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JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol 10, No 3 (2022)" : 14 Documents clear
An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies Ebidel Erickson
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5389

Abstract

In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.
Teachers’ Pedagogical Practices to Support Learners’ Functional Literacy Development: The Context of Mother Tongue Language Annette Naddumba; Logamurthie Athiemoolam
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5499

Abstract

The sociocultural perspective maintains the view of understanding literacy as a social and cultural practice to describe reading and writing in multiple and evolving language activities. It means that literacy development is related to actions and beliefs which a student creates to define him or herself in particular cultural settings or circumstances. These circumstances further describe what resourceful individuals like teachers would offer or create in terms of language tasks or events to help students be identified as readers and writers. This qualitative study aimed at gaining deeper insights into teachers’ pedagogical practices to support functional literacy through mother tongue languages. Based on in-depth interviews, focus group discussions and classroom observations, this phenomenological study examined literacy instructional practices which offer a pedagogically grounded and positive learning environment where teachers use mother tongue as a medium of instruction to support learners’ early literacy acquisition processes. Thus, the study provides substantial findings which depict the role of children’s previous language experiences and teachers’ constructive classroom engagements as a basis for functional literacy development.
Accommodating Learners’ Multilingual Capabilities in an English First Additional Language Classroom Kufakunesu Zano
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5267

Abstract

Debatably, in South Africa, there is an absence of a consensus about a teaching method that can inform multilanguage usage for English first additional language learners in the Further Education and Training phase. This study argues that 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. The study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an English first additional language context in the Further Education and Training phase. It took place in a multilingual Grade 11 classroom. For this qualitative study, only 24 Grade 11 learners were used as participants in 4 focus groups for data collection. The results indicate that engaging in group work increases the time  English first additional language learners spend actively using their home languages with their peers. Learning English within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with their teachers and peers. Therefore, distinguishing language upbringings as a reserve might produce positive results in the classroom when teaching English to English first additional language learners as learners showcase their identities in collaboration with their contemporaries. Group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom as learning becomes learner-centric. It was concluded that group work can serve as an enabler for translanguaging, harnessing learners’ different multilingual capabilities for a better understanding of their work.
An Analysis of Writing Strategies Used by Students of English Language Department Retno Wulan Dari; Eva Rahmawati; Suvi Akhiriyah
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5413

Abstract

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.

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