LLT Journal: A Journal on Language and Language Teaching
ISSN : 14107201     EISSN : -
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.
Articles 115 Documents
Student’s Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT) Course

Purnomo, Marselina Karina

LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT) course which is one of the courses in English Language Education Study Program (ELESP) of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class. DOI: https://doi.org/10.24071/llt.2017.200104

ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES

Castro, Maria Corazon Saturnina A.

LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices.  This paper poses the major problem:  How do teachers’ perspectives on corrective feedback match the students’ views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed.  Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process. DOI: doi.org/10.24071/llt.2017.200210

A Learning Model Design Integrating ESP Course and Service Learning Program to Promote Relevance and Meaningfulness

Prabandari, Carla Sih, Aji, Gregorius Punto, Yulia, Made Frida

LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Relevance and meaningfulness of the content courses need to be established to make learners realize that the knowledge acquired in the clasroom can be utilized to give contributions to society. This research is aimed at designing a learning model integrating ESP course and Service Learning Program. ESP is a subject designed to enable students to design ESP programs. The integration of ESP and SLP allows students to exercise their skills in designing an ESP program, which is eventually implemented as one of their SLP programs. The current research is targeted to describe what the learning model design integrating ESP Course and Service Learning Program looks like. DOI: https://doi.org/10.24071/llt.2016.1902O2

SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3

Wijanti, Widdy

LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in English learning that a good language output comes from a good language input. The data is taken from the collections of reading materials taken from EAP course Level 1, Level 2, and Level 3 which are compulsory subjects for students at Sampoerna University in their first 2 years of study. The data then is processed using the Syntactic Complexity Analyzer (Ai & Lu, 2013). The findings showed that the reading materials of EAP course Level 3 text is mainly suggested to be reviewed and revised in order to fulfill the five categories of syntactic complexity, i.e. the length of production unit, the sentence complexity, the subordination, the coordination, and the particular structure. DOI: doi.org/10.24071/llt.2017.200204

LEARNER MOTIVATION IN ESL LEARNING STRATEGIES AND GENDER ROLE

Prihantoro, Satrio, Widyana, Rahma, Setiawan, Ezra Putranda

LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Abstract Language learning strategy is one of the main factors that help determine how well our students learn a second or foreign language (Oxford, 2003). Research has shown that more effective language learners use more and better learning strategies than poorer language learners (Rubin, 1975; Stern, 1975). This research investigates the difference in ESL learning strategies used by students with different levels of ESL learner motivation and how gender plays a role in both. Strategy Inventory of Language Learning (SILL; Oxford, 1990) and English Language Learner Motivation Scale (ELLMS; Ardasheva, Tong and Tretter, 2012) were used and adopted to measure English language learning strategies  and English language learner motivation, by employing 65 male students and 75 female students from Budi Utama Junior High School as participants. The data analyzed showed that there was significant difference in ESL learning strategies used by the students with different levels of ESL learner motivation but there is no significant role of gender in ESL learner motivation and ESL learning strategies. Keywords: ESL, gender,  learner motivation,  learning strategy. DOI: doi.org/10.24071/llt.2018.210101

Students’ Problems in Writing Paraphrases in Research Paper Writing Class

Hayuningrum, Herdiansari, Yulia, Made Frida

LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Paraphrase is one of the techniques of incorporating sources in which every writer is allowed to borrow the author’s ideas and restate them into their own words. Based on the previous study, it was found that English Language Education Study Program (ELESP) students, Sanata Dharma University, were unable to paraphrase properly since they tended to copy the author’s words directly. If this problem was continuously ignored, it would be dangerous for the students because they could be charged with inadvertent plagiarism. This study was intended to investigate ELESP students’ problems in writing paraphrases and the reasons why they produce unacceptable paraphrases by conducting document analysis and interview in Research Paper Writing class. From the findings, it could be identified that the most frequent type of problem encountered by the students was word-for-word plagiarism. DOI: https://doi.org/10.24071/llt.2012.150101

BREAKING THE SILENCE: UTILIZING PECHA KUCHA TO PROMOTE STUDENTS’ SPEAKING SKILLS

Mahendra, Aloisius Wisnu

LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This study aims to report the utility of Pecha Kucha in promoting students’ speaking skills in the general English course. As English known as the international language for communication, Indonesians expect to master English in order to broaden their future career opportunities. Most of them seek for English courses providing various communicative activities with the hope that they can improve and sharpen their speaking skills. Although the course has been designed for communication purpose, some students still are not be able to express their ideas freely during the speaking activities. They may feel afraid of making grammatical errors resulting to their low speaking performance. To facilitate students’ learning and encourage them to practice their speaking skills, Pecha Kucha has been utilized during the course. The study was conducted in the Language Institute of Sanata Dharma University in 2017. Recorded learning activities utilizing Pecha Kucha and field notes were collected through the classroom teaching-learning practices. Semi-structured interviews were also conducted to explore the findings and the analysis. The findings shows that the students actively engage with the utilization of Pecha Kucha by being able to explore their ideas and practice their speaking skills, and enjoy the learning process eventually. DOI: doi.org/10.24071/llt.2018.210106

Three Models of English Morphology

Bram, Barli

LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This paper explores models of English morphology, namely Item and Arrangement (IA), Item and Process (IP), and Word and Paradigm (WP), which can be used to analyze morphological data, particularly word formation involving prefixes and suffixes. Sample data, consisting of complex words or words having more than one morpheme, were analyzed using the three models to discover their strengths and shortcomings. In order to find out the differences between the three models of morphology, it is important that the current writer should examine strategies for distinguishing between derivational affixes and inflectional ones. There exist three advantages if morphologists know very well the three models of English morphology. First is that IA fails to display a clear sequence of the item and arrangement when dealing with some irregular plural nouns and irregular past tense. Second is that IP offers a better solution to irregular plural nouns, such as mice and men. Third is that WP appears to be the most efficient model when dealing with inflectional morphology.DOI: https://doi.org/10.24071/llt.2012.150105

COMMUNICATIVE LANGUAGE TEACHING THROUGH SPEAKING ACTIVITIES DESIGNED IN A TEXTBOOK

Firiady, Maryska

LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

Abstract In pursuing the alignment between the goal of communication purpose and communicative approach, six new textbooks were designed to facilitate teaching-learning activities in Center of English for International Communication (CEIC) at Language Institute. Only an impressionistic overview was conducted as a pre-use evaluation due to limitation of time and resources. Thus, the writer attempted to do an in-depth pre-use evaluation of the recently revised textbook. This research aimed at investigating the activity variations and types of Communicative Language Teaching (CLT) activities presented in the revised textbook used for teaching Level 1 students. The speaking activities in the textbook were analyzed using Littlewood’s (1981) theoretical framework on suggested communicative activities. The results showed that the textbook has various learning activities accommodating CLT activities, pre-communicative activities, structural activities, listening activities, vocabulary building activities, and reading activities. The CLT activities found in the textbook were differentiated between functional communication and social interaction activities. Functional communication activities specifically sharing information with restricted cooperation, in the form of class surveys and information gaps were dominant compared to other activities.DOI: doi.org/10.24071/llt.2018.210111

A Set of English Instructional Materials Using Task-Based Learning for News Production Management Study Program in STMM “MMMTC” Yogyakarta

Wicita, Geovanna Gistha

LLT Journal: A Journal on Language and Language Teaching Vol 18, No 1 (2015)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

The News Production Management Study Program (NPMSP) in STMM “MMTC” Yogyakarta is a study program that has an English subject in the third semester. Due to the lack of time and materials for the students, English, which they will use a lot in journalism, becomes their barrier in learning. Therefore, this research attempted to develop a set of English instructional materials using task-based learning for the third semester students of the NPMSP STMM “MMTC” Yogyakarta. This research aimed to answer how the materials are developed and what the materials look like. To gather the information, the researcher adopted Borg & Gall’s (1986) Research and Development (R&D) method which was combined with Kemp’s instructional design model (1977) covering eight flexible steps. Due to time and financial constraints, only five steps of R&D were conducted in designing the materials. To gather the information, the researcher conducted some interviews. After designing the materials, the interview was conducted. The interview results showed that the designed materials were good, appropriate, and applicable. Nine suggestions were obtained to revise the materials which covered the level of difficulty of the text, the content of the exercises, the overview of the learning materials, teaching media, lesson plans, instructions, layout, and material implementation. The materials consist of six units. Each unit contains five sessions, namely “What’s Up?”, “Entering the Newsroom”, “Journalists’ Project”, “Entering the News Editor Room”, and “Lesson Learned”. DOI: https://doi.org/10.24071/llt.2015.180107

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