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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 18 Documents
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Search results for , issue "Vol 11, No 2 (2023)" : 18 Documents clear
Leaning Meanings in Bima Language: A Study of Natural Semantic Metalanguage Rabiyatul Adawiyah
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7460

Abstract

The study of regional languages is a critical component of a nation's cultural and linguistic heritage. As such, it is imperative to conduct in-depth research into the meanings and nuances of regional languages. In this study, the Bima language (ngahi mbojo), which belongs to the Bima-Sumba language family and is widely spoken in the Bima and Dompu districts, was examined to map and explicate verbs with the concept of 'lean'. To gather the necessary data, oral and written sources were used, including storybooks in the Bima language. The research methodology utilized a combination of interviews and literature review, while the verification method was employed to collect and analyze the data. The method, which involves the alteration of form and the use of paraphrasing techniques, was utilized to determine the original meaning of the verb and its explication, resulting in 65 points of analysis. The study revealed that Bima language verbs with 'lean' can be mapped to entities, processes, tools, and results. Specifically, the lexicon used to express the concept of 'leaning' includes maru (sleeping), santengi (leaning), doho (sitting), oko (squatting), kidi (standing), and tu'u (getting up).
Developing English Grammar Instructional Materials Oriented to Constructivism Theory Andika Andika; Tahrun Tahrun; Masagus Firdaus
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.6838

Abstract

The enhancement or modification of instructional materials is essential to ensure their effectiveness as teaching aids. For the purpose of improving the quality of instructional materials and making them more appealing to educators and students alike, a comprehensive approach must be taken that considers both the content and the form of the materials. In order to make the module an attractive teaching material, it is imperative to enhance its quality. This study aimed to identify the optimal approach for developing an English grammar instructional material based on the constructivist theory and to assess its validity. The research employed a research and development method using the DDR model. The study findings reveal that the English grammar subject 1 module, containing basic and simple materials, is the most suitable form for developing an instructional material oriented to constructivism theory. Additionally, the presentation of the module is clear and well-organized, the language used is easily comprehensible, and the module's structure is user-friendly and engaging. Furthermore, the validation results demonstrate that the developed module is highly effective as an instructional material for teaching English grammar, attesting to its overall quality.
EFL Teachers’ Perceptions of Kahoot as an Online Learning Platform in Promoting Basic English Vocabulary Ketlin Melisa Situmorang; Debora Chaterin Simajuntak
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7525

Abstract

This study aims to investigate teachers’ perceptions of the effectiveness of using the Kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. The research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. The study's participants were teachers with prior experience using the Kahoot application. Data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. The findings suggest that the Kahoot application is a valuable tool for teaching vocabulary to English language learners. Teachers can leverage Kahoot to promote dynamic engagement in the learning process, which, in turn, motivates students to participate eagerly. Kahoot's enjoyable assessment features provide teachers with a platform to facilitate vocabulary learning in a more effective manner. The participants' experiences indicate that the majority of students respond positively to the use of Kahoot to enhance their vocabulary knowledge and express an interest in continuing to learn using this application.
Teaching English to Young Moslem Learners: Lessons Learned from an Expanding Circle Country Dedi Irwansyah
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7192

Abstract

A large number of research projects show an increasing interest in exploring English language teaching for young learners. Until recently, however, there has been little discussion about young Moslem learners who learn English in an expanding circle country. The purpose of this study was to provide a rich description related to the distinctive features of English teaching for young Moslem learners and to describe some plausible English teaching steps for learners. Following a case study design, this article explores informal  English teaching involving seventeen young Moslem learners that took place at a mosque located in Lampung province, Indonesia. The researcher played the role of a key instrument who observed and made sense of the teaching process. The findings of the study show that among the noticeable features are dress code and venue, topics, the use of Islamic phrases, and translanguaging. As for the teaching steps, six steps are proposed including opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. This study suggests that the tradition and the linguistic repertoire of the young Moslem learners in the expanding circle country ought to be considered as potential resources to English learning.
The Experiences and Perceptions of Teachers of the Deaf Children in a South African Sign Language Class Madisha Grace
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7462

Abstract

Since Deaf children lack the foundation of a primary language, they find it difficult to learn a second language. As a result, it is suggested that South African Sign Language[1]  be taught as a first language and that the environment's dominant vocal language, such as English, be learnt  as a second language, primarily through writing. This essay summarises the results of a master's degree study that looked at teachers' experiences teaching Deaf students in South Africa's Gauteng region English as a First Additional Language (EFAL) using a qualitative research design. The purpose of this study was to investigate teaching methods appropriate for Deaf youngsters. Four data collection tools were used: focus group interviews, individual interviews, observations, field notes and documentation. Interviews with four female Foundation teachers took place in semi-structured focus groups and a one-on-one session. Four female Foundation Phase teachers who utilised EFAL as a language of learning and instructed Deaf students to use Sign Language as a form of communication participated in semi-structured focus groups. One of the four teachers is Deaf. The responses of the participants were recorded and analysed. Two key themes emerged from the interview data: (1) team teaching and its advantages, and (2) the use of customised test questions. The results showed that team teaching, which pairs two competent instructors—one Deaf and the other Hearing—to give learners full access to classroom communication and learning, can improve the lack of teachers' training in teaching Deaf students. The modified assessment was found to enhance these kids' academic performance and EFAL learning.
Gue, Saya, Aku, Kita: Person Deictic Comparison between Male and Female Indonesian Food Vloggers Dwi Indarti
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.6975

Abstract

YouTubers, content creators, or vloggers link in some way to influence their viewers. Therefore, the use of creative languages and a good linguistic approach is crucial to convey the content of the videos. Deictic expression is a common and a universal feature in regular conversation as well as in written productions. Deixis features a word or a phrase that points out people as person deixis, time as temporal deixis, or place as spatial deixis. This study analyzes and compares the use of person deictic expressions from six videos taken from three Indonesian male food vloggers and three Indonesian female food vloggers who have the most subscribers. The findings show that there is a difference between Indonesian male and female food vloggers. While Indonesian male food vloggers are mostly use informal person deictic expression gue (English: I, informal style), Indonesian female food vloggers use formal-polite person deictic expression aku, saya (English: I, formal style). They also use kita (English: inclusive-we) to minimize the distance between them and the viewers, indicating that they are having the same experiences. The findings could help the readers and the YouTube viewers to understand the function of person deictic expression that is to place the food vloggers at the center of the situation
Helping Them To Be Good Teachers: How Community Service Equips Pre-Service Teachers to Teach English Yuli Christiana Yoedo; Dani Puspitasari
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7529

Abstract

Investigating pre-service teachers’ beliefs gives tremendous advantages for their future career development. This study was conducted in the context of elementary education. It focused on investigating the pre-service teachers’ beliefs about teaching English and how the teacher’s reflections changed their initial beliefs. We examined nineteen sophomore students who participated in community service to teach English at a public elementary school. A qualitative design was applied and reflections were carried out. Data were gathered through in-depth interviews and direct classroom observations. The result generates that many preservice teachers hold their prior beliefs about teaching from their student experience. Teaching reflections facilitate these pre-service teachers to realize their gaps in teaching skills. The finding suggests that teacher training faculty need to add more practical courses to nurture teaching skills. The findings may be useful for a larger population where English was taught as a foreign language for pre-service teachers and elementary school students. This study concludes that real teaching experience develops pre-service teachers’ professionalism. It impresses upon them that teaching needs comprehensive knowledge and skills.
Syllabus Design of English Club: Fostering Joyful Extracurricular for Tenth Graders Aziz Mashudi; Rohmani Nur Indah; Burhanudin Syaifulloh
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7211

Abstract

The transition from online to onsite English classroom resulted in the challenge for tenth graders to be more skillful in actively engaging into English conversation activities. However, it requires better planning of English Club as curricular lesson to enhance student’s participation. This study was intended to develop the syllabus of English Club to be a joyful extracurricular for tenth graders at a senior high school in Daha Kediri. The need analysis used questionnaire and interview to find the required data of student’s speaking practice in English Club activities. The findings show that English Club plays an important role in supporting students to practice speaking. The students also thought that the English Club had a great way of encouraging their motivation to practice speaking with friends. In other words, English Club gives them more joyful experience and knowledge from the learning atmosphere which is fun and comfortable making them more interested in practicing speaking.

Page 2 of 2 | Total Record : 18

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