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All Journal Humano: Research Journal Tekstual ELS Journal on Interdisciplinary Studies in Humanities Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan JURNAL PengaMAS Journal of Language and Literature Community Development Journal: Jurnal Pengabdian Masyarakat JOLLT Journal of Languages and Language Teaching ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Ilmiah Pengabdian dan Inovasi
Sutisno Adam
Universitas Khairun
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Willingness to Communicate and Its Influencing Factors among Indonesian Pre-Service Teachers Indry Widyasti Anwar; Min Jung Jee; Sutisno Adam; Sartika Sailuddin
Journal of Languages and Language Teaching Vol 9, No 4 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i4.4201

Abstract

Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program.  The result inferred that pre-service teachers have relatively high WTC. Motivation variable  scale  indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship.  Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.
The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners Adam, Sutisno; Sailuddin, Sartika Putri
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12737

Abstract

One of the challenges that language teachers face is developing the language competence of Foreign Language learners so that they can use language correctly and appropriately in a variety of social contexts. This study aims to observe whether there is an effect of pragmatic instruction in EFL classroom to learners’ grammatical and pragmatic competence. The data collected were from year 2 English students by using grammatical and pragmatic pre-tests and post-test for students to answer. Students were divided into two groups of the treatment group which receive pragmatic instructions of implied meanings and the control group which received regular teaching. Students’ answers in the tests were analysed quantitatively to obtain the mean score and further will be compared. The results show that: 1) students perform low on both aspects in both pretest and posttest (m1.1=3.63, m1.2=4.83, m2.1=4.27, and m2.2=3.47), 2) there is a moderate positive effect of pragmatic instruction on students’ grammatical competence (t(60)=-3.73, p=0.000), and 3) there’s no effect of pragmatic instruction on students’ pragmatic competence (t(65)=1.73, p=0.089). This finding indicates the role that explicit pragmatic instruction may play in boosting EFL learners’ grammatical development, along with the extensive grammar learning that learners received. It suggests the need EFL curricula revision through incorporating pragmatic features in grammatical subjects. In this way, grammar learning can be improved, and pragmatic teaching model can also be created.
Co-Authors Adelia Rahman Farida Maricar Hajar Hajar Indra Purnawan Pandjaitan Indry Widyasti Anwar Maricar, Farida Min Jung Jee Sailuddin, Sartika Putri Sartika Putri Sailuddin Sartika Sailuddin Sulmi Magfirah