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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
Development of Sigamel Mobile Learning for Learning Javanese Noun Vocabulary Anjarsari, Silfa; Astuti, Eka Yuli
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.v12i4.11556

Abstract

Reading is an important aspect of learning a language. One of the basic aspects of reading is the large vocabulary. Students' vocabulary acquisition can be obtained from the learning process. However, in the vocabulary learning process, problems are still caused by the limitations of the media used. The limited media used causes students' interest in learning to decrease. Responding to these problems, this research aims to develop mobile learning which can be used as an aid for learning the vocabulary of object names from gamelan musical instruments. In developing mobile learning, the research method used is research and development (R&D). The research subjects in this study are teachers, media experts, and material experts. Data collection techniques used interview techniques and questionnaire techniques. Sigamel mobile learning was developed based on analysis of problems, needs, and revisions based on expert validation results. The design validation results obtained a score of 4 from material experts in the good category while the score obtained from media experts was 4.7 in the very good category. The development of Sigamel mobile learning is worthy of being developed in Javanese language learning. The results of this research state explicitly that sigamel mobile learning can be developed into a tool for learning Javanese which focuses on noun vocabulary material. Therefore, teachers are advised to use sigamel mobile learning in learning.
How Online Extensive Reading and Listening Program Enhances Students’ Reading and Listening Comprehension: An Experimental Study Asrimawati, Inayati Fitriyah; Elyani, Eka Puteri; Rosalina, Elsa
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.v12i4.11580

Abstract

Encouraging students to repeatedly read and listen to resources can be challenging for language teachers. Although students understand that reading and listening are essential for language acquisition, few spend their free time engaging in these activitiesStudents often remain passive and hesitant to read or listen to English texts on their own due to a lack of understanding of the additional benefits, insufficient guidance on choosing appropriate texts for their proficiency level, and ingrained habits. Therefore, this study aimed to explore the impact of the Online Extensive Reading and Listening (OERL) program on students' reading and listening comprehension. Additionally, it sought to assess the variations in students' performance following exposure to the OERL intervention. This quasi-experimental research utilized a pretest-posttest design, involving sixty eleventh-grade students from a senior high school in Banjarbaru, selected through purposive sampling. Data collection involved administering reading and listening comprehension tests, and MANCOVA test was employed for data analysis. Results indicated a significant positive impact of the OERL program on enhancing students' reading and listening comprehension. Furthermore, noteworthy differences were observed in the reading and listening achievements of students exposed to the OERL program compared to those receiving intensive reading and listening with teacher-selected texts, with a significance level of 0.000. In essence, the OERL program proved valuable in improving students' reading and listening comprehension. 
The Effectiveness of Quizizz Media to Increase Appreciation of Pantun Texts in Junior High Schools Susilo, Jimat; Muliawati, Hesti; Nanda, Ajy Setya; Nurhaniah, Syeisa Annisa
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.v12i4.11583

Abstract

Teachers have not been widely using quiz media in learning.  Meanwhile, students urgently need innovative media to stimulate their motivation to learn. This study aims to describe the effectiveness of Quizizz media in improving the ability to appreciate rhyme texts in junior high school students. The research method through classroom action consists of two cycles. Data was collected through observation and student ability tests. The subject of the study was a student of SMPN 1 Kedawung, Cirebon. The research instrument was essay test results in the form of appreciation of the text of rhymes assisted by Quizizz media and the results of observation during learning. Learning outcomes in Cycle I showed that students' average scores and completion percentages remained low, with only 15 (or 45%) able to achieve completion, while 18 (or 54%) did not. In the second cycle, out of 33 students, 22 (67%) achieved completion, and only 16 (48%) did not achieve it. The average score of cycle II increased to 72, with more than 67% of students achieving completion. Based on the results of data analysis, it was shown that quiz media could improve the ability to appreciate rhyme texts in junior high school students.
Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing Hanifiyah, Lina; Ivone, Francisca Maria; Rachmajanti, Sri
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.v12i4.11628

Abstract

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited.  Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.
Instructional Design of Problem-Based Learning Models: A Strategy for Improving Students' Critical Thinking Abilities in Learning News Texts Fitriyah, Ayu; Ayatin, Rika; Sugiarti, Rya; Rozak, Abdul; Pujiatna, Tri
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.v12i4.11675

Abstract

This research addresses the need to enhance critical thinking skills in junior high school students through effective instructional design, particularly in the context of learning news texts. The study is based on the premise that problem-based learning (PBL) can significantly improve students' critical thinking by engaging them in real-world problem-solving scenarios. Given the growing emphasis on critical thinking as a core educational objective, it is essential to develop instructional models that not only teach content but also foster higher-order thinking skills. The primary aim of this research is to design an instructional model for teaching news texts in junior high school and to assess its validity and effectiveness. The study employed a Research and Development (R&D) approach, utilizing the ADDIE model, which involves five stages: Analysis, Design, Development, Implementation, and Evaluation. Following the development of the instructional design, it underwent validation by both learning experts and practitioners. The validation process yielded high scores, with learning experts rating it at 95.83% and practitioners at 88.89%, resulting in an overall average validity score of 92.36%, categorizing the design as highly valid. In practice, the problem-based learning model was implemented in classrooms, and its impact on students' learning outcomes was evaluated. The students achieved an average learning score of 86%, indicating the instructional design's effectiveness in delivering content. Furthermore, the assessment of students' critical thinking skills showed an average score of 79%, placing it in the "good" category. These findings suggest that the PBL-based instructional design is effective in not only teaching news texts but also in enhancing students' critical thinking skills, making it a valuable approach for junior high school education.
Schwa or Unstressed Vowel Sound in English Vocabulary Items from Surah Al-Baqarah of the Holy Quran Wahyuni, Hanna Irma; Bram, Barli; Upor, Rose A.
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.v12i4.11692

Abstract

The schwa sound [ə] in the English language remains challenging and  it appears to be overlooked by EFL learners. In practice, the word ‘submit’ is mispronounced by English learners: */sʌbˈmɪt/, instead of /səbˈmɪt/. Some studies have discussed schwa but their data sources were not the Holy Quran.  Hence, this article investigated the schwa sound in English vocabulary items collected from the Holy Quran and represented by the letters 'o' and 'u' as in ‘polite’ and ‘submit’. Employing a descriptive qualitative method, the researchers collected 97 vocabulary items containing schwa sounds taken from surah Al-Baqarah verses 1-286. The results indicate that the schwa term that represents the unstressed syllable can be renewed with the terms proposed in this study such as 'astressed' and 'disaccented'. In addition, to maintain the schwa term, a change of its pronunciation is proposed becoming /ʃwə/ and not /ʃwɑː/. Most of the written vowels 'o' and 'u' are pronounced in a strong form, and unstressed vowels 'o' and 'u' are pronounced as a schwa. The appearance of unstressed schwa in the vowels 'o' and 'u' is not determined by its location whether it is in the first or second syllable. Schwa could appear anywhere as long as he was not stressed. Schwa was not found in stressed syllables. Lastly, all -ion [ən] and -ous [əs] suffixes must be pronounced with a schwa. The results imply that EFL learners ought to consult an excellent dictionary to ensure correct pronunciation. Future researchers are expected to examine further patterns of a schwa sound in English vocabulary items to assist EFL learners in improving their pronunciation.
Competing a Family Language Policy in Two Generations of Transnational Families in Indonesia: A Case Study Mauziyyah, Meka; Setyaningsih, Endang; Sumardi, Sumardi
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.v12i4.11746

Abstract

Transnational families in Indonesia currently still have many difficulties in developing and creating an ideology of language use that they implement in their families, with a variety of languages to maintain their family's ethnic identity. This research explores three research questions, as follows. (1) How did parents perceive the roles of various languages in shaping their children's future? (2) What languages were used in the family? This research finds the choice of language use within the context of Indonesian transnational families with different ethnic backgrounds. Employing a qualitative approach with a case study design (Yin, 2014), this study employs 2 participants, a woman, and her mother, both of them are scholarship awardees, who negotiate language ideologies, practices, and policies within their families among linguistic diversity and transnational mobility. Through thematic analysis (Saldana, 2012) of data collection from semi-structured interviews and observation, revealed several initial, open, and axial codes. This finding of this research reveals 1). The differences ideology between two generation. 2). The family's efforts to balance maintaining English and Bahasa Indonesia language. The implication of this study is made for the language policy maker and other transnational parent.  In conclusion, this study highlights the complexities of language use in transnational families and demonstrates that these families face challenges and opportunities in creating an environment that supports language learning.
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
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.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Innovative M-Learning with Automatic Feedback: Enhancing Language Acquisition for Level 2 Indonesian Foreign Speakers (BIPA) Muzaki, Helmi; Susanto, Gatut; Widyartono, Didin; Bonde, Lossan; Moorthy, Thilip Kumar; Akhsani, Ilham
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.v12i4.11851

Abstract

Indonesian has become the official language of the UN. Many BIPA students want to learn Indonesian online. However, online learning creates obstacles such as time differences between teachers and BIPA students, internet connections, and providing less than optimal feedback. This research aims to develop m-learning with automatic feedback for BIPA level 2 learners. This research uses a 4D development model: define, design, develop and deploy. This study's instrument is  a questionnaire distributed to 2 validators and 18 BIPA learners. The results of this study are m-learning products that minimize internet connections; once installed, students only need to be connected to the internet when working on questions. In addition, m-learning is also equipped with automatic feedback that appears immediately after students answer questions. The results of the product trial show that students can use m-learning to learn anytime and anywhere, including in areas with minimal internet access. Automatic feedback in m-learning also helps students learn independently because they do not need to wait for feedback from teachers. The automatic feedback in M-learning is only for listening and reading questions while speaking and writing questions are still in the form of answer keywords or assessment rubrics that the teacher must correct. Based on expert validation and product trials with an average score of 88.8, we conclude that the development of m-learning is suitable for BIPA level 2 students.
Women’s Motivation and Constributions in Digital Literacy Activities: A Lesson from Literary Work Appreciation Aztry, Aisiyah; Damaianti, Vismaia S.; Mulyati, Yeti; Sastromiharjo, Andoyo
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.v12i4.11920

Abstract

This research aims to describe the contribution of women as digital literacy activists and the form of community activities. This research is a phenomenological research, which describes the phenomena that occur with a qualitative approach, descriptive analysis and data collection techniques of interviews, literature studies and documentation. The results of the study were obtained in the form of motivation, contribution and activity of women in digital literacy. Women's motivation is due to an internal drive in the form of self-actualization, values, awareness and empathy. The external impetus is due to the phenomenon of low interest in reading, the influence of social media and the urgency of community education. The form of contribution is in the form of commitment, time, material, ideas and innovation. Forms of digital literacy activities such as reading, writing, discussing and appreciating literary works with a series of activities arranged and agreed upon together and guided by contributors or collaborating with other parties. The implication of the results of this study is that it can be used as a consideration for stakeholders to give appreciation in the form of awards to women digital literacy activists. Providing legal assistance for the legality of digital literary literacy communities, as well as funds for activities and the creation of literary works. Another thing is as a basis for follow-up to hold certified and nationally recognized training or seminars.

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