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[Students' Perception on the Use of Youtube Song Lyrics for Learning English ]]>
<![CDATA[Yuhariah, Feti]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.6785
<![CDATA[The objective of this research was to identify the Student’s perception to use youtube song for learning English at SMA 7 Kota Bengkulu. This study use quantitative method. The subject of this research was consisted of 28 students ten grade X IPA 8. In this research, the researcher used questioner to know the students perception to use youtube song for learning English. The result of this research, The result, 83% students gave positive respond in every activity conducted in the classroom because the song make the class become more conducive, fun, and meaningful, so it influenced their ability in listening improved well. Not only that, they also mastered the component of language in English, such as grammar, vocabulary, and pronunciation. The findings of the, learning English using YouTube while listening to English songs videos is more effective. The study demonstrated the value of YouTube songs as a learning tool for English.]]>
<![CDATA[Developing English Grammar Instructional Materials Oriented to Constructivism Theory ]]>
<![CDATA[Andika, Andika]]>;
<![CDATA[Tahrun, Tahrun]]>;
<![CDATA[Firdaus, Masagus]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.6838
<![CDATA[The enhancement or modification of instructional materials is essential to ensure their effectiveness as teaching aids. For the purpose of improving the quality of instructional materials and making them more appealing to educators and students alike, a comprehensive approach must be taken that considers both the content and the form of the materials. In order to make the module an attractive teaching material, it is imperative to enhance its quality. This study aimed to identify the optimal approach for developing an English grammar instructional material based on the constructivist theory and to assess its validity. The research employed a research and development method using the DDR model. The study findings reveal that the English grammar subject 1 module, containing basic and simple materials, is the most suitable form for developing an instructional material oriented to constructivism theory. Additionally, the presentation of the module is clear and well-organized, the language used is easily comprehensible, and the module's structure is user-friendly and engaging. Furthermore, the validation results demonstrate that the developed module is highly effective as an instructional material for teaching English grammar, attesting to its overall quality.]]>
<![CDATA[Gue, Saya, Aku, Kita: Person Deictic Comparison between Male and Female Indonesian Food Vloggers ]]>
<![CDATA[Indarti, Dwi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.6975
<![CDATA[YouTubers, content creators, or vloggers link in some way to influence their viewers. Therefore, the use of creative languages and a good linguistic approach is crucial to convey the content of the videos. Deictic expression is a common and a universal feature in regular conversation as well as in written productions. Deixis features a word or a phrase that points out people as person deixis, time as temporal deixis, or place as spatial deixis. This study analyzes and compares the use of person deictic expressions from six videos taken from three Indonesian male food vloggers and three Indonesian female food vloggers who have the most subscribers. The findings show that there is a difference between Indonesian male and female food vloggers. While Indonesian male food vloggers are mostly use informal person deictic expression gue (English: I, informal style), Indonesian female food vloggers use formal-polite person deictic expression aku, saya (English: I, formal style). They also use kita (English: inclusive-we) to minimize the distance between them and the viewers, indicating that they are having the same experiences. The findings could help the readers and the YouTube viewers to understand the function of person deictic expression that is to place the food vloggers at the center of the situation]]>
<![CDATA[Teachers' Perception of The Implementation of Pilot Teacher Training on EMI ]]>
<![CDATA[Hariyanti, Yuni]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7009
<![CDATA[As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first implementation of the training. The result of this research is beneficial for both the teachers and the institution because the teachers' perception will affect the success of the training itself for both sides. Fifteen non-English teachers of Al Hasra foundation joined the teacher training. The data of this research were taken from the questionnaires and the classroom observation. The results of the questionnaires were analyzed to get the percentage while the classroom observation was analyzed to enrich the findings. The result showed that teachers of Al-Hasra Foundation performed a positive perception towards the pilot teacher training on EMI by demonstrating that the training has improved their knowledge of the use of English in a classroom context, and it has increased their motivation and self-confidence in conducting the teaching activity in English.]]>
<![CDATA[Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class ]]>
<![CDATA[Santos, Alvin Ibe]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7019
<![CDATA[Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.]]>
<![CDATA[A Systematic Literature Review of the Feasibility of a Translanguaging Pedagogy in the Foundation Phase ]]>
<![CDATA[Carrim, Ameera]]>;
<![CDATA[Nkomo, Sibhekinkosi Anna]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7158
<![CDATA[Many South African educational contexts, including the Foundation Phase are linguistically diverse. However, this diversity is not mostly catered for as evidenced by the prevalent monoglossic ideologies. This has resulted in low literacy levels in South Africa, which indicate a poor literacy foundation and limit learners’ ability to learn effectively and excel academically. Over the past decade, a number of literacy intervention programmes have been implemented at national and provincial level, but the impact has been minimal. There is need to explore and adopt other approaches to literacy development such as the translanguaging pedagogy which has been reported to be successful in other phases of education. However, there has not yet been studies that report on translanguaging undertaken at Foundation Phase in South Africa. Thus, this study explored the feasibility of a translanguaging pedagogy in the Foundation Phase to develop literacy for multilingual English first additional language learners. Through a systematic review, translanguaging studies conducted between the years 2015-2022 in South Africa and internationally were reviewed and analysed using a thematic analysis approach. Finding from this study reveal that learners’ home language should be considered as a resource for attaining deeper levels of meaning. By adopting a translanguaging approach, teachers can enhance multilingual learners’ literacy skills through strategies such as home-languaging, translation, juxtaposing languages and the flexible and dynamic use of the multimodal semiotic repertoire. However, future research is recommended to investigate the application of this pedagogy in the Foundation Phase classrooms in South Africa.]]>
<![CDATA[Teaching English to Young Moslem Learners: Lessons Learned from an Expanding Circle Country ]]>
<![CDATA[Irwansyah, Dedi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7192
<![CDATA[A large number of research projects show an increasing interest in exploring English language teaching for young learners. Until recently, however, there has been little discussion about young Moslem learners who learn English in an expanding circle country. The purpose of this study was to provide a rich description related to the distinctive features of English teaching for young Moslem learners and to describe some plausible English teaching steps for learners. Following a case study design, this article explores informal English teaching involving seventeen young Moslem learners that took place at a mosque located in Lampung province, Indonesia. The researcher played the role of a key instrument who observed and made sense of the teaching process. The findings of the study show that among the noticeable features are dress code and venue, topics, the use of Islamic phrases, and translanguaging. As for the teaching steps, six steps are proposed including opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. This study suggests that the tradition and the linguistic repertoire of the young Moslem learners in the expanding circle country ought to be considered as potential resources to English learning.]]>
<![CDATA[Syllabus Design of English Club: Fostering Joyful Extracurricular for Tenth Graders ]]>
<![CDATA[Mashudi, Aziz]]>;
<![CDATA[Indah, Rohmani Nur]]>;
<![CDATA[Syaifulloh, Burhanudin]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7211
<![CDATA[The transition from online to onsite English classroom resulted in the challenge for tenth graders to be more skillful in actively engaging into English conversation activities. However, it requires better planning of English Club as curricular lesson to enhance student’s participation. This study was intended to develop the syllabus of English Club to be a joyful extracurricular for tenth graders at a senior high school in Daha Kediri. The need analysis used questionnaire and interview to find the required data of student’s speaking practice in English Club activities. The findings show that English Club plays an important role in supporting students to practice speaking. The students also thought that the English Club had a great way of encouraging their motivation to practice speaking with friends. In other words, English Club gives them more joyful experience and knowledge from the learning atmosphere which is fun and comfortable making them more interested in practicing speaking.]]>
<![CDATA[Instructional Design to Promote Translingual Practices in an English First Additional Language Context ]]>
<![CDATA[Zano, Kufakunesu]]>;
<![CDATA[Mbirimi-Hungwe, Vimbai]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7331
<![CDATA[Languages are not set, autonomous, bounded entities whose nature cannot be disrupted; they are flexible entities that can be reformed, re-arranged and recreated to fit into new contexts of communication. This study was driven by the need to explore the instructional design used to promote translingual practices in an English first additional language context in the Further Education and Training phase. For this qualitative study, eight (8) English first additional language teachers in the Further Education and Training phase were used as respondents. These teachers were stationed at four (4) high schools in one district of South Africa, meaning two (2) teachers per school were selected. The researchers used telephone interviews to collect data. The results revealed that translanguaging can be used in conjunction with collaborative activities like co-teaching, peer tutoring and group work in the English first additional language classroom. Â Besides, all learners have prior knowledge gained from schooling and life experiences and English first additional language teachers can build on those experiences. Also, based on the findings, it is indispensable to take advantage of modern technological facilities like WhatsApp in aiding the task of teaching English first additional language.]]>
<![CDATA[Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho ]]>
<![CDATA[Mokala, Ntsoaki Teresa]]>;
<![CDATA[Matee, Lihotetso Gloria]]>;
<![CDATA[Khetoa, Soyiso Godsave]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7368
<![CDATA[The current study reports on ways in which Lilaphalapha page on Facebook used language to provide awareness on Corona virus pandemic. Corona Virus affected the whole universe in different ways. Like the rest of the world, to curb the spread of the virus, Lesotho declared a state of emergency and the government put different health protocols in place. To prevent the widespread of COVID-19, a wealth of knowledge was provided in Indo-European languages in many countries. Speakers of African languages such as Sesotho, a national language of Lesotho, had to be innovative and employ region specific methodologies to spread awareness about COVID-19 pandemic. In this qualitative research, data was collected from eight purposely selected episodes posted on Lilaphalapha page on Facebook in April 2020. The videos were analysed through inductive thematic analysis approach. The paper analysed how the use of proverbs and figurative language has helped in preserving Sesotho as a language and filled the gap in preventing language dearth particularly in the advent of COVID-19 pandemic. The findings indicated figurative language, humour and proverbs were used in spreading COVID-19 awareness to Basotho. ]]>
