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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. 2 (2024): April" : 40 Documents clear
Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools Lutfiyana, Faza; Amalia, Lulu Laela; Pitaloka, Ashanti Dayani Ajeng; Novianti, Sri
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10644

Abstract

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project. 
The Contribution of Environmental Vocabulary and Reading Interest in EFL Students’ Writing Skills of Exposition Texts Ali, Ririn Fujiarti; Thahar, Harris Effendi
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10659

Abstract

This research is motivated by the low interest in reading that students have. The low interest in reading makes the lack of vocabulary mastery. The purpose of this study is to explain the contribution of environmental vocabulary mastery and reading interest to students' expository text writing skills. This type of research is quantitative research. The method used in this research is descriptive method. The research data were obtained from the final test results of exposition text writing skills of class X students of SMK Negeri 1 Bandar Sungai Kijang, Pelalawan Regency, Riau. Instruments to collect vocabulary mastery data using objective tests, reading interest using questionnaire techniques / research instruments, while to collect data on exposition text writing skills using written tests. The technique of analyzing data used in this research is descriptive and inferential statistics. The results showed that there was a significant contribution between the mastery of vocabulary in the environmental field to the skill of writing exposition texts of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the mastery of vocabulary in the environmental field of students, the better the degree of writing skills of the student's exposition text. Then there is a significant contribution between reading interest and exposition text writing skills of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the student's interest in reading, the higher the degree of skill in writing the student's expository text. Finally, there is a simultaneous contribution between the mastery of vocabulary in the environmental field and reading interest to the exposition text writing skills of Grade XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau.
Philippine and South African Experiences on Folk Literature Research: Relevance, Gains, and Challenges Makgabo, Connie; Quintero, Genevieve J
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10667

Abstract

Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody the history, values, and world views of these indigenous cultures, which need to be preserved for posterity. This paper discusses the relevance, gains, and challenges in conducting folklore research in the Philippines and South Africa, which share similarities, including their colonial pasts and number of indigenous communities. The paper contemplates the relevance of folklore research outputs in different fields thereby contributing to the discourse on the value of folklore research. This qualitative study uses textual analysis to focus on insights related to folklore research, using secondary data including journal articles, book publications, and textual references. The study reveals that although there is extensive research in the field of folklore in both countries, there remain gaps that need to be filled, such as the collection, preservation, and recognition of representative folklore from other regions and cultural communities. South Africa, for instance, has 12 official languages, and the Philippines has 110 ethnolinguistic groups. There are still languages and indigenous oral traditions that are developing, and folk literature that needs to be recorded, preserved, and published. These oral traditions/folk literature play an important role in revealing people’s cultural identities and preserving heritage, which is imperative in nation-building. The findings highlight the importance of continuing research about folklore and the need to preserve indigenous knowledge systems When written down and published, folklore becomes tangible and preserved for posterity, providing present and future generations the opportunity to learn, understand, and appreciate their cultural legacy.
The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners Respati, Thea Karuni; Wicaksono, Bayu Hendro; Widodo, Estu
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10689

Abstract

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.
Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Mohammed Awadh, Fadhl Mohammed Awadh; Putro, Nur Hidayanto Pancoro Setyo; Pohan, Albert Efendi; Alsamiri, Yasir Ayed
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
Unveiling Language Prejudice: A Corpus-Based Analysis of Racial Slurs Across Genres Rahman, Fadhlur; Yuzar, Ella; Kholid, Mohammad
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10753

Abstract

Discrimination and racism have been obvious for decades. This encompasses derogatory racial epithets such as "nigger, niggers, n-words". The objective of this study was to employ corpus-based analysis in order to examine the frequency of racial derogatory expressions across various genres of literature. The COCA (Corpus of Contemporary American English) data were employed to perform a corpus-based linguistic analysis of the terms 'nigger', 'niggers', and 'n-word' over a span of 20 years (1990 to 2019).  Although the words "niggers" and "n-word" have similar meanings, the occurrence of the word "niggers" and "n-word" in the corpora was significantly less frequent compared to the word "nigger." Primarily, the term "niggers" was used as a plural indicator for the derogatory term "nigger". The frequency with which individuals who use derogatory language, such as the term "niggers," associate themselves with pronouns like "they," "us," "those," "all of you," etc., suggests the existence of these patterns. The sole term that displays a notably diverse frequency distribution across genres is the n-word (in comparison to these two terms).
Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson Wandari, Titin; Unsiah, Frida; Sahar, Rafidah
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10754

Abstract

The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.
The Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning Aryanti, Nurul; Anggaira, Aria Septi; Ardiansyah, Welly; Suhono, Suhono
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10756

Abstract

Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning,  the incorporation of  ill structured/real life problems, a student-centered approach,  collaborative learning, problem solving, and critical thinking.
HelloTalk Application as an Alternative for Building Students’ Reading Ability on Narative Texts Zulaikah, Zulaikah; Muklas, Muhammad; Khamahira, Yasina
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10783

Abstract

English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still  low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Afifah, Masrifatul; Ningrum, Ary Setya Budhi; Wahyuni, Sri; Syaifulloh, Burhanudin
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).

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