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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. 4 (2024): October" : 40 Documents clear
Exploring and Criticizing Students’ Artwork as a Learning Media in General English Instruction Sukarni, Sri; Siswana, Siswana; Jumadil, Jumadil
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11021

Abstract

The use of students’ artwork as learning media in General English courses is becoming more widely acknowledged for its many advantages. In order to clarify the significant and the implication of students’ artwork as learning media, this research was conducted. The research questions, namely: 1) what type of students’ artwork is chosen as learning media in General English courses? 2) How is the process of teaching using student artwork as a learning media? 3) what are the advantages of using student’ artwork as a learning media? This research employed a qualitative case study approach. Data were taken from the result of interview to the five students of Fine Arts study program as the respondents then analyzed in percentage and NVivo 12 analysis. It is concluded that student’s artwork as a learning media should be chosen based on students’ preference. In relation to students’ preference, paintings and sculptures are chosen as learning media in General English courses. The choice of artwork as learning media can increase motivation which helps students learn vocabulary, grammar, writing and speaking more quickly and eventually enables them to communicate in English. Accordingly, when students used artwork as learning media for learning English, they simultaneously advance their understanding of the arts and acquire practice speaking English as a foreign language. Therefore, further investigation is recommended to provide an understanding the implication of students’ artwork as learning media. The research has limitation because it focused only on the English instruction. but did not address assessment using artwork. Therefore, further investigation is recommended to provide an understanding the implication of students’ artwork as learning media. 
Translation Strategies and Equivalence in Formal Document Translation: A Study of UNESCO Agreements Syafran, Ahmad; Roselani, Ni Gusti Ayu; Octavianti, Dinda Sekar; Adawiyah, Alfina Robi’ah; Ginola, David
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11050

Abstract

This research investigates translation strategies and equivalence in translating Indonesian cultural terms in UNESCO agreements into English. The study aims to explore how translation strategies are adapted to address challenges in formal document translation, specifically considering the cultural terms and norms present in UNESCO agreements. Using a qualitative descriptive method, purposive sampling was utilized to select formal documents from the Ministry of Education and Culture's website and UNESCO's official site, yielding English and Indonesian versions of agreements on intangible heritage preserved by UNESCO. With Newmark's theories on strategies and equivalence, the findings reveal the dominant translation strategies used. The couplets strategy is the most frequently used, with a usage rate of 27.27% out of 143 data points. The transference and loan word strategy is the second most common, with a usage rate of 17.48%. The equivalences used include Functional and Descriptive Equivalence (each 14.69%) and Cultural Equivalence (9.79%). These findings offer insights that enhance the quality of cultural translation across languages. The implications highlight the need for translators to have nuanced skills in navigating cultural disparities for accurate cross-cultural communication. Further research opportunities exist in analyzing broader document types and different language pairs to expand understanding of preserving cultural elements through translation strategies and equivalence.
Highlighting the Best English Teaching Method for Katsina State Secondary Schools: Communicative Versus Traditional Sani, Ibrahim; Saidu, Abdulhakim
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11055

Abstract

This study was undertaken to highlight the best English teaching method in Katsina state secondary schools by comparing communicative method (CLT) against traditional method (GTM)  to ascertain the best approach for teaching Grammar, vocabulary, written composition, oral composition, and oral English. The study population comprised all 2023/2024 SS2 students of public secondary schools in Katsina State. It deploys experimental design which involved gathering quantitative data from the students’ post-tests to assess their mastery of these language skills. In order to analyze the collected data, the researchers utilized the SPSS (IBM Statistical Processor Version 25) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. Based on the findings, with the exception of teaching grammar which revealed no significant difference as the p-value was.003 which is below .05, CLT proved to be more impactful compared to traditional method in teaching the other four subjects. To this end, the researchers recommend the full implementation of CLT method at Senior Secondary Schools in Katsina State. Similarly, it is suggested that CLT and GTM should be blended in teaching grammar in order to help students to learn the grammatical structures of English and use them in a meaningful and engaging way.
Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies Mbirimi-Hungwe, Vimbai; Matariro-Mutanha, Mariyeni
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11126

Abstract

Translanguaging, a practice that recognises and utilizes  multilingual students’ linguistic repertoires has emerged as a crucial approach in challenging traditional language policies, particularly in the South African educational landscape.Despite its embrace, a colonial stance still persists in teaching practices. Through a critical analysis of teaching materials used in an academic literacy course, this paper explores how translanguaging is currently being used in teaching and learning. Findings reveal a tension in the sense that even though students’ language practices are acknowledged, the materials still maintain a dominant position for English. This highlights the need to move beyond a simplistic view of multilingualism towards a more holistic embrace of translanguaging.Set against this background, this research argues that translanguaging can bridge the abyssal divide created by colonialism. It emphasizes the unifying potential of translanguaging, fostering an educational landscape that celebrates South Africa's rich linguistic diversity and cultural heritage. Ultimately, the study calls upon educators to move beyond the limitations of standardized languages and fully embrace translanguaging as a transformative force for decolonization.At the end, the paper calls for further research.
Communicative Language Teaching (CLT) Implementation In Kurikulum Merdeka: A Lesson From English Teachers’ Voices Lestari, Muji Budi; Margana, Margana
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11266

Abstract

This study examines the implementation of Communicative Language Teaching (CLT) within the Kurikulum Merdeka framework in Gowa District, Indonesia, focusing on English teachers' experiences and strategies. Using qualitative methods, including surveys (n=12), focus group discussions (n=7), and in-depth interviews (n=2), the study identifies challenges such as limited vocabulary, uneven proficiency levels, and insufficient resources. Strategies to overcome these challenges include promoting peer communication, leveraging multimedia resources, and fostering parental involvement. Comparisons with curriculum reforms in South Korea, Japan, and Bangladesh provide a global perspective on CLT implementation.The findings highlight the positive impact of CLT on students' communicative competence and suggest that Kurikulum Merdeka's focus on independent learning and project-based initiatives, along with collaborative activities such as English day, clubs, camps, and competitions, can further support CLT. However, effective execution, continuous evaluation, and addressing diverse educational backgrounds and regional disparities are essential for achieving the desired English proficiency outcomes. This study offers valuable insights for policymakers, educators, and researchers to enhance English language teaching in diverse educational settings.
Moderation Role of Teacher-Student Relationships on Correlation between L2 Motivation and L2WTC Nugroho, Dhimas Cahyo; Fahri, Fahri; Zuhri, Fauris; Sumarniningsih, Sumarniningsih
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11367

Abstract

Large body of researches has been consistently linked L2 motivation to L2WTC, indicating a significant positive correlation between the two. Yet, the influence of teacher-student relationships on this correlation remains understudied. This research investigates how teacher-student relationships influences the correlation between L2 motivation and L2WTC, as well as to investigate the variations in this influence across varying qualities of teacher-student relationships. Utilizing established scales, questionnaires were distributed to the entire population of SMP Negeri 51 Surabaya, resulting in 222 responses for analysis. Moderation analysis via regression analysis was employed to analyse the data. The findings showed that teacher-student relationships do not significantly moderate the correlation between students' L2 motivation and their L2WTC, nor do they significantly differ in influence across varying qualities. Although statistical significance was not achieved at the conventional threshold, the study hints the potential significance of teacher-student relationships in sustaining L2WTC, particularly in contexts where L2 motivation may be lacking. Thus, while not meeting statistical significance at conventional thresholds, the results underscore the importance of fostering positive teacher-student relationships in language learning contexts.
Developing Academic Essay Writing Materials by Incorporating Experiential Learning Cahyono, Bambang Eko Hari; Styati, Erlik Widiyani; Irawati, Lulus
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11392

Abstract

The study focuses on using a research and development strategy to develop materials for academic essay writing materials. It employs a modified version of Borg and Gall's (2003) R&D research design, with phases (1) research and information collecting, (2) developing a primary form of product, (3) validating product, (4) trying out product, (5) revising product, and (6) producing final product. The participants were the students from a private university in Indonesia. Questionnaires, interview guidelines, and an observation checklist were used to gather data. The results are found by descriptive analysis, with an 81% expert validation and an 83% trial success rate. Positive student involvement is seen, and comments emphasize how well the materials fit the goals, concepts, exercises, and group projects. Students report that the materials help the students become better writers. The materials help students write academically and push teachers to try new things in their classrooms. The success of the material points to their potential for broader application and emphasizes how crucial it is to match the materials with syllabuses, course descriptions, and learning objectives for students
Analyzing the Role of Rainbow Card in Improving EFL Students’ Reading Comprehension through Descriptive Text Mufliha, Wilda Nur; Margana, Margana; Abidin, M. Zaenal; Robbaniyah, Inayatur; Ridho, M. Zainul; Malisa, Malisa; Fitriani, Lina Ulfa; Andika, Jeffri Dian
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11514

Abstract

The development of reading comprehension is an important skill that helps students with a variety of academic assignments. It facilitates their ability to comprehend textual information and to analyze, clarify, and articulate their own opinions about them. Consequently, students are required to strengthen their comprehension of textual content through the academic assignments that their teachers provide. One of reading comprehension's main goals is to help students become better readers by helping them understand texts properly. This research aim was to analyze the role of rainbow card strategy in efl learning context by emphasizing reading ability. The method of this study was mixed method with a classroom action research design adopted from Kemmis & M. Taggard. The participant of this research was student’s eighth grade students consist of 30 students. The data collection was in form of observation, written test, and interview for both students and a teacher. The findings of this study indicated that appropriate reading strategies such as rainbow card technique play an important role in enhancing the reading comprehension abilities of EFL students.. A further result was also described in cycle two and three in which significantly improved students’ comprehension. Nonetheless, in the first of cycle, the statistical data indicated low improvement due to the limited time and new approach. At the same time, a new innovation and approach in pedagogy was needed in order to improve the learning and teaching outcomes. Finally, the research emphasized the significance of adopting innovative pedagogical practices to cultivate a more engaging and impactful learning due to the limitation of the students’ interest and comprehension in reading.
Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs Megawati, Fika; Agustina, Sheila; Wulandari, Fitria; Salsabila, Saffana; Salsabila, Nada; Sinta, Nanda Aprila
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11526

Abstract

Developing learning tools is a skill that a teacher needs to master. In this case, learning English requires material appropriate to real-life, called Communicative Language Teaching (CLT) so that the language mastered by students is the language that is applied in everyday life, including the use of songs. Although many studies have explored songs for English language learning, the integration of Islamic songs in English classroom activities has not been widely discussed. Therefore, this research aims to investigate the viewsand practice of prospective English teachers on the integration of Islamic songs. The method used is a qualitative approach involving analyzing online interviews and teaching module documents prepared by prospective teachers. The results show that the consideration for selecting songs expressed by the prospective teacher is based on three orientations, namely pedagogical, psychological, and cultural. Regarding the worksheet design, participants prefer giving fill-in-the-blank format as the main assessment in measuring students' level of understanding. This research implies that CLT is good for EFL class, so the pedagogical knowledge possessed by prospective teachers need to be fostered, particularly in selecting the appropriate content of the song and adjusting it to create various communicative and meaningful activities for EFL learners.
Needs Analysis on English Learning Materials for International Class Program (ICP) of Biology at Universitas Negeri Makassar Halim, Abd; Dollah, Syarifuddin; Alam, A. Nur
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11528

Abstract

When it comes to efficiently developing and implementing a language program, doing a needs analysis is necessary. Thus, to fulfill students' English language demands in the International Class Program (ICP) of the Biology Department at Universitas Negeri Makassar, it is important to ascertain the learning requirements of students. This study aimed to find out students’ expectations about English learning materials, and to assess their efforts to achieve it. This study employed a mixed-method approach to assess the needs of the students, integrating both qualitative and quantitative research approaches. The research included a total of 34 participants, comprising 31 second-year students enrolled in ICP of the Biology Department, 1 English lecturer, and 2 alums of the same program. The questionnaire and the interview were the instruments used to gather information. The study's results showed that students need English learning materials that are related to what they are studying. To improve their English, it was very important for the students to have access to the right English materials. Researchers looked at the learning needs of the students and found that they all had different levels of English ability. The students thought that reading and speaking were the most important skills to learn in order to be fluent in English. The most common problem the students had was incorrect grammar use. The students who took part in the ICP had different ways of learning, as shown by the analysis of goal needs. Some of these ways were reading English-language books and watching videos or movies. The most important ones were to improve their self-esteem and get ready for future job prospects. Reading English-language books, watching movies, and listening to music were the main things that students did to improve their English language skills.

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