosa; Ni Luh Putu Novi Wulandari; Gede Mahendrayana
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.v26i2.3760

Abstract

This study aimed to investigate students' and lecturers’ anxiety in learning English during emergency remote teaching in a public university in North Bali. This study was formed in a quantitative study. The data were collected by doing a survey and giving the questionnaire that was developed based on the FLCAS (Foreign Language Classroom Anxiety Scale) for the participants. There were 200 university students and 9 lecturers of English Language Education in the research setting as the participants. The study found that the university students’ level was mildly anxious or indicated a moderate level of anxiety. Meanwhile, the lecturers’ anxiety level was very relaxed or indicated as low anxiety level. From the results, it can be concluded that most of university students did not feel afraid and happy. Meanwhile, the lecturers felt joy in teaching and learning English during the emergency remote teaching.

Page 43 of 47 | Total Record : 469

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