LLT Journal A Journal on Language and Language Teaching最新文献_第8页

INDONESIAN EFL STUDENTS’ THESIS CONCLUSIONS: ORGANIZATIONAL PREFERENCES AND PEDAGOGICAL IMPLICATIONS 印尼英语学生的论文结论:组织偏好与教学意义

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-19 DOI: 10.24071/llt.v25i2.3715

B. Avena, Mateus Yumarnamto

{"title":"INDONESIAN EFL STUDENTS’ THESIS CONCLUSIONS: ORGANIZATIONAL PREFERENCES AND PEDAGOGICAL IMPLICATIONS","authors":"B. Avena, Mateus Yumarnamto","doi":"10.24071/llt.v25i2.3715","DOIUrl":"https://doi.org/10.24071/llt.v25i2.3715","url":null,"abstract":"This paper examines thesis conclusions written by the students of an English education program at a private university in East Java Indonesia. The central question guiding this study is “How do the authors of the theses organize their conclusions?” This study is a genre analysis. The data sources were 24 undergraduate thesis conclusions written from 2017 to 2019, consisting of 12 quantitative theses and 12 qualitative ones. The analysis was conducted in the framework of genre analysis by identifying the major moves and steps. Bunton’s (2005) framework for the generic structure of conclusions was used to understand the data. The results indicate that the majority of the conclusions follow the generic structure with its moves and steps as suggested by Bunton. However, different preferences in organizing the thesis conclusions were apparent between the two groups of thesis conclusions. These findings reflect the mastery of the particular academic genre by the students as well as their preferences in organizing moves and steps. Pedagogical implications of the findings are discussed in teaching English as a foreign language (TEFL).","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

RHETORICAL MOVES IN THE BACKGROUND SECTIONS OF EFL INDONESIAN VOCATIONAL COLLEGE STUDENTS 英语印尼语高职学生背景部分的修辞动作

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-18 DOI: 10.24071/llt.v25i2.4273

T. Rahayu, Ita Permatasari, Imam Mudofir, Alief Sutantohadi, M. Maftuh

{"title":"RHETORICAL MOVES IN THE BACKGROUND SECTIONS OF EFL INDONESIAN VOCATIONAL COLLEGE STUDENTS","authors":"T. Rahayu, Ita Permatasari, Imam Mudofir, Alief Sutantohadi, M. Maftuh","doi":"10.24071/llt.v25i2.4273","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4273","url":null,"abstract":"Rhetorical moves in academic writing are interesting topics and strategic issues in linguistics. Many studies have investigated the moves in all sections of research articles for example abstract, introduction, research method, findings and discussion, and conclusion. However, few studies investigated the rhetorical moves found in vocational college students’ academic writing, particularly in a background section. Therefore, this current research was aimed at revealing the rhetorical moves and patterns in the background of the study. This study analyzed 29 background sections from final project reports of vocational college students enrolled in the English study program of one of the state polytechnics in Indonesia. The reports were developed based on two major areas namely tourism and journalism. The data were analyzed by referring to the CARS model by Swales (2004). This research revealed that Move 1 and Move 3 occurred in all background sections. However, Move 2 was not used in several background sections although Step 1 in Move 2 is obligatory. Regarding the rhetorical patterns, seven patterns were found with different frequencies. The most used pattern was M1-M3S1. The current study may give implications to pedagogical settings related to the emphasis on establishing a niche in the background section.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43089912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

EXPLORING THE LEVEL OF STUDENTS’ SELF-EFFICACY IN SPEAKING CLASS 口语课学生自我效能水平的探究

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-18 DOI: 10.24071/llt.v25i2.4432

Antonius Setyawan Sugeng Nur Agung, Efrika Siboro, Charito A Quinones

引用次数: 1

TEACHING ESP USING MYKLASS IN UNIVERSITAS MUHAMMADIYAH YOGYAKARTA: STUDENTS’ PERCEPTION 瑜伽大学使用MYKLASS教授ESP：学生的感知

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-14 DOI: 10.24071/llt.v25i2.2994

Yashinta Farahsani, Margaretha Dharmayanti Harmanto

{"title":"TEACHING ESP USING MYKLASS IN UNIVERSITAS MUHAMMADIYAH YOGYAKARTA: STUDENTS’ PERCEPTION","authors":"Yashinta Farahsani, Margaretha Dharmayanti Harmanto","doi":"10.24071/llt.v25i2.2994","DOIUrl":"https://doi.org/10.24071/llt.v25i2.2994","url":null,"abstract":"Many non-English departments study English for Specific Purposes (ESP) to improve students' vocabulary related to their field. UMY has established a program called MyKlass as a facility to do online learning. This program provides many features, such as sharing materials in the form of documents, pictures, or media; conducting quizzes; assignment submission; and attendance. However, teaching ESP using MyKlass also faces some difficulties such as students' motivation to read the material, the teacher's control in evaluating students' study progress, and students' problem in improving English vocabulary in specialized language. Using a questionnaire distributed to 234 Accounting and Mechanical Engineering students, the writers found out the students' perception of using MyKlass from their motivation and perception in learning ESP using MyKlass, their perception of the aspects of benefits, and their perception of learning ESP Using MyKlass. Most of the answers showed positive responses; therefore, we can conclude that ESP online learning using MyKlass has been very beneficial to the students regardless of the technical problems that students sometimes encounter.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42585698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

ERROR ANALYSIS AND ENGLISH SYLLABUS 错误分析与英语教学大纲

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-11 DOI: 10.24071/llt.v25i2.3547

Ali Akbar Khansir

引用次数: 0

THE PERCEPTIONS OF INDONESIAN SECONDARY EFL TEACHERS CONCERNING THEIR ROLES IN SYLLABUS DESIGN 印尼中学英语教师对教学大纲设计角色的认知

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-11 DOI: 10.24071/llt.v25i2.3584

Fatmawati Nita, O. Purwati

{"title":"THE PERCEPTIONS OF INDONESIAN SECONDARY EFL TEACHERS CONCERNING THEIR ROLES IN SYLLABUS DESIGN","authors":"Fatmawati Nita, O. Purwati","doi":"10.24071/llt.v25i2.3584","DOIUrl":"https://doi.org/10.24071/llt.v25i2.3584","url":null,"abstract":"In dealing with syllabus design, teachers must recognize their roles in syllabus design since they are taking part in it. Consequently, this current study attempts to explore Indonesian secondary EFL teachers concerning their roles in syllabus design. It covers three points: their general perceptions, their boundaries, and their qualification as the EFL teacher in syllabus design. The main theory used in this study is by Nunan (2000) related to the roles in syllabus design. This study applied a qualitative approach using open-ended questionnaires and virtual interviews as the instrument of the study. A total of five respondents have participated in this current study. The results found that the teachers believe that they have a role as the implementer and designer of syllabus design. Related to their boundaries in teaching English, all teachers create and develop the syllabus based on the student's needs. Besides, it discovers that teachers are likely to have the freedom to design their activities and materials based on the student's needs even though they should follow the basic element of the syllabus provided by the authorities. Finally, the teachers still need guidance and training in syllabus design since they have a fewer understanding of syllabus design.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING 识别双语图画书中的作曲工具

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-10 DOI: 10.24071/llt.v25i2.4696

N. Mufida, H. Ningsih

{"title":"IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING","authors":"N. Mufida, H. Ningsih","doi":"10.24071/llt.v25i2.4696","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4696","url":null,"abstract":"Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46738264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS 学生对网络专业叙事写作课教师批改反馈的看法

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-07 DOI: 10.24071/llt.v25i2.4659

Prema Gupita Sukha, L. Listyani

{"title":"STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS","authors":"Prema Gupita Sukha, L. Listyani","doi":"10.24071/llt.v25i2.4659","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4659","url":null,"abstract":"This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback. Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

REGISTER CATEGORIES (FIELD, TENOR, MODE) OF THE TEXT 注册文本的类别（字段、主旨、模式）

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-07 DOI: 10.24071/llt.v25i2.4724

H. Darong

引用次数: 1

TEACHERS’ ATTITUDES TOWARDS CODE-SWITCHING IN ETHIOPIAN EFL CLASSROOMS 埃塞俄比亚英语课堂教师对语码转换的态度

LLT Journal A Journal on Language and Language Teaching Pub Date : 2022-10-06 DOI: 10.24071/llt.v25i2.4954

Eyasu Hailu Tamene, Arega Temesgen Desalegn

{"title":"TEACHERS’ ATTITUDES TOWARDS CODE-SWITCHING IN ETHIOPIAN EFL CLASSROOMS","authors":"Eyasu Hailu Tamene, Arega Temesgen Desalegn","doi":"10.24071/llt.v25i2.4954","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4954","url":null,"abstract":"Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce. This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five English teachers who were purposely selected from two secondary schools. The results revealed that the four teachers supported code-switching whereas one of the teachers had a different stance. All five teachers believed that code-switching should be used in a limited, selective, and purposeful way only when necessary. Furthermore, the results generally indicated that teachers had positive attitudes towards code-switching regarding academic, classroom management and socializing purposes although they had different stands on the specific functions of code-switching. Based on the results, it is possible to suggest that as code-switching is part and parcel of classroom discourse, teacher training programs should incorporate it as an effective instructional strategy. ","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47944885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1