JOLLT Journal of Languages and Language Teaching
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.
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<![CDATA[Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education ]]>
<![CDATA[Sharizan, Sharizan]]>;
<![CDATA[Titania, Fani Nabila]]>;
<![CDATA[Rihatmi, Rihatmi]]>;
<![CDATA[Handayani, Riris]]>;
<![CDATA[Sukarno, Sukarno]]>;
<![CDATA[Musaldin, La Ode]]>;
<![CDATA[Sadiyah, Noviachri Imroatul]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12424
<![CDATA[Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. ]]>
<![CDATA[Translation Strategies and Equivalence in Formal Document Translation: A Study of UNESCO Agreements ]]>
<![CDATA[Syafran, Ahmad]]>;
<![CDATA[Roselani, Ni Gusti Ayu]]>;
<![CDATA[Octavianti, Dinda Sekar]]>;
<![CDATA[Adawiyah, Alfina Robi’ah]]>;
<![CDATA[Ginola, David]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.11050
<![CDATA[This research investigates translation strategies and equivalence in translating Indonesian cultural terms in UNESCO agreements into English. The study aims to explore how translation strategies are adapted to address challenges in formal document translation, specifically considering the cultural terms and norms present in UNESCO agreements. Using a qualitative descriptive method, purposive sampling was utilized to select formal documents from the Ministry of Education and Culture's website and UNESCO's official site, yielding English and Indonesian versions of agreements on intangible heritage preserved by UNESCO. With Newmark's theories on strategies and equivalence, the findings reveal the dominant translation strategies used. The couplets strategy is the most frequently used, with a usage rate of 27.27% out of 143 data points. The transference and loan word strategy is the second most common, with a usage rate of 17.48%. The equivalences used include Functional and Descriptive Equivalence (each 14.69%) and Cultural Equivalence (9.79%). These findings offer insights that enhance the quality of cultural translation across languages. The implications highlight the need for translators to have nuanced skills in navigating cultural disparities for accurate cross-cultural communication. Further research opportunities exist in analyzing broader document types and different language pairs to expand understanding of preserving cultural elements through translation strategies and equivalence.]]>
<![CDATA[Highlighting the Best English Teaching Method for Katsina State Secondary Schools: Communicative Versus Traditional ]]>
<![CDATA[Sani, Ibrahim]]>;
<![CDATA[Saidu, Abdulhakim]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.11055
<![CDATA[This study was undertaken to highlight the best English teaching method in Katsina state secondary schools by comparing communicative method (CLT) against traditional method (GTM) to ascertain the best approach for teaching Grammar, vocabulary, written composition, oral composition, and oral English. The study population comprised all 2023/2024 SS2 students of public secondary schools in Katsina State. It deploys experimental design which involved gathering quantitative data from the students’ post-tests to assess their mastery of these language skills. In order to analyze the collected data, the researchers utilized the SPSS (IBM Statistical Processor Version 25) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. Based on the findings, with the exception of teaching grammar which revealed no significant difference as the p-value was.003 which is below .05, CLT proved to be more impactful compared to traditional method in teaching the other four subjects. To this end, the researchers recommend the full implementation of CLT method at Senior Secondary Schools in Katsina State. Similarly, it is suggested that CLT and GTM should be blended in teaching grammar in order to help students to learn the grammatical structures of English and use them in a meaningful and engaging way.]]>
<![CDATA[Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing ]]>
<![CDATA[Hanifiyah, Lina]]>;
<![CDATA[Ivone, Francisca Maria]]>;
<![CDATA[Rachmajanti, Sri]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.11628
<![CDATA[A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited. Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.]]>
<![CDATA[Politeness in Expressive Speech Acts: A Cyber Pragmatics Approach ]]>
<![CDATA[Fatmawati, Famawati]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12620
<![CDATA[This research is motivated by the tendency of netizens to convey psychological attitudes on social media. The delivery of these psychological attitudes sometimes needs attention to language politeness. This research is necessary because it answers the challenge of understanding how politeness of language changes in the context of social media supported by digital technology, which is rarely discussed in conventional pragmatic studies. The problem in this study is how politeness of expressive speech acts from a cyber pragmatics perspective. This study explores and elaborates on the realization of politeness maxims politeness principles based on the perspective of cyber pragmatics. The approach used in this study is qualitative, and the content analysis method was applied. This study's data source is netizens' language activity on the comments page of the Instagram account @detikcom on June 9, 2023, totaling 2509 comments. The data in this study amounted to 511 data, which are expressive speech. The data collection techniques used are documentation techniques and reading techniques. The data analysis technique is carried out in three stages: identification, classification, and interpretation of research results. Regarding the principle of politeness, netizens' comments are considered impolite based on the maxim of tact, the maxim of approbation, and the maxim of agreement, which significantly impact online communication behavior. The reason is that netizens do not maximize their benefits, approbation, and conformity with other parties but instead express their psychological attitudes by throwing out insults, ridicule, and rejections that can cause harm to other parties. Meanwhile, netizens are considered polite for the maxim of modesty and sympathy. Most sympathy is directed at the Indonesian people who must bear the country's debt.]]>
<![CDATA[Parental Involvement in Young Learners’ Speaking: A Qualitative Study on Learner Performance and Classroom Instruction ]]>
<![CDATA[Rowiyah, Siti]]>;
<![CDATA[Fitriani, Aries]]>;
<![CDATA[Anam, Khoirul]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12173
<![CDATA[Parental involvement can be seen in parental practices to help children’s academic and intellectual activities. There is a correlation between parental engagement and motivation enhancement, favorable views toward language acquisition, and improved self-confidence in children. Therefore, the present study investigates the impact of parental involvement on young learners' speaking performance and classroom instruction in English as a Foreign Language. Using a qualitative, grounded theory approach, the study involves English teachers of young learners and parents of children aged seven to ten years old who learn English as a foreign language. Findings reveal that students with parental supervision demonstrated increased engagement and superior English pronunciation skills. Parents primarily employ a parenting style supported by Mobile Assisted Language Learning (MALL), using verbal communication, drilling exercises, and digital materials. Interestingly, parents often rely on teachers' autonomy in selecting appropriate instruction due to psychological considerations, fearing inconvenience if they intervene in teaching strategies. In response, teachers incorporate novel strategies to meet parents' expectations and address their concerns. The study suggests that engaging parental involvement in young learners' language learning brings beneficial effects for optimum child language acquisition. These findings highlight the complex interplay between parental involvement, teaching strategies, and young learners' language development, emphasizing the importance of collaborative efforts between parents and teachers in fostering effective English language learning environments.]]>
<![CDATA[Schwa or Unstressed Vowel Sound in English Vocabulary Items from Surah Al-Baqarah of the Holy Quran ]]>
<![CDATA[Wahyuni, Hanna Irma]]>;
<![CDATA[Bram, Barli]]>;
<![CDATA[Upor, Rose A.]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.11692
<![CDATA[The schwa sound [ə] in the English language remains challenging and it appears to be overlooked by EFL learners. In practice, the word ‘submit’ is mispronounced by English learners: */sʌbˈmɪt/, instead of /səbˈmɪt/. Some studies have discussed schwa but their data sources were not the Holy Quran. Hence, this article investigated the schwa sound in English vocabulary items collected from the Holy Quran and represented by the letters 'o' and 'u' as in ‘polite’ and ‘submit’. Employing a descriptive qualitative method, the researchers collected 97 vocabulary items containing schwa sounds taken from surah Al-Baqarah verses 1-286. The results indicate that the schwa term that represents the unstressed syllable can be renewed with the terms proposed in this study such as 'astressed' and 'disaccented'. In addition, to maintain the schwa term, a change of its pronunciation is proposed becoming /ʃwə/ and not /ʃwɑː/. Most of the written vowels 'o' and 'u' are pronounced in a strong form, and unstressed vowels 'o' and 'u' are pronounced as a schwa. The appearance of unstressed schwa in the vowels 'o' and 'u' is not determined by its location whether it is in the first or second syllable. Schwa could appear anywhere as long as he was not stressed. Schwa was not found in stressed syllables. Lastly, all -ion [ən] and -ous [əs] suffixes must be pronounced with a schwa. The results imply that EFL learners ought to consult an excellent dictionary to ensure correct pronunciation. Future researchers are expected to examine further patterns of a schwa sound in English vocabulary items to assist EFL learners in improving their pronunciation.]]>
<![CDATA[Moderation Role of Teacher-Student Relationships on Correlation between L2 Motivation and L2WTC ]]>
<![CDATA[Nugroho, Dhimas Cahyo]]>;
<![CDATA[Fahri, Fahri]]>;
<![CDATA[Zuhri, Fauris]]>;
<![CDATA[Sumarniningsih, Sumarniningsih]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.11367
<![CDATA[Large body of researches has been consistently linked L2 motivation to L2WTC, indicating a significant positive correlation between the two. Yet, the influence of teacher-student relationships on this correlation remains understudied. This research investigates how teacher-student relationships influences the correlation between L2 motivation and L2WTC, as well as to investigate the variations in this influence across varying qualities of teacher-student relationships. Utilizing established scales, questionnaires were distributed to the entire population of SMP Negeri 51 Surabaya, resulting in 222 responses for analysis. Moderation analysis via regression analysis was employed to analyse the data. The findings showed that teacher-student relationships do not significantly moderate the correlation between students' L2 motivation and their L2WTC, nor do they significantly differ in influence across varying qualities. Although statistical significance was not achieved at the conventional threshold, the study hints the potential significance of teacher-student relationships in sustaining L2WTC, particularly in contexts where L2 motivation may be lacking. Thus, while not meeting statistical significance at conventional thresholds, the results underscore the importance of fostering positive teacher-student relationships in language learning contexts.]]>
<![CDATA[Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation ]]>
<![CDATA[Fatimah, Siti Khusnul]]>;
<![CDATA[Sumardi, Sumardi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12190
<![CDATA[Student-student interaction is often overlooked, yet it plays a crucial role in the learning process. Teachers’ guidance in facilitating these interactions can significantly influence students' attitudes toward the subject and their perceptions. This study investigates pre-service teachers’ perceptions of student interactions within a creative problem-solving (CPS) framework using the Initiation-Response-Feedback (IRF) model. Qualitative data were collected through in-depth interviews, artifacts, and voice recordngs, The study involved 46 pre-service teachers, 6 males and 40 females, they are undergraduate students enrolled in the Curriculum and Material Development course. The results indicate that the CPS and IRF models effectively enhanced interaction, collaboration, and critical thinking among pre-service teachers. The dynamic classroom environment fostered by these models encouraged students to engage actively with their peers, respond positively to challenges, and generate innovative ideas. Peer feedback was particularly valuable, allowing for the maturation of concepts and deeper exploration of project content and learning media. Overall, the integration of the IRF model with CPS not only improved student interaction but also facilitated a collaborative atmosphere conducive to intellectual growth in an English as a Foreign Language (EFL) classroom. This study highlights the importance of structured student interactions and provides insights into effective teaching strategies that can enrich the learning experience.]]>
<![CDATA[Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study ]]>
<![CDATA[Ardiana, Fira Khasanah]]>;
<![CDATA[Putra, Kristian Adi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12535
<![CDATA[Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.]]>
