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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 40 Documents
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Search results for , issue "Vol. 12 No. 1 (2024): January" : 40 Documents clear
Development of Contextual Learning Models to Improve Student's Speaking Skills Lukman, Lukman
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9128

Abstract

An alternative solution for students to learn in a fun way is to use a contextual learning model. The contextual learning model is expected to activate the potential of teachers and students in teaching-learning interactions. Therefore, This research aims to obtain a contextual English learning model that can improve the speaking skills of junior high school students. The method used in the study is the research and development method. The results of the research produced several conclusions. First, the resulting learning model is a Contextual Learning Model, which can be used to improve students' speaking skills. The contextual English learning model developed has components including (1) establishing meaningful relationships, (2) doing meaningful work, (3) carrying out an independent learning process, (4) collaborating, (5) thinking critically and creatively, (6) ) provide individualized service, (7) strive to achieve high standards, and (8) use authentic assessment. Second, the learning design model presents learning plans and learning procedures. The main steps are exploration (apperception), consolidation, attitude formation, and closure. Third, the contextual learning model resulting from this development is efficacious in improving students' speaking skills in learning English. High effectiveness in improving speaking skills for better students with better school rankings. The developed contextual English learning model can make it easier for teachers to carry out the English language learning process in junior high schools, improve students' speaking skills, and improve contextual learning models, especially in English subjects in junior high schools.
The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance Setyowati, Lestari; Sukmawan, Sony; Karmina, Sari; Mabaroh, Barotun
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9140

Abstract

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design.  The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia.  The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892).  The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.
Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English Asnas, Sania Alinda Mouli
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9142

Abstract

English Teachers encounter difficulties when trying to pique students' interest in learning English. Technological innovations can enhance English courses through digital storytelling, which can support English lessons because it can strengthen students' commitment to learning and foster a better learning atmosphere. Therefore, this study aims to explore students' views of the attitudes and barriers when leveraging digital storytelling in learning English. This research utilized qualitative methods with questionnaire and interview research instruments to fill the methodological gap because there was a lot of research on digital storytelling conducted using quantitative methods. There were forty eighth-grade students at a private junior high school in Malang who had filled out the questionnaire, and three of them were interviewed. The research results showed that when leveraging digital storytelling to learn English, they have a favorable perspective concerning it, such as assisting them in focusing on the lesson material, keeping them entertained, aiding them in visualizing the lesson material, deepening their understanding of the lesson material, engaging them in learning, helping them communicate in English, providing them a sense of security to take part in class, and creating a stimulating learning environment. On the other hand, some students displayed uncertainty in terms of self-confidence and self-motivation when learning English leveraging digital storytelling although some students also demonstrated an increase in these traits. In addition, by leveraging digital storytelling, they found it simpler to recall the information given and felt more at ease expressing their language proficiency in the form of listening, speaking, reading, and writing. However, they ran into barriers while leveraging digital storytelling in English classrooms, including technological issues and trouble understanding unfamiliar vocabulary. The study’s implications have been mentioned here.
The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance Mustiah, Mustiah; Dayat, Dayat; Sadek, Nihal
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9158

Abstract

Dynamic assessment is unity of assessment and instruction based on the sociocultural theory in which mediation is gradually provided to promote the cognitive development.   This study mainly aimed to explore the quantitative and qualitative impact of mobile-assisted hybrid dynamic assessment (MAHDA) on Islamic religious Education (IRE) learners’ Arabic reading comprehension (ARC). This recent study employed a sequential explanatory mixed-methods design and involved twenty participants assigned into experimental and control groups. All groups received pre-and post-tests to compare the intervention. The experimental group was mediated through the MAHDA procedure for two months and the control group received conventional instruction. The interview with the participants was also conducted to assess the learners’ perception of the mediation strategies of MAHDA. The pre- and post-test were analyzed by t-test and the transcribed interviews were thematically analyzed. Quantitatively, the results showed a meaningful distinction between the two groups. It highlighted that MAHDA was significantly effective to enhance the learners’ knowledge of ARC. The qualitative findings also indicated that the participants felt satisfied with the MAHDA in improving the learners’ ARC abilities and social interaction. One of the implications of this research is to promote the use of mobile learning as mediation DA framework to teach various features of Arabic including reading comprehension of Arabic. Further research is required MAHDA with a larger site and samples to generate the effectiveness of MAHDA.
Survival Language of Teenagers in Coastal Families in Sandi Village, Wakatobi District Djamudi, Nadir La; Iye, Risman; Abida, Fithriyah Inda Nur
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9213

Abstract

This research aims to describe the curses used by teenagers in the coastal area of Sandi Village, South Kaledupa District, Wakatobi Regency. The study is expected to contribute to the researcher's knowledge in the field of linguistics. The research data consists of utterances containing curses. The informants for this study were 15 individuals, comprising 8 females and 7 males aged between 12 to 18 years. This field research utilized a qualitative descriptive approach with data collection techniques including recording, listening, and note-taking. The study reveals that there are two forms of curses used by teenagers in Sandi Village, namely curses in the form of words and phrases. Curses used by teenagers in coastal families of Sandi Village can be categorized into three types: first, curses in the form of words, consisting of 14 words such as Pei (fool), Deppe (snub-nosed), kumbou (monitor lizard), Tajo (genitals), Kaffiri (infidel), Kajilo (cross-eyed), Dhobba (fat), Onitu (devil), Beka (cat), Jahannamu (damned), setani (devil), pogko (skink), Te saa (snake), and Te ibilisi (demon). Second, curses in the form of phrases, with 10 instances such as Mata kajilou (Your eyes are cross-eyed), Kapatuli pei (naughty fool), Usauri Kabeo-beo (extremely foolish), Kaleau (your genitals), Te ngarou (your mouth), Lengka nuyi ina (your mother's genitals), Teyi ama (your father), Botau (your bald head), Morusu koppe (skinny and bony), Morusu dao (ugly and skinny), Unimmiu (your vagina), sauri konduo (too crazy), teana harramu (illegitimate child), Lombu nu ngaro (mouth hole). It is important to note that some words and phrases might have specific cultural or regional meanings that are crucial to understanding the context of this research.
Needs Analysis of Project-Based Learning Model in Writing Paragraphs from EFL Students’ Perspectives Ilham, Ilham
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9215

Abstract

Need analysis is required to take place before developing writing material so that results meet the needs of the students who will use the material. This research aims to analyze a model of English Paragraph Writing material based on project-based learning for EFL learners. A quantitative method was applied in this study employing a questionnaire and semi-structured interview to collect the data from 35 students and three instructors of writing in the English department, at Universitas Muhammadiyah Mataram. The data were analyzed quantitatively using frequency and percentage, while the data from the interview were transcribed and analyzed qualitatively. The result showed that students need teaching materials with clear objectives, exercises for individuals and groups, and project-based learning that can be employed in paragraph writing material. Therefore, designing a model of teaching material for paragraph writing based on project-based learning is much needed. The findings of this study are useful for lecturers and stakeholders who want to design English paragraph writing teaching material. This study has the potential to bridge the gap by providing knowledge of the needs of students and recommendations for designing English paragraph writing materials.
Unveiling the Complex Characters in The Glass Menagerie: A Psychological Analysis of Intriguing Personalities Zulkarnain, Zulkarnain; Kurniawan, Redite; Widiati, Bidarita; Fachrurrozi, Fachrurrozi
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9219

Abstract

Literature serves as a reflective medium that captures and articulates the intricacies of social reality, providing a profound portrayal of real-life phenomena. It functions as a vital record, encapsulating the observations and perceptions of individuals in their lived experiences. In essence, literature is an eloquent description of life itself. This study specifically delves into the exploration of personalities within the context of the play "The Glass Menagerie" by Tennessee Williams, elucidating the significance of the characters' actions. To achieve a nuanced understanding, this research adopts personality theories to delineate the distinctive traits of the main characters and draws upon psychological and motivational theories to discern the underlying meanings of their actions. Employing a qualitative descriptive method with content analysis, the study aims to fulfill its research objectives, namely, providing detailed characterizations of Amanda, Tom, and Laura Wingfield, and unraveling the meanings and implied messages conveyed through their actions. The analytical process involves the systematic collection, scrutiny, and interpretation of data, culminating in well-grounded conclusions. The findings of this research shed light on various personalities, actions, and the implicit messages embedded in the conduct of the main characters, namely Laura, Tom, and Amanda Wingfield. Notably, the study identifies Laura as a character predominantly influenced by her Id, while Tom and Amanda are portrayed as personalities shaped by their Egos. The outcomes of this investigation contribute valuable insights that can inform the implementation of drama-based learning. By engaging with and appreciating literary works, students stand to enhance not only their language proficiency but also cultivate a sense of comfort and familiarity with the nuanced complexities of human behavior and interpersonal dynamics.
EFL Teachers’ Perceived Efficacy of Digital Platforms in Varied Online English Classes in a Higher Education Masitoh, Fitriatul; Fitriyah, Ima; Mumtaza, Irma Khairany
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9298

Abstract

As the Covid-19 pandemic progressed, such measures disrupted schools and universities. Leaders of educational institutions identified online learning as the best option for students and teachers to continue their education when they were unable to attend school. Although EFL students' and teachers’ attitudes toward online learning were much discussed in the context of higher education, little evidence addresses how EFL teachers practice digital platforms in various EFL programs. This study aimed to investigate numerous digital platforms utilized by EFL teachers for online learning and the purposes in using those platforms. It also tried to find out the most frequently used platforms during the pandemic. Using a qualitative approach, this study involved ten EFL teachers from the English Education Program and non-English Education Programs (General English and ESP) of all faculties in a state Islamic institute in Indonesia. Through a closed and open questionnaire, this study found that all EFL teachers combined multiple digital platforms (the college’s e-learning platform developed from Moodle, WhatsApp group, YouTube, Google Form, Google Meet, Zoom meeting, Google Drive, Socrative, and Quizziz) for various purposes in online classroom activities. In addition, college’s e-learning platform developed from Moodle, WhatsApp group, and YouTube were found to be the most frequently used due to the benefits for online learning. In light of these findings, a discussion of the research implications for institutions of higher education and potential future researchers is presented.
The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development Nurabianti, Asfian; Farah, Rafika Rabba
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9322

Abstract

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.
Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender Daflizar, Daflizar
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9342

Abstract

Speaking anxiety has always been an intriguing topic in the field foreign language education. While a plethora of studies have been conducted on this issue in the Indonesian context, most of them have focused on students’ English-speaking anxiety in the EFL classroom, with very few examining anxiety outside of the classroom. To bridge this gap, this study aimed to investigate levels of out-of-class speaking anxiety among Indonesian tertiary EFL students and examine the relationships between their self-perceived speaking skills, self-perceived vocabulary size, and anxiety. Additionally, the study sought to examine whether there was a significant difference in anxiety levels between genders. Using a quantitative approach, a survey was administered to 87 participants from three different institutions of higher education. The results showed that students experienced anxiety in various situations, with most being moderately anxious. A moderate negative correlation was observed between self-perceived speaking skills and anxiety, while a weak negative relationship was found between self-perceived vocabulary size and anxiety. The study also found that females exhibited higher anxiety levels than males. Practical implications for curriculum designers and teachers in the Indonesian context are put forward.

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