cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 1   2   3   4 
Search results for , issue "Vol 12, No 3 (2024)" : 40 Documents clear
Leveraging Collaborative Strategic Reading (CSR) on Project-Based Learning (PjBL): Text Types Unsiah, Frida; Suwarso, Pratnyawati Nuridi; Sujannah, Wahyu Diny; Adi, Sugeng Susilo; Damio, Siti Maftuhah
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11363

Abstract

Reading is regarded as an essential activity in language learning, providing a valuable source of information, an exciting activity, a tool of communication, and a way to enhance one's knowledge. Collaborative Strategic Reading (CSR) is implemented in reading classes to enhance students' reading comprehension. The present study aimed to find out the correlation between students’ perceptions of Collaborative Strategic Reading (CSR) projects and their reading achievement. The participants of the study were 165 students of the second semester batch 2022/2023 taking a Reading Course in one of public universities in East Java Indonesia. The current study employed correlational design and the data were collected through a questionnaire consisting of four dimensions with 20 items adapted from Fan (2010). The dimensions were students’ general perceptions of CSR instruction, perceptions of implementation procedures of CSR, and views on their learning attitudes in CSR. The data on the students’ reading achievement were obtained through their TOEIC reading test, CSR project, midterm test, and final test scores. The data taken from students' perceptions of CSR and reading achievement were analyzed through Pearson Correlation coefficient. The result shows that the correlation between students’ perceptions of CSR and their reading achievement are highly significant. CSR encourages students to get involved actively in reading activities and increase their critical thinking to comprehend texts. Such experiences are beneficial for them which affect their perceptions of CSR towards their reading achievement.
The Effectiveness of the 3W2H Strategy in Writing Explanatory Texts: Experiences Learned from Indonesian Learners Alfi, Kunti Zahrotun; Syamsi, Kastam
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.10970

Abstract

Writing explanatory text is a complex skill and requires a deep understanding of the topic, so strategies are needed that can help. This research aims to test the effectiveness of the 3W2H strategy in learning to write explanatory texts in high school. The research design uses quantitative with a quasi-experimental design. The research population was all class XI students at SMAN 1 Mojolaban, totaling 354 students. Samples were taken using cluster random sampling techniques so that 42 students were obtained as the experimental class and 48 students as the control class. Data is collected through performance tests. Research validity uses content validity, namely consulting experts. The collected data was then analyzed using ANOVA and Scheffe's test. The research results showed that the average pre-test and post-test results for writing explanatory text for the experimental group using the 3W2H strategy were 58.48 and 83.14, while for the control group it was 61.92 and 70.3. These results show that the experimental group increased by 42.21%, while the control group increased by 13.53%. Apart from that, the p value is <0.001 or smaller, so it can be concluded that there is a significant difference in the posttest results of the experimental and control groups. Furthermore, the Scheffe test results show a p value <0.01 or smaller than 0.05, so the research shows that the 3W2H strategy is more effective than conventional strategies. These results indicate that the 3W2H strategy can be an alternative in writing explanatory text.
Two-Dimensional Videos to Improve Listening Skills for Fiction Stories in Elementary Schools Fadloil, Wahid Ulil; Sismulyasih, Nugraheti
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11601

Abstract

Media plays a crucial role in the learning process, and continuous innovation in media usage is essential to sustain student engagement. This study aims to develop a two-dimensional video using the Animaker platform to enhance elementary students' listening skills. The video, designed as a learning tool, was evaluated for its practicality, validity, and effectiveness. The research utilized the Research and Development (RnD) method to achieve this objective. The study's findings indicate that the media is highly feasible for use. This is supported by the product feasibility test results, which showed an 85.71% approval rating from media experts and a 92.18% approval rating from material experts. The practicality of the media was also affirmed through student and teacher response questionnaires, which averaged a 96.18% approval rating. Additionally, the N-Gain test results demonstrated moderate improvements, with scores of 0.5083 in the small-scale test and 0.6082 in the large-scale test. Based on the findings, the study concludes that the use of two-dimensional video media developed with the Animaker application significantly improves elementary students' listening skills in fiction stories. The high feasibility, practicality, and moderate effectiveness ratings suggest that this innovative media tool is a valuable asset in the educational process, successfully engaging students and enhancing their listening abilities.
Investigating Regional Variation and Digital Dialect in Online Game Identity Miswaty, Titik Ceriyani; Widhi, Bidari Andaru; Alawiyah, Rosidah; Elhia, Memy Wardhani; Nuralfilail, Nuralfilail
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11600

Abstract

Online gaming communities are crucial for social interaction and communication among diverse groups worldwide. Language variation plays a crucial role in shaping individuals’ identities and social relationships within these communities. Based on those initial thoughts, this research is conducted with aims at examining the involvement of regional variations and digital dialects in the formation of identity within PUBG player groups. The approach used in this research is a qualitative anthropological approach. This approach was chosen because it focuses on human behavior and cultural phenomena which needs in-depth explorationof reallanguage analysis used in everyday communication in communities. Data collection techniques include observation, in-depth interview, and field notes and data analysis conducted using theme development, pattern recognition, and theme naming aided by Nvivo software in the coding process analysis. The finding of this research identified the formulation of digital dialects, influenced by repeated linguistic habits such as found in the way they use  and form slang lnguage and the adaptation of newcomers to community-specific language norms. Moreover, the research highlighted the role of language variation in fostering community bonding, enhancing in-group communication, and reflecting shared experiences among players. Overall, this research offers valuable understanding of the complex interplay among language, identity and community dynamic within online gaming realms which have never been explored by previous related research.
The Use of Mobile Assisted Language Learning To Improve English Grammar for Senior High School Students Maharani, Redyta Zalfa; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11041

Abstract

Mobile Assisted Language Learning (MALL) focuses on the mobility learning technology. The Utilizing of Mobile Assisted Language Learning (MALL) holds important role to improve effectiveness, flexibility, and convenience of learning. This research aims to explore Mobile Assisted Language Learning (MALL) which can enhance students’ grammar skills using Duolingo. It was conducted in Widyagama Senior High School in Malang. The respondents are 53 students wich consists 38 of class X and 15 of class XI B understudies who are utilizing Duolingo. To acquire data, The researcher used a Qualitative-Descriptive method by collecting data using questionnaires with Google Form and structured interviews. Data was collected employing a six-point Likert Scale questionnaires. As for the interviews, six questions were asked to obtain significant and substantial supporting research data. The results showed that more than 93% of students responded positively to this method which was considered effective to develop their knowledge, understanding, motivation and the effectiveness of Duolingo as a learning media to improve English grammar skills in the classroom. The research result appears that most of them deliver positive discernments about the application since they are simple to get the materials, they are more energized and persuaded in learning. Therefore, Technology-Based Learning using Duolingo is considered an appropriate method for English learning in senior high school. Mobile Assisted Language Learning (MALL) implementation can be optimized and can be improved in the future. This research is expected to provide new insights and can be applied in learning.
Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Abstract

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.
Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer Fenuku, Samson Dodzi
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11398

Abstract

Formal education relies heavily on effective teaching methods and styles, which are particularly crucial in language education. The transfer of linguistic skills between Russian, a Slavonic language, and Ewe, a Niger-Congo language, presents a complex challenge due to their structural and cultural differences. This study delves into the complexities of transferring skills from Russian, a language from the Slavic branch of the Indo-European family, to Ewe, a language of the Niger-Congo family, focusing on the interplay between teaching methodologies, psychological factors, and philosophical perspectives. The primary objectives were to evaluate the effectiveness of various teaching methods, analyze the psychological influences on language education, and understand how philosophical viewpoints shape language teaching practices. Utilizing a mixed-methods approach, the research combined quantitative survey data from 60 participants with qualitative insights from interviews with 15 educators. The findings highlighted a preference for interactive and technology-assisted methods, with a strong emphasis on communicative techniques. The psychological assessment indicated high levels of motivation and adaptability among learners, favouring interactive and collaborative learning environments. Thematic analysis of philosophical perspectives revealed a diverse spectrum of ideologies that inform teaching practices. The study concludes that a pedagogical approach embracing interactivity, technological integration, and philosophical diversity is essential for effective language education. It calls for professional development that equips educators to employ a range of teaching methods and to effectively use technology. The research underscores the need for a learner-centred, adaptable educational paradigm that caters for diverse learner needs and preferences, advocating a more inclusive approach to language teaching.
Conversational Analysis: Types and Function of Speech Acts in EFL Classroom Interactions Darong, Hieronimus Canggung
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11001

Abstract

Understanding speech act production in EFL classroom interactions is crucial for enhancing teaching effectiveness and student engagement, as it sheds light on how language is used to convey meaning and manage social interactions in the learning environment. The purpose of this study was to analyze the speech act types and functions that were used by an EFL teacher and their students during classroom interactions. Observational data was collected and analyzed according to Conversation Analysis standards (CA). The findings of the study revealed that the types of speech acts produced by the teacher and students were influenced by their respective roles and statuses. Although the students produced fewer speech acts, they served the same functions as the teacher's speech acts in terms of controlling and managing classroom interactions. As a result, the speech acts of both the students and teacher distributed authority in different ways during turn-taking and commodity exchanges. The practical knowledge and pedagogical use of the teacher-student relationship as a unique social event in the classroom context has the potential to effectively manage classroom interactions.
The Representation of Mother’s Role in President Joko Widodo’s Instagram Post: A Multimodal Pragmatic Study Haryanti, Putri; Saddhono, Kunddharu; Anindyarini, Atikah
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11448

Abstract

Communication on social media is not only limited to linguistic elements, but also involves images and visuals. The use of images and visuals on President Joko Widodo's Instagram account raises questions about how effectively these messages are understood and received by various sections of Indonesian society. This research aims to explore the linguistic and multimodal elements of Mother's Day commemorative posts on President Jokowi's Instagram account. This research used a qualitative descriptive method and a multimodal pragmatic approach. The research data is in the form of captions as a linguistic aspect and images as a multimodal aspect in Mother's Day commemorative posts on President Jokowi's Instagram account. The data analysis technique uses a pragmatic approach to examine captions and multimodal analysis to explore uploaded visuals. The research results show (1) pragmatic analysis of captions, there are several forms of illocutionary speech acts, including assertive speech acts (declaring), directive speech acts (giving advice/inviting), expressive speech acts (congratulating), and indirect speech act strategies; (2) multimodal analysis through information value, framing, salience, and sequence represents that mothers have a very important role in contributing to preparing their children for the future, caring for them with love, and participating in roles in public spaces. This post shows that the study of multimodal pragmatics on social media can contribute to conveying complex meanings in representing the mother's role.
Merits and Demerits of Incorporating Learning Style into EFL Classroom Instruction: A Literature Review Pratiwi, Wahyuni; sabilah, fardini; Kurniawati, Sri; Nurlestari, Khofifah; Mujtahidah H, Bidayatul; Merlinda, Riza; Hidayatullah, Taufik
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11222

Abstract

The concept of learning styles proposing the alignment of teaching methods and individual learning styles to enhance learning outcomes has gained popularity among English language teachers. However, numerous studies have debunked the concept by exposing weaknesses in the instruments used to measure learning styles and the underlying hypothesis. Therefore, there is a need for more research focusing on the merits and demerits of implementing learning styles theory in EFL classroom instruction. This study is presented to provide empirical understanding into the issue by presenting the latest research findings and providing recommendations for EFL teachers. To achieve this aim, the researchers conduct a literature review by collecting data from various document references and theories supporting the research. The literature was collected from journal articles published in the last five years, from 2018 to 2023. Based on the review, some studies confirmed that tailoring teaching methods to individual learning styles contributed to improved learning outcomes for EFL students. Conversely, other research has shown no significant or consistent correlation between teaching-specific learning styles and students' achievement. To address this disparity, the present study suggested that foreign language teachers maximize teaching-learning by considering several factors rather than one, such as teaching strategy, students' interpersonal orientations, knowledge, students' background, and interests. Teachers can balance instructional approaches, methods, and activities and apply various teaching strategies to reach all learners.

Page 2 of 4 | Total Record : 40

 1   2   3   4 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol 13, No 2 (2025) Vol. 13 No. 2 (2025): April Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol. 12 No. 4 (2024): October Vol 12, No 4 (2024) Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol. 12 No. 2 (2024): April Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol. 11 No. 3 (2023): July Vol 11, No 3 (2023) Vol. 11 No. 2 (2023): April Vol 11, No 2 (2023) Vol 11, No 1 (2023) Vol. 11 No. 1 (2023): January Vol. 10 No. 4 (2022): October Vol 10, No 4 (2022) Vol. 10 No. 3 (2022): July Vol 10, No 3 (2022) Vol. 10 No. 2 (2022): April Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue