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All Journal ELS Journal on Interdisciplinary Studies in Humanities JOLLT Journal of Languages and Language Teaching
Hasriani G, Hasriani G
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Language Learning Strategies of a Polyglot: Bridging Theory and Practice Wahyu Sudewi, Putu; Isma, Adi; Hasriani G, Hasriani G; Imansari, Nurul
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44221

Abstract

Second language acquisition (SLA) research has extensively examined language learning in formal, often monolingual, classroom settings, there is a noticeable lack of empirical investigation into how polyglots acquire, manage, and sustain multiple languages. This gap is particularly significant given the rising importance of multilingualism in a globalized world and the proven cognitive, cultural, and professional benefits it offers. This qualitative case study examines the language learning strategies of Indonesian polyglot proficient in seven languages: Indonesian, English, Mandarin, Korean, Japanese, Arabic, and Latin. Through a purposive sampling method, the participant was interviewed via Zoom, and data were analysed using Oxford’s (1990) taxonomy of language learning strategies. The study identified both direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social) used by the participant. Findings reveal that the participant’s language proficiency is achieved through a strategic integration of diverse methods tailored to specific goals and contexts. Motivation driven by extrinsic factors like scholarships, personal interests, and intrinsic spiritual reasons played an important part of learning a language intensity. The participant preferred structured tools, analytical comparisons, and regular practice, while affective and social strategies helped manage emotional challenges and maintain motivation. This study supports Oxford’s framework and highlights the importance of clear goals, sustained motivation, and community engagement in successful multilingual acquisition.
English Teachers’ Pedagogical Competence in Regard to Planning the Teaching and Learning Process Hasriani G, Hasriani G
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4891

Abstract

This research aimed at identifying the English teachers’ pedagogical competence in planning the teaching and learning process. The profile of English teachers’ pedagogical competence in planning the teaching and learning process was based on the National Standard of Education, in section 28, sub-section 3 point a. The researcher employed descriptive evaluative method. The subjects of this research were four English teachers from different schools of Madrasah Aliyah in Kabupaten Enrekang. The purpose of the research was to describe the teachers’ pedagogical competence in planning the teaching and learning process. Based on the result and discussion, the four teachers had different quality in terms of pedagogical competence in planning the teaching and learning process. The scores of the teachers were: teacher 1 = 4 (very good), teacher 2 = 3 (good), teacher 3 = 3 (good), and teacher 4 = 3 (good). Based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to planning the teaching and learning process. The four teachers realized the importance of the arrangement of lesson plan before teaching the students in the classroom.
Co-Authors Adi Isma Imansari, Nurul Putu Wahyu Sudewi