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[The Use of the Cocomelon YouTube Channel as a Medium for Introducing Children's English Vocabulary ]]>
<![CDATA[Putri Puspa Anggraini]]>;
<![CDATA[Nur Azizah Apriliani]]>;
<![CDATA[Izzah Supeni]]>;
<![CDATA[Ciptro Handrianto]]>
<![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.2022.32.137
<![CDATA[YouTube is a video-watching application that is very popular in today's society. Therefore, people can access YouTube anywhere and anytime. Not only ordinary videos, but nowadays, YouTube is also used for academic purposes for children. Children can also learn English by watching stories, music, or YouTube videos. Various videos on YouTube can be helpful. Be accessed easily, one of which is through the Cocomelon Channel. This study aims to explain using the Cocomelon YouTube channel as a learning medium for vocabulary recognition for children aged 6-12 years. This research is a case study with a qualitative method in which the researchers take observation and interview as the data collection technique. The participants in this study were children aged 6 to 12 years. From the children's feedback and interviews with parents, the result shows that using Cocomelon's YouTube channel can affect the addition of new vocabulary for children.]]>
<![CDATA[Whatsapp for Mathematics Education Students’ Activeness in Learning English for Mathematics: A Case Study ]]>
<![CDATA[Susanti Malasari]]>;
<![CDATA[Paulina Besty Fortinasari]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.138
<![CDATA[During the implementation of online learning in the new normal era, lecturers conducted the teaching and learning process by utilizing recent technology that could maximize the quality of the teaching and learning process. WhatsApp is one of the tools that is used as a teaching and learning medium in this new normal era. This is a case study that is aimed to explain whether the use of the WhatsApp application gave some effects on Mathematics Education students’ activeness in learning English for Mathematics. The participants of this research were the 4th semester Mathematics Education students’ who were studying English for Mathematics. The data from this study were obtained from observation and Focus Group Discussion. The findings revealed that the use of WhatsApp as an online learning medium affects students’ activeness in learning English for Mathematics in terms of speaking practice, students’ involvement, and students’ confidence.]]>
<![CDATA[Technology Goes to Classroom: Learning Media Application Possibilities for Writing ]]>
<![CDATA[Khilda Husnia Abidah]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.141
<![CDATA[It is undeniable that teaching writing needs a lot of media as it can motivate the students in producing good writing. Moreover, nowadays, most of higher education uses technology for having the easier and more efficient in teaching and learning process. Hence, it is undeniable that the teachers should utilize some learning media applications during their teaching. However, the teacher still faces some difficulties in choosing the appropriate learning media for teaching writing which makes the learning process not run well. This article aimed to review some learning media application possibilities that finally can be used as the pedagogical implications for the teachers in choosing the appropriate media used for writing in hybrid classrooms. Furthermore, as a result, the researcher found that Schoology, Padlet, Facebook, Edmodo, and Google Classroom are the appropriate learning media applications that the teachers in the writing classroom can use. It is because those media are easy to be operated and motivate students in writing. Therefore, those can be selected by the teachers for their teaching writing.]]>
<![CDATA[“Practicing Translating Makes Me Autonomous!”: Indonesian EFL Learners’ Attitude on Translation Strategy in ELT ]]>
<![CDATA[Adriani Yulia Purwaningrum]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.142
<![CDATA[The implementation of translation strategy has become a significant issue in several countries amidst the constant discussion of technology integration in language learning. Although it has long been regarded as not reliable by some researchers since it is highly associated with grammar-translation methods, several EFL countries still regard translation strategy as an interactive learning strategy which focuses on learners. Therefore, the present study aims to investigate the attitude of EFL learners in a rural area in Indonesia towards the implementation of translation strategy in language learning. It also attempts to find out whether translation strategy is effective to foster learner autonomy. Applying a qualitative case study to a group of high school students from a rural area in Indonesia, questionnaires and focus group interviews were used to collect the data. The result showed that the participants perceived translation as a useful learning strategy to foster learner autonomy in an EFL context since it encouraged them to work collaboratively instead of depending on the teacher.]]>
<![CDATA[Professional English Language Skills for Employability in Portugal ]]>
<![CDATA[Ana Cunha]]>;
<![CDATA[Anabela Mateus]]>;
<![CDATA[Amanda Bruscato]]>;
<![CDATA[Inês Renda]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.144
<![CDATA[This paper reports on the research carried out by a Portuguese university in the scope of PESE – Professional English Language Skills for Employability Across EU project, which highlights the importance of appropriate English skills for the workplace. The present study focuses on the Portuguese labor market and identifies the English skills employers currently require from their employees based on the review of a job search website and the application of questionnaires to 22 Portuguese companies, as well as 6 experienced English trainers. The data collection is part of the project’s Handbook on the current Professional English requirements throughout partner countries, from which a framework for a curriculum can be established. The curriculum will then form the basis of an e-course on professional English skills targeted toward unemployed citizens in Europe.]]>
<![CDATA[Student’s Perspective of Using Quora: An Authentic Learning Experience in Digital Platform ]]>
<![CDATA[Sari Dewi Noviyanti]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.152
<![CDATA[The purpose of this study was to explore the effectiveness of Quora based on the perception of higher education students at Islamic State University of Semarang, specifically about authentic experience of reading and writing practice in expression of asking and giving opinion. Descriptive method was used as the research design. Questionnaire and interview were used to investigate student’s attitude toward the Quora platform. Based on student’s questionnaire and interview result’s analysis, the experience of doing authentic practice is interesting. The study showed that more than 85% of students admit the effectiveness of Quora to give authentic learning experience and to help them adapt in the real situation.]]>
<![CDATA[Telegram to Accommodate English Learning of Narrative Writing: Students’ Perceptions ]]>
<![CDATA[Mega Mulianing Maharani]]>;
<![CDATA[Nadya Intan Arisanti]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.162
<![CDATA[Among the technological platforms that can be used to teach English story writing is Telegram. The purpose of this research was to learn how students felt about using telegrams to learn narrative writing skills during the Covid-19 pandemic. Thirty 11th graders at one school in Central Java participated in this study as respondents. The instrument used in this research was a questionnaire. This research found that using Telegram as a technology medium facilitated narrative writing amongst the 11th graders. The students studying English as a second language through narrative writing could potentially benefit from Telegram's many capabilities. Finally, they concluded that Telegram was the best technological medium to learn narrative writing during the Covid-19 Pandemic.]]>
<![CDATA[Improving Eighth Graders’ Vocabulary Mastery through Students’ Learning Style-VARK-Based Flashcards ]]>
<![CDATA[Nurhaliza]]>;
<![CDATA[Valentina Dyah Arum Sari]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.164
<![CDATA[Mastering vocabulary will help students in expressing their ideas or understanding others in an EFL context. However, it turns out that students have difficulty learning English due to a lack of vocabulary mastery. Therefore, the selection and the use of appropriate media were needed to help students achieve the learning objectives. In this study, the VARK questionnaire was distributed to students to see their learning styles. The results were that most of them are Read/Write type of learners. Considering that fact, students learning style VARK-based flashcards were implemented as a medium in this Classroom Action Research. This study aims to find out how flashcards can improve vocabulary mastery in class VIII C students of one state Junior High School in Teluk Keramat, Kalimantan. This study applied Classroom Action Research with 2 cycles with 33 student participants. The data analysis technique used mixed-method research; qualitative and quantitative. The instrument used questionnaires, interviews, observation checklists, and tests. The results indicated that students gained improvement after learning by using flashcards media. It was found that the average score of students in the pre-test was 34.9, post-test cycle I was 54.2, and post-test cycle II was 72.5. This proved that students' vocabulary mastery by using students' learning style VARK-based flashcards was improved. Further, it could be concluded that students learning style VARK-based flashcards gave a positive impact on the use of learning media in a Junior High School in Teluk Keramat to improve their vocabulary mastery.]]>
<![CDATA[The Role of Autonomy-Supportive Teaching Method in EFL Learning Contexts Worldwide ]]>
<![CDATA[Kristian Wijaya]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.42.140
<![CDATA[One of the ultimate objectivities of education is to produce proficient, confident, and self-reliant learners possessing life-long learning characters. To comply with this educational aim, it is critically indispensable for worldwide EFL teachers to design a wide variety of student-oriented, encouraging, and meaningful learning activities sustaining the internalization of the autonomy-supportive teaching method. This present small-scale qualitative investigation was conducted through library study approach. Twenty current autonomy-supportive teaching literatures were selected to yield new enlightenment toward globalized ELT stakeholders’ beliefs concerning the critical importance of this student-centered learning mode in modern EFL areas. Based on the in-depth library analysis, the further utilization of the autonomy-supportive teaching method is highly recommended since EFL learners have transformed into more competent and self-reliant target language learners accompanied by the intensive learning supports addressed by language teachers. Some important suggestions are suggested for the future advancement of this current qualitative study.]]>
<![CDATA[The Plagiarism Awareness of University’s Students in Writing Research Proposal ]]>
<![CDATA[Hairunnisa Hairunnisa]]>;
<![CDATA[Norlinda Norlinda]]>;
<![CDATA[Nur Yulia Latifah]]>;
<![CDATA[Melisa Khairaini]]>;
<![CDATA[Salwa Ramadhani]]>;
<![CDATA[Saripah Banseng]]>;
<![CDATA[Ciptro Handrianto]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.42.150
<![CDATA[This study aimed to investigate the students' understanding and awareness of plagiarism in writing proposal. This study also investigated their reasons doing plagiarism in academic writing. A qualitative research method was used in this study by using interview for data collection techniques based on phenomenological research. The participants of this study were four students in the sixth semester in the English department at one of public universities in Banjarmasin. The study showed that students were aware of the act of plagiarism. They did plagiarism because of several factors, namely, laziness, wanting to finish quickly, and being pressured by circumstances. The study concluded that students needed to warn from the beginning related to the cause and impact of plagiarism for their future career. It`s not only bad for themselves but also harm others. The students should be actively involved in writing classes to express their own ideas and it can help them in proposal writing.]]>
