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[Reflective Teaching of EFL Instructors at Shambu College of Teacher Education ]]>
<![CDATA[Alemayehu Dheressa, Moti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5186
<![CDATA[Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. A qualitative data approach was hired to accumulate records from 10 EFL instructors triangulating semi-structured interviews, diaries, journals, and observations. Data analysis through thematic analysis is used for this to take a study. The results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. The codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. In the case of effects, the codes were labeled into classes of inner and outside outcomes. It was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. Regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust.]]>
<![CDATA[The Influence of Background Knowledge on Students’ Translation Results: An Interlingual Translation ]]>
<![CDATA[Usman, Abdurrahman Hi.]]>;
<![CDATA[Dahlan, Suratman]]>;
<![CDATA[Daud, Abdulhalim]]>;
<![CDATA[Mahmud, Adi F.]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5189
<![CDATA[This research aims to identify whether students’ background knowledge influenced the translated texts from the source language (SL) into the target language (TL). This research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east Indonesia. The participants in this research included 30 students. The documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. To Analyse the data, the researchers used qualitative ways. Data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. The data showed that most of the students need background knowledge in the translation of source language into the target language. These reasons confirm that there is a close relationship between background knowledge and translation. It means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. Moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language.]]>
<![CDATA[Accommodating Learners’ Multilingual Capabilities in an English First Additional Language Classroom ]]>
<![CDATA[Zano, Kufakunesu]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5267
<![CDATA[Debatably, in South Africa, there is an absence of a consensus about a teaching method that can inform multilanguage usage for English first additional language learners in the Further Education and Training phase. This study argues that translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. The study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an English first additional language context in the Further Education and Training phase. It took place in a multilingual Grade 11 classroom. For this qualitative study, only 24 Grade 11 learners were used as participants in 4 focus groups for data collection. The results indicate that engaging in group work increases the time English first additional language learners spend actively using their home languages with their peers. Learning English within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with their teachers and peers. Therefore, distinguishing language upbringings as a reserve might produce positive results in the classroom when teaching English to English first additional language learners as learners showcase their identities in collaboration with their contemporaries. Group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom as learning becomes learner-centric. It was concluded that group work can serve as an enabler for translanguaging, harnessing learners’ different multilingual capabilities for a better understanding of their work.]]>
<![CDATA[Engaged Reading: Moving from Theory to Implication for L2 Learners ]]>
<![CDATA[Selim, Sheikh Mohammad Masud]]>;
<![CDATA[Islam, A B M Shafiqul]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5281
<![CDATA[There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.]]>
<![CDATA[Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement ]]>
<![CDATA[Firdaus, Masagus]]>;
<![CDATA[Mayasari, Santi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5311
<![CDATA[This study was a quasi-experimental research and oriented to measure the effectiveness for student-teachers’ reading comprehension achievement. There were 80 student-teachers who joined and were grouped into experimental and control groups. They were treated for eight meetings. Both pretest and posttest instruments were integrated for collecting the data. Both paired and independent t-tests were employed to know improvement of the two groups. The findings showed that in pretest, both of groups encountered problems related to reading comprehension. However, after being treated with this Schoology learning management system (LMS) for several meetings, experimental group students gained better achievement in reading comprehension comparing to control group. Mean scores of experimental group (75.250) was bigger than control group gained (61.875). By the same token, the F-test score (0.392) with df (78) and sig. value (0.000) informed about different qualities gained by both groups, i.e., experimental and control. In a nutshell, the integration of Schoology LMS is more effective in increasing students’ reading comprehension comparing to conventional mode of learning. ]]>
<![CDATA[Trainees’ Perceptions towards the Practice of Competency Based Assessment for Learning in Oromia Colleges: In Particular to Shambu, Nakamte and D/Dollo CTE ]]>
<![CDATA[Alemayehu Dheressa, Moti]]>;
<![CDATA[Olana, Tamiru]]>;
<![CDATA[Bekele, Ebisa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5314
<![CDATA[This study investigated Trainees’ perceptions towards the practice of competency based assessment for learning in Shambu,Nakamte and D/Dollo College of Teachers Education in Oromia Region to realize their perceptions. Therefore, descriptive design was used. A close-ended and open-ended questionnaire items with five point Likert scale was administered to thirty two trainers. In addition, to substantiate the data obtained through questionnaires, interviews with 4 experienced instructors were also held. The quantitative data was analyzed to determine the status of instructors’ perception towards the practice of CBAFL. The qualitative data which was collected using interview was described qualitatively using narrative analysis. Results of the study revealed that instructors’ have unfavorable perception towards the practice of AFL. They perceived that the practice of CBAFL in the faculty was more of theoretical and most of them assumed that students need further practical training to perform to the standard in the actual job situations. Regarding the factors that affect the practice of assessment, almost all the participants believe the following are main factors: A heavy influence of the earlier approach to methods of teaching and assessment (behaviorist) which is usually practiced by instructors; instructors give more attention to grading instead of enabling trainees to be competent through careful engagement of practical assessment tools; in addition the participants of the study also enlisted the following as main factors: trainees are not responsible for their own learning; they give priority to passing exams rather than developing competence; lack of clarity on competence-based assessment among trainee and instructors. Large numbers of respondents held the view that the practice of CBAFL was not in line with future job requirements of the graduates.]]>
<![CDATA[The Improvement of the Students’ Ability in Writing Procedure Text Using Video Recipe ]]>
<![CDATA[Lating, Ahmad Zakqy Yamani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5328
<![CDATA[Writing skill is one of the most difficult language skills to be mastered for foreign learners. Learners are demanded not only to master linguistic features but also to acquire non-linguistic aspects. To train learners, teachers should provide their learners with writing exercises as much as possible in classes. This study is aimed at investigating the effectiveness of video recipes to improve students’ writing procedure texts at the nineth-grade students of SMPN 1 Mojowarno, East Java. This study involved 32 students as participants that consisted of 16 males and 16 females. This study was designed in the classroom action research. The CAR procedure consisted of Planning, Implementing, observing, and reflecting. Each phase has activities dealing with the use of video recipe to improve students’ writing procedural texts. To state students’ criterion of success, the researcher enacted the score of 76. This study passed two cycles. In the first cycle, students still are achieving the passing grade. Students have achieved the passing in second cycle. Based on the results, the students showed their interest, pleasure, enthusiasm and curiosity during the implementation of video recipes. Therefore, this study can be inferred that video recipes was able to improve the students’ ability in writing procedure text at SMPN 1 Mojowarno.]]>
<![CDATA[An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies ]]>
<![CDATA[Erickson, Ebidel]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5389
<![CDATA[In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.]]>
<![CDATA[An Analysis of Writing Strategies Used by Students of English Language Department ]]>
<![CDATA[Dari, Retno Wulan]]>;
<![CDATA[Rahmawati, Eva]]>;
<![CDATA[Akhiriyah, Suvi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5413
<![CDATA[The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.]]>
<![CDATA[An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class ]]>
<![CDATA[Kinasih, Putri Rindu]]>;
<![CDATA[Olivia, Olivia]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5435
<![CDATA[Despite the importance of public speaking skills, unfortunately, research about public speaking classes mainly focuses on the attempt to minimize the students’ anxiety and discomposure. Whereas other crucial issues need to be investigated such as the quality of learning materials in public speaking classes having poor quality and students’ difficulty in speaking naturally. This research aimed to investigate the usage of movies in enhancing students’ ability to deliver speeches. The participants of this study are 67 students majoring in English Language and Literature consisting of 46 females and 21 males. All participants were taking the listening-speaking class and public speaking class. This study adopts the mixed-method approach. Firstly, to see the progress of students’ public speaking skills, we conducted a pre-test and post-test which were analyzed based on a scoring rubric proposed by Joe et al. In addition, questionnaires were distributed to understand participants’ perceptions after learning about public speaking through movies. Lastly, a semi-structured interview was done to enrich the discussion. The results showed that movie clips are effective in increasing students’ interest in following an online class because the lesson felt contextual. The participants’ public speaking skills also improved as students can apply the strategies to attract audiences.]]>
