LLT Journal: A Journal on Language and Language Teaching

2

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

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.

4

Authors: Truly Almendo Pasaribu

Speeches are products of human minds reflecting ideas and opinions of the speakers. Crystal (1987) mentions that the way people use language does not only give us information about their geographical, ethnic and social background, but it also reflects the type of context in which they are communicating. As an interesting feature of a language, metaphors in political speeches can be powerful and persuasive. This research aimed at finding the source domains of political metaphors in Joko Widodo’s speeches, namely: his victory speech and his inaugural speech. These speeches were chosen to be analyzed due to their distinct context and setting. To achieve the goal of the study, the paper explicated Lakoff and Johnson’s Contemporary Theory of Conceptual Metaphor (1980, 1992). The findings and discussion argue that the speeches use more positive metaphors of “unity” rather than metaphors of “battle or competition”. Furthermore, the texts also conceptualize Indonesian political realm as a journey and navigation, which give the audience a sense of progress. The maritime metaphors in particular are abundant in the two speeches because they reflect one of Widodo’s visions to strengthen Indonesian maritime.

6

Authors: Martha Pritzanda Pudhika

The use of authentic videos has been implemented in Critical Listening and Speaking 1 (CLS 1) class. For instance, the use of The Toughest Place to be a Binman video. This video gives the students meaningful experiences. The students do not only get the material but they can also get social and environment issues that appear in the video. After watching the video, the students are expected to have their own experience towards the use of The Toughest Place to be a Binman video in CLS 1. Therefore, the aim of this research was to have a better understanding on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research employed phenomenology study because this research focused on the students’ lived experience. As a research result, the research showed the participants’ stories and the interpretation. There were four emerging themes that appeared from the data processed. Those were meaningfulness, compassion, motivation, and action. Those four themes connected between each other.

8

Authors: Reli Handayani

Mastering argumentative discourse both in written and oral is a must for students nowadays. However, a successful argumentative discourse requires high thinking order skill such as developing a stance, analyzing arguments, distinguishing facts and opinions, solving problems, comparing and contrasting material, and making inferences. Realizing the importance roles of critical thinking in constructing argumentative discourse, this study focuses on students’ performance in debate specifically argument, counter-argument, and rebuttals. They are chosen since they are always taken into consideration in assessing students’ debate performance.

2

Authors: Chezia Eufresia Isworo

Program Pengalaman Lapangan (PPL) or School-based Practicum is one of the compulsory courses that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. PPL requires the students, who are called practice teachers, to do teachers’ job at school. As English practice teachers, there is a possibility that they might face a lot of problems related to the condition and situation in the school, either from the students’ side, teachers’ side, or other factors. This research focuses on junior high school students’ problems of speaking and the possible solutions to the problems based on the ELESP students’ experiences as English practice teachers. From the findings, it is expected that future practice teachers and English teachers can anticipate similar problems and apply the possible solutions when they work at schools

4

Authors: Tiara Maria Dewi, Yuseva Ariyani Iswandari

In this research, scaffolding is implemented in English class of the 8th grade students of SMP Joannes Bosco Yogyakarta when they learn about recount text. This research aims to find out the process of how scaffolding is implemented and to know what the benefits of scaffolding in writing recount text. There were two research problems. The first was “How is scaffolding for the 8th grade students of SMP Joannes Bosco in writing a recount text?” and the second was “What are the benefits of scaffolding in writing a recount text in SMP Joannes Bosco Yogyakarta?” The writers conducted a descriptive qualitative research in this study. The data was gathered by interviewing the English teacher, writing on the field notes, distributing the questionnaires, and interviewing the students. Analyzing the students’ writings was used as the supplementary data to make the result stronger. The result of this study showed that the implementation of scaffolding gave benefits for the students. The benefits were challenging the students through deep learning and discovery, engaging the students in meaningful and dynamic discussions in the small and the large classes, and motivating the learners to become better students. In conclusion, scaffolding does give benefits for the students so that teachers are able to use scaffolding as one of the effective teaching techniques.

6

Authors: Yohana Vita Lelita

Speaking skill is a skill that is judged first than other skills by someone in many languages. This perspective is the underlying reason why ELESP students are demanded to have good speaking ability. Having a good speaking ability will also give them many other benefits. Based on the researcher’s personal experiences as the first semester student and experiences of doing micro teaching in Speaking I class, it was found that some ELESP students’ speaking ability was not good enough. This study aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the students’ self-efficacy by distributing questionnaire and conducting interview.