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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. 3 (2024): July" : 40 Documents clear
Issues of Writing Skills: Case Study of Indonesian Errors by Foreign Speakers from Timor Leste Mayrita, Hastari; Abror, Muchlas
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11132

Abstract

There is a pressing need for professional Indonesian language teachers to enhance the learning experience for foreign speakers. This study focuses on examining language errors in BIPA (Indonesian for Foreign Speakers) learners' essay writing, particularly in terms of punctuation placement, sentence structure, word choice, and the factors contributing to these errors. A qualitative method with a case study approach was employed, utilizing data collection techniques such as document analysis and Voice Note (VN) recordings via WhatsApp. The primary data sources included essays from BIPA students in Timor Leste and voice recordings of BIPA teachers in Timor Leste. The study identified several language errors in the students' essays, including improper use of punctuation, incorrect word choice, and ineffective sentence structure. The researchers also uncovered several factors causing these errors: language and cultural gaps, insufficient learning resources and teaching staff, and inadequacies in the curriculum and foreign language learning policies. The implications of the research findings for BIPA learning are significant. To improve learning outcomes, it is essential to make learning resources more engaging and accessible. Additionally, addressing the gap between the targeted curriculum and student needs can be achieved by regularly evaluating and adjusting the language learning curriculum. Providing training to teachers and facilitating educators with a strong background in Indonesian language education are crucial steps to help BIPA students overcome their learning difficulties. These measures will contribute to a more effective and supportive learning environment for BIPA students.
The Meaning of Smoothing in Bima Language: A Study of Natural Semantic Metalanguage Adawiyah, Rabiyatul
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11149

Abstract

Bima language verbs constitute one of the primary and complex word classes, pivotal in speech for their ability to determine the presence of arguments and assign semantic roles to each accompanying argument. This research aims to elucidate the configuration of meaning and explication of the verb 'refine' in the Bima language. The data source comprises oral data collected from native speakers in Bima Regency, West Southeast Nusa. Data collection employed the listening method and note-taking techniques. The analysis utilized the Natural Semantic Metalanguage Theory (NSM), applying the equivalent method to analyze semantic structures and meaning components, and the distribution method to examine semantic roles. The findings reveal that the verbs in the Bima lexicon associated with 'refine' are categorized as action verbs, exhibiting exponents of incompositional polysemy such as 'doing' and 'happening'. This indicates that while the verb 'refine' maintains a consistent core meaning, it encompasses specific nuances critical for accurate language use. The verb 'refine' in Bima is mapped to several semantic domains: entity, process, tool, and result. It encompasses a range of meanings expressed by the lexicons: Soro (shove), kampao (smooth), ramba (sharpen), goso, soso (rub), kaniu (smooth), saruncu (to grind), pana`a (chewing), khasbi (pounding), kiru (crushing), gili (grinding), ndina (stomping), ledi (working), and mbaju (pounding). This research represents the first comprehensive study of the 'refine' verb in the Bima language, providing crucial insights into its semantic structure and usage.
Enhancing Learners' Character Development: Insights from Utilizing Learning Materials and Teaching-Learning Activities in TEFLIN Sukarno, Sukarno; Riyadini, Maria Vineki
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11191

Abstract

The pedagogy of Teaching English as a Foreign Language in Indonesia (TEFLIN) underscores the significance of substantive content in language instruction. This paper elucidates the pivotal role of integrating culturally relevant materials into English teaching-learning curricula to effectively develop students’ linguistic competence and linguistic performance. Drawing upon the symbiotic relationship between language and culture, the discourse explores how native speakers' cultural nuances in instructional materials catalyze students' linguistic competence and character development. Central to this approach is the recognition that language acquisition encompasses understanding the cultural underpinnings inherent in communication. This study delves into the pedagogical framework wherein the exploration and elucidation of linguistic features within input texts serve as conduits for delving into students' indigenous wisdom, thereby fostering character-building opportunities. However, successfully integrating these materials for character development hinges upon educators' adeptness in devising contextually relevant teaching-learning activities. Emphasizing the intrinsic moral values interwoven within instructional materials, this paper delineates a structured approach to character development through TEFLIN. Based on experiential insights, this article delineates a procedural framework for leveraging learning materials and teaching-learning activities within TEFLIN to nurture character traits. The outlined phases encompass pre-teaching rituals to set a conducive learning environment, interactive pedagogical approaches during instruction, and reflective post-teaching assessments. Educators are empowered to cultivate a culture of ethical consciousness and character refinement among students by accentuating the integration of moral values throughout the instructional process.
Merits and Demerits of Incorporating Learning Style into EFL Classroom Instruction: A Literature Review Pratiwi, Wahyuni; sabilah, fardini; Kurniawati, Sri; Nurlestari, Khofifah; Mujtahidah H, Bidayatul; Merlinda, Riza; Hidayatullah, Taufik
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11222

Abstract

The concept of learning styles proposing the alignment of teaching methods and individual learning styles to enhance learning outcomes has gained popularity among English language teachers. However, numerous studies have debunked the concept by exposing weaknesses in the instruments used to measure learning styles and the underlying hypothesis. Therefore, there is a need for more research focusing on the merits and demerits of implementing learning styles theory in EFL classroom instruction. This study is presented to provide empirical understanding into the issue by presenting the latest research findings and providing recommendations for EFL teachers. To achieve this aim, the researchers conduct a literature review by collecting data from various document references and theories supporting the research. The literature was collected from journal articles published in the last five years, from 2018 to 2023. Based on the review, some studies confirmed that tailoring teaching methods to individual learning styles contributed to improved learning outcomes for EFL students. Conversely, other research has shown no significant or consistent correlation between teaching-specific learning styles and students' achievement. To address this disparity, the present study suggested that foreign language teachers maximize teaching-learning by considering several factors rather than one, such as teaching strategy, students' interpersonal orientations, knowledge, students' background, and interests. Teachers can balance instructional approaches, methods, and activities and apply various teaching strategies to reach all learners.
Development of Teaching Materials for Writing Fantasy Story Texts Integrated with Character and Local Wisdom Emelfa, Emelfa; Ramadhan, Syahrul
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11262

Abstract

This development research was conducted to overcome the limitations of teaching materials for writing fantasy story texts with character and local wisdom at SMP Negeri 4 Tambang. The right writing teaching materials can improve students' understanding and writing skills, especially writing fantasy story texts. With the inclusion of character education and local wisdom in the fantasy story text, it can form character and local wisdom values as an effort to preserve their own regional culture. This study aims to describe the process and products of developing teaching materials for writing fantasy story texts with character and local wisdom that are valid, practical, and effective for students. The development model used is 4D which includes defining, designing, developing, and disseminating. The test subjects in this study were 31 students of SMP Negeri 4 Tambang and Indonesian language subject teachers in class VII. The theories used in this research are teaching materials, writing, fantasy story text, character and local wisdom, and fantasy story text with character and local wisdom. The results showed that the teaching materials for writing fantasy story texts with character and local wisdom were valid, practical, and effective. The validation results obtained 92.1% with a very valid category. Practicality by teachers and students obtained 92.5% and 86.4% with an average of 89.5% which included a very practical category. The effectiveness of teaching materials obtained a score of 90.2% on student activity, 88.9% on student learning attitudes, 89.4% on knowledge competency and 89.5% on skill competency.
Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Abstract

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.
Pre-Service Teachers Perception and Strategies in Teaching English as a Lingua Franca in Indonesia Cahyadi, Ihsan Alfa; Fitriyah, Ulil
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11276

Abstract

English is evolving into a lingua franca, reflecting its capabilities in global communication. Educators are challenged to prepare students for this linguistic landscape. The ELF teaching component facilitates effective cross-cultural communication,  which is essential in today's interconnected world. This study aims to explore the implementation and pre-service teachers' perceptions of English as a Lingua Franca (ELF) and provide insights for Indonesian teacher preparation programs and curriculum development. The research design used mixed methods, with questionnaires and interviews as research instruments, and involved 64 pre-service English teachers in Indonesia. Convenience sampling was used to collect quantitative data. Google Form responses from the participants were taken for data analysis and tabulation. Descriptive statistics were conducted on the data using the Statistical Package for the Social Sciences (SPSS v. 20). The results show the importance of improving pre-service teachers' understanding and implementation of ELF teaching practices in Indonesia. They need assistance in implementing ELF-based teaching approaches. Recommendations are given to incorporate ELF more effectively into the curriculum and teacher training to support the development of their teaching skills. Therefore, ELF teaching not only influences English language teaching but also plays an essential role in preparing students to communicate in a multilingual global context. Through better understanding and implementation of ELF teaching practices, teachers can help students develop critical cross-cultural communication skills.
Code Switching in Cooking Show Programs on Youtube Suprihatin, Yeni; Ninsiana, Widhiya; Septiyana, Linda
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11307

Abstract

This study was inspired by code-switching used by Farah Quinn, an influencer known for her cooking skills and unique communication style, including the use of a variety of languages in her YouTube contents. This is a descriptive qualitative study which technically collected the data through observation, and documentation. The data were then classified to further identify code switching types in Farah Quinn’s in YouTube. The results revealed that three types of code switching, intra-sentential code-switching, inter-sentential code-switching and tag switching were found Farah Quinn's YouTube videos. The speaker’s language use contains the most forms of code switching as referred to Hoffman's theory such as intra-sentential code switching appeared as many as 121 use with 73%, inter-sentential found 36 times with 22%, and the last most frequently appeared was tag switching found 9 times with 5%. Based on the functions. there were 148 quotations appear with 89%, 13 interjections with 8%, and 5 message qualification with 3%. The use of quotations was the first major style of code-switching used purposefully by Farah Quinn to satisfy her linguistic demands or preferences to the audience, making the discourse more inclusive and approachable. Interjections allow Farah Quinn to communicate her emotions or reactions, providing richness and dimension to the speech during the program.
Investigating Prospective Teachers’ Competences in Understanding Religious Dimensions in Poetry ‘Perang Pecah Lagi Di Gaza’ Putri, Angela Suryani; Roziah, Roziah
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11309

Abstract

Religiosity refers to the extent of insight and knowledge one has about their religion, the strength of their belief in carrying out worship and following rules, and the depth of their absorption in their faith. Religiosity can be classified into several dimensions. According to Stark and Glock, these dimensions are divided into five categories: Religious Belief (The Ideological Dimension), Religious Practice (The Ritualistic Dimension), Religious Feeling (The Experiential Dimension), Religious Knowledge (The Intellectual Dimension), and Religious Effect (The Consequential Dimension). This research was conducted to provide an overview of religiosity as depicted in a literary work, a subject that has previously been rarely explored. The approach used in this study is a descriptive qualitative approach. Data collection was carried out using two techniques: the reading and note-taking technique and a questionnaire. The total number of religiosity dimensions analyzed in this study is 30, drawn from 15 poetry titles. The data reveal that the percentage distribution of religiosity dimensions is as follows: 53% for the belief dimension, 33% for the worship dimension, 10% for the knowledge dimension, 3% for the practice dimension, and 0% for the appreciation dimension. The findings of this study conclude that the belief dimension is the most dominant dimension in the poetry collection ‘Perang Pecah Lagi di Gaza’. Additionally, the study highlights the students' low understanding of exploration activities related to religiosity and its various dimensions.
Developing Tembang Macapat Electronic Teaching Materials in the Teaching of Local Language for Junior High School Students Warih, Mutiara Shotiyaning; Sukoyo, Joko
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11312

Abstract

This research was conducted to support learning material, especially ‘tembang’ and with the aim of developing electronic teaching materials for Tembang Macapat for junior high school students. This research uses a research and development design. The research steps start from analyzing potential and problems, collecting information, product design, design validation, design revision and validation testing for users. The data collection techniques used in this research are interview, observation and questionnaire techniques for data collection. The results of the needs analysis show that teachers and students need development media in the form of electronic teaching materials for Macapat songs. The validation results by expert validators are divided into four types of eligibility. In the feasibility aspect, the content received a "good" score. The suitability of the presentation received a score of "fairly good". The appropriateness of the language received a score of "fairly good". The graphic level received a “fairly good” rating. Therefore, it can be said that electronic teaching materials for Macapat songs are acceptable and suitable to be applied as learning media.

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