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Contact Name
Adaninggar Septi Subekti
Contact Email
adaninggar@staff.ukdw.ac.id
Phone
+62274-563929
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saga@staff.ukdw.ac.id
Editorial Address
SAGA: Journal of English Language Teaching and Applied Linguistics English Language Education Department Universitas Kristen Duta Wacana (UKDW) Jalan Wahidin Sudirohusodo 5-25 Yogyakarta 55224, INDONESIA
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Kota salatiga,
Jawa tengah
INDONESIA
SAGA: Journal of English Language Teaching and Applied Linguistics
ISSN : 27157512     EISSN : 27160246     DOI : https://doi.org/10.21460/saga.2020.12
Core Subject : Education,
SAGA: Journal of English Language Teaching and Applied Linguistics (p-issn: 2715-7512, e-issn: 2716-0246) is a scientific journal published by the English Language Education Department of Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia. It publishes articles twice a year, in February and in August. SAGA encompasses research articles, original research reports, and theoretical perspectives on: 1. English Language Teaching and Learning 2. Curriculum and Material Development 3. Global Englishes 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP) 6. Critical discourse analysis 7. Critical literacies and critical pedagogies 8. Individual differences in language teaching 9. Digital English learning and technology 10. Language learning assessment 11. Teaching English for young learners 12. English teacher professional development 13. Inclusive education in English language instructions 14. Applied linguistics
Articles 14 Documents
EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES Porras, Anthony
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.178 KB) | DOI: 10.21460/saga.2020.11.7

Abstract

The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.
ISOLATED AND INTEGRATED GRAMMAR TEACHING IN TERTIARY EFL CONTEXT: INDONESIAN TEACHERS’ BELIEFS Murtisari, Elisabet Titik; Salvadora, Laura; Hastuti, Gita
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (715.122 KB) | DOI: 10.21460/saga.2020.11.9

Abstract

While there are a lot of debates surrounding isolated and integrated grammar teaching, there is still limited research on their uses in EFL settings with larger class sizes and different learning environments. To fill in this gap, this case study investigates teachers? beliefs toward isolated grammar teaching (Focus on Forms/FoFs) and integrated grammar teaching (largely a version of Focus on Form/FonF) in the context of EFL tertiary language study in Indonesia. The data were obtained by conducting semi-structured interviews with 10 Indonesian teachers of a private university?s English language program. In general, the teachers tended to value one of the approaches for different aspects, but there was less consensus on their effectiveness to promote students? ability to apply grammar in context. In spite of this, most considered the approaches to complement each other. Nevertheless, over half of the participants indicated that isolated grammar teaching should assume a primary role in their context for practical reasons. Drawing on mostly teachers' experience in grammar teaching, this small-scale research offers more crucial insights into how isolated and integrated grammar teaching like FonFs and FonF are viewed at a more practical level amidst controversies on how to best teach grammar.
STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES Rakasiwi, Rendhi; Listyani, Listyani -
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.515 KB) | DOI: 10.21460/saga.2020.12.13

Abstract

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically and creatively, work better in groups, and solve problems collaboratively. This study investigated students? perceptions on the use of collaborative brainstorming in an academic writing class and its effectiveness in the students? eyes in writing. The participants of this study were thirty-three English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in academic writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students? minor participation during group discussions.
REVISITING TRANSLATION AS A FOREIGN LANGUAGE LEARNING TOOL: CONTRASTING BELIEFS OF DIVERSELY PROFICIENT STUDENTS Karimah, Anisatul
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.476 KB) | DOI: 10.21460/saga.2020.11.14

Abstract

Translation as a learning tool or strategy, which is also known as pedagogical translation, has reemerged as a topic of discussion after being overshadowed by the popularity of the communicative approach. While a number of experts and scholars perceive translation or the use of L1 as interference, several others believe that translation does not really disappear from foreign language learning practices. As many research findings showed beneficial impacts of using translation activities to enhance foreign language learning, other research looked into learners? perception of the use of pedagogical translation. An interesting contradiction was found stating that diversely proficient students had different perceptions of the usefulness of translation activities as a learning tool (Calis & Dikilitas, 2012; Dagiliene, 2012). Therefore, this research attempted to investigate learners? beliefs on translation practices as a learning tool in their foreign language classroom respective to their proficiency levels. University students of non-English major were involved in this research. Questionnaire and interview were employed to gather relevant data. The findings reveal how translation as a learning strategy was perceived by learners with different ranges of proficiency levels.
WASHBACK OF BROADCAST PROJECT-BASED ASSESSMENT FOR TOURISM 4.0 ERA ON STUDENTS’ LEARNING Palupiningsih, Angesti; Kusumastiti, Weka
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1885.836 KB) | DOI: 10.21460/saga.2020.11.24

Abstract

Language assessment should support the learning process. Therefore, studying the washback of the assessment process is important to evaluate whether the assessment supports the learning process. English for tourism students is part of English for Specific Purposes (ESP). Therefore, the appropriate assessment should be authentic since the need of their English is to perform their English based on their future professional setting. In Tourism 4.0 Era, tourism is not only dealing with welcoming guests, guiding, or arranging an itinerary but also broadcasting using internet media. One of the efforts to prepare the students with those demands is conducting the broadcast project-based assessment. This research aims at identifying its washback in the students? learning. In-depth interview was employed as the data collection method. The results show that motivation and learning improvement were the washback of broadcast project-based assessment on learning.
WATCHING VIDEOS TO IMPROVE AUTONOMOUS LEARNING BEHAVIOR FOR UNIVERSITY STUDENTS AS GENERATION Z Rahayu, Setya Putri
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (729.159 KB) | DOI: 10.21460/saga.2020.11.25

Abstract

Perubahan teknologi telah membawa dampak besar bagi pengembangan proses belajar mengajar. Selain itu, siswa sebagai bagian dari generasi Z cenderung mencoba metode baru untuk mempelajari sesuatu yang baru. Tujuan dari penelitian ini adalah untuk menyelidiki perangkat yang disukai siswa dalam belajar bahasa Inggris secara mandiri di luar kelas dan untuk menganalisis lebih dalam mengapa siswa lebih suka menggunakan perangkat sebagai cara mereka untuk belajar bahasa Inggris sebagai bahasa asing. Metode campuran diterapkan dalam penelitian ini untuk menjelaskan lebih dalam dan lebih luas tentang perilaku belajar mandiri di kalangan siswa. Analisis kuantitatif deskriptif dan pendekatan fenomenologi digunakan dalam penelitian ini. Berdasarkan hasil penelitian, hasil menunjukkan bahwa menonton video menjadi kegiatan yang paling favorit untuk belajar bahasa Inggris secara mandiri karena video telah menawarkan beberapa manfaat seperti memperkaya kosakata, meningkatkan keterampilan mendengarkan, dan memberikan contoh nyata pengucapan. Namun, siswa masih merasa lebih mudah jika guru memberi mereka petunjuk untuk menentukan video apa yang harus mereka tonton.
UNDERGRADUATE STUDENTS’ PERCEPTION TOWARDS GRAMMAR ASSESSMENT IN THE EFL CLASSROOM Rahman, Fadhlur
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.386 KB) | DOI: 10.21460/saga.2020.12.26

Abstract

This study aimed to explore how grammar assessment in the EFL classroom was implemented at the English Department of the State Islamic University of Ar-Raniry (UIN Ar-Raniry). The researcher investigated learners? perspectives regarding the congruence of the grammar assessment with the planned learning, assessment authenticity, transparency, and their capability in the classroom. A total of 69 fourth-year students of the English Department responded to the questionnaire with 24 five-point Likert scale items. The quantitative data of Students? Perceptions of Assessment Questionnaire (SPAQ) items were descriptively analysed using the SPSS16 program. The result offers significant insights into the ways students viewed classroom-based grammar assessments. It was shown that students perceived a slight congruence between grammar assessment and planned learning, as well as inadequate transparency regarding the purpose, authenticity, and assessment forms. Moreover, the result indicates that their perceived capability in taking the assessment was rather unsatisfactory.
INTEGRATING LEARNER CORPUS ANALYSIS INTO THE TEACHING OF ENGLISH ACADEMIC WRITING Araminta, Lavinia Disa Winona
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.468 KB) | DOI: 10.21460/saga.2020.11.28

Abstract

Practical implementation of learner corpus research to inform language pedagogy has been common, given the availability of resources, such as a large amount of data about the products of language learning and factual language uses, and the necessary technology, such as concordance programs. This article lays out the typical analyses of learner corpora and the implications of and issues surrounding such studies on second/foreign language teaching based on the existing literature. More specifically, the article captures the need for a more extensive corpus of Indonesian learners? English other than what is already available to represent more insights about English language teaching in Indonesia. Furthermore, it proposes the development of an in-house learner corpus for direct and indirect uses at Universitas Indonesia. An actual trial on building a sample learner corpus and running a lexical analysis demonstrates the plausibility of integrating learner corpus into the teaching of academic writing on higher-education levels.
LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA Devina, Devina; Varona-Domblas, Santiago
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2314.151 KB) | DOI: 10.21460/saga.2020.11.29

Abstract

Menentukan implementasi dan eksusi dari sebuah kelas, kepercayaan dari seorang guru memiliki peran yang penting sebagai aspek fundamental dari sebuah pengajaran bahasa. Di dalam perkembangannya, kepercayaan juga mempengaruhi kemampuan pemelajar dan kesuksesan tujuan pembelajaran. Penelitian ini bertujuan untuk melihat kepercayaan seorang guru Spanyol di sebuah lembaga bahasa swasta di Australia. Data didapatkan dari interview dan observasi kelas. Interview didesain untuk menggali kepercayaa guru yang berkaitan dengan pendekatan pembelajaran bahasa. Terlebih lagi, observasi di dalam kelas yag dilakukan dengan 1) complete observer observation dan 2) complete participants observation didesain untuk melihat sejauh mana guru mengimplementasikan kepercayaannya pada prakteknya. Kuestionair sebelum kelas dimulai diberikan kepada pemelajar untuk mengetahui latar belakang mereka. Dalam era di mana pendekatan communicative menjadi poros utama pembelajaran bahasa, penelitian ini merekomendasikan pendekatan lain yaitu scaffolding. Temuan dari penelitian ini memperlihatkan bahwa faktor-faktor yang menentukan kepercayaan guru tersebut adalah; durasi pembelajaran yang terbatas, pemelajar di kelas yang sedikit, dan status bahasa Spanyol di Australia sebagai bahasa asing - di mana sumber-sumber pembelajaran sangatlah terbatas. Dalam kondisi di mana sumber pembelajaran target language (TL) tergolong sedikit, metode scaffolding dengan sukses dan efisien membangun pemelajar dengan pengetahuan bahasa Spanyol yang memadai. Mengambil scaffolding sebagai fondasi utama dalam membangun kemampuan linguistik pemelajar, penelitian ini memberikan pandangan mengenai penggunaan scaffolding dalam pengajaran dan pembelajaran bahasa. 
THE EFFECT OF USING 3-2-1 STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT Deliany, Zhenita; Erfan, Erfan; Bindarti, Wiwiek Eko
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.886 KB) | DOI: 10.21460/saga.2020.12.39

Abstract

Reading comprehension means the ability to know the meaning of the information provided in the reading text. This comprehension is influenced by various aspects. This research focused on the use of reading strategy as one of many aspects that affect reading comprehension. The researcher determined to investigate the effectiveness of the 3-2-1 strategy when employed in reading comprehension especially on narrative text. This research aimed at investigating the effect of using 3-2-1 strategy on students? reading comprehension achievement. The design of this research was a quasi-experimental research. The participants were the eighth grade students of junior high school. The result in the form of post-test scores was analysed by using Independence sample t-test in SPSS computing system. Based on the calculation of the data analysis, the significant value was 0.046 which was less than 0.05 (p<0.05). The result indicated that there was a significant difference. Therefore, it can be concluded that the 3-2-1 strategy gave a significant effect on the students? reading comprehension achievement.

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