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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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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.
INDONESIAN GRADUATE STUDENTS’ CONSEQUENCES AND DECISIONS OF ENGLISH ACADEMIC WRITING INSTRUCTION (EAWI) AT HUNGARIAN UNIVERSITIES Dedy Subandowo; Dhafid Wahyu Utomo
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.v26i2.4891

Abstract

This study aims to assess the consequences and decisions of EAWI for Indonesian graduate students studying in a non-native English-speaking environment. This study seeks to shape the perception of the effects of EAWI and facilitate the decision to positively impact Indonesian graduate students enrolled in higher institutions in Hungary. The study employs a semi-structured interview on educational background, English as a medium of instruction (EMI), writing assignments, self-consciousness towards English academic writing (hereafter EAW), and attitudes towards English academic writing. Four Indonesian MA and MSc students enrolled in the Faculty of Social Sciences at three different universities were involved in this study. In addition to data interpretation, the audio-recorded interview was transcribed using a Web speech API application. The extracts were subsequently translated into English, coded, and categorized into the topics chosen. The findings illustrate the consequences of English academic writing instruction on the importance of language features and grammar for students. The results involve possible impacts, experiences, perspectives, and strategies to improve the English academic writing of Indonesian graduate students. Decision ties with the university and departmental regulations and attention to principles to provide an academic writing course in English.
BOOK REVIEW: EMERGING TRENDS OF ICT IN TEACHING AND LEARNING: ICT IN ENGLISH LANGUAGE TEACHING Adi Isma
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.v26i2.6172

Abstract

The book “Emerging Trends of ICT in Teaching and Learning” is edited by (N.Devaki M.Deivam, 2022). It aims to provide insight into the latest trends in Information and Communications Technology (ICT) and their influence on social, cultural, and economic spheres, with a specific focus on teaching and learning. It caters to teachers, students, and researchers who focus on ICT-related courses, while other researchers can take it as a convenient reference. The objective of the book is to bring together the tools, techniques, and strategies of seasoned researchers in one volume, enabling readers to develop top-quality literature on ICT. The chapters of this book cover various topics such as cyber security, digital initiatives, ICT for English language teaching, web-based learning, smart classrooms, and technological tools. However, the focus of this review is on the chapters that discuss ICT for English language teaching and learning.
THE CONSTRUCTION OF INDONESIAN EFL LEARNERS’ IDENTITIES: A NARRATIVE-BASED CASE STUDY Muhammad Rafi Abdusyukur
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4449

Abstract

The identity that the learners construct during the English learning process is essential to understand how the EFL learners continuously negotiate the identities they have until they successfully achieve adequate proficiency in English. This narrative-based case study investigates how the learning of English has constructed the learner identity of two Indonesian postgraduate students who graduated from the English Education Department. Categorized under narrative inquiry design, this research explored the participants’ personal narratives related to their experiences during the English language learning process. In the early phase of identity construction, both participants showed little or no relevance in learning English because it was imposed on them through the school curriculum. However, soon they developed positive identities which later turned to be false positivity. Thus, these distressing moments asked for more investments from the participants. This study successfully confirms the notion of complex, multilayered, and multifaceted proved by the narratives that emerged from the participants' lived English learning experiences.
BOOK REVIEW: ONLINE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: LESSONS FROM COVID-19 PANDEMIC Firima Zona Tanjung
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.3975

Abstract

The last two years have forced educators and learners to be digitally-literate or at least adaptable to the digital technology use drastically because of COVID-19 pandemic. This globally challenging condition was then captured and written by Didi Suherdi (2021) and published by Deepublish. Online Teaching of English as a Foreign Language in Indonesia: Lessons from Covid-19 Pandemic consists of seven chapters. It aims to provide new theoretical and practical insights of English teaching through online mode in the midst COVID-19 pandemic, specifically in Indonesia. This book covers various topics related to the research studies and notions of utilizing ICT as well as optimizing educators’ roles in the context of online teaching-learning process. Additional topics are also presented to promote the use of alternative ICT-based teaching models and teacher training in the online setting. Distinctively, this book is recommended for academicians who are concerned about ICT-use and eager to start an initial step to integrate and take advantage of ICT for the resiliency of the education system in the post-pandemic era.
STUDENTS’ PERCEPTIONS ON THE USE OF L1 IN EFL LEARNING Alya Sekar Anindya; Dian Inayati; Amidi Ulani
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.4162

Abstract

The use of first language (L1) in EFL classrooms is considered taboo since it is believed to hinder students’ foreign language (L2) development, while others support it due to its benefits in facilitating students’ access to L2. Hence, this study attempts to investigate students’ perceptions on the use of L1 in EFL classrooms. In this qualitative study, the data were collected through observations and interviews with three selective respondents. The findings reveal the students’ positive perception on the use of L1 in their EFL learning. Mediated by L1, the students were able to understand and engage well to EFL learning, which they believe would help shape and develop their English. Despite the benefits, they agree on some restrictions made by EFL teachers to provide opportunities for students to practice their English. Some suggestions for EFL teachers are postulated.   
MORPHO-PHONEMIC ADAPTATION OF ENGLISH LOAN VERBS IN LUKABARAS James Matseshe Sasala
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
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.v25i1.3523

Abstract

English as an official language in Kenya has apparently influenced the Kenyan indigenous languages. Since it is the language of formal instruction in schools and other institutions, a large number of loan words have been integrated in the local languages. This paper thus investigated the adaptation of English loan verbs in Lukabaras which is one of the ethnic languages spoken in the Western region of Kenya. The study endeavoured to describe the morphological and phonological constraints evident in the integration of these items in Lukabaras. A sample of 20 lexical items was picked through purposive sampling technique and analysed descriptively. The study established that English verbs are incorporated in Lukabaras through the prefix {okhu-} and the verbal radical suffix {a}. It was further observed that in the process of integration the verbs are subject to phonological conditions such as consonant devoicing, vowel insertion, gliding and vowel reduction.

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