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[Becoming Mobile Readers-Narratives of Zimbabwean Teenagers’ Mobile Reading Experiences ]]>
<![CDATA[Bachisi, Ivan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.6699
<![CDATA[This article critically reviews the mobile reading experiences of a group of twenty-three Zimbabwean urban adolescent learners. This paper contends that while mobile reading is a growing mode of literacy development across the world, little is known about the different strategies Zimbabwean adolescent learners have had to employ as they reconfigure and rethink their literacy practices around new reading media like cell phones and tablets. This paper adopts a constructivist approach to trace, document, and analyse the personal narratives of the participants’ mobile reading experiences during their transformational journeys towards becoming active mobile readers. The participants’ voices were captured using task-based evaluative focus group interviews. Through this cooperative collaborative approach, the researcher managed to engage the participants on critical issues surrounding their digital literacy practices, their digital identities, their digital inclusion, and digital exclusion thereof. It was established that the adolescent participants were a digital generation living in a digital age and their reading needs and expectations were ever-growing and ever-changing. The adolescent participants expected their digital reading to be like the rest of their digital lives: quick, uninterrupted, personalised, and smart. Educational practitioners ought not to assume that adolescent learners as digital natives will automatically become successful mobile readers, but rather they should make accommodations for, and teach adolescents the art of digital learning and mobile reading. This paper recommends the scaling up of mobile reading initiatives and research in Zimbabwe so that the mobile reading phenomenon is further demystified.   ]]>
<![CDATA[Exploring Figurative Language in the Kite Runner Novel: Unveiling Semantic Depths for a Deeper Narrative Understanding ]]>
<![CDATA[Indarti, Dwi]]>;
<![CDATA[Fikri, Nabhan Ali]]>;
<![CDATA[Manar, Marsandi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.7867
<![CDATA[Figurative language analysis in a novel involves examining the author's use of various literary devices and techniques to enhance the narrative, evoke emotions, and create a deeper understanding of the text. This analysis goes beyond the literal interpretation of words and delves into the layers of meaning and imagery that contribute to the overall richness of the story. The purpose of this study is to seek the types of figurative language found in the novel The Kite Runner written by Khaled Hosseini and to analyze their meanings. The Kite Runner is a historical fiction novel, sets in Afghanistan in the 1970s with the social and political conditions of the Soviet invasion and the rise of the Taliban dictator. Using descriptive qualitative content analysis, this study reveals that there are 72 sentences containing figurative language and there are nine types of figurative language. Those are metaphor (15%), simile (32%), personification and, synecdoche (9%), metonymy (13%), both paradox and symbol (4%), hyperbole (7%), and apostrophe (3%). The findings show that the dominant type of figurative language in the novel The Kite Runner is simile. This study sheds light on the author of the novel The Kite Runner effective use of figurative language to enhance the narrative, convey emotions and enrich the readers’ experiences. Thus, this paper provides an in-depth analysis of figurative languages found in one of the great historical fictions.]]>
<![CDATA[Enhancing Writing Report Texts Using Padlet Website: The Perceptions ]]>
<![CDATA[Ardini, Sukma Nur]]>;
<![CDATA[Marlinda, Marlinda]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8316
<![CDATA[There are several technology-based solutions available to help students with disabilities related to compose something. However, merely providing access to technology is insufficient. It is important to utilized technology because the impelentation of using technology have an impact on students’ outcomes. The aim of this study is to investigate the perceptions in utilizing Padlet as a learning medium in writing report texts. Descriptive qualitative method was employed using questionnaire and interview. They were distributed through 36 sample of grade X and one teacher. 78% of the participants had positive perceptions; 19% neutral and 3% negative. It assumed that most of the students found that using Padlet website provided a more engaging and interactive writing experience. It was also revealed that the students who gave feedback negative and neutral perceptions had another argument that there are more learning media instead of Padlet which can increase his writing skill. The teacher supported the findings and provide nine description on how she perceived Padlet as learning media. Overall, using Padlet as a collaborative writing approach has the potential to connect and develop students' writing skills. This study is useful for writing teachers since the benefits of Padlet can make the writing process more effective and engaging, which relates to 21st Century Teaching and Learning.]]>
<![CDATA[Improving Students’ Writing Ability in Personal Recount Text Using Google Jamboard ]]>
<![CDATA[Susanti, Arik]]>;
<![CDATA[Agung, Elsha Lintang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8520
<![CDATA[Writing is a vital ability for students to develop their communication skills. Nevertheless, some students believe that writing skills are challenging. Therefore, Google Jamboard can facilitate the learning of the writing process, as it provides opportunities for collaboratively enhancing learning experiences. The purpose of this study was to examine the efficacy of Google Jamboard in enhancing students’ ability to compose personal recount texts. There was no control or comparison in the pre-experimental design. A private vocational high school in Surabaya served as the location. There were 34 pupils in the tenth grade from a Surabaya private vocational high school involved. The instruments were a pre-test and post-test along with a writing rubric. The data were obtained by administering a writing test before and after the implementation of Google Jamboard. Using SPSS version 22, a paired sample T-test was utilized to analyze the data. The results demonstrate a significant gain in the mean score between the pre-test and post-test, with an increase of 19.97 points. Additionally, the two-tailed significance value (Sig) is below 0.05, specifically 0.000. This statement implies that the alternative hypothesis (Ha) has been approved. To sum up, Google Jamboard can enhance students’ personal recount writing skills. It is recommended that other researchers utilize Google Jamboard to teach additional English skills.]]>
<![CDATA[The Use of ICT Tools in Learning English Autonomously ]]>
<![CDATA[Nduwimana, Arcade]]>;
<![CDATA[Ndoricimpa, Clément]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8608
<![CDATA[Over the past 40 years, there has been an increasing interest in learner autonomy. The present study was undertaken to examine the extent to which Burundians living in two major cities of the country use ICT tools and resources to improve their English autonomously. In doing so, the study first investigated the situations in which they need to use English and their current level of English regarding the different aspects. Adopting a descriptive research design, the study used a convenience sample of 239 subjects who were invited to respond to a questionnaire survey and participate in a two-day training on how to use ICT to learn English autonomously. The collected data were analysed using SPSS version 22. The findings indicated that participants still not exploit to the fullest the benefits of ICT to learn English autonomously. Indeed, 84.9% of the participants do not know what a podcast is and 66.1% of them report that they have no language learning applications on their smartphones. Besides, more than 60% of the participants have not yet tried to learn English using internet. Yet, they feel the need to use English in different situations reflecting a vast range of domains such as Medicine, Law, Economy, etc. Findings also showed that the majority of the participants have a weak or very weak level regarding the different language aspects. Given these findings, it can be concluded that there is a need to raise awareness of Burundians to use ICT tools to learn English by themselves.]]>
<![CDATA[Students’ Views toward the use of Think-Pair-Share Strategy on students’ oral communication skill in an EFL context ]]>
<![CDATA[Darmawan, Yohanes Richardus Ricky]]>;
<![CDATA[Lestariningsih, Fransisca Endang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8694
<![CDATA[The purpose of this study was to investigate students’ views toward the use of the Think-Pair-Share teaching strategy on their oral communication skills. The primary focus of this study was to investigate the possible effect of the Think-Pair-Share teaching strategy on the students’ oral communication skills. The secondary purpose was to know the students’ view toward the application of this teaching strategy based on their experiences. Based on the purpose of the study, investigations were done by using interviews. The interviews were done with four participants consisting of the chosen students based on their experience. Zoom application was used during the interviews. Audio recordings were transcribed into text and translated into English. The keywords extracted from the transcriptions were used to determine the coding. Furthermore, the themes were reported as the study's findings and then supported by previous research. The result showed that the Think-Pair-Share teaching strategy could help the students enhance their self-confidence and could be helpful in improving their oral communication skills on condition that the students use English as the medium of discussion. Meanwhile, the findings for the secondary purpose revealed that the students found this teaching strategy was quite helpful in improving their teamwork and critical thinking skill. The students also felt that this teaching strategy offered varied activity, thus making the class become less boring. The findings reveal that the Think-Pair-Share teaching strategy needs to be implemented carefully in order to achieve its full effectiveness. As the implication, the Think-Pair-Share teaching strategy could be applied considering the advantages and the effects for the students.]]>
<![CDATA[An Analysis of Reading Comprehension Sub-Skills in EFL Textbooks ]]>
<![CDATA[Aynalem, Yihun Birhanu]]>;
<![CDATA[Tesmand, Alamirew Gebremariam]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8695
<![CDATA[The aim of this research was to investigate the reading comprehension sub-skills Ethiopian EFL textbooks teach in high schools. A descriptive case study was the design of the study, for it acknowledges the sociocultural viewpoint of reading instruction which is characterized by the roles culturally produced mediating artifacts (textbooks) have on students learning opportunities. To this end, reading comprehension questions were the data collected from grade eleven and grade twelve EFL textbooks which were selected drawing on the purposeful sampling technique. A checklist of comprehension sub-skills modified from Barrett’s reading comprehension taxonomy was the data collection instrument. The data collected were analyzed using the descriptive content analysis method. Along with the two researchers, the study involved an inter-rater in order to augment the reliability of the results. He was selected among the English staff based on a random sampling technique. The findings of the research indicated that the comprehension questions of the instructional materials are characterized by the initiations of a preponderance of text-based comprehension sub-skills in general and recognition of comparison and details sub-skills in particular. Additionally, the textbooks do not ask all sub-skills of the comprehension levels except those residing in the literal comprehension. The study also found out that the questions do not teach the comprehension levels in line with their difficulty sequence. Based on the findings, it is stipulated that material designers of grades eleven and twelve EFL textbooks should keep the order of reading comprehension categories and balance the distribution of sub-skills within the comprehension levels while preparing comprehension questions for grades eleven and twelve EFL textbooks.]]>
<![CDATA[Higher Order Thinking Skill (HOTs): EFL Students’ Levels and Challenges in Writing Discussion Sections of Theses ]]>
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Shah, Shanina Bt. Sharatol Ahmad]]>;
<![CDATA[Astrid, Annisa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8699
<![CDATA[HOTS is essential to be owned by English education students, especially in writing discussion because it made them being critical in writing their discussion. Thus, tThis study aims to determine the level of HOTS in writing the discussion section of the thesis, the difficulties faced by students in criticizing research results in the discussion section of the thesis and the challenges faced by the thesis supervisor lecturers in guiding students to write critical discussions. This study was motivated by complaints from students who experienced difficulties in writing the discussion section of the thesis, so it was necessary to do research on this matter. One alternative solution that can be done is the implementation of students' HOTS in writing, so that students can better critique the results of research data analysis in the discussion section. This study applies case studies which are part of qualitative research. The samples of this study were 5 student thesis discussions from the University of Bengkulu English Language Education study program. This study uses writing rubrics and interview guides as research instruments. The data obtained was analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions. The result showed that students implemented HOTS in writing their discussion, but only in the level of analyzing and evaluation. Students could not reach the level of creating. Another result showed that students faced problems in writing their discussion, either technical problems, language problems, or content problems. It is the same as what happened to the lecturer supervisors. They got challenged in guiding students in writing their discussions. Their challenges were students’ language ability in writing, time management, ideas, and sources.]]>
<![CDATA[Women Empowerment in Comparison to Asian Female Gender Roles and Stereotypes in Crazy Rich Asians Novel ]]>
<![CDATA[Hefandia, Deandra Alika]]>;
<![CDATA[Kusuma, Dwi Linda]]>;
<![CDATA[Ruslianti, Atikah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8737
<![CDATA[The issue regarding female gender roles has been circulating for so many years in many cultures. The issue can be seen in many media including a novel where it brings up the matter along the plot in the story. This article aims to see women empowerment in comparison to the female gender roles represented in Crazy Rich Asians novel by Kevin Kwan. To support this research, the theory used is Eagly’s Gender Role theory and Malhotra’s Women empowerment theory. The method used in this study is a descriptive qualitative method to elaborate on the female gender roles and women empowerment. The results showed that this novel portrays that the female gender roles and stereotypes came from the residual culture and the women empowerment happened when the female characters can choose their own life path for their own sake by their own decisions. It shows that despite the culture that bonds the female characters for generations, they can still speak up for themselves and choose what is good for them.]]>
<![CDATA[A Comparative Move Analysis of Low and High-Impact Social Science Scopus Journal Articles Written by Reputable Indonesian Authors ]]>
<![CDATA[Julieta, Anggia Lyana]]>;
<![CDATA[Kurniawan, Eri]]>;
<![CDATA[Lubis, Arif Husen]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8738
<![CDATA[Producing research articles requires clearly, logically, rationally, and empirically substantiating complicated ideas. Regarding that, many professors struggle to have their articles published in highly regarded publications and require references; for instance, the rhetorical move pattern. Many studies have analyzed the rhetorical structure of articles, but few have investigated the rhetorical move of the research articles produced by lecturers by specifically comparing their publications in high-impact versus low-impact Scopus-indexed journals. Using a descriptive-comparative qualitative design, this study seeks to investigate the moves of low-impact and high-impact articles of the two social humanities lecturers of a state university in Indonesia. Eight articles were analyzed through the move framework proposed by Maswana (2015). The results revealed that the rhetorical moves from each section were organized with significant conformities and minor non-conformities.Especially, the authorsemphasized the goals, procedures, and outcomes of the publications in the abstract section. Furthermore, the writers provided references to the existing literature and the goal of the research to assist the reader in understanding the theory applied in the papers. On the other hand, deviations from the norm are displayed in the methodology section due to variations in how the study was conducted, particularly the data processing phase. The authors’ attention to conveying the research’s specific findings and their significance was in the findings and discussion section. The results of this study can be used as a reference for Indonesian researchers who are striving to publish papers in international journals toward a more visible and impactful publication.]]>
