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.
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<![CDATA[Improving the Academic English Achievement through Developing Students’ Self-Efficacy of Verbal Persuasions; A Classroom Action Research ]]>
<![CDATA[Komilie Situmorang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5534
<![CDATA[Self-efficacy is a drive within students that affects their thinking, feeling, motivation, and learning activities to achieve what they need. It is said to be one of the predictors of academic success leading to its urgency put into research. The study is classroom action research aiming to improve the nursing students' scores in Academic English class by raising the students’ self-efficacy through giving verbal persuasions. This action research was designed following Kemmis and McTaggarts’ model, including Planning, Action, Observation, and Reflection. 42 participants were also active students in the class of Academic English. After completing the sessions, the students were given pre-and posttest and asked to reflect on their achievements. The findings indicate that the average scores increased by 25 points between pre-and-posttest, 83.33% of participants had increased self-confidence, and 90.47% were satisfied with their test results. Further, the study shows score improvement through review, restudy, and re-try, pointing out the emergence of self-efficacy, which is not instant. It is a result of consistency and belief through the verbal persuasion given by the teacher.]]>
<![CDATA[Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement ]]>
<![CDATA[Masagus Firdaus]]>;
<![CDATA[Santi Mayasari]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5311
<![CDATA[This study was a quasi-experimental research and oriented to measure the effectiveness for student-teachers’ reading comprehension achievement. There were 80 student-teachers who joined and were grouped into experimental and control groups. They were treated for eight meetings. Both pretest and posttest instruments were integrated for collecting the data. Both paired and independent t-tests were employed to know improvement of the two groups. The findings showed that in pretest, both of groups encountered problems related to reading comprehension. However, after being treated with this Schoology learning management system (LMS) for several meetings, experimental group students gained better achievement in reading comprehension comparing to control group. Mean scores of experimental group (75.250) was bigger than control group gained (61.875). By the same token, the F-test score (0.392) with df (78) and sig. value (0.000) informed about different qualities gained by both groups, i.e., experimental and control. In a nutshell, the integration of Schoology LMS is more effective in increasing students’ reading comprehension comparing to conventional mode of learning. ]]>
<![CDATA[An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class ]]>
<![CDATA[Putri Rindu Kinasih]]>;
<![CDATA[Olivia Olivia]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5435
<![CDATA[Despite the importance of public speaking skills, unfortunately, research about public speaking classes mainly focuses on the attempt to minimize the students’ anxiety and discomposure. Whereas other crucial issues need to be investigated such as the quality of learning materials in public speaking classes having poor quality and students’ difficulty in speaking naturally. This research aimed to investigate the usage of movies in enhancing students’ ability to deliver speeches. The participants of this study are 67 students majoring in English Language and Literature consisting of 46 females and 21 males. All participants were taking the listening-speaking class and public speaking class. This study adopts the mixed-method approach. Firstly, to see the progress of students’ public speaking skills, we conducted a pre-test and post-test which were analyzed based on a scoring rubric proposed by Joe et al. In addition, questionnaires were distributed to understand participants’ perceptions after learning about public speaking through movies. Lastly, a semi-structured interview was done to enrich the discussion. The results showed that movie clips are effective in increasing students’ interest in following an online class because the lesson felt contextual. The participants’ public speaking skills also improved as students can apply the strategies to attract audiences.]]>
<![CDATA[Reflective Teaching of EFL Instructors at Shambu College of Teacher Education ]]>
<![CDATA[Moti Alemayehu Dheressa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5186
<![CDATA[Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. A qualitative data approach was hired to accumulate records from 10 EFL instructors triangulating semi-structured interviews, diaries, journals, and observations. Data analysis through thematic analysis is used for this to take a study. The results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. The codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. In the case of effects, the codes were labeled into classes of inner and outside outcomes. It was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. Regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust.]]>
<![CDATA[Trainees’ Perceptions towards the Practice of Competency Based Assessment for Learning in Oromia Colleges: In Particular to Shambu, Nakamte and D/Dollo CTE ]]>
<![CDATA[Moti Alemayehu Dheressa]]>;
<![CDATA[Tamiru Olana]]>;
<![CDATA[Ebisa Bekele]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5314
<![CDATA[This study investigated Trainees’ perceptions towards the practice of competency based assessment for learning in Shambu,Nakamte and D/Dollo College of Teachers Education in Oromia Region to realize their perceptions. Therefore, descriptive design was used. A close-ended and open-ended questionnaire items with five point Likert scale was administered to thirty two trainers. In addition, to substantiate the data obtained through questionnaires, interviews with 4 experienced instructors were also held. The quantitative data was analyzed to determine the status of instructors’ perception towards the practice of CBAFL. The qualitative data which was collected using interview was described qualitatively using narrative analysis. Results of the study revealed that instructors’ have unfavorable perception towards the practice of AFL. They perceived that the practice of CBAFL in the faculty was more of theoretical and most of them assumed that students need further practical training to perform to the standard in the actual job situations. Regarding the factors that affect the practice of assessment, almost all the participants believe the following are main factors: A heavy influence of the earlier approach to methods of teaching and assessment (behaviorist) which is usually practiced by instructors; instructors give more attention to grading instead of enabling trainees to be competent through careful engagement of practical assessment tools; in addition the participants of the study also enlisted the following as main factors: trainees are not responsible for their own learning; they give priority to passing exams rather than developing competence; lack of clarity on competence-based assessment among trainee and instructors. Large numbers of respondents held the view that the practice of CBAFL was not in line with future job requirements of the graduates.]]>
<![CDATA[Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic ]]>
<![CDATA[Andi Masani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5442
<![CDATA[The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was conducted at SMP 4 Mataram involving 16 learners. This research was carried out in two cycles. The research procedure consisted of planning, implementation, observation and reflection. The observation sheets, student observation sheets, motivation questionnaires and ELT tests were employed to gain the research data. The data were analyzed in descriptive ways. The results of the study in the first cycle showed that the average score for teacher activities was 3.18, learner activities were 3.38, individual assignments were 68.25, and written tests were 67.69. Those were incomplete category. Furthermore, in the second cycle, the average score for teacher activities was 4.43, learner activities were 4.21, individual assignments were 80.88, and written tests were 84.31. These were included in the complete category. These results indicate that the indicators of success (> 4.0) and ELT achievement (> 75.00) have been exceeded. Because the indicators of success have been achieved, the study is declared successful. It means that the use of discovery learning is able to improve learners’ motivation and ELT achievement after Covid-19 pandemic.]]>
<![CDATA[The Influence of Background Knowledge on Students’ Translation Results: An Interlingual Translation ]]>
<![CDATA[Abdurrahman Hi. Usman]]>;
<![CDATA[Suratman Dahlan]]>;
<![CDATA[Abdulhalim Daud]]>;
<![CDATA[Adi F. Mahmud]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5189
<![CDATA[This research aims to identify whether students’ background knowledge influenced the translated texts from the source language (SL) into the target language (TL). This research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east Indonesia. The participants in this research included 30 students. The documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. To Analyse the data, the researchers used qualitative ways. Data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. The data showed that most of the students need background knowledge in the translation of source language into the target language. These reasons confirm that there is a close relationship between background knowledge and translation. It means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. Moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language.]]>
<![CDATA[The Improvement of the Students’ Ability in Writing Procedure Text Using Video Recipe ]]>
<![CDATA[Ahmad Zakqy Yamani Lating]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5328
<![CDATA[Writing skill is one of the most difficult language skills to be mastered for foreign learners. Learners are demanded not only to master linguistic features but also to acquire non-linguistic aspects. To train learners, teachers should provide their learners with writing exercises as much as possible in classes. This study is aimed at investigating the effectiveness of video recipes to improve students’ writing procedure texts at the nineth-grade students of SMPN 1 Mojowarno, East Java. This study involved 32 students as participants that consisted of 16 males and 16 females. This study was designed in the classroom action research. The CAR procedure consisted of Planning, Implementing, observing, and reflecting. Each phase has activities dealing with the use of video recipe to improve students’ writing procedural texts. To state students’ criterion of success, the researcher enacted the score of 76. This study passed two cycles. In the first cycle, students still are achieving the passing grade. Students have achieved the passing in second cycle. Based on the results, the students showed their interest, pleasure, enthusiasm and curiosity during the implementation of video recipes. Therefore, this study can be inferred that video recipes was able to improve the students’ ability in writing procedure text at SMPN 1 Mojowarno.]]>
<![CDATA[The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension ]]>
<![CDATA[Dewi Fatima Nur Alfatihah]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5460
<![CDATA[Reading interest is one aspect of encouraging the reading comprehension process. However, the level of reading interest in Indonesia is still low. In this situation, as an academic component, undergraduate-students also have an obligation to read. This is driven by the academic life of lectures which require students to have reading comprehension skills. Because of these two circumstances, the reason for this study was to investigatethe correlation of students' reading interest and reading comprehension in higher education levels. This study was conducted through a quantitative approach and correlation study as the method. The population of this research is about 140 students of EFL semester four who are active in the English language education study program of Universitas Brawijaya. By using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. This study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the SPSS program. The finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a Pearson product moment (r-value) of .356, which indicates a weak positive correlation. Therefore, it can be concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that there is a significant correlation between reading interest and reading comprehension.]]>
<![CDATA[Engaged Reading: Moving from Theory to Implication for L2 Learners ]]>
<![CDATA[Sheikh Mohammad Masud Selim]]>;
<![CDATA[A B M Shafiqul Islam]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5281
<![CDATA[There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.]]>
