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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 16 Documents
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Search results for , issue "Vol 11, No 1 (2023)" : 16 Documents clear
Using Music Video ASL (American Sign Language) to Improve Students’ Learning Achievement and Motivation Yuliana Ningsih; Wan Yuliyanti
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.5856

Abstract

Students' motivation to learn English is low. Consequently, in the eyes of the students, English subjects become less meaningful, and the end of all that is low in students' achievement. This study aimed to investigate the use of Music Video ASL (American Sign Language) to improve students learning achievement and motivation at the Politeknik Negeri Tanah Laut. The study was classroom action research conducted in two cycles with the subjects of the second-semester Agroindustry study program, Politeknik Negeri Tanah Laut. The data sources were formative tests conducted at the end of every cycle, classroom observation, and student questionnaires. Data were analyzed descriptively to know the improvement of students' achievement and motivation in the learning process towards implementing Video ASL in the classroom. The research findings revealed improvement in students' achievement, from the average score of 52.19 in the pre-cycle, 69.84 at the end of Cycle 1, and 76.41 in Cycle 2. The study concluded that using Music Video ASL motivated students; they actively participated in the class and had very positive views.
The Effect of Mind Mapping Technique on Students' Writing Skills Jusmin HJ Wahid; Sari Sudirman
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6692

Abstract

Writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. Students need a technique to improve their writing skills. Following this, the mind mapping technique is used to help students to improve their writing skills. The quasi-experimental research method involved two groups, namely the experimental and the control class. Both classes were given a pre-test at the beginning. Then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. Then, this research gave the instrument in the last session of this study, both groups were given a post-test. Then for data collection, researchers used a written test and data analysis using a t-test. It proves that there was a significant score on the t-test and the mean score of the experimental class and control class. In the experimental class score is 3.0 and the mean is 28.25. While in the control class, the t-test score is 3.0 and the mean score is 25.00. It proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand.
Integrating Content and Language to Teach ESP Online Writing with the Assistance of Google Docs Susilawati Susilawati
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6617

Abstract

The integration of content knowledge and language should be applied while instructing writing in English for Specific Purposes (ESP) lessons. In an online lesson, additional vital support comes from a proper online writing tool. Therefore, the present study aims to portray how to teach writing in ESP classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were structured based on the writing stage, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) constructs. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning (PeLE) constructs of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing. Recommendations for potential research are also discussed. 
The Language Variations Used among Speakers of Sasak Lombok, West Nusa Tenggara Sugianto Sugianto; Muhammad Asrul Hasby
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6071

Abstract

Sasak language is rich of language varieties, both in dialect (pronunciation) and vocabulary. It is a unique language which shows some influences from Java, Bali and Makasar as the neigbouring Islands. The research is aimed at revealing the language variations made by the “sasak” speaker (an Austronesian language family) when they speak “sasaknese”. The research is qualitatively describe how the speakers of sasak stand the existence of their language by renewing, updating it through language variations to gain belonging sense among teens who were gradually used modern languages.  For the sake of finding out accurate and valid data on sasaknese language variations used, some related literatures on relevant issues were deeply read and reviewed to provide the supporting data sources. The research data were collected and analyzed in qualitative ways. The model of data analysis were divided into three stages of data analysis, those stages are data reduction where the researcher selects and simplifies the big data into a more simple and readable one. And then display the data where the researcher fits the selected data into tables, matrixes or charts to support reader  data display. The last stage is conclusion drawing and verification where the researcher made some verifications data to draw a final conclusion of the research. After all, the reports the language variations exist in sasak language, a language that is spoken by native community who live in Lombok. This local language is now endangered for the ignorances.
Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children Quinta Kemende Wunseh; Erasmos Charamba
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6447

Abstract

Language diversity is generally a norm in multilingual South African classroom. Orellana and García (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. Language brokering and code-switching form part of the everyday teaching and learning tools needed in South African multilingual classroom setting. Data was collected by means of observation and semi-structured interviews. Snowball sampling was used to select Francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. Their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. This research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. Using the sociocultural theories and the funds of knowledge (FoK), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources.
Students’ Perception of the Use of Youtube in English Language Learning Tania Tahmina
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6883

Abstract

Digital learning has become a new learning mode in higher education.  Learners have become heavily dependent on YouTube channels and other technology-enhanced language learning platforms. As the YouTube platform has become an inexorable part of students’ lives, language teachers can explore their perceptions and assist them to learn English language with the help of this platform. This study aimed to find out the learners’ perception of using YouTube as a learning medium to enhance their language learning. In addition, a few pedagogical implications will also be provided. The research respondents comprised sixty-six undergraduate students of the Department of English, Jagannath University, Dhaka, Bangladesh. The data were collected using a questionnaire and semi-structured interviews. The findings revealed that the majority of the students reported that they benefitted by watching YouTube educational videos; however, in preparing assignments, being attentive while studying, and acquiring grammatical competence, learners reported that this platform had little impact. Most of the students reported that YouTube helped them to learn English vocabulary, to make learning English very interesting, to comprehend the contents of YouTube videos in a very easy manner, get relevant materials to learn English language, acquire English language better by writing down the major points in a diary while watching videos, to develop speaking skills watching YouTube videos, and to enhance listening comprehension. Therefore, based on the findings of this study, it can be concluded that the use of YouTube has numerous positive impacts on EFL learners’ English language proficiency.

Page 2 of 2 | Total Record : 16

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