LLT Journal: A Journal on Language and Language Teaching
https://e-journal.usd.ac.id/index.php/LLT
<p><strong><em>LLT Journal: A Journal on Language and Language Teaching</em></strong><em>, or</em><strong><em> LLT Journal </em></strong><em>for short, </em>is an international scientific journal which is devoted to language and language teaching. <strong><em>LLT Journal</em> </strong>is an international, scientific, peer-reviewed journal published twice a year, namely in April and October.<em><strong> LLT Journal </strong></em>publishes original, previously unpublished research and opinion papers written in English. Paper topics on any language include the following main fields:</p><p>1. language studies/investigations<br />2. language teaching/learning<br />3. literature related to language studies or learning<br />4. linguistics related to language learning</p><p>Any related topics on any language, not only English, will also be considered.</p><p>Each paper will go through a double-blind review process.</p><p>Publication in <em><strong>LLT Journal </strong></em>is totally free of charge, totally gratis -- without any fees at all.</p><p>Authors throughout the world are warmly welcome to submit original and unpublished papers anytime, all year round.</p>English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesiaen-USLLT Journal: A Journal on Language and Language Teaching1410-7201<div id="copyrightNotice"><p>Authors who publish with this journal, <em><strong>LLT Journal: A Journal on Language and Language Teaching</strong></em>, agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol><p> </p><div class="separator"> </div></div><div id="privacyStatement"><h3>Privacy Statement</h3><p>The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.</p></div>EXPLORING I-YOU INDEXICALS IN GHANAIAN CHURCH MUSIC
https://e-journal.usd.ac.id/index.php/LLT/article/view/6767
<p>Indexicals are important to contextual inference and generally, in semantic interpretation (Hanks, 1999). The present study set out to examine the use of the I-You indexical pronouns in Ghanaian Church Music. It was revealed that the I-Y spheres of the indexicals received relative frequencies of 4.55% and 3.35% in the data. Again, the study showed various referents of the I-You indexicals and their implication in the data based on their contextual and co-textual cues. The study extends knowledge on the subject of indexicality.</p>Daniel Ofosu DwamenaJames Gyimah ManuPhilip Kwame Freitas
Copyright (c) 2023 Daniel Ofosu Dwamena, James Gyimah Manu, Philip Kwame Freitas
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026241142210.24071/llt.v26i2.6767BARRIERS TO ADVANCED HERITAGE LANGUAGE DEVELOPMENT
https://e-journal.usd.ac.id/index.php/LLT/article/view/6429
<p>Speakers of heritage languages do not universally achieve advanced levels in the language. We present evidence that three barriers are responsible: (1) lack of access to comprehensible, interesting reading material in the heritage language. (2) The use of traditional language teaching methods in heritage language classes, and (3) the reactions of elders who scold young heritage language speakers for their “errors.” </p>Nooshan AshtariStephen Krashen
Copyright (c) 2023 Nooshan Ashtari and Stephen D. Krashen
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026242342810.24071/llt.v26i2.6429EXPLORING STUDENTS’ AND LECTURERS’ ANXIETY IN LEARNING ENGLISH DURING EMERGENCY REMOTE TEACHING IN A PUBLIC UNIVERSITY IN NORTH BALI
https://e-journal.usd.ac.id/index.php/LLT/article/view/3760
<p>This study aimed to investigate students' and lecturers’ anxiety in learning English during emergency remote teaching in a public university in North Bali. This study was formed in a quantitative study. The data were collected by doing a survey and giving the questionnaire that was developed based on the FLCAS (Foreign Language Classroom Anxiety Scale) for the participants. There were 200 university students and 9 lecturers of English Language Education in the research setting as the participants. The study found that the university students’ level was mildly anxious or indicated a moderate level of anxiety. Meanwhile, the lecturers’ anxiety level was very relaxed or indicated as low anxiety level. From the results, it can be concluded that most of university students did not feel afraid and happy. Meanwhile, the lecturers felt joy in teaching and learning English during the emergency remote teaching.</p>Made Hery SantosaNi Luh Putu Novi WulandariGede Mahendrayana
Copyright (c) 2023 Ni Luh Putu Novi Wulandari
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026242943910.24071/llt.v26i2.3760SFL-BASED ANALYSIS OF THEMATIC PROGRESSION OF ENGLISH GRADUATE PERSONAL STATEMENTS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6579
<p>The main problem faced by graduate and undergraduate students in writing their university application letters includes the difficulties of producing a coherent and cohesive text that can convince the evaluators of their suitability to the target program. The present study was conducted principally to investigate the thematic progression patterns realized in students’ statements (henceforth PSs), for their considerable role in shaping the overall structure of the text and unfolding the writer’s identity. The corpus consists of 20 PSs written by graduate English students applying for a Master's in Sociology in Western institutions. Eggin’s (2004) framework of Theme and Rheme was applied to analyze the thematic progression patterns (TPP) observed and find out the dominant pattern revealed from the students’ texts. The findings of the analysis indicated the presence of two main thematic progression patterns, namely the Reiteration pattern and Zigzag pattern, with the total absence of the Multiple theme pattern. The obtained results of this work may offer valuable insights for academic writing instructions and material developers.</p>Ghada Haji
Copyright (c) 2023 Ghada Haji
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026244045310.24071/llt.v26i2.6579ECOLINGUISTICS AND THE EDUCATION OF YOUNG PEOPLE
https://e-journal.usd.ac.id/index.php/LLT/article/view/6800
<p>Most ecolinguistic analysis is conducted with texts produced for the general public. This article explores the use of ecolinguistics in the education of young people. The analysis focuses on young people’s media, specifically focusing on films. Two children’s movies (<em>The Lorax</em> and <em>Back to the Outback</em>) are analyzed using the ecolinguistic concept of stories we live by and the ecojustice concept of intersectionality. This analysis is undertaken to explicate these concepts in the hope that others will employ these same concepts to analyze other texts. These example analyses are explained about classroom practice and generating “noticing” as a learning outcome. Finally, five further techniques for involving students and others in ecolinguistic and ecojustice analysis are described. This article gives important insight into practical tools that can benefit teachers and students in the classroom. Additionally, children’s films and other media developed for children and youths may also be useful for the enjoyment and education of adults.</p>Jasper RoeZhu ChenghaoChau Meng HuatGuo QingliGeorge Jacobs
Copyright (c) 2023 George Jacobs
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026245446810.24071/llt.v26i2.6800INVESTIGATING THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING (CSR) IN EFL CONTEXT: PROFICIENCY AND PERSPECTIVES
https://e-journal.usd.ac.id/index.php/LLT/article/view/6408
<p>The students are mostly unmotivated in the EFL reading classrooms since they have problems reading English texts. They feel stressed as they consider themselves alone, readers who cannot understand the text content well. This mixed-method study aimed to (1) investigate the significant difference between the mean scores of the pretest and the post-test in reading using Collaborative Strategic Reading (CSR) and (2) describe the students' reflections using CSR in the reading classroom. The data were collected by using a pretest-posttest and students' reflection sheets. The participants were 32 students from a private university in Indonesia. The pretest and post-test results indicated that CSR significantly improved students' reading skills in collaborative classrooms. The written reflections showed students were highly motivated to join collaborative reading, as the strategies were beneficial for improving their vocabulary, reading understanding, and critical thinking. This study greatly influences improving students' reading proficiency and social skills.</p>Rozanah Katrina HerdaTeguh SetiawanRegine Aguilar Principe
Copyright (c) 2023 Rozanah Katrina Herda, Teguh Setiawan, Regine Aguilar Principe
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026245946910.24071/llt.v26i2.6408STUDENTS’ ANXIETY IN FOREIGN LANGUAGE LEARNING ENVIRONMENTS: ONLINE VERSUS ON-SITE CLASSROOMS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6401
<p>As the world continued to grapple with the pandemic of COVID-19, Algerian universities had enforced a transition to a blended teaching approach, requiring both teachers and students to adapt. Accordingly, third-year Licence chemistry students received online and on-site lectures among which English for Specific Purposes lectures. This sudden transition from face-to-face to online teaching had an effect on university students namely at the emotional level which led this research to investigate the impact of both modes of course delivery on students’ affective filter specifically anxiety. A correlational research design was used to understand the relationship between anxiety and the learning environment. Two anxiety tests on online and on-site learning were administered to 16 chemistry students receiving English for Specific Purposes courses. Thus, the current research findings revealed that there is no significant difference in the students’ levels of anxiety whether learning online or in the traditional classroom. These findings necessitate future implications of applying practical techniques and strategies to reduce anxiety in both learning environments to create a suitable and supportive atmosphere that works for better comprehensible input for university students.</p>Khadidja MouffokHafida Hamzaoui-ElachachiFatima Zohra Imane Omari
Copyright (c) 2023 Khadidja Mouffok
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026247048210.24071/llt.v26i2.6401THE SPEECH RATE AND VOCABULARY PROFILE OF TED-ED VIDEOS AS EXTENSIVE LISTENING MATERIALS FOR EFL LEARNERS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6414
<p>Listening proficiency is essential in language acquisition, yet both its classroom time and research are overshadowed by other skills, such as speaking and reading. To tackle the issue of limited classroom time, extensive listening is one of the most convenient and effective solutions. Selecting the materials, however, needs an equally extensive effort; especially for the authentic ones. Therefore, this study aims to investigate the speech rate and vocabulary level of TED-Ed videos as one of the sources of authentic material for extensive listening to determine their suitability for EFL learners. The research used a quantitative descriptive design with purposive sampling. The data collection of Speech Rate is conducted by transcribing the sample videos and dividing the number of words by the length of the video, and the result is measured in terms of WPM (Word Per Minute). To get the vocabulary level, the video transcripts are put into the <em>Vocabkitchen</em> website to analyze the vocabulary CEFR level for each word. From the analysis, the average speech rate of TED-Ed videos is 147.4 WPM and it is suitable for all levels of EFL learners, including beginner level. Meanwhile, the CEFR level of the vocabulary is more suitable for intermediate EFL learners and beyond.</p>Yustina HidayatiSuharyadi Suharyadi
Copyright (c) 2023 Hidayati Yustina, Suharyadi Suharyadi
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026248349510.24071/llt.v26i2.6414EVALUATING THE EFFICACY OF CONTROLLED EXTENSIVE READING TASKS ON ESL LEARNING OUTCOMES
https://e-journal.usd.ac.id/index.php/LLT/article/view/6440
<p>This study sought to establish whether students who are exposed to Controlled Extensive Reading Tasks (CERTs) will have higher learning outcomes during English as a Second Language (ESL) lessons. A 3-month intervention pilot of Controlled Extensive Reading (CER) instruction, was implemented in two secondary schools in Kakamega County, Western Kenya, from February to May 2023. We compared the impacts of the CERTs treatment group in ESL lessons in the pilot school with those of the control group that did not use the intervention but utilized the same instructional components. The findings revealed that assignment to the CERTs pilot group had additional improvement in the target language skills while the control group had somewhat constant learning outcomes. The study is useful to curriculum stakeholders who should consider such results alongside existing implementation strategies in ESL policies and program designs.</p>Benard Angatia MudogoDavid BarasaJames Matseshe
Copyright (c) 2023 Benard Angatia Mudogo
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026249650910.24071/llt.v26i2.6440FOUR MAIN CHARACTERISTICS OF ENGLISH PRAGMATICS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6202
<p>Pragmatics is a linguistic field that explores the complex relationship between language, context, and meaning. It involves analyzing how speakers and writers use language to convey not only literal information, but also social, cultural, and emotional cues that shape communication. Pragmatics examines how language users interpret and infer meaning based on contextual factors such as tone, gesture, and social norms, and how they use language to achieve various goals and outcomes. By uncovering the hidden meanings and intentions behind language use, pragmatics provides valuable insights into human communication and helps us to better understand how language shapes our social interactions and relationships Furthermore, pragmatics plays a crucial role in language learning and teaching, as it helps learners develop their communicative competence and understand the nuances of language use in different contexts. It also has practical applications in fields such as advertising, politics, and law, where the use of language can have significant impacts on audience perceptions and behaviors. Overall, pragmatics is a dynamic and multifaceted field that continues to evolve and shape our understanding of language and communication in diverse contexts. </p>Manna Dey Dey
Copyright (c) 2023 Manna Dey Dey
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026251051910.24071/llt.v26i2.6202AN INVESTIGATION OF TPACK WITHIN ICT INTEGRATION: THE CASE OF NON-CERTIFIED ENGLISH TEACHERS IN KOLAKA
https://e-journal.usd.ac.id/index.php/LLT/article/view/5999
<p>This study focuses on non-certified English teachers using Information and Communication Technology (UICT) in the teaching practice with the framework is technological pedagogical and content knowledge (TPACK). The purpose is to elaborate on the interrelationship between all TPACK components and their roles in predicting UICT based on the beliefs of the teachers during teaching practice. The researchers used a mixed-methods design for 20 participants from SMP IT Nur Syamzam Kolaka. Questionnaire and interview, especially semi-structured interviews as an instrument for this study. To collect the data, the researcher did online with the non-certified English teachers at SMP IT Nur Syamzam Kolaka. Using Pearson's correlation coefficient, the relationship between the application of TPACK and the availability of ICT tools was determined by correlating the overall TPACK result with the adequacy of ICT tools. Therefore, the findings of the study that were obtained through the TPACK survey demonstrate how they effectively apply their knowledge. The teachers demonstrate expert knowledge in all TPACK domains. They demonstrate the highest level of knowledge based on the mean of TK (4.28), followed by CK (4.26). While all areas of TPACK have a mean of 4.10, PCK and TPK have the lowest mean (4.11).</p>Vinsensius Galuh KusumaWiwin SaputraAndi SuriantiMargana Margana
Copyright (c) 2023 wiwin saputra
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026252053310.24071/llt.v26i2.5999LETTER RECOGNITION AND HAND-COPYING SKILLS OF CHILDREN: A COMPARATIVE STUDY OF DARI AND ENGLISH ALPHABET LETTERS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6204
<p>This study aimed to explore and compare the difficulty level of alphabet letter recognition and hand-copying skills among children between two languages, English capital letters, and Dari alphabet letters. The participants were preschool children aged (4-5) in Taloqan City of Afghanistan. An observation method followed by a pre-test, a class session, and a post-test were conducted on the participants. The tests used in this study were Rapid Automatized Naming (RAN) and a paired samples t-test. The study's findings showed no significant difference in letter recognition between English and Dari letters; however, there was a significant difference in the hand-copying test. Also, the results of the study displayed that shapes of the letters played an important role in hand-copying the alphabet letters while it did not impact the letter recognition process.</p>Sayeed Naqibullah OrfanMohammad Kazem Timor
Copyright (c) 2023 Sayeed Naqibullah Orfan, Mohammad Kazem Timor
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026253454510.24071/llt.v26i2.6204PHONOLOGY OF ACEHNESE REDUPLICATION: APPLYING OPTIMALITY THEORY
https://e-journal.usd.ac.id/index.php/LLT/article/view/5757
<p>Reduplication in Acehnese serves many functions, such as plurality, reciprocity, emphasis, continuity, and repetitions. This word formation process has been previously analyzed in terms of morphology and phonology. The present study aimed to discover the constraint ordering of reduplication to determine the rules that govern each pattern of reduplication in the language. The study employed Correspondence Theory under the umbrella of Optimality Theory, focusing on total and partial reduplication, leaving out rhyming reduplication due to framework limitation. The results show that all patterns of reduplication in Acehnese follow regular application where well-formedness proceeds faithfulness (MAX-IO) and precedes reduplicative identity (MAX-BR). The well-formedness for total reduplication only includes the constraint of the complex nucleus, where a final diphthong in the base changes to a monophthong in the reduplicant. For partial reduplication, the constraint for well-formedness is that the syllable should be open, preceded by a reduplicant size of no more than one syllable, and alignment (either left for reduplicating prefixes or right for reduplicating suffixes). In addition, the well-formedness is proceeded by no insertion (DEP-BR). This study indicates the need to establish a ranking of constraints that govern the phonology of Acehnese outside the context of reduplication, which is a suggestion for future studies.</p>Faisal Mustafa
Copyright (c) 2023 Faisal Mustafa
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026254656010.24071/llt.v26i2.5757REFLECTIVE TEACHING AMONG INDONESIAN NOVICE EFL TEACHERS: HINDRANCES TO THE PRACTICE
https://e-journal.usd.ac.id/index.php/LLT/article/view/6951
<p>Research and studies on teachers’ reflective practice have increased over the decades. However, the factors contributing to the low levels and application of reflective practice among Indonesian novice EFL teachers have been very little explored. This study aims to explore the hindrances faced by novice EFL teachers to their practice of reflective teaching. This qualitative study used a survey method and an online questionnaire adopted and developed from the IETRTQ or Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire as the research instrument. The questionnaire was then administered to 30 Indonesian novice EFL teachers as the samples of this study. After collecting the data, simple descriptive statistics such as mean and frequency analysis were employed to provide a more qualitative analysis regarding the result. The findings of this study show that the lack of novice EFL teachers’ reflective practices is due to some hindrances to their practice. The hindrances include a lack of knowledge factors, emotional and affective factors, and institutional factors. Further, it is expected that novice teachers, EFL study programs, EFL policy makers and trainers, teaching institutions, and future researchers can work cooperatively to contribute to the implementation of reflective practice of teaching.</p>Yohana Dian Rahayu NingsihNenden Sri Lengkanawati
Copyright (c) 2023 Yohana Dian Rahayu Ningsih, Nenden Sri Lengkanawati
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026256157610.24071/llt.v26i2.6951INDONESIAN GRADUATE STUDENTS’ CONSEQUENCES AND DECISIONS OF ENGLISH ACADEMIC WRITING INSTRUCTION (EAWI) AT HUNGARIAN UNIVERSITIES
https://e-journal.usd.ac.id/index.php/LLT/article/view/4891
<p>This study aims to assess the consequences and decisions of EAWI for Indonesian graduate students studying in a non-native English-speaking environment. This study seeks to shape the perception of the effects of EAWI and facilitate the decision to positively impact Indonesian graduate students enrolled in higher institutions in Hungary. The study employs a semi-structured interview on educational background, English as a medium of instruction (EMI), writing assignments, self-consciousness towards English academic writing (hereafter EAW), and attitudes towards English academic writing. Four Indonesian MA and MSc students enrolled in the Faculty of Social Sciences at three different universities were involved in this study. In addition to data interpretation, the audio-recorded interview was transcribed using a Web speech API application. The extracts were subsequently translated into English, coded, and categorized into the topics chosen. The findings illustrate the consequences of English academic writing instruction on the importance of language features and grammar for students. The results involve possible impacts, experiences, perspectives, and strategies to improve the English academic writing of Indonesian graduate students. Decision ties with the university and departmental regulations and attention to principles to provide an academic writing course in English.</p>Dedy SubandowoDhafid Wahyu Utomo
Copyright (c) 2023 Dedy Subandowo, Dhafid Wahyu Utomo
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026257759310.24071/llt.v26i2.4891THE MEANING OF THE WORD “DAN/ATAU” IN INDONESIAN LAWS AND REGULATIONS
https://e-journal.usd.ac.id/index.php/LLT/article/view/5751
<p>Improper meaning of "dan/atau" in Indonesian laws and regulations will cause problems of meaning and implementation in practice. The formulation of legal issues to be studied is what is the meaning of "dan/atau" in laws and regulations in Indonesia. This study aims to determine the meaning of "dan/atau" in laws and regulations in Indonesia. The meaning of "dan/atau" in-laws and regulations is interesting to study from the field of meaning. This research uses qualitative descriptive research methods with doctrinal legal research types and a statute approach. The data source used in this study is the existing laws and regulations in Indonesia. The data analyzed are the connecting words "dan/atau" in Indonesian legislation. The results of the discussion of "dan/atau" in legislation can be treated as "dan" and can also be treated as "atau", caused by the slash studied that indicates the meaning of "choice" and expresses propositions in conjunction or disjunctive by looking at the explanation of the legislation.</p>Irnawati IrnawatiMimas Ardhianti
Copyright (c) 2023 mimas - ardhianti
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026259460410.24071/llt.v26i2.5751DIGITAL APPROACH TO TEACH CREATIVE WRITING WITH SECONDARY STUDENT LEARNERS OF ENGLISH
https://e-journal.usd.ac.id/index.php/LLT/article/view/6569
<p>In this article, we share our reflections and analysis on the potential of digital resources in teaching creative writing in English and promoting the learning of a foreign language in a collaborative environment. Our work aims to identify best practices in using digital tools such as Google Workspace, Padlet, and Issuu, for in-class activities with seventy secondary students. We conducted a study following an action-research methodology in the classroom and applied digital teaching strategies with learners of a second language. The focus was on a creative and collaborative writing process, to develop imagination in the conception of fictional stories while promoting collaborative skills. Our key question was "What are the digital pedagogical strategies that can contribute to the creative and collaborative writing competence in a foreign language with secondary school students?" We were interested in examining the potential of a writing collaborative activity in a digital environment as a stimulus to learn the linguistic rules and expand the vocabulary. Additionally, we analyzed the results of the assessment executed among peers, applying selected rubrics for the competencies of cooperation and participation. As a result, we found that the students had reached a higher level of reflection towards texts.</p>Ana Paula RochaMaria Prazeres Casanova
Copyright (c) 2023 Ana Paula Rocha, Maria Prazeres Casanova
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026260561910.24071/llt.v26i2.6569EXPLORING THE INFLUENCE OF CONVERGENT COMMUNITIES ON LEARNERS’ ATTITUDES TOWARD DIVERGENT TRAITS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6731
<p>The cultural context of speech communities represents people’s life experiences shaped by region, geography, ethnicity, language, and values; all these contribute to the construction of one’s identity. Our study explores the complex reciprocity between the socio-cultural environment and the learners’ identities. The cultural background of learners profoundly affects self-perception and identity construction. Simultaneously, identity construction has a reciprocal effect on interaction and involvement with cultural heritage. Hence, we investigate the impact of rural communities’ cultural repertoire on the personal and professional prospects of learners. To reach this end, third-year pupils from the High School of Sidi Housni, Tiaret, Algeria were selected using a non-probabilistic sampling. We collected data through a survey and an observation, employing both quantitative and qualitative approaches. The findings reveal that the cultural background influences learners’ perceptions of the world, besides their positive divergent attitudes towards gender roles. Furthermore, these valuable insights have important implications for cultivating a more inclusive and flexible learning setting. In a nutshell, divergent and convergent communities possess distinct qualities and resources that collectively foster a gradual transition toward embracing change.</p>Louiza Belaid
Copyright (c) 2023 Louiza BELAID
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026262063310.24071/llt.v26i2.6731SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6638
<p>Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score <em>(M= 3.48, SD= 1.14)</em>, and the less dominant strategy with the lowest average score is time and study environment <em>(M= 3.03, SD= 0.99)</em>. This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used. </p>Andini Dwi WardaniAhmad MunirLies Amin LestariSyafi'ul Anam
Copyright (c) 2023 Andini Dwi Wardani, Ahmad Munir, Lies Amin Lestari, Syafi'ul Anam
http://creativecommons.org/licenses/by-sa/4.0
2023-10-232023-10-2326263464910.24071/llt.v26i2.6638TEACHING ENGLISH DURING THE PANDEMIC: BIBLIOMETRIC ANALYSIS
https://e-journal.usd.ac.id/index.php/LLT/article/view/6409
<p>The COVID-19 pandemic has led to massive publications indexed in various databases, which provide platforms for research communities, including teachers and researchers, to disseminate their experiences during the pandemic. This paper employed bibliometric analysis to investigate the keywords “teaching English in the pandemic” in the Scopus database to determine how the research is produced. This research used Vos Viewer to analyze the co-authorship and co-occurrences of the keywords from the bibliographic information downloaded from the Scopus database by limiting its search to 2020-2022 under the scope of social sciences and humanities. From the 444 documents eligible for the review, this paper indicates two main points: (1) the co-authorship of research publication has been equally distributed and produced through collaboration despite ample opportunities for joint research among organizations, and (2) the co-occurrences of the keywords show three major research trends during the COVID-19 pandemic: pedagogical best practices, pedagogical experience, and pedagogical strategies. This paper exemplifies how knowledge and publications are generated within a certain field, enabling the research community to foster collaboration and produce articles that incorporate pertinent keywords currently under discussion.</p>Arina Isti'anahHirmawan Wijanarka
Copyright (c) 2023 Arina Isti'anah
http://creativecommons.org/licenses/by-sa/4.0
2023-10-202023-10-2026265066410.24071/llt.v26i2.6409BENEFITS AND ATTITUDES OF INDONESIAN UNIVERSITY STUDENTS TOWARDS EXTENSIVE READING ACTIVITIES IN LEARNING ENGLISH GRAMMAR
https://e-journal.usd.ac.id/index.php/LLT/article/view/6198
<p class="AuthorInfo">In learning a second or foreign language, students commonly read for pleasure, which is called extensive reading (ER). Extensive reading is commonly related to increasing vocabulary knowledge and reading skills; however, extensive reading can also expand learners’ grammatical knowledge Based on the study of Khansir and Dehghani (2015), it was found that ER has improved their Iranian participants’ English grammar (as stated in Ng, Renandya, & Chong, 2019, p. 180-181). Referring to the positive outcome of their study, this study aims to investigate Indonesian university students’ perceptions of the benefits of ER activities on their English grammar knowledge and also their attitudes after experiencing ER activities in Grammar class. The research participants were 30 Indonesian university students who attended Grammar classes at a private university in West Java. The instruments used were an online questionnaire which was distributed at the end of the semester and the students’ weekly ER log. The questionnaire result was counted manually before they were classified into certain categories, whereas content analysis was used to select and analyze the data from the learning log. The findings show both positive and negative outcomes regarding the students’ grammar knowledge and attitudes.</p>Maryani Maryani
Copyright (c) 2023 Maryani Maryani
http://creativecommons.org/licenses/by-sa/4.0
2023-10-232023-10-2326266567910.24071/llt.v26i2.6198CONTRASTIVE STUDY OF CLOSED INTERROGATIVE SENTENCE IN KOREAN AND INDONESIAN LANGUAGE
https://e-journal.usd.ac.id/index.php/LLT/article/view/5270
<p>This study discusses Korean and Indonesian morphosyntactic characteristics of closed interrogative sentences. The method used is descriptive qualitative with literature review and contrastive analysis. The results showed that there were differences and similarities in terms of closed interrogative markers, sentence structure, and sentence negation. The first difference in closed interrogative markers is that the marker in Korean is an interrogative sentence-ending (<em>eomi</em>) at the end of a sentence rather than a question word, whereas the marker in Indonesian is the question word <em>apa</em> at the beginning of the sentence and particle <em>-kah</em> at the beginning, middle or end of the sentence. Second, there are differences and similarities in sentence construction. Subjects that refer to the second person are omitted in Korean, whereas in Indonesian, the subject is required. The parallels lie in the fact that the predicate is a necessary component of sentence structure and that the presence of the object depends on the kind of verb used as the predicate. Thirdly, there is a distinction between Korean and Indonesian sentence negation in that Korean has a wider range of negation forms.</p>Diyah Hayuning PertiwiPutu Pramania Adnyana
Copyright (c) 2023 Diyah Hayuning Pertiwi, Putu Pramania Adnyana
http://creativecommons.org/licenses/by-sa/4.0
2023-10-232023-10-2326268069510.24071/llt.v26i2.5270MOBILE-ASSISTED LANGUAGE LEARNING IN KOREAN LANGUAGE CLASSES: INDONESIAN UNDERGRADUATE STUDENTS’ EXPERIENCES AND PERCEPTIONS
https://e-journal.usd.ac.id/index.php/LLT/article/view/5724
<p class="Body">The ubiquitous presence of mobile devices has benefited the implementation of foreign language learning through Mobile-Assisted Language Learning (MALL). Previous research highlights the portability aspect of mobile devices such as smartphones that can lead to spontaneous, flexible, and personalized learning activities. However, challenges remain; particularly the connectivity issues. The present study seeks to continue the discussion by investigating 79 Indonesian undergraduate students’ experiences and perceptions of MALL in their Korean language classes. The data were obtained by distributing a questionnaire to the students. The validity and reliability coefficients were also measured. Interview sessions were conducted afterward with eleven students to dig for further explanations. The results demonstrate that most students used smartphones for sending messages to peers, checking notifications, accessing materials, submitting their work, and sending messages to lecturers. Regarding the applications used, they frequently utilized smartphones for accessing Google Classroom, Zoom, and WhatsApp during their Korean classes. The results also revealed that while they perceived MALL as useful and flexible for learning Korean toward increased language skills, motivation, autonomy, and critical thinking, technical problems, and connectivity issues remain to be the main challenges. This study discusses some concerns in implementing MALL and its implications for future research.</p>Arif Husein LubisRisa TriarisantiDidin SamsudinVelayeti Nurfitriana Ansas
Copyright (c) 2023 Arif Husein Lubis, Risa Triarisanti, Didin Samsudin, Velayeti Nurfitriana Ansas
http://creativecommons.org/licenses/by-sa/4.0
2023-10-242023-10-2426269671010.24071/llt.v26i2.5724ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE
https://e-journal.usd.ac.id/index.php/LLT/article/view/6884
<p class="Body">It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded. Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement.</p>Ammar BenabedAhmed Mehdaoui
Copyright (c) 2023 Ammar BENABED, Ahmed MEHDAOUI
http://creativecommons.org/licenses/by-sa/4.0
2023-10-252023-10-2526271173110.24071/llt.v26i2.6884NON-ENGLISH MAJOR UNDERGRADUATE STUDENTS’ DIFFICULTIES IN ARGUMENTATIVE WRITING AT MAE FAH LUANG UNIVERSITY THAILAND
https://e-journal.usd.ac.id/index.php/LLT/article/view/6444
<p class="Body"><span lang="IN">Argumentative writing has always been challenging for the majority of EFL learners across the globe. Many researchers have investigated English major students’ difficulties in argumentative writing. However, little did we know about the difficulties non-English major students experienced. Thus, this qualitative study aimed to discover the difficulties faced by non-English major EFL learners taking the English for Communication 2 course at Mae Fah Luang University, Thailand, in argumentative writing and its contributing factors. There were 201 students from 10 different majors from Thailand and Myanmar who were purposely selected as the participants of this study. A closed-ended questionnaire and semi-structured interview were used as the data collection instruments. The data analysis indicates that the majority of the students experienced difficulties in content (generating and developing ideas), grammar (using correct tenses and various sentence structures), organization (creating a claim, convincing evidence, a concluding sentence, etc.), vocabulary (lack of vocabulary and difficulty in using academic vocabulary), and mechanics (spelling, punctuation, and capitalization). Limited practice time, topic unfamiliarity, and pre-university writing class experience are among the contributing factors to these difficulties. This finding demands further research dealing with the recommended strategies to improve argumentative writing instruction in the future.</span></p>Dian Arihasta
Copyright (c) 2023 Dian Arihasta
http://creativecommons.org/licenses/by-sa/4.0
2023-10-252023-10-2526273274810.24071/llt.v26i2.6444THE INFLUENCE OF USING CODI ON STUDENT’S MOTIVATION IN READING
https://e-journal.usd.ac.id/index.php/LLT/article/view/5709
<p>Students' reading motivation is likely low due to internal and external factors. The internal factors, for example, are intelligence, age, gender, reading ability, attitudes, and psychological needs. The external factors include the theme, level of reading difficulty, and the type of reading. This research was conducted to know whether the use of Content Differentiated Instructions (CoDI) in teaching could affect students' motivation in reading, especially descriptive text. This kind of text was chosen because it is the simplest text among five other kinds of text that are given to beginner-level students, in this case, students of junior high school. The researcher tried to find out whether the implementation of CoDI could affect the students’ motivation in reading. In this study, the researcher used a qualitative method. The data used were in the form of answers or student responses in the form of questionnaires. The result was that using CoDI affects the students’ motivation in reading descriptive text.</p>Saraswati Eko NingrumEndang FauziatiMuamaroh Muamaroh
Copyright (c) 2023 Saraswati Eko Ningrum
http://creativecommons.org/licenses/by-sa/4.0
2023-10-262023-10-2626274975910.24071/llt.v26i2.5709EFL TEACHERS’ ASSESSMENT LITERACY
https://e-journal.usd.ac.id/index.php/LLT/article/view/3654
<p>Due to the importance of assessing students’ learning, teachers have to allocate specific time for assessment during the teaching-learning process. For the sake of implementing effective assessment, adequate knowledge and skills of teachers in assessment are badly needed. However, there is an important question related to teachers’ knowledge and skills in assessment, “Do EFL teachers have a good understanding of effective assessment for their students?” This study tried to answer such curiosity by conducting a survey assessment literacy of EFL teachers. The EFL teachers involved in this study were English teachers at several secondary schools in an Indonesian context and the information on their assessment literacy was obtained through a set of Assessment Literacy Inventory (ALI). It was found from this study that the EFL teachers’ assessment literacy was relatively low, indicating their limited knowledge and skills in assessment. Consequently, more continuous and ongoing training, workshop and other teacher professional development are essential to improve the EFL teachers’ assessment literacy.</p>Ida Isnawati
Copyright (c) 2023 Ida Isnawati, Ida Isnawati
http://creativecommons.org/licenses/by-sa/4.0
2023-10-262023-10-2626276076910.24071/llt.v26i2.3654STUDENTS’ PERCEPTIONS OF THE USE OF GOOGLE DOCS FOR ONLINE COLLABORATIVE WRITING
https://e-journal.usd.ac.id/index.php/LLT/article/view/6142
<p>The existence of technology, particularly <em>Google Docs</em>, is vital to supporting students in surviving the online learning environment. This research, therefore, aims to investigate students’ perceptions of using <em>Google Docs</em> for online collaborative writing, as well as its benefits and limitations. There are two research questions addressed: (1) What are the students’ perceptions of the use of <em>Google Docs</em> for the ELESP students’ online collaborative? (2) What are the possible benefits and challenges of using <em>Google Docs</em> for the ELESP students’ online collaborative writing? This qualitative case study was conducted at the English Language Education Study Program of Sanata Dharma University. A close-ended questionnaire and semi-structured interview were utilized to collect data. The researchers discovered that most students had positive perceptions of using <em>Google Docs</em> for online collaborative writing. With the aid of its capabilities, <em>Google Docs</em> made online collaborative writing easier and more successful, particularly in students’ performance during group work, communication, and accessibility. Aside from the functionality of <em>Google Docs</em>, students’ active participation was also an important factor for successful online collaborative writing.</p><p class="Body"> </p>Imelda WahyuningsihHenny HerawatiCarla Sih Prabandari
Copyright (c) 2023 Imelda Wahyuningsih, Henny Herawati
http://creativecommons.org/licenses/by-sa/4.0
2023-10-272023-10-2726277078310.24071/llt.v26i2.6142THAI STUDENTS’ STRATEGIES IN LEARNING ENGLISH VOCABULARY
https://e-journal.usd.ac.id/index.php/LLT/article/view/6993
<p>English is the most learned language by EFL learners in multilingual countries, including Thailand. To communicate with others in English fluently, students have to learn English vocabulary. Since learning English vocabulary is difficult, it can be overcome with suitable learning strategies. One research question to be answered in this research is “What are the learning strategies undertaken by Thai students to learn English vocabulary?” This mixed-method research employed a Likert-scale questionnaire distributed to 18 Thai students, and the FGD interview was conducted via Zoom with 3 Thai students. The questionnaire contained 21 items of Likert-scale statements and two open-ended questions. The findings showed that the strategy they frequently use is the metacognitive strategy, while the strategy they rarely use is the memory strategy. It is recommended that future researcher interested in expanding this topic do extensive research to determine its trustworthiness and provide further information about the topic.</p>Agustine Andriana Ayu Mahardika
Copyright (c) 2023 Agustine Andriana Ayu Mahardika
http://creativecommons.org/licenses/by-sa/4.0
2023-10-272023-10-2726278479510.24071/llt.v26i2.6993LITERATURE-BASED EFL INSTRUCTION: BENEFITS FOR LANGUAGE SKILLS DEVELOPMENT, LEARNING MOTIVATION, AND CULTURAL UNDERSTANDING
https://e-journal.usd.ac.id/index.php/LLT/article/view/6366
<p>In an EFL teaching context, the teacher's role is critical for helping students master four English skills. Teachers should ensure that the used learning tools can develop students’ language skills (in terms of listening, reading, speaking, and writing). According to experts, literature is a useful learning tool for achieving these objectives. Therefore, this article investigates the benefits of integrating literature into language learning activities. The research method used in this article is qualitative method with the library research approach. The data collected are separated into two types of data, i.e. primary and secondary. Both of these data sources are obtained from several articles (published in either national or international journals), books, and conference papers that relate to the use of literature in English teaching and learning. The total number of sources analyzed in the findings are 8 articles, 4 books, and 3 papers of conferences. The results show that using literature in language learning activities has various advantages, i.e., 1) developing the learners’ language skills, 2) triggering students’ learning motivation, 3and ) providing multi-cultural understanding for EFL learners.</p>Mardiani MardianiAndi Farid Baharuddin
Copyright (c) 2023 Mardiani Mardiani, Andi Farid Baharuddin
http://creativecommons.org/licenses/by-sa/4.0
2023-10-302023-10-3026279681110.24071/llt.v26i2.6366BOOK REVIEW: EMERGING TRENDS OF ICT IN TEACHING AND LEARNING: ICT IN ENGLISH LANGUAGE TEACHING
https://e-journal.usd.ac.id/index.php/LLT/article/view/6172
The book “Emerging Trends of ICT in Teaching and Learning” is edited by (N.Devaki & M.Deivam, 2022). It aims to provide insight into the latest trends in Information and Communications Technology (ICT) and their influence on social, cultural, and economic spheres, with a specific focus on teaching and learning. It caters to teachers, students, and researchers who focus on ICT-related courses, while other researchers can take it as a convenient reference. The objective of the book is to bring together the tools, techniques, and strategies of seasoned researchers in one volume, enabling readers to develop top-quality literature on ICT. The chapters of this book cover various topics such as cyber security, digital initiatives, ICT for English language teaching, web-based learning, smart classrooms, and technological tools. However, the focus of this review is on the chapters that discuss ICT for English language teaching and learning.Adi Isma
Copyright (c) 2023 Adi Isma
http://creativecommons.org/licenses/by-sa/4.0
2023-10-302023-10-3026281281510.24071/llt.v26i2.6172BOOK REVIEW: LANGUAGE CURRICULUM DESIGN
https://e-journal.usd.ac.id/index.php/LLT/article/view/6188
<p>This book review analyzes "Language Curriculum Design" by I.S.P Nation and John Macalister, published in 2010 by Routledge. The review examines each chapter of the book in detail, highlighting the strengths and weaknesses of each section. The book provides a comprehensive and practical guide to language curriculum design, covering all aspects of the process from beginning to end. The authors present a variety of approaches to curriculum design, including negotiated syllabuses, adapting existing course books, and introducing change, and provide numerous examples, case studies, and sample materials to illustrate their points. The review notes that while the book is primarily focused on classroom-based language programs and may be less useful for other contexts, it draws on a wide range of research and theory in the field of language teaching and learning, making it a valuable resource for anyone interested in the subject. The review concludes that "Language Curriculum Design" is a useful and informative guide to curriculum design for language teachers and educators.</p>Zul AstriFhadli Noer
Copyright (c) 2023 Zul Astri, Fhadli Noer
http://creativecommons.org/licenses/by-sa/4.0
2023-10-302023-10-3026281682110.24071/llt.v26i2.6188