LLT Journal: A Journal on Language and Language Teaching

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Authors: Truly Almendo Pasaribu, Monica Ella Harendita

Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers’ experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers’ anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers’ anxiety, namely: confidence, English skills, preparation, lesson delivery, students’ profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.

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Authors: Andi Dian Rahmawan, Sri Wiyanah

This study investigates how Sentence Master downloaded from Android can be used as a self-study media for students to promote Autonomous Learning to develop students’ comprehension on English sentence structure which is grammatically correct. Students can measure, by themselves, whether the material given during the teaching and learning process has been successfully learned. The result of this study is also intended to be used by the teachers and lecturers to indicate the successfulness of teaching and learning that have been conducted. This is an action research which 10 students of English Education Program of the University of PGRI Yogyakarta were employed as the objects of the research. They are tested to run the game of Sentence Master and the score will be recorded that benefits teacher to consider whether the learning process that has been conducted is successful. This study also investigates students’ difficulty on making English sentence. This study emerges results that Sentence Master helps students to understand English grammar better by employing the smart phone to promote Autonomous Learning. This media is used by the students as the indication whether they have the abilities to make good English sentences.

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Authors: Maria Vincentia Eka Mulatsih

There were two major aspects of English Language Education Study Program students of Sanata Dharma University that needed to be improved when they spoke and wrote in English. First was their grammar and the second was their pronunciation. For solving these problems, there were two tutoring programs. As one of those two programs, grammar tutoring program needs to be evaluated. Knowing its effectiveness in helping students’ improvement is crucial. Based on that reason, the analysis of the result of observation and questionnaire including students’ feedback is one of the media to measure the effectiveness of this tutoring program. Not only does this paper deal with the qualitative result of observation, questionnaire and students’ feedback, it also contributes the good practices that can be applied and some aspects that are needed to improve for future tutoring programs. The result shows that 84% of the students agreed that this program helped them to improve their skill and to understand more about the grammar materials.

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Authors: Johan Tobias Kristiano, Priyatno Ardi

English movies have become a medium for the global spread of English swear words. However, not all people from non-English speaking countries know and understand the literal meanings of these words. This qualitative research aims to figure out the semantic referents of swear words in the film Bad Boys II. Content analysis was employed as its method. The results of this study show that nine semantic referents of swear words were used in the movie, namely sexual references, profane or blasphemous, scatological and disgusting objects, animal names, ethnic-racial-gender slurs, psychological-physical-social deviations, ancestral allusions, substandard vulgar terms, and offensive slang. Thus, Bad Boys II has a vast variety of swear words.

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Authors: Made Frida Yulia

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. It has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. However, the implementation of Extensive Reading has sometimes been criticized for its not observing the outlined principles, for instance, in the issues of the absence of pleasure in its undertaking and the inclusion of inappropriate post-reading activities. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it proposes an alternative framework to implement Extensive Reading with Indonesian EFL university students. It will specifically cast some light on how to implement supervised (or instructed) Extensive Reading.

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Authors: Sylvi Octaviani Chandra, Ignasia Yuyun

Writing skill is considered a difficult skill for some of the students because of limited vocabulary as well as grammatical weakness. Since the students face this problem, they often take a shortcut if they have a writing assignment, which is using Google Translate (GT). Many studies have focused on this translator to find out the error from GT’s output and rarely discuss the way students utilize GT in their language learning. Therefore, this study aims to investigate further the practice of GT in EFL essay writing as wells as its role in language learning. The study was conducted in Universitas Kristen Krida Wacana, involving eight respondents from Ukrida Department of English. Two methods were used, such as mediated-observation and interview. A writing task was given to each respondent and her/his writing process was recorded using screen-recording application. The data collected from the writing task was analyzed by classifying it into appropriate writing aspect while the interview data were transcribed. The result showed that students used GT in three different aspects: vocabulary, grammar, and spelling. Vocabulary became the highest used, with word-level became the first one, followed by phrase as a second highest, and sentence as the third. Spelling became the fourth highest used, while grammar was the least used among students. It is also found out that GT is perceived as a dictionary as students used GT mostly in vocabulary.

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Authors: Albertus Agung Sanjaya, Veronica Esti Nugrahani

English Education Master Program (EEMP) students are required to master listening, speaking, reading, and writing skills. Regarding the speaking skill, they must have fluency and clarity in speaking English since they should be good models for their students. However, the minimal use of English in their oral communication during the courses leads to the speech disfluency. They are aware of their disfluency but they do not understand the specific aspects of it. Thus, this study aimed to discuss the speech disfluency produced by the master students in oral communication. There was one formulated research question: “What are the speech disfluencies which commonly occur in groups’ presentations among EEMP students?” To examine the speech disfluencies, the researchers employed document analysis as the method of the study. The transcription of their groups’ presentations were analyzed based on the types of disfluency (Shriberg, 1994; Bailoor, John, & Laxman, 2015). The findings showed that there were five disfluency types found in this study namely unfilled pause, filled pause, repetition, substitution, and deletion.

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Authors: Patricia Angelina

Language Teaching Media is one of the obligatory courses for the fifth semester students in the English Language Education Study Program of Sanata Dharma University. It provides the students with theories on language teaching media and opportunities to create innovative teaching media. This study aims to develop a learning model for Language Teaching Media course. Therefore, this study uses Research and Development method proposed by Borg & Gall’s. There are ten steps in the Research and Development method, namely: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision, (6) Main Field Testing, (7) Operational Product Revision, (8) Operational Field Testing, (9) Final Product Revision and (10) Dissemination and Implementation. Since the aim of this study is to develop the learning model for Language Teaching Media Course, only three out of ten steps of the R&D model were employed, namely: Research and Information Collecting, Planning, and Developing Preliminary Form of Product. The developed learning model would be useful to enable the students to develop and utilize media to facilitate language teaching using their creativity and innovation.

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Authors: Aloisius Wisnu Mahendra

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.

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Authors: Stella Prancisca, M. Ainur Rizqi

Since some students including in my class become more self-oriented and less aware on group, there is a need to integrate online teaching material which contains values in society into English language course. We believe that English language teaching, in some extents, could facilitate this necessity. A good choice of material, for example, is not only beneficial to promote students’ language skill, but also could inspire students to become a better individual. This paper aims to examine whether online materials could promote students’ English language skill, especially in listening comprehension. In addition, it is keen to better understand how these resources could influence and develop their moral values. The paper is designed as a classroom action research. To collect data, we employ two tests (pre-and post-test), questionnaires, and interview. Since this paper is still a research design, it should be noted that there is no finding and discussion yet here.

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Authors: Melvina Amir

Research on language learning strategies has been carried out since the 1990s in Indonesia. These studies have covered the language learning strategies among senior high school and university students. There has been insufficient research that investigates junior high school and primary school students. The main objective of the study was to investigate the language learning strategies of junior high school students in learning English by finding out what learning strategies they employ most frequently according to four language skills. Data were collected using survey questionnaire with 34 eight grade students. They responded to the questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford, and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 40 statements concerning the four major English Language Skills. They are listening, speaking, reading and writing. The responses calculated through statistical analysis in terms of frequency, mean and standard deviation by using Statistical Package for Social Science (SPSS) 20 for Windows. The findings revealed that the eight grades of junior high school students in Bandung were moderate users of reading, writing, listening, and speaking. These students were reported to use reading strategies the most while speaking strategies were used less. The findings of this study indicate that the students had their own learning preferences and strategies in learning English. It is recommended that research on language learning strategies should not stop from investigation and exploration in order to help the learner to be successful English language learner.

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Authors: Dirtya Sunyi Paradewari, Concilianus Laos Mbato

This study explored the language attitude in terms of gender and socio-economic status (SES) in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES). There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1) Indonesian learners showed positive language attitudes toward English (3.58); 2) positive language attitudes toward Indonesian (3.66); 3) positive language attitudes toward English and negative language attitudes toward Indonesian (3.52); 4) positive language attitudes toward Indonesian and negative language attitudes toward English (3.58); 5) positive language attitudes toward English and Indonesian (3.91). These five components of language attitudes were then correlated with gender; 1) gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097); 2) there was no relation between gender and Indonesian language attitude (-.071). In addition, SES was also related to five (5) components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155) than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031) than the learners from upper class and lower class.