cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adaninggar Septi Subekti
Contact Email
adaninggar@staff.ukdw.ac.id
Phone
+62274-563929
Journal Mail Official
saga@staff.ukdw.ac.id
Editorial Address
SAGA: Journal of English Language Teaching and Applied Linguistics English Language Education Department Universitas Kristen Duta Wacana (UKDW) Jalan Wahidin Sudirohusodo 5-25 Yogyakarta 55224, INDONESIA
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
SAGA: Journal of English Language Teaching and Applied Linguistics
Published by Universitas Kristen Duta Wacana
ISSN : 27157512     EISSN : 27160246     DOI : https://doi.org/10.21460/saga.2020.12
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
SAGA: Journal of English Language Teaching and Applied Linguistics (p-issn: 2715-7512, e-issn: 2716-0246) is a scientific journal published by the English Language Education Department of Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia. It publishes articles twice a year, in February and in August. SAGA encompasses research articles, original research reports, and theoretical perspectives on: 1. English Language Teaching and Learning 2. Curriculum and Material Development 3. Global Englishes 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP) 6. Critical discourse analysis 7. Critical literacies and critical pedagogies 8. Individual differences in language teaching 9. Digital English learning and technology 10. Language learning assessment 11. Teaching English for young learners 12. English teacher professional development 13. Inclusive education in English language instructions 14. Applied linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 48 Documents
 1   2   3   4   5 
EFL STUDENTS’ STRATEGIES TO IMPROVE THEIR VOCABULARIES IN CRITICAL READING CLASS Erna Sefriani Sabuna; Lesly N. Ndun; Marthisa Oliva Billik
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2021.22.102

Abstract

This research attempts to find out students’ strategies to improve vocabularies size in Critical Reading class of second semester students at English Education Program of STKIP SoE. A descriptive qualitative method was used in this research. There were 21 students involved as the research participants and willing to be interviewed. The result of this research showed that students applied strategies, such as listening to the songs, watching movie, reading, and listing difficult words to improve their vocabularies. By applying those four strategies, students were able to understand vocabularies in context without any assistantship, understand the words in foreign language, repeat the words several times, describe the conversation in mother tongue, pick some words when reading books, remember the words that they get, and write down some difficult words.
English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.116

Abstract

One of the essential factors strongly supported university EFL learners’ academic writing skills development is critical thinking. With the supports of critical thinking skills, university EFL learners will be capable of synthesizing, analyze, and evaluate their ideas to be written effectively in their academic writing products. This present small-scale qualitative study was conducted with the support of qualitative content analysis to obtain clearer data based on the specific phenomenon told by the research participants. 10 items of the Likert-scale questionnaire as well as 5 open-ended written narrative inquiry questions were administered to 16 English Education Master Students batch 2019, Sanata Dharma University, Yogyakarta. Based on the obtained research results, the utilization of critical thinking skills progressively enabled graduate university EFL learners to be more strategic, analytical, and proficient academic writers. In addition, the participants also acknowledged that critical thinking skills should be practiced intensively in a long-lengthy process to foster their academic writing skills as well. It is expectantly hoped that these obtained results will shed more enlightenment on the further utilization of critical thinking skills for the betterment of academic writing learning activities in the future. Keywords: Critical Thinking Skills, Academic Writing, English Education Master Students
Human Representation on Environmental Speech in Terms of Transitivity Process Siti Awaliyah Mansyur; Wawan Gunawan; Retty Isnendes
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.117

Abstract

The role of activists in raising humankind’s awareness regarding environmental or ecological issues or phenomenon has gained so much attention since it is spread and told in many different ways. One of them is taken by sharing the idea through speech and statements that are being spoken before the world leaders, politicians, and any other occasions. This study focuses on the speech of an environmental activist regarding climate change, Greta Thunberg. The analysis was conducted on the transitivity analysis, i.e. the distribution of experiential meaning on the speech that was presented at the United Nations Conference of the Parties on Climate Change, 2018. The result shows: 1) the distribution of material process is the dominant one (41,8%), followed by relational process (19,4%), mental process (17,9%), verbal process (14,9%), behavioral process (3%), and existential process (3%); 2) through the process distribution, human beings seem to have their big roles in causing the climate change, but at the same time they are the ones who can prevent it. Therefore, the speech is regarded as beneficial discourse based on Stibbe’s ecolinguistics standard. This type of discourse has to be promoted in order to raise ecological awareness in society.
Investigating Indonesian EFL Teachers’ Perceptions on Blended Learning Strategy Amid Post-Covid-19 Era Kristian Wijaya
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.118

Abstract

One of the good news of the new normal era is all humankind’s sectors are opened gradually by following the restricted health protocols. Without an exception, the educational sector is also allowed by the government to open schools in the green zone. As a result, a blended learning strategy is inevitably essential to support this post-covid-19 era. Blended learning strategy is a novel pedagogical approach where the online and offline systems are combined to promote more purposeful, organized, and meaningful learning dynamics for learners. This current small-scale qualitative study aimed to investigate the specific benefits of a blended learning strategy based on Indonesian EFL teachers’ perceptions. Thus, 5 open-ended written narrative inquiry questions were sent to two randomly invited Indonesian EFL teachers working in different elementary school institutions. The obtained research results unveiled that the effective utilization of blended learning strategy had successfully promoted more meaningful language learning enterprises, elevated EFL learners’ learning motivation, and increased their proactive learning behaviors. However, it should also be pondered carefully that the more contextualized language learning approaches, as well as stable internet connection, are urgently needed to strengthen the effectiveness of this learning approach. Due to the obtained research results, it is reasonable to be expected that Indonesian EFL experts, teachers, practitioners, and policy-makers can establish more collaborative networking to better design more qualified and meaningful blended learning activities in the future.
Development of English Teaching Module for Electrical Engineering Study Program Atiqah Nurul Asri; Aly Imron; Satrio Binusa Suryadi
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.120

Abstract

The proper teaching materials determine successful teaching-learning. Teaching materials are required to adapt to the current situation of the institution, curriculum, and learners. The new curriculum adopted by the Electrical Engineering Study Program required the updated version since English courses had been replaced by the first and last semester of both the D3 and D4 programs. Developing the new teaching materials for the study program aimed to provide relevant issues and teaching strategies that could boost students' motivation in the classroom. Thus, the developed teaching materials were to propose the teaching and learning that fit the learner's needs. The research objective was to develop new teaching modules for the Electrical Engineering Study Program that were much more interactive, effective, and efficient for the learners to study English within the Electrical Engineering context. This research applied Research and Development (R&D) model adopted from Borg and Gall comprising six stages, namely: (1) needs analysis, (2) designing the product, (3) proposing the product, (4) evaluating the product, (5) testing and (6) disseminating the product. As a result, the new teaching module was redesigned to provide English teaching and learning effectively and efficiently that could be easily understood and helpful for the student to achieve the learning outcomes as expected.
The Implementation of Short English Movie to Improve Students’ Vocabulary Mastery in Interpretive Listening Class Densiana Tnomat; Marthisa Oliva Billik; Tri Buce. J Banu
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.121

Abstract

This paper aims to investigate the students’ vocabulary mastery improvement after the implementation of a short English movie in Interpretive Listening class. There were 15 students of Interpretive Listening class of STKIP SoE as the participants. The researcher used Classroom Action Research as the method and collected the data by using test, in the form of pretest, posttest and observation for the students’ vocabulary mastery. The result of the study indicated that short English Movie can improve students’ vocabulary mastery. The improvement covered, the students’ being active in the process of teaching and learning in the classroom.
Improving Students’ Writing Skill through Marking System Feedback Hoeriyah
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.31.122

Abstract

Writing is one of the four language skills that the learners should master. The 2013 curriculum also says that one of the English language competencies specified in high school level is that students must be able to compose short written texts using coherent text structures and linguistic elements fluently and accurately. In line with that this study aims to find out whether the marking system feedback can improve students' writing skill. This is a two-cycle classroom action research at SMA Negeri 1 Sewon. The subjects were 26 tenth grade students of class X MIPA 1. The data were collected from observation, written documents, writing scores, and questionnaire. The study results showed that by applying the marking system feedback, students' writing skills improved. The mean scores of the students' writing ability in the pre-cycle was 63.65 at the poor category, the first cycle was 73.65 at the fair category, and the second cycle was 81.35 at the good category. In addition, students tend to give positive responses to the implementation of the marking system feedback. As many as 88.46% think that the feedback is useful in writing activities and can help them in correcting their mistakes, 73.08% think that the technique makes them understand the grammar better, and 80.77% say this technique leads them to be more careful in their writing and also motivates them to improve their composition.
Applying Community of Inquiry for Language Learning Among English Preservice Teachers Rully Agung Yudhiantara
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.125

Abstract

Community of Inquiry allows learning activities to run optimally. There are three components in CoI: teaching presence, social presence and cognitive presence. This study aims to investigate the implementation of CoI among English Language Education students in lectures, their opinions, the components of teaching presence, cognitive presence and social presence that arise. The method used in this research is qualitative. Data were collected through observation, Focus Group Discussion and Content Analysis. The results of the study show that CoI can be implemented for lecture activities among English Education students. They argue that CoI provides many benefits for their lecture activities. The components of teaching presence, social presence and cognitive presence appear in learning activities during the implementation of CoI.
Undergraduate Students’ Perceptions toward Self-Assessments Karina Shagitha; Anita Kurniawati Hadiyanto
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.129

Abstract

In the current education context that encourages students to be independent learners, self-assessments have gained more attention as one of the effective ways to support self-learning. However, teachers in Indonesia seem hesitant to use self-assessments because they assume that students cannot understand and perform self-assessments. Therefore, the research is aimed to know about undergraduate students' perceptions toward self-assessments, which can result in knowing students' comprehension of self-assessments. The research was conducted at an English Language Education Program (ELEP) from one of the private universities in Central Java, which involved 42 students from the 2018 academic year who had passed Teaching Skills Courses (Teaching English for Young Learners, Teaching English for Adult Learners, and Teaching English for Specific Purposes). A questionnaire consisting of close-ended and open-ended questions was used to collect the data, and the data were analyzed using statistical analysis and content analysis methods. From the results, it was found that the participants reacted positively toward self-assessments. The participants felt content and helped when doing self-assessments, and they also knew the benefits and the importance of it. Furthermore, it was found that they were able to carry out self-assessments appropriately and showed their preference for self-assessments, such as comparing with criteria or making reflections. Therefore, it can be concluded that the teachers' previous assumptions can be considered inaccurate. The study is hoped to help teachers consider implementing self-assessments more in their courses and help them design suitable self-assessments.
STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES Rendhi Rakasiwi; Listyani - Listyani
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.515 KB) | DOI: 10.21460/saga.2020.12.13

Abstract

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically and creatively, work better in groups, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in an academic writing class and its effectiveness in the students’ eyes in writing. The participants of this study were thirty-three English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in academic writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students’ minor participation during group discussions.

Page 1 of 5 | Total Record : 48

 1   2   3   4   5 

Filter by Year

2020 2023


Reset
Filter By Issues
All Issue Vol 4 No 1 (2023): February 2023 Vol 3 No 2 (2022): August 2022 Vol 3 No 1 (2022): February 2022 Vol 2 No 2 (2021): August 2021 Vol 2 No 1 (2021): February 2021 Vol 1 No 2 (2020): August 2020 Vol 1 No 1 (2020): February 2020