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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 3 (2024)" : 40 Documents clear
State of African Languages Teaching and Learning in Higher Education in Kenya and South Africa Khohliso, Xolani; Bwire, Adelheid Marie; Ngugi, Pamela; Miima, Florence Abuyeka; Babusa, Hamisi
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.v12i3.10787

Abstract

African languages have long been marginalized and underrepresented in higher education curricula, in Africa and globally. However, there is a growing recognition of the significance of African languages in academic settings, particularly as a means of preserving and promoting cultural heritage and facilitating communication and knowledge transfer among diverse communities. Studies have shown that language plays a critical role in shaping individuals' identities and their ability to access and engage with education. Therefore, there is a dire need for inclusion of African languages in higher education curricula to promote cultural diversity and equity in education. The  use of African languages can enhance the relevance and impact of academic research and facilitate greater community participation in educational programmes. This article critically analyses the status of teaching and learning African languages in  2 institutions of higher education in  Kenya and  South Africa. It adopted a qualitative methodology and comparative case study as a design. It generated data through documents analysis . The study revealed that the two countries are not at the same level in implementing African languages in their curriculum. Whereas  universities in South Africa have African languages Programmes, the Universities in Kenya have no such programmes. Moreover, there are several challenges , including lack of resources and infrastructure to support language instruction and research, as well as a need for greater support for African languages in academic institutions. This study, concludes that the significance of African languages in higher education curriculum cannot be overstated. By promoting linguistic diversity, cultural heritage, , and enhancing the relevance and impact of academic research, the inclusion of African languages in higher education curricula can contribute significantly to the advancement of knowledge and equity in education.
ESOL Learners’ Emotional Responses to the Covid-19 Remote Learning Transition: The Influence of Age, Gender, and Language Proficiency Alomari, Iyad
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.v12i3.11454

Abstract

The compelled transition of ESOL services to remote learning during the COVID-19 pandemic posed unprecedented learning challenges for learners and instructors, with relatively unexplored psychological impacts. Recognizing and understanding learners’ emotions can assist ESOL teachers, administrators, and students to develop adapted methods and techniques to improve students’ mental health and social-emotional learning, thereby facilitating the learning process. Few studies have investigated ESOL students’ emotional reactions to the transition to remote learning due to the pandemic. This quantitative study provides insight into 156 ESOL learners’ perspectives on their emotional responses to the transition to online learning instructions during COVID-19 school closures. This will help to understand what enhances learners’ success or academic issues to be addressed concerning English skills acquisition. This study seeks to understand learners’ metacognitive challenges and emotional stressors experienced when participating in synchronous online learning during the COVID-19 transition. It also examines factors such as gender, age, and English language proficiency that might affect learners’ attitudes and perceptions of their emotional reactions to the unplanned and quick transitions during the pandemic. College and university students in the US were invited to participate in a five-point Likert scale questionnaire. The findings inform suggested recommendations and implications for improving ESOL synchronous online praxis and creating motivational online learning spaces to support learners’ mental health and learning outcomes.
Developing Tembang Macapat Electronic Teaching Materials in the Teaching of Local Language for Junior High School Students Warih, Mutiara Shotiyaning; Sukoyo, Joko
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.v12i3.11312

Abstract

This research was conducted to support learning material, especially ‘tembang’ and with the aim of developing electronic teaching materials for Tembang Macapat for junior high school students. This research uses a research and development design. The research steps start from analyzing potential and problems, collecting information, product design, design validation, design revision and validation testing for users. The data collection techniques used in this research are interview, observation and questionnaire techniques for data collection. The results of the needs analysis show that teachers and students need development media in the form of electronic teaching materials for Macapat songs. The validation results by expert validators are divided into four types of eligibility. In the feasibility aspect, the content received a "good" score. The suitability of the presentation received a score of "fairly good". The appropriateness of the language received a score of "fairly good". The graphic level received a “fairly good” rating. Therefore, it can be said that electronic teaching materials for Macapat songs are acceptable and suitable to be applied as learning media.
EFL Learners' Attitudes on the Use of ICT-Based Learning as Efforts in Improving English Language Achievement Sulaeman, Dedi; Fadillah, Ega Nur; Ridwan, Taufik; Santika, Rani; Salsabila, Irma Nuraeni; Setiawan, Dedy
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.v12i3.11388

Abstract

Information and Communication Technologies (ICT) hold substantial promise for enhancing language acquisition. Integrating ICT into educational settings presents novel avenues for tailored learning experiences. This study seeks to investigate English as a Foreign Language (EFL) learners' perceptions regarding the efficacy of ICT-driven learning methods in bolstering English proficiency. Data were gathered via a comprehensive literature review. Employing qualitative study, researchers conducted a thorough examination of learners' perspectives and attitudes within classroom contexts. Analysis of these attitudes illuminated shifts in learners' perceptions and facilitated the identification of potential pedagogical enhancements. Findings underscored the transformative impact of ICT on learner attitudes, particularly within classroom dynamics. Moreover, the research demonstrated notable advancements in students' English language competencies. However, it emphasizes the importance of vigilant monitoring and instruction by educators to ensure responsible ICT utilization.
Issues of Writing Skills: Case Study of Indonesian Errors by Foreign Speakers from Timor Leste Mayrita, Hastari; Abror, Muchlas
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.v12i3.11132

Abstract

There is a pressing need for professional Indonesian language teachers to enhance the learning experience for foreign speakers. This study focuses on examining language errors in BIPA (Indonesian for Foreign Speakers) learners' essay writing, particularly in terms of punctuation placement, sentence structure, word choice, and the factors contributing to these errors. A qualitative method with a case study approach was employed, utilizing data collection techniques such as document analysis and Voice Note (VN) recordings via WhatsApp. The primary data sources included essays from BIPA students in Timor Leste and voice recordings of BIPA teachers in Timor Leste. The study identified several language errors in the students' essays, including improper use of punctuation, incorrect word choice, and ineffective sentence structure. The researchers also uncovered several factors causing these errors: language and cultural gaps, insufficient learning resources and teaching staff, and inadequacies in the curriculum and foreign language learning policies. The implications of the research findings for BIPA learning are significant. To improve learning outcomes, it is essential to make learning resources more engaging and accessible. Additionally, addressing the gap between the targeted curriculum and student needs can be achieved by regularly evaluating and adjusting the language learning curriculum. Providing training to teachers and facilitating educators with a strong background in Indonesian language education are crucial steps to help BIPA students overcome their learning difficulties. These measures will contribute to a more effective and supportive learning environment for BIPA students.
Translation Strategies of American Teenagers’ Slang: A Descriptive Analysis Suminar, Ratna Prasasti
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.v12i3.10009

Abstract

This research is about the analysis of the American teenagers’ slang translation strategies in Easy A movie subtitles based on Gottlieb’s theory. Translation is seen as important aspect in helping the target communicant understand the content and messages of the utterance. Besides, slangs, though hardly ever discussed in classroom setting, are commonly used in social context, and in movies. Easy A is a movie talking about school life which is close to students’ daily activities. This research aims to know the English slangs appeared in Easy A movie, the strategies the translator uses in translating his or her subtitles of the slang expressions from the English language as the source language (SL) to the Indonesian language as the target language (TL), and the most strategies used.. In this study, the researcher uses a qualitative method to analyse the data. The slang expressions are analysed by selecting and marking the utterances and text containing slang expressions. To support the research, the researcher uses some online dictionaries to determine if the slang is originally from America and to find each slang meaning. The result of this research shows, there are seven strategies used by the translator or subtitle in translating slang expressions: Expansion, Paraphrase, Transfer, Imitation, Condensation, Decimation, and Deletion. Three strategies are not found. They are Transcription, Dislocation, and Resignation strategy. Based on this result, the most often used by the translator is Transfer strategy. It is because the translator translated every slang expression completely. Paraphrase strategy is in second place. It indicates that the translator attempts to make the slang expressions easier to be understood by the audience.
Developing Augmented Reality-Based Learning Media in Improving Young Learners’ Short Story Listening Skills Yatri, Nadya Dewi; 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.v12i3.11546

Abstract

The lack of innovation and variety of media used in the Indonesian language learning process causes a lack of listenin skills for students short stories. This research is shown to create a learning media product in the form of a short story book based on augmented reality which can be effectively used to improve students listening skills. The type of research used is research and development with reference to the ADDIE model with the stages of analyze, design, development, implementation, and evaluation. Subjects for small scale trials of this study used 6 students and on a large scale trial using 31 students. The product validation test was carried out by 1 media expert and 1 material expert. Data collection methods used observation, interviews, and questionnaires. The product effectiveness test used t-test and N-Gain test. The results explain that augmented reality-based storybook learning media is said to be feasible with 91% value achievement from media experts and 89% support from material experts. These results also provide an effectiveness value through the t-test analysis test value Ha is accepted and the N-Gain obtained is ³ 0.70. Thus it can be explained simply that the learning media is feasible and effective to use in learning Indonesian, especially in short story listening skills. The development of this media can be used by teachers to support interesting and fun learning so that it can improve listening skills.
The Efficacy of Case-Based Learning Model Integrated with Critical Thinking Skills to Improve EFL Learners’ Reading Comprehension Agustina, Lia; Ro'isatin, Umi Anis
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.v12i3.11619

Abstract

The CBL offer dynamic and engaging learning experiences that cater to diverse learning styles and preferences. By working collaboratively in groups, students not only enhance their language skills but also develop essential communication, teamwork, and problem-solving abilities. Therefore, this study is aimed at investigating the efficacy of case-based learning model integrated with critical thinking skills to improve EFL learners’ reading comprehension. This study is designed in a classroom action research. 27 EFL learners are involved in this study. The research participants are selected in purposive random sampling. To collect the research data, the observation sheets, reading tests, and critical thinking tests are applied as the research instruments. The data consisted of qualitative and quantitative one. Qualitative data are analyzed qualitatively while the quantitative data are counted in statistical analysis. Based on the results, the findings show that the case-based learning model integrated with critical thinking skills is effective to improve EFL learners’ reading comprehension. The improvement lies on learners’ vocabulary mastery, grammar knowledge, comprehension, reading strategies, and fluency. For further studies, researchers can include metacognitive strategies and measure learners’ linguistic awareness in learning language skills.
EFL Learners’ Translation Strategies: A Semantic Bridge in Two Languages Jupri, Jupri; Rahman, Arif; Hassan, Ahmad Javed; Manu, Said Malika Tridane
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.v12i3.9081

Abstract

This study examines translation strategies and the impact of translation strategies on translated texts produced by master's students of the English program at the campus of UNDIKMA Mataram. This study used a qualitative approach that included recording methods, specifically internal data recording. The data collected were 10 products translated from English to Indonesian by the requester.  The English translation includes 390 words.  They are allowed to use traditional or offline/electronic dictionaries when translating text. The study used several translation strategies, which are translation methods (literal translation and oblique translation) and translation processes (borrowing, calque translation, literal translation, modulation, transposition, equivalence, and translation).  Transform).  The results show that master's students tend to use local strategies and literal translation methods in translation.  This affects the quality of the translation, making it less natural in the target language.  In addition, translation errors also occur due to wrong/incorrect word selection, leading to failure to convey the message in the text source. The result of this research expected will bring valuable contributions to future research and courses serving translation activities.
International Students Experiences and Identity Development while Joining Study in Indonesia: Narrative Inquiry in Magister Study Level Mustagis, R. Muhammad Satria Gyas; Sukarno, Sukarno
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.v12i3.11394

Abstract

International students choose Indonesia as a destination for their studies for various reasons, and they face unique challenges while studying abroad in the country. The purpose of this study is to explore the experiences of master's students who participate in study abroad programs in Indonesia. By understanding these experiences, the study aims to provide insights that can enhance the support and structure of such programs. To achieve this, the researchers employed a narrative inquiry methodology, focusing on the stories of two international participants in the program. This approach allows for an in-depth understanding of the participants' personal experiences and the meaning they derive from them. Through the analysis of their narratives, the study highlights the value of studying overseas for a student’s overall development. The findings emphasize that studying abroad in Indonesia offers significant benefits, contributing to the students' personal and academic growth. The experiences shared by the participants reveal how they navigated the cultural, social, and academic challenges encountered during their time in Indonesia. These challenges, while initially daunting, ultimately contributed to their resilience and adaptability. In conclusion, the study underscores the importance of international study programs in fostering global understanding and cooperation. By sharing the narratives of the international participants, the research highlights both the challenges and the profound benefits of studying abroad. These insights are crucial for universities aiming to provide enriching and supportive study abroad experiences that contribute to the personal and professional development of their students.

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