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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 40 Documents
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Search results for , issue "Vol 12, No 1 (2024)" : 40 Documents clear
The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development Nurabianti, Asfian; Farah, Rafika Rabba
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9322

Abstract

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.
Unleashing the Potential: Investigating the Empowering Effects of Field Trips on Autonomous English Learners’ Learning Hariyanti, Yuni; Satrio, Jati; Setyaningsih, Endang
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8990

Abstract

Field trips have long been recognized as a significant component of educational endeavours. While students at the primary and secondary levels commonly engage in such activities, the integration of field trips into tertiary education remains infrequent. University studend who attend the English classes are seldom afforded the opportunity to directly observe authentic professional environments or explore potential workplaces related to their future careers, experiences that can be facilitated through field trips. Additionally, given the increasing emphasis on the internship program held by Indonesian Ministry of Education, Culture, Research, and Technology, a gap arises as students are limited in their exposure to real-world work environments. The objective of this research endeavour was to investigate university students' perceptions of field trip activities and assess how these experiences contribute to the development of students' autonomous learning skills. Qualitative data for this study were collected through two questionnaires, a preparation and a reflection Google sheet. The participants consisted of 27 students enrolled in the International Relations Study Program at UPN Veteran Jakarta. The findings of the study revealed that field trips offer numerous benefits to English for Professional Purposes students, including enhancing their understanding of academic concepts, providing a deeper real-world context for learning, and fostering social interaction. The questionnaire results demonstrated a predominantly positive perception among the students. Furthermore, a majority of the participants reported engaging in autonomous learning activities during the field trip, facilitated by the opportunity to interact with industry professionals and seek their guidance through questioning.
Exploring the Impact of Academic Reading and Research Competence on Academic Writing: A Multi-Regression Analysis among EFL Undergraduates Prihandoko, Lastika Ary
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9738

Abstract

In today's academic landscape, enhancing the academic writing proficiency of undergraduate students studying English as a Foreign Language (EFL), particularly in the context of thesis writing, is a paramount concern. This research aims to shed light on the influence of Academic Reading (AR) and Research Competence (RC) on Academic Writing (AW) through a comprehensive analysis employing a multi-regression approach. To achieve this goal, the researcher was conducted a rigorous investigation involving 162 students enrolled in English Literature and English Education departments. The researcher was distributed a structured online questionnaire to gather relevant data, which the researcher subsequently analyzed using SmartPLS 4. The analysis result unveiled a substantial statistical relationship between AR, RC, and AW, with an impressive R-square value of 0.580. This finding underscores the pivotal role played by AR and RC in explaining approximately 58% of the variance in AW. This study represents a critical step forward in comprehending the intricate interplay between AR, RC, and AW. It offers valuable insights into the substantial connections between academic reading, research competence, and academic writing. Importantly, this research provides guidance for educational efforts aimed at enhancing the academic writing capabilities of EFL undergraduates, with a specific focus on the realm of thesis writing. 
Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender Daflizar, Daflizar
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9342

Abstract

Speaking anxiety has always been an intriguing topic in the field foreign language education. While a plethora of studies have been conducted on this issue in the Indonesian context, most of them have focused on students’ English-speaking anxiety in the EFL classroom, with very few examining anxiety outside of the classroom. To bridge this gap, this study aimed to investigate levels of out-of-class speaking anxiety among Indonesian tertiary EFL students and examine the relationships between their self-perceived speaking skills, self-perceived vocabulary size, and anxiety. Additionally, the study sought to examine whether there was a significant difference in anxiety levels between genders. Using a quantitative approach, a survey was administered to 87 participants from three different institutions of higher education. The results showed that students experienced anxiety in various situations, with most being moderately anxious. A moderate negative correlation was observed between self-perceived speaking skills and anxiety, while a weak negative relationship was found between self-perceived vocabulary size and anxiety. The study also found that females exhibited higher anxiety levels than males. Practical implications for curriculum designers and teachers in the Indonesian context are put forward.
The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Abstract

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text. 
The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance Setyowati, Lestari; Sukmawan, Sony; Karmina, Sari; Mabaroh, Barotun
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9140

Abstract

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design.  The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia.  The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892).  The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.
Transformation of the Short Story Blokeng by Ahmad Tohari into a Drama Performance and Its Implications for Drama Appreciation Lectures Windari, Essy Yunita; Hayati, Yenni
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9695

Abstract

Transformation occurs when one type of art is replaced by another. Literary works can not only be translated, or transmitted from one language of work to another, but can also be translated into other forms of art. This research aims to describe the transformation of the short story Blokeng by Ahmad Tohari into a drama performance. The theory used is Rifaterre and Pradotokusumo's transformation theory. This research method is descriptive qualitative. The research results show that there are two transformation processes that occur. First, five data were found in the form of expansion or additions to the plot and characters of the short story Blokeng by Ahmad Tohari in drama performances. Second, two modified data were found from the short story Blokeng by Ahmad Tohari for drama performances. Third, there are seven things from the research results regarding the transformation of short stories into drama performances that can be applied to the Drama Appreciation course. The creation of an adapted drama performance as a form of change in a literary work may result in several differences from the work that is the reference. Thus, in the process of adapting a literary work into a drama performance, one should still pay attention to the meaning of the story, so that the audience still gets a thorough understanding of the essence of the literary work when the transformation process occurs from what was originally a textual media then converted into an audio-visual media. or vice versa. Theoretically, this research contributes to providing knowledge to readers about the transformation of the short story Blokeng by Ahmad tohari into the drama performance. Furthermore, it is hoped that teaching materials will be produced that is useful for the Drama Appreciation course.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Social Criticism and Morality in "Subversif!" Drama by Faiza Mardzoeki as Literature Teaching Materials Putri, Intan Listyaning; Andayani, Andayani; Wardani, Nugraheni Eko
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8828

Abstract

The overarching goal of education extends beyond the mere attainment of competencies and academic standards; it encompasses a broader responsibility to cultivate students' awareness of their societal roles, obligations, and rights. This research, undertaken with the specific focus on the drama script "Subversive!" by Faiza Mardzoeki, aims to elucidate the manifestations of social criticism and morality within this literary work. Employing a qualitative research approach, this study hinges on document analysis as its primary methodological framework. Qualitative research, distinguished by its departure from statistical procedures and quantitative calculations, relies on the exploration of assumptions, broad perspectives, theoretical lenses, and a thorough examination of research problems. The research findings primarily unveil instances of social criticism embedded in political contexts and discernible moral dynamics between individuals. Notably, these insights derived from the drama script "Subversive!" serve as valuable material for the pedagogical realm, contributing to the understanding of literary texts in educational settings. This research contends that the implications of its findings extend to the realm of high school literature education, providing a foundation for educators to consider various aspects, types, and impacts of literary works. By delving into the social and moral criticisms encapsulated within these texts, educators can enhance the learning experience, prompting thoughtful reflection on societal constructs and the multifaceted roles literature plays. Additionally, the research underscores the pivotal role of teachers in facilitating this process, thereby emphasizing the broader educational significance of integrating critical perspectives into the study of literature.
Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English Asnas, Sania Alinda Mouli
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9142

Abstract

English Teachers encounter difficulties when trying to pique students' interest in learning English. Technological innovations can enhance English courses through digital storytelling, which can support English lessons because it can strengthen students' commitment to learning and foster a better learning atmosphere. Therefore, this study aims to explore students' views of the attitudes and barriers when leveraging digital storytelling in learning English. This research utilized qualitative methods with questionnaire and interview research instruments to fill the methodological gap because there was a lot of research on digital storytelling conducted using quantitative methods. There were forty eighth-grade students at a private junior high school in Malang who had filled out the questionnaire, and three of them were interviewed. The research results showed that when leveraging digital storytelling to learn English, they have a favorable perspective concerning it, such as assisting them in focusing on the lesson material, keeping them entertained, aiding them in visualizing the lesson material, deepening their understanding of the lesson material, engaging them in learning, helping them communicate in English, providing them a sense of security to take part in class, and creating a stimulating learning environment. On the other hand, some students displayed uncertainty in terms of self-confidence and self-motivation when learning English leveraging digital storytelling although some students also demonstrated an increase in these traits. In addition, by leveraging digital storytelling, they found it simpler to recall the information given and felt more at ease expressing their language proficiency in the form of listening, speaking, reading, and writing. However, they ran into barriers while leveraging digital storytelling in English classrooms, including technological issues and trouble understanding unfamiliar vocabulary. The study’s implications have been mentioned here.

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