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All Journal English Review: Journal of English Education Tell : Teaching of English Language and Literature Journal ACITYA Journal of Teaching & Education Journal of English Language and Pedagogy International Journal of Business, Humanities, Education and Social Sciences (IJBHES) Ethical Lingua: Journal of Language Teaching and Literature JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan Progresif
Matas, Gordan
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
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.
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.
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 Akbar, Arif Rizki Anggoro Jati, Tri Anggraini, Adellia Dinta Anjani, Nasywa Maudyna Besma, Meindra Dewi, Septi Riana Eko Setyo Humanika Ermawati , Novi Ayu Hijril Ismail, Hijril Hikmauli R., Taufan Istiqomah, Annisa Nur Maura Isanti, Ratri Miftahul Fadhila, Rendra Nur Fadillah, Laely Nur Hasanah, Reni Nur Istiqomah, Annisa Pratama, Adimas Jaka R. Yohanes Radjaban Ramli Ramli Sayit Abdul Karim Suryo Sudiro Syailendra, Axel Winarna Winarna Winarna Zehar, Rafika