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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 469 Documents
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DEPICTION OF STRUGGLE BY MIRANDA TO REACH LUCIA AGAINST MENTAL ILLNESS IN EVERYTHING HERE IS BEAUTIFUL Afifah Zakia Fattamubina; Yeny Prastiwi
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.v25i1.3802

Abstract

This research discusses Miranda’s struggle to reach Lucia against mental illness in the novel Everything Here Is Beautiful. Everything Here Is Beautiful novel deals with an issue that is closely related to the individual's role in the extent to which the individual will or must go for the sake of the family. In this novel, Miranda, the older sister of her younger sister, Lucia, who suffers from mental illness, decides to step up to struggle for Lucia against her mental illness. Hence, in this research, the researcher examines Miranda’s struggle to reach Lucia against mental illness. The purpose of this research is to discover struggles by Miranda. This is descriptive qualitative research with an individual psychological approach as the theory. Individual psychological approaches rely on Alfred Adler's "6 Major Concepts of Personality," which include inferiority feeling, fictional finalism, striving for superiority, creative self, style of life, and social interest. This research uses a novel entitled Everything Here Is Beautiful, internet sources, journal articles, and books that are related to the subject matter as primary and secondary data. As a result, the researcher discovered all six Major Concepts of Personality that portrayed Miranda's struggle to reach Lucia against mental illness.
BOOK REVIEW: ENGLISH L2 READING: GETTING TO THE BOTTOM (4TH EDITION) Yueyue Huang; Keru Li
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.v25i1.4464

Abstract

Research in L2 reading, especially the incorporation of insights from reading processing into reading instruction, has gained a standing attention in ELT and recent second language acquisition research has highlighted a complex and dynamic trajectory of reading efficacy development. English L2 Reading: Getting to the Bottom, now in its fourth edition, has timely responded to the psycholinguistic turn in reading studies over decades. With purposefully modified and updated sections on metalinguistic awareness in terms of pedagogical value, the latest edition provides a focused overview of central issues in understanding L2 English reading processors with practical considerations on their direct relevance to pedagogical interventions. This book review will firstly present a brief account of each chapter's underlying concerns and then offer critical comments on the latest version's theoretical implications in relation to current trends in L2 instruction research.
ANALYSIS OF EFL STUDENTS’ DIFFICULTIES IN WRITING AND COMPLETING ENGLISH THESIS Tira Nur Fitria
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.v25i1.3607

Abstract

The objective of this research is to know the EFL students’ difficulties in writing and finishing their thesis. This research employs descriptive qualitative research. From the result analysis of a questionnaire, there are internal and external factors of EFL students’ difficulties in writing and finishing a thesis. In internal factors are 1) difficulty in choosing the title of the English title, 2) feeling bored, pessimistic, bored/saturated, and doubtful with their abilities, 3) feeling fears or worries during the proposal seminar exam or thesis examination later, 4) having a health problem or down, 5) students’ disability in understanding the systematics of writing a thesis, 6) tending to use online translation tools, 7) having difficulty in using English grammar, choosing the right vocabulary, spelling, and punctuation correctly. The students’ difficulty in writing and completing a thesis shows that the most difficult parts are in chapter 4 (result/findings and discussion). While external factors are 1) having communication problems with supervisors, for example, lecturers are difficult to contact, reply to messages for a long time, or do not reply to messages. 2) having problems with supervising lecturers’ writing, for example, writings cannot be read clearly or be understood. 3) having difficulty in finding references on the internet, 4) there are no complete reference sources and no free access to digital libraries on campus, 5) technical problems on devices such as laptops/computers, 6) having cost or financial problems and personal problems during the process of working on and completing the thesis. 7) students’ surrounding environment is not/less conducive. But, have a part-time job, have a busy life with hobbies or personal pleasures, and have a busy life in organizations both on and off-campus. do not influence them in working on and completing the thesis.
PROMOTING LEARNER AGENCY AND REFLECTIVE THINKING BY ELIMINATING DIRECT CORRECTIVE FEEDBACK IN WRITING Sahnaz Natasya Fath; Wening Sahayu
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.v25i1.4416

Abstract

Many researchers have examined the implementation of the promotion method toward the agency principle of multicultural theory. However, little has examined the corrective feedback in promoting the tenet. Given the corrective feedback, the learner will be less used of their reflective thinking to promote themselves as an agent. Therefore, this study aimed to promote learners' agency by eliminating the corrective feedback in writing class and encouraging learners' reflective thinking. Three non-formal intermediate learners writing ability is analyzed in this study. The material given was following the syllabus of the course which is expressing of obligation and prohibition. There were three tasks given in this class. The first task is an individual project, the second is a group project, and the third is an individual project. After the learner finished the task the researcher analyzed the learner's writing improvement by analyzing the frequency and the variation of the lexical used and the grammar detail. Using Primary Trait Scoring, the findings pointed out that the writing ability of the learners improved both lexically and grammatically. Besides, the findings also supported that language produced by the learners is complex, dynamics, and more individual. It is expected that this research could be a consideration for educational stakeholders to select the appropriate method for the learners
A COMPARATIVE KEYWORDS ANALYSIS IN PET CAFÉ AND REGULAR CAFÉ REVIEWS: A CORPUS STUDY Sri Hariyatmi
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.v25i1.4107

Abstract

This paper aims to investigate the most frequently used keywords in pet’s café and regular cafe to identify the linguistics discrepancies between the reviews in the two cafes. A self- created corpora of pet’s café and regular café’s reviews were collected from TripAdvisor and google map and used as the main data to compare the linguistic features in each corpus. The analysis was conducted by using AntConc 3.5.9 for Windows (64-bit) to compare the keywords and concordance lines of notable keywords. A comparison of the keyword analysis indicates that the big discrepancies between the two corpora is the use of second- and third-persons pronouns  in pet café review and the use of the first-person pronouns in regular café review. This pronouns choice suggests that in pet café, the writers adopt customers and product- based review, whereas in regular café, the writer tend to focus their reviews on author-based review. Another notable finding is the absence of Wi-fi in pet café review and the absence of adverb and preposition in regular café. Despite the difference, the reviews in both cafés are heavily dominated by the use of verbs, nouns, and only small number of adjectives found in each corpus.
LEARNERS’ PREFERENCES OF MULTIMEDIA RESOURCES IN AN EXTENSIVE LISTENING PROGRAM Dimas Setyawan; Francisca Maria Ivone; Nunung Suryati
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.v25i1.3690

Abstract

Extensive listening has gained popularity in the past few years due to its benefits for foreign/second language learning. It improves language learners’ listening skills in a less stressful way because they can choose topics based on their interest or do the activity simply for enjoyment. Also, in the implementation, students may choose any multimedia resources in extensive listening activities. In this descriptive study, students’ preferences of multimedia resources used in extensive listening activities were explored. In addition, aspects of the resources they found easy and challenging and why they choose them were also investigated. Research data were collected from 109 learners’ extensive listening journals over a semester. Results of the data analysis indicated that there are 17 types of multimedia resources used by the students. Most of them selected the listening materials based on their interests and curiosity. Moreover, the speakers’ accent and speech rate, and limited vocabulary are aspects some students found challenging. Further studies may want to compare types of resources used and reasons for choosing them by high and low proficient listeners. How learners used the resources may also be of interest to future researchers.
TEACHING STRATEGY IN ENRICHING THE EFL STUDENTS’ VOCABULARY THROUGH LITERATURE Andi Farid Baharuddin; Sahril Nur; Adi Isma
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.v25i1.4105

Abstract

Vocabulary acquisition is one of the important elements that can support the students’ language proficiency. It helps students to follow and enjoy the teaching content delivered by their teachers. The educator of the EFL context, particularly at lower secondary school, attempts to design the teaching material which is oriented to enrich the students’ vocabulary acquisition. The research discovers that various ways can be used to build students’ vocabulary. One of them is literature. Therefore, this research aims to investigate can English literary works be integrated with the teaching strategies to develop the EFL students’ vocabulary. To observe it, the researchers use library research to find and analyze some sources (e.g. articles, proceedings, books) as the collected data, which discuss enriching English vocabulary through literature. The result shows that two things must be considered if teachers would like to incorporate literary works in their content. 1) Types of literary works used by teachers to enhance their learners’ vocabulary, 2) Teacher’s teaching strategy to make the EFL learners memorize the unrecognize words. 
AUTONOMY IN ONLINE GRAMMAR LEARNING: EFL STUDENTS’ REPORTED PRACTICE AND PERCEPTIONS Erica Febriana; Indri Retno Setyaningrahayu; Elisabet Titik Murtisari
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.v25i1.3722

Abstract

Often perceived as a challenging subject among many tertiary EFL students, grammar may present more difficulties to the learners when delivered online, especially during the COVID-19 pandemic. Within such a situation, autonomous learning, which earlier literature has suggested to be crucial in helping students with grammar learning, would be even more imperative for their success. Hence, this study attempts to investigate whether EFL tertiary students in Indonesia practice autonomous learning and how they perceive learning autonomy for their online grammar class. As many as 82 Indonesian students who had taken an online intermediate grammar course in a respected private university were involved in this study. A questionnaire with close and open-ended questions was used for the data collection. The findings indicate that although students mostly had positive views towards autonomy in online grammar learning and claimed to practice it, the autonomy level tended to be low. Factors such as fatigue from online learning, distractions, overwhelming assignments, and lack of study skills, seemed to have contributed to the difficulties in practicing learner autonomy.
INVESTIGATING EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN FRATER DON BOSCO SENIOR HIGH SCHOOL LEWOLEBA Kristian Florensio Wijaya
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.v25i1.3159

Abstract

Undoubtedly, to promote more holistic, pleasurable, and meaningful second language learning enterprises for learners, EFL teachers are advocated to sustainably hone their professional development concerning their knowledge and pedagogical competencies. This present qualitative study was conducted in the light of the critical incident technique to discover particular unforgettable teaching-learning events enabling teachers to promote significant changes in their vocation. Further, 10 self-reflective inquiries were also addressed to 2 invited senior EFL teachers working in Frater Don Bosco Senior High School Lewoleba, Nusa Tenggara Timur Province. Two major findings were revealed from these self-reflective inquiries namely EFL teacher’s sound desire to continue upgrading professional development through professional learning and EFL teacher’s strong intentions to improve learners’ target language competencies through the exhibition of professional development. Although the two invited EFL teachers had significantly fostered their professional development through profound caring, attentiveness, and understanding of learners’ distinctive learning backgrounds, it is indispensably required for Indonesian educational institutions to provide a considerable number of professional development training appropriate with varied teaching-learning contexts undergone by our teachers to ensure that a higher degree of professionalism resided within their careers and learners’ learning rides.

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