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All Journal RETORIKA: Jurnal Ilmu Bahasa Al-Lisan Indonesian JELT English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Tell : Teaching of English Language and Literature Journal Register Journal Loquen: English Studies Journal Adabiyyat: Jurnal Bahasa dan Sastra ACITYA Journal of Teaching & Education Ethical Lingua: Journal of Language Teaching and Literature Nivedana : Jurnal Komunikasi dan Bahasa JOLLT Journal of Languages and Language Teaching Jurnal Sinestesia Edu Cendikia: Jurnal Ilmiah Kependidikan JOEY : Journal of English Ibrahimy Surakarta English and Literature Journal REGISTER JOURNAL Jurnal Pendidikan Progresif Journey: Journal of English Language and Pedagogy
Sayit Abdul Karim
Universitas Teknologi Yogyakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Promoting EFL Students’ Speaking Performance through ELSA Speak: An Artificial Intelligence in English Language Learning Sayit Abdul Karim; Annisa Qotrunnnada Sofyana Hamzah; Nasywa Maudyna Anjani; Juani Prianti; Irene Gabriella Sihole
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8958

Abstract

The presence of a technology-based speech learning application namely English Language Speech Application (ELSA), an artificial intelligence (AI) may promote EFL students' speaking performance because of its great features. This research attempts to examine EFL students' speaking performance by using the ELSA speak application, further explore their perceptions of using it, and find out the inhibiting factors influencing low performance in their speaking. A mixed-method research design was applied to obtain both quantitative and qualitative data. 21 EFL students (5 Males and 16 Females) from Universitas Teknologi Yogyakarta were involved in the data gathering process which was collected by using a test, questionnaire, and semi-structured interview. Furthermore, pre-test and post-test were conducted to examine their speaking ability, and a questionnaire using a 4-point Likert scale. In addition, a semi-structured interview was conducted to further explore the inhibiting factors of their low speaking performance. The findings revealed that students' speaking ability has significantly improved after using the ELSA application. It can be known the mean score of pre-test results was 75, meanwhile, the post-test score was 88. There was a 17% improvement after using the ELSA application. Furthermore, of 20 respondents, 18 (90%) of respondents feel confident in speaking English by using the ELSA Speak application. Only 2 (10%) of the respondents disagree and none strongly disagree about the statement. Of 20 respondents, 16 or 80% of respondents have positive perceptions that using ELSA may increase their speaking performance. Moreover, of 20 respondents, 19 or 95% of respondents perceived ELSA to be a great speech application that could boost their motivation to improve their speaking performance. 18 or 90% of respondents perceived that this application has a good quality learning design. Meanwhile, internal and external factors were identified as the inhibiting factors influencing their low speaking performance. 
The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Adimas Jaka Pratama; Sayit Abdul Karim; Gordan Matas; Suryo Sudiro
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.
Elevating Students’ Narrative Writing Ability Through Local Legend Picture Series Syailendra, Axel; Karim, Sayit Abdul; Matas, Gordan; Ramli, Ramli; Ismail, Hijril
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12446

Abstract

This research aimed to detect students' ability to write narrative text using local legendary picture series and further explore their perceptions of using picture series in writing narratives. A descriptive quantitative research design was employed, and 30 students (10 males and 20 females) participated as respondents in the present study. Furthermore, the students were asked to write a narrative text based on a series of pictures from the local legend of Danau Toba. The findings indicated that picture series significantly enhanced students' narrative writing skills. The average scores revealed that the organization, vocabulary, and grammar were 3.19, 3.43, and 2.92 respectively, categorized into the "Good" level. Meanwhile, the average score for mechanical ability was 2.46, categorized as "Enough". Furthermore, the majority of students viewed positively to the use of picture series, with 46.67% strongly agreeing and 46.67% agreeing that picture series enhanced their ability to absorb and retain information. Thus, the picture series used are effective media for learning narrative writing skills. This study may serve pedagogical implication to the teaching of writing skills. Therefore, the researchers recommend that teachers integrate picture series in their teaching strategies and next researchers could explore the use of picture series in other text types and across various English language skills to provide broader insights and potentially more robust pedagogical strategies.
Forms and Functions of Foreign Language Centres in Indonesian Higher Education Institutions Kaslan, Iswandany; Karim, Sayit Abdul; Dwiyana Putra, I Dewa Gede Rat
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13889

Abstract

This research investigates language centres within Indonesia’s higher education institutions, aiming to examine their forms, functions, and the challenges they face. Drawing on responses from 109 participants across 14 universities, the study highlights the legal basis of their establishment, with most centres relying on rector-issued regulations. The management structure emphasizes the central role of the Head of Language Centre, responsible for both administrative coordination and academic leadership. Findings reveal a broad range of language services, with Indonesian and English as core languages, supported by various regional and international languages. Educational functions feature prominently, including language training and certification. Language centres also contribute to research by managing language-related data and serve as key hubs for community service, extending their impact beyond the university setting. However, several challenges persist, including limited infrastructure and funding, repetitive programming, and human resource limitations. Future research should expand institutional coverage, apply diverse methodologies, and examine the influence of technological developments. To strengthen the strategic role of language centres, policymakers are encouraged to implement a standardized classification and accreditation system based on their varied forms and functions. Such a framework would promote quality assurance, institutional accountability, and allow universities to leverage accredited centres for academic advancement and eligibility for government-existing research grant schemes.
Promoting EFL Students’ Speaking Performance through ELSA Speak: An Artificial Intelligence in English Language Learning Karim, Sayit Abdul; Hamzah, Annisa Qotrunnnada Sofyana; Anjani, Nasywa Maudyna; Prianti, Juani; Sihole, Irene Gabriella
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8958

Abstract

The presence of a technology-based speech learning application namely English Language Speech Application (ELSA), an artificial intelligence (AI) may promote EFL students' speaking performance because of its great features. This research attempts to examine EFL students' speaking performance by using the ELSA speak application, further explore their perceptions of using it, and find out the inhibiting factors influencing low performance in their speaking. A mixed-method research design was applied to obtain both quantitative and qualitative data. 21 EFL students (5 Males and 16 Females) from Universitas Teknologi Yogyakarta were involved in the data gathering process which was collected by using a test, questionnaire, and semi-structured interview. Furthermore, pre-test and post-test were conducted to examine their speaking ability, and a questionnaire using a 4-point Likert scale. In addition, a semi-structured interview was conducted to further explore the inhibiting factors of their low speaking performance. The findings revealed that students' speaking ability has significantly improved after using the ELSA application. It can be known the mean score of pre-test results was 75, meanwhile, the post-test score was 88. There was a 17% improvement after using the ELSA application. Furthermore, of 20 respondents, 18 (90%) of respondents feel confident in speaking English by using the ELSA Speak application. Only 2 (10%) of the respondents disagree and none strongly disagree about the statement. Of 20 respondents, 16 or 80% of respondents have positive perceptions that using ELSA may increase their speaking performance. Moreover, of 20 respondents, 19 or 95% of respondents perceived ELSA to be a great speech application that could boost their motivation to improve their speaking performance. 18 or 90% of respondents perceived that this application has a good quality learning design. Meanwhile, internal and external factors were identified as the inhibiting factors influencing their low speaking performance. 
The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Pratama, Adimas Jaka; Karim, Sayit Abdul; Matas, Gordan; Sudiro, Suryo
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.
Elevating Students’ Narrative Writing Ability Through Local Legend Picture Series Syailendra, Axel; Karim, Sayit Abdul; Matas, Gordan; Ramli, Ramli; Ismail, Hijril
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12446

Abstract

This research aimed to detect students' ability to write narrative text using local legendary picture series and further explore their perceptions of using picture series in writing narratives. A descriptive quantitative research design was employed, and 30 students (10 males and 20 females) participated as respondents in the present study. Furthermore, the students were asked to write a narrative text based on a series of pictures from the local legend of Danau Toba. The findings indicated that picture series significantly enhanced students' narrative writing skills. The average scores revealed that the organization, vocabulary, and grammar were 3.19, 3.43, and 2.92 respectively, categorized into the "Good" level. Meanwhile, the average score for mechanical ability was 2.46, categorized as "Enough". Furthermore, the majority of students viewed positively to the use of picture series, with 46.67% strongly agreeing and 46.67% agreeing that picture series enhanced their ability to absorb and retain information. Thus, the picture series used are effective media for learning narrative writing skills. This study may serve pedagogical implication to the teaching of writing skills. Therefore, the researchers recommend that teachers integrate picture series in their teaching strategies and next researchers could explore the use of picture series in other text types and across various English language skills to provide broader insights and potentially more robust pedagogical strategies.
Forms and Functions of Foreign Language Centres in Indonesian Higher Education Institutions Kaslan, Iswandany; Karim, Sayit Abdul; Dwiyana Putra, I Dewa Gede Rat
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13889

Abstract

This research investigates language centres within Indonesia’s higher education institutions, aiming to examine their forms, functions, and the challenges they face. Drawing on responses from 109 participants across 14 universities, the study highlights the legal basis of their establishment, with most centres relying on rector-issued regulations. The management structure emphasizes the central role of the Head of Language Centre, responsible for both administrative coordination and academic leadership. Findings reveal a broad range of language services, with Indonesian and English as core languages, supported by various regional and international languages. Educational functions feature prominently, including language training and certification. Language centres also contribute to research by managing language-related data and serve as key hubs for community service, extending their impact beyond the university setting. However, several challenges persist, including limited infrastructure and funding, repetitive programming, and human resource limitations. Future research should expand institutional coverage, apply diverse methodologies, and examine the influence of technological developments. To strengthen the strategic role of language centres, policymakers are encouraged to implement a standardized classification and accreditation system based on their varied forms and functions. Such a framework would promote quality assurance, institutional accountability, and allow universities to leverage accredited centres for academic advancement and eligibility for government-existing research grant schemes.
The Role of Microteaching Course in Enhanching Pre-Service Teachers’ Self-Confidence During the Teaching Practice Istiqomah, Annisa Nur; Karim, Sayit Abdul; Radjaban, R.Yohanes; Matas, Gordan
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16850

Abstract

Microteaching courses are crucial for equipping pre-service teachers with foundational skills through simulated teaching experiences before they enter actual classrooms. This mixed-methods study investigated how English Language Education Study Program (ELESP) pre-service teachers perceive the influence of microteaching courses on their self-confidence during PLP II teaching practice, and identified contributing factors. The study involved 27 ELESP pre-service teachers (9 male, 18 female) from Universitas Teknologi Yogyakarta, all of whom had completed microteaching courses and PLP II teaching practice. For the qualitative phase, six students were purposively selected for semi-structured interviews based on their high, middle, and low questionnaire scores, ensuring diverse perspectives on self-confidence during PLP II. Quantitative data was collected using a 4-point Likert Scale Scoring Rubric and analyzed, while qualitative interview data was analyzed using the interactive model adapted from Miles & Huberman (1994). Questionnaire results indicated that pre-service teachers' self-confidence related to microteaching courses in PLP II teaching practice was in a "Good" category, with an average score of 78. Interviews revealed that self-concept was the most dominant influencing factor. This was shaped by internal aspects like material preparation and external elements such as peer and mentor-teacher feedback. Additionally, self-esteem was significantly impacted by external factors including student enthusiasm, attention, and mentor appreciation. This study distinguishes itself by focusing specifically on the role of microteaching in fostering pre-service teachers' self-confidence. The implication is study may enhance pre-service teachers' teaching skills and self-cconfidence, and serves as a reflection for the teacher educators to highlight the crucial role of microteaching in preparing pre-service teachers for school-based practice.
Co-Authors Adimas Jaka Pratama Aditama Bagus Antasari Aisyah Putri, Shifani Alamsyah, Danang Fauzi Alamsyah, Kikin Feby Amin Aziz, Yek Anggoro Jati, Tri Anggraini, Adellia Dinta Anjani, Nasywa Maudyna Annisa Qotrunnnada Sofyana Hamzah Arifin Kurniawan Arifin Kurniawan Ayu Setiya Ningsih Bayu Prasetyo Aji Bayu Prasetyo Aji Besma, Meindra Cintya Rima Puspitasari Devara Aftina Putri Dewi, Septi Riana Didha Fridayanto Didha Fridayanto Dina Rizki Annisa Dyah Ayu Rahmawati Dyah Mukaromah Ermawati , Novi Ayu Erni Cahya Utami Fadhila, Rendra Miftahul Gordan Matas Hamzah, Annisa Qotrunnnada Sofyana Hana I Khairunnisa Herlina Ayu Ramadhani Hijril Ismail, Hijril Hikmauli R., Taufan I Dewa Gede Rat Dwiyana Putra Intan Dewi Rakhmawati Irene Gabriella Sihole Isnanisa, Rizqi Istiqomah, Annisa Nur Iswandany Kaslan Jihan Jihan Jihan Juani Prianti Juhansar Andi Latief Jumiyasrini Jumiyasrini Jumiyasrini Justinio, Michael Kaslan, Iswandany Kumalasari, Diva Lailla Ningrum, Putri Matas, Gordan Maudia Rizqullah, Alifah Maura Isanti, Ratri Metyana Setyorini Miftahul Fadhila, Rendra Mohammad Faisal Umam Muhammad Ashari Putra Muhammad Ashari Putra Nasywa Maudyna Anjani Nichella Ayu Clarita Nichella Ayu Clarita Ningrum, Apriliani Dewi Puspita Nur Fadillah, Laely Nur Hasanah, Reni Nur Istiqomah, Annisa Nurhayati Nurhayati Pratama, Adimas Jaka Prianti, Juani Punta Riyadi Suryantara Putra, Ashari Putra, Muhammad Ashari Putri Lestari, Putri Putri Lisa Anggraini Putri Lisa Anggraini Qurrota A’yun, Silvianida R. Yohanes Radjaban Radita Nari Laksita Ramli Ramli Ratri Maura Isanti Royana Royana Royana RR. Ella Evrita Hestiandari Rusmanto, Genta Setyorini, Metyana Sihole, Irene Gabriella Suryo Sudiro Syailendra, Axel Syarifah Sakinah Winarna Winarna Winarna