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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 2 (2024)" : 40 Documents clear
Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students Aditya Bima Kurniawan; Frida Unsiah; Khairil Azwar Razali
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10333

Abstract

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.
A Map of Students' Language Impoliteness: A Phenomenological Study Kartini Kartini; Miftahulkhairah Anwar; Liliana Muliastuti
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.8864

Abstract

Recently, researchers have witnessed an alarming phenomenon related to the violation of language politeness among students. This study aims to describe the map of students' language impoliteness in Indonesia. The research data is in the form of students' speech. The focus of this research is unmannerly speech which is studied by phenomenological study by using Culpeper's impoliteness strategy. The phenomenological steps taken are observation of the phenomenon of impoliteness, formulating problems, collecting data, analyzing data, and preparing reports. The research findings show that students use three politeness violation strategies, namely direct politeness violation, positive politeness violation, and negative politeness violation. The phenomenon found is the strategy of impoliteness by using four forms, namely delivering impolite speech directly, speech uttered based on consideration of the interlocutor, considering the location, and the situation of the conversation between the speaker and the interlocutor. This research can contribute to education, especially for teachers to always educate and guide students to speak politely. With a better understanding of the phenomenon of violations of students' language politeness, it is hoped that appropriate preventive and intervention measures can be taken to minimize the forms of language impoliteness that can be carried out by a teacher or parent.
The Effect of Show and Tell, Role-Play and Storytelling on Speaking Skills: Meta-analysis Enma Oktaviani; Ilham Ilham; Lukman Lukman; Samson Olusola Olatunji; Nicole Whitworth
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10868

Abstract

Show and tell, role-play, and storytelling are all enjoyable speaking practice approaches for educators to utilize when teaching English. Therefore, the goal of this study is to assess the efficacy of the Show-and-Tell, Role-Play, and Storytelling methods for improving English speaking skills. The results of this study were obtained using JASP software, and 60 research findings met the criteria for the analysis, which shows a significant statistical impact from the three speaking approaches. In the Show-and-Tell method, the effect size value was 1.09 (High Effect), in the Role-Play method it was 1.13 (Very High Effect), and in the Storytelling method it was 1.34 (Very High Effect). However, Storytelling has a greater impact than the other methods. Furthermore, this study suggests that research published in 2022 has the largest effect, with 1,371 (Very High Effect). Meanwhile, analyzing the number of participants, it is clear that a study with more than 52 persons has the biggest impact, with an estimated value of 1.257 (Very High Effect). Among the methods, Story-Telling had a higher influence than the other methods in teaching English speaking skills. In conclusion, this meta-analysis provides strong evidence supporting the effectiveness of the Show-and-Tell, Role-Play, and Story-Telling methods in teaching English speaking skills. The findings underscore the need for educators to incorporate these methods into their pedagogical strategies to enhance students’ English speaking skills.
Discourse Analysis of Fatwa Arguments in the Indonesian Ulema Council on Akidah and Religious Sects n 1975-2017 Muhammad Ridwan; Syamsul Hadi; Amir Ma'ruf
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9900

Abstract

Fatwas are a form of persuasive argumentative discourse. This paper aims to describe the superstructure and structure of fatwa arguments regarding Akidah and Religious Traditions. The source of this paper's data is all fatwas of the fatwa commission of the Indonesian ulema council from 1975 to 2017. The method used to collect data and manage data is the document method. Discourse analysis methods are used to analyze data. The discussion of superstructure aspects utilizes Ashqar theory (1976) while Walthon theory (2006) is used to examine the structure of fatwa argumentation. The superstructure aspect of fatwas is realized by the Fatwa Commission of the Indonesian Ulema Council differently. All fatwa texts have presented substantial elements but formal elements are not included. The structure of fatwa argumentation is understood by the format of the text. For fatwas in the format of decrees, premise markers are identified through the vocabulary of "pay attention", "read", "weigh", and "remember" while conclusion markers are presented with the vocabulary of "decide", "establish", and "fatwa". Directly formatted fatwa texts are identified through inference, but some texts lack a premise and inference structure.
Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Fadhl Mohammed Awadh Mohammed Awadh; Nur Hidayanto Pancoro Setyo Putro; Albert Efendi Pohan; Yasir Ayed Alsamiri
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Adimas Jaka Pratama; Sayit Abdul Karim; Gordan Matas; Suryo Sudiro
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.
Using Informal Assessments in Project-Based Learning to Motivate Students to Speak Up: A Classroom Action Research Learned from ESP Courses Futuh Handoyo; Lia Agustina; Setiawan R; Manal Laaribi; Nguyen Thi Hong Chuyen
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9574

Abstract

An assessment is a way of gathering and discussing data from various sources to gain an understanding of what a student knows, understands, and is able to do with their knowledge resulting from their education to improve their future learning. The purposes of this study were to see the motivation of students to learn the English project suggested in the ESP Course,  Business Meetings Project, and also measured the student's success in language skills, especially oral communication skills.The study was conducted  using an action research method where a questionnaire, students' achievements, and classroom activities were taken as the data. The questionnaire was scored using the Likert scale rating. Students will respond to this scale by rating the motivation factor on a scale. The researchers employed a pre- and post-test to determine how much the students' abilities had improved. The pre-test and post-test mean scores were compared and computed by the researcher using the T-test technique. The participants were 26 students from the Accounting Department of the State Polytechnic Of Malang. The outcome of this study was the successful implementation of the model. The T-test for the first project showed 62,30, the second project had 74,69, and the third project had 79,30.
Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills Ary Setya Budhi Ningrum; Alfi yatin; Nurul Aini; Citra Orwela; Bonjovi H. Hajan
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10885

Abstract

This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Masrifatul Afifah; Ary Setya Budhi Ningrum; Sri Wahyuni; Burhanudin Syaifulloh
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
Explaining the Quality of Teacher and Student Communication Based on Cooperation Principles in a Religious Context: A Pragmatic Study Meisya Novitasari; Lilik Wahyuni
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10123

Abstract

Communication in the classroom has a very important role because there is a process by which a teacher transfers knowledge and other aspects of education to students. If the principle of cooperation is violated, then the communication will be counterproductive and not in accordance with its initial purpose. This research aims to obtain an objective picture of the quality of communication based on the fulfillment and deviation of the principle of cooperation in teacher and student communication in a religious context at Shalahuddin Middle School. This research is descriptive research using a qualitative approach. The data collection techniques used were observation and note taking. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results of this research are that there is a fulfillment of the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance, as well as deviations from the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance in the religious context at Shalahuddin Middle School.

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