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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 18 Documents
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Search results for , issue "Vol. 11 No. 2 (2023): April" : 18 Documents clear
Leaning Meanings in Bima Language: A Study of Natural Semantic Metalanguage Adawiyah, Rabiyatul
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7460

Abstract

The study of regional languages is a critical component of a nation's cultural and linguistic heritage. As such, it is imperative to conduct in-depth research into the meanings and nuances of regional languages. In this study, the Bima language (ngahi mbojo), which belongs to the Bima-Sumba language family and is widely spoken in the Bima and Dompu districts, was examined to map and explicate verbs with the concept of 'lean'. To gather the necessary data, oral and written sources were used, including storybooks in the Bima language. The research methodology utilized a combination of interviews and literature review, while the verification method was employed to collect and analyze the data. The method, which involves the alteration of form and the use of paraphrasing techniques, was utilized to determine the original meaning of the verb and its explication, resulting in 65 points of analysis. The study revealed that Bima language verbs with 'lean' can be mapped to entities, processes, tools, and results. Specifically, the lexicon used to express the concept of 'leaning' includes maru (sleeping), santengi (leaning), doho (sitting), oko (squatting), kidi (standing), and tu'u (getting up).
The Experiences and Perceptions of Teachers of the Deaf Children in a South African Sign Language Class Grace, Madisha
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7462

Abstract

Since Deaf children lack the foundation of a primary language, they find it difficult to learn a second language. As a result, it is suggested that South African Sign Language[1]  be taught as a first language and that the environment's dominant vocal language, such as English, be learnt  as a second language, primarily through writing. This essay summarises the results of a master's degree study that looked at teachers' experiences teaching Deaf students in South Africa's Gauteng region English as a First Additional Language (EFAL) using a qualitative research design. The purpose of this study was to investigate teaching methods appropriate for Deaf youngsters. Four data collection tools were used: focus group interviews, individual interviews, observations, field notes and documentation. Interviews with four female Foundation teachers took place in semi-structured focus groups and a one-on-one session. Four female Foundation Phase teachers who utilised EFAL as a language of learning and instructed Deaf students to use Sign Language as a form of communication participated in semi-structured focus groups. One of the four teachers is Deaf. The responses of the participants were recorded and analysed. Two key themes emerged from the interview data: (1) team teaching and its advantages, and (2) the use of customised test questions. The results showed that team teaching, which pairs two competent instructors—one Deaf and the other Hearing—to give learners full access to classroom communication and learning, can improve the lack of teachers' training in teaching Deaf students. The modified assessment was found to enhance these kids' academic performance and EFAL learning.
Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment Sumarsono, Dedi; Arrafii, Moh. Arsyad; Imansyah, Imansyah
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7481

Abstract

Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.
Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era Fauziyah, Hilda; Gozali, Agus; Degeng, Putu Dian Danayanti
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7497

Abstract

When learning English, speaking is one of the English skills which is important to learn. Learning to speak will make students able to communicate with others and know what happens in the world. In fact, learning to speak is more challenging than learning other skills in English. In order to speak effectively, students need to practice their speaking regularly. However, the appearance of Covid-19 limits students to practice their speaking face-to-face. After teachers and students adapt to online learning for 2 years, suddenly learning process back to offline learning with certain regulations. Due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding EFL students’ speaking performance in the pandemic context and the factors affecting it. Using semi-structured interviews as the instrument, an English teacher who teaches English pre, during, and post-pandemic in SMA Widya Gama Malang has been interviewed in this research. The results of this study revealed that reading material has an impact on students’ speaking performance, the difference in students’ self-confidence during and after the pandemic, students’ willingness to speak during and after the pandemic from the teacher’s perspective, ICT is the best multimedia factor for improving speaking performance, and there is no fixed teaching methodology for teaching speaking.
Digital Storytelling as an Alternative Teaching Technique to Develop Vocabulary Knowledge of EFL Learners Br Sembiring, Desty Laura; Simajuntak, Debora Chaterin
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7523

Abstract

Developing vocabulary is crucial because it allows a student to be proficient in four areas (listening, speaking, reading, and writing). Students will not significantly improve their English language abilities if they lack the necessary vocabulary. The purpose of this study is to determine whether digital storytelling (DST) can replace traditional classroom instruction as a means of enhancing vocabulary knowledge. The study was carried out by utilizing a comparative research design. The participants aged from 13 to 14 years old and took grades 7 A and B of SMP N 3 Parongpong Junior High School. Pre-test, treatments, and post-tests were used to gather study data. From the results of the pre-test, it can be seen the participants' initial abilities were in a bad category with a score of less than 69. According to the initial results, this study aimed to show that the research had a significant impact on students' post-test performance as compared to their pre-test performance. The study's findings indicated that using digital storytelling helps learners in the experimental class grow their vocabulary knowledge and establish it. Throughout the treatment, learners who were taught using DST outperformed those who were not taught using DST. Furthermore, it was observed that the group with DST had a positive opinion on the utilization of digital storytelling in the classroom. The results also show how well digital storytelling involves students in the learning process.
EFL Teachers’ Perceptions of Kahoot as an Online Learning Platform in Promoting Basic English Vocabulary Situmorang, Ketlin Melisa; Simajuntak, Debora Chaterin
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7525

Abstract

This study aims to investigate teachers’ perceptions of the effectiveness of using the Kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. The research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. The study's participants were teachers with prior experience using the Kahoot application. Data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. The findings suggest that the Kahoot application is a valuable tool for teaching vocabulary to English language learners. Teachers can leverage Kahoot to promote dynamic engagement in the learning process, which, in turn, motivates students to participate eagerly. Kahoot's enjoyable assessment features provide teachers with a platform to facilitate vocabulary learning in a more effective manner. The participants' experiences indicate that the majority of students respond positively to the use of Kahoot to enhance their vocabulary knowledge and express an interest in continuing to learn using this application.
Helping Them To Be Good Teachers: How Community Service Equips Pre-Service Teachers to Teach English Yoedo, Yuli Christiana; Puspitasari, Dani
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7529

Abstract

Investigating pre-service teachers’ beliefs gives tremendous advantages for their future career development. This study was conducted in the context of elementary education. It focused on investigating the pre-service teachers’ beliefs about teaching English and how the teacher’s reflections changed their initial beliefs. We examined nineteen sophomore students who participated in community service to teach English at a public elementary school. A qualitative design was applied and reflections were carried out. Data were gathered through in-depth interviews and direct classroom observations. The result generates that many preservice teachers hold their prior beliefs about teaching from their student experience. Teaching reflections facilitate these pre-service teachers to realize their gaps in teaching skills. The finding suggests that teacher training faculty need to add more practical courses to nurture teaching skills. The findings may be useful for a larger population where English was taught as a foreign language for pre-service teachers and elementary school students. This study concludes that real teaching experience develops pre-service teachers’ professionalism. It impresses upon them that teaching needs comprehensive knowledge and skills.
The Use of Euphemisms in the Book of “The Alchemist” by Paulo Coelho Tarigan, Smirna Br; Marpaung, Marlin Steffi
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7560

Abstract

Euphemisms are a linguistic phenomenon whereby milder or courteous words are substituted for blunt or unpleasant expressions. This study focuses on the use of euphemisms and related expressions in Paulo Coelho's book, "The Alchemist." Specifically, the research aims to identify the various euphemistic devices employed, ascertain the prevalence of such devices, and explicate their significance within the context of the novel. A descriptive qualitative research design was employed, which involved an in-depth and detailed exploration and analysis of the phenomena under investigation. To obtain the necessary data, a comprehensive review of relevant literature and library resources was conducted. The results revealed that Paulo Coelho's "The Alchemist" contains several euphemisms that serve to enhance the overall tone and mood of the narrative. The study further identified four distinct types of euphemisms in the novel, namely euphemisms used to soften descriptions of physical attributes, mental states, skills, etc., euphemisms used to make disagreeable situations more palatable, euphemisms used in business contexts, and euphemisms used in other contexts. Of these categories, the most common type, accounting for 44.5% of all instances, was found to be euphemisms used to make something sound more pleasant.

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