SAGA: Journal of English Language Teaching and Applied Linguistics
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
Articles
55 Documents
<![CDATA[Investigating Indonesian EFL Teachers’ Perceptions on Blended Learning Strategy Amid Post-Covid-19 Era ]]>
<![CDATA[Kristian Wijaya]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.31.118
<![CDATA[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.]]>
<![CDATA[Development of English Teaching Module for Electrical Engineering Study Program ]]>
<![CDATA[Atiqah Nurul Asri]]>;
<![CDATA[Aly Imron]]>;
<![CDATA[Satrio Binusa Suryadi]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.31.120
<![CDATA[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.]]>
<![CDATA[The Implementation of Short English Movie to Improve Students’ Vocabulary Mastery in Interpretive Listening Class ]]>
<![CDATA[Densiana Tnomat]]>;
<![CDATA[Marthisa Oliva Billik]]>;
<![CDATA[Tri Buce. J Banu]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.31.121
<![CDATA[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.]]>
<![CDATA[Improving Students’ Writing Skill through Marking System Feedback ]]>
<![CDATA[Hoeriyah]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.31.122
<![CDATA[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.]]>
<![CDATA[English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing ]]>
<![CDATA[Kristian Wijaya]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.116
<![CDATA[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]]>
<![CDATA[Applying Community of Inquiry for Language Learning Among English Preservice Teachers ]]>
<![CDATA[Rully Agung Yudhiantara]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.125
<![CDATA[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.]]>
<![CDATA[Undergraduate Students’ Perceptions toward Self-Assessments ]]>
<![CDATA[Karina Shagitha]]>;
<![CDATA[Anita Kurniawati Hadiyanto]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.129
<![CDATA[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.]]>
<![CDATA[Students’ Perspectives of Online Collaborative Learning in Professional Narrative Writing Course ]]>
<![CDATA[Kezia Intan Permani]]>;
<![CDATA[Listyani - Listyani]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.132
<![CDATA[Writing becomes one of the complex processes in learning English. Students must consider many things to develop good writing, especially non-native English students in the Professional Narrative Writing course at Universitas Kristen Satya Wacana. Due to the COVID-19 that was spreading in the world, Professional Narrative Writing students had to do online writing activities, one of them was doing online collaborative learning. Therefore, the aim of this study was to investigate the students’ perspectives of online collaborative learning in the Professional Narrative Writing course. Also, this study attempted to address one research question: What are the students’ perspectives of online collaborative learning in Professional Narrative Writing course?. The participants of this study were thirty-four students from three online Professional Narrative Writing course. This study used the qualitative method with thematic analysis. Then, the data were collected using open-ended and close-ended questionnaires and interviews. The results showed that all students did online collaborative learning in the Professional Narrative Writing course. They had positive and negative feelings during the online collaborative learning. Besides that, the students had different opinions on whether online collaborative learning was beneficial or difficult for them. Although students experienced difficulties in online collaborative learning, they could deal with them well. Afterward, the results indicated the number of students who preferred online collaborative learning was higher than individual work. Hopefully, this research was fruitful for the students to find out other students’ perspectives on online collaborative learning. Also, this research may help the lecturers to determine whether online collaborative learning was suitable for students or not.]]>
<![CDATA[Teaching Indonesian L2 Learners Academic Writing: A Proposed Instructional Model ]]>
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.134
<![CDATA[This article reports a proposed instructional model to teach the second language (L2) academic writing in education with citations and references to learners in English Education departments. The model is suggested to be implemented in two semesters in a row. In the first semester of the implementation, learners are to take essay writing and academic reading courses simultaneously. In the former, learners learn to write coherent and cohesive sandwich paragraphs, do peer reviews, and write five-paragraph essays in education without citations and references. In the latter, learners familiarise themselves with various academic sources, write in-text citations and reference lists using Microsoft Word Reference Manager, paraphrase and summarise information from journal articles, and write a short paragraph using citations and references. In the second semester of the implementation of the model, learners take an academic essay writing course which is the progressing combination of the two aforementioned courses in the previous semesters. In this writing course, learners write two 1,200-word essays in education with citations and references from at least five sources. During the implementation of the model, a no-plagiarism policy is upheld through teachers' emphasising on paraphrasing and checking learners' works with plagiarism checkers before submission. Gradual progress is continuously monitored through teachers' feedback on progress. All in all, the model emphasises step-by-step progress in L2 academic writing supported by ample writing preparation time and continuous feedback on progress.]]>
<![CDATA[Local Wisdom in Designing ESP for Community-Based Tourism Practitioners: A Study of Needs Analysis ]]>
<![CDATA[Lemmuela Alvita Kurniawati]]>;
<![CDATA[Susanti Malasari]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.135
<![CDATA[The present study aimed to investigate the target needs as well as learning needs of the English for Specific Purposes (henceforth, ESP) training for community-based tourism (henceforth, CBT) practitioners in Meat village, North Sumatera and to investigate the integration of local wisdom in the design of the ESP training for CBT practitioners in Meat village, North Sumatera. Conducted by using mixed methods, this study was carried out involving six CBT practitioners in Meat village. A questionnaire and a focus group discussion were used to gather the data. The data were analyzed descriptively to provide a complete understanding of the research objectives. The findings of the study revealed that the target needs consisted of the participants’ necessities in the ESP training, the participants’ lacks, and the participants’ wants towards the ESP training. In addition to this, learning needs comprised of the content materials, teaching and learning activities, medium of instruction, and time preference of the ESP training. The findings also revealed that local wisdom integrated in the design of the ESP training motivated the participants in learning and was considered providing authentic as well as meaningful learning experiences. The findings of this study provided an implication for ESP material developers and a contribution to studies of ESP for CBT in Indonesian context.]]>
