JOLLT Journal of Languages and Language Teaching
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
Articles
19 Documents
Search results for
, issue
"Vol 10, No 2 (2022)"
:
19 Documents
clear
<![CDATA['Is the Picture Worth a Thousand Words?': The Interpersonal Meanings of a Dialogue in an EFL Textbook ]]>
<![CDATA[Ahmad Sugianto]]>;
<![CDATA[Ilham Agung Prasetyo]]>;
<![CDATA[Widy Asti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4510
<![CDATA[This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.]]>
<![CDATA[Appreciative Listening Using Songs for Enhancing Learners' Comprehensibility of English Expression ]]>
<![CDATA[Sharon Maria Magdalena Purba]]>;
<![CDATA[Leil Badrah Zaki]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.5004
<![CDATA[This study explores the impact of the implementation of appreciative listening using English songs on the development of students' knowledge of various expressions in English. In collecting data, 23 students from various majors and different universities were involved as participants. In this qualitative study, they were interviewed about their experiences in discovering the various uses of expressions in English songs and how their knowledge developed as they tried to explore the meaning of the expressions. They testified that through this learning method, their knowledge of the various units in the language increased and they even promoted this way of learning for other learners. The results showed that the concept of appreciative listening using songs helps learners increase their knowledge of English expressions. The involvement of songs in English courses was also proven to give a positive impact on the learning atmosphere and it also promotes autonomous learning. The results obtained from this study are in line with what researchers have found in the past; this method should be implemented in English learning for the wider community.]]>
<![CDATA[Developing a Preliminary Checklist for Vocabulary Task Evaluation ]]>
<![CDATA[Manal Laaribi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4783
<![CDATA[Language teachers are usually provided with textbook material that contains several tasks and activities. Although these activities are meant to facilitate the learning and teaching processes, it is important to approach the provided material critically, make the necessary adjustments to its components, and contextualize its themes. The use of a checklist may render this process of adopting and adapting material feasible and effective since a checklist provides a practical systematic approach to analysis. This paper will provide the reader with a preliminary design of a checklist for vocabulary task evaluation that includes a 5-point Likert scale and contains eight main items and twenty-two sub-items that represent some of the main principles of vocabulary learning. These principles have been incorporated into the checklist on the basis of relevant literature and perspectives of different researchers, experienced teachers, and teacher trainers. This paper will also provide the reader with a demonstration of the use of this checklist through the analysis of a unit’s vocabulary section of the book “Gateway to English 2.”]]>
<![CDATA[An Analysis of Slang Language in Song's Lyric "The Man Who Can't Be Moved" by the Script ]]>
<![CDATA[Hirim Rosinta Pane]]>;
<![CDATA[Marlin Steffi Marpaung]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4992
<![CDATA[Language is a bridge for people to communicate with one another in society. There is formal and informal language in the environment. This study focuses on slang language. Slang language is an informal way to communicate that is commonly utilized by adolescents. They may use slang, but some ages do not. As a result, slang language is only comprehended by certain people. As a result, slang is commonly used in songs. there are many songs that use slang language in the lyrics to deliver the song's purpose to the listener. This study uses descriptive qualitative methods to collect data from the lyrics of The Script's song "The Man Who Can't Be Moved." From the twelve types of slang that exist, five are included in the lyrics: clipping, compounding, coinage, mixing, and dialogue. According to the data, the most commonly used slang language in The Scripts song is blending, which has twelve blending terms inside the lyrics.]]>
<![CDATA[A Multilingual Turn: Translanguaging by Design Activity in an EFL Context ]]>
<![CDATA[Kufakunesu Zano]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4826
<![CDATA[Translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. This study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. This research was conducted to determine the opinions of Grade 12 EFAL learners on translanguaging by design activity in a multilingual setting. Grade 12 EFAL were chosen for their rich exposure to analysing cartoons. The class had 35 learners who were put in 5 focus groups to analyse the two cartoons. The 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. The results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. The teacher needs to alert the learners that they are free to use their home languages together with English to do an activity. This will help learners realise that there is not much difference between English and their home languages as they answer the questions. Teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners. ]]>
<![CDATA[Active Learning: Monopoly as a Media in Teaching Grammar for Eight Grader Students ]]>
<![CDATA[Ananda Dewi Lestari]]>;
<![CDATA[Ary Setya Budhi Ningrum]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4894
<![CDATA[The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.]]>
<![CDATA[Model of Tourism Terminology Implementation in Language for Tourism Purposes University Courses ]]>
<![CDATA[Tina Orel Frank]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4778
<![CDATA[Terminology is one of the key language elements in the development of communicative competence in any language for specific purposes course. Tourism, as any other field of knowledge, predisposes certain specifics in its terminology. The aim of this paper is to establish a model for effective implementation of LTP (language for tourism purposes) in a university tourism-related language course. To reach this aim tourism terminology typology has been investigated via literature review and a study of the characteristics of tourism terminology and its teaching from both teachers' and students' perspectives, conducted at the University of Primorska, The results are shown in a model of LTP terminology implementation that suggests methods and activities in teaching tourism terminology which tends to be rather multidisciplinary, internationalised and (de)terminologised. The findings are not limited solely to tourism-related foreign language courses but could be adapted to any LSP university course.]]>
<![CDATA[Exploring Students’ Experiences of Task-Based Language Teaching (TBLT) in Vocabulary Learning: A Narrative Inquiry ]]>
<![CDATA[Windi Melia Putri]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4935
<![CDATA[Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method, which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in the language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students' vocabulary knowledge in English. This study aims to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through semi-structured interviews based on interview guidelines and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students, in general, have a positive attitude toward learning vocabulary through TBLT method. It can be concluded that there are various positive experiences explained by participant, such as the use of TBLT in vocabulary learning is more interesting in learning process and students can master more new vocabulary when using the TBLT method.]]>
<![CDATA[The Effects of Vocabulary Mastery on English-Speaking Ability: A Meta-Analysis Study ]]>
<![CDATA[Helli Kristiana Br Bangun]]>;
<![CDATA[Debora Chaterin Simanjuntak]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v10i2.4995
<![CDATA[The purpose of this meta-analysis is to analyse the effects of vocabulary mastery on English-speaking ability, which has been a extensively focused on English language teaching. A descriptive qualitative technique was utilized in this study. The data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and English-speaking ability. The meta-analysis involves the studies conducted in Indonesia to draw deeper characteristics of the phenomena. The r and n were found in the data. n is the number of respondents, and r is the coefficient value. The researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. The data was analyzed with the help of JASP program. Because K = 21, 5K+10 Equals 115. The obtained fail-safe N value is 4727.000, with a significant target of 0.05 and p < 0.001. Because N > 5K+10 is a safe value, it is assumed that no publication bias exists in the Meta-Analysis study. In addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on English-speaking skills. ]]>
