JOLLT Journal of Languages and Language Teaching
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.
Articles
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<![CDATA[The Effectiveness of Task-Based Language Teaching to Teach Speaking Skills ]]>
<![CDATA[Lume Lume Lume]]>;
<![CDATA[Muh. Hisbullah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4399
<![CDATA[This study aims to find out the effectiveness of task-based language teaching to enhance speaking skills. It applied a method to teach speaking skills in SMK NW Darul Abror Kuta in Central Lombok. The research objectives are to know whether tasks-based language teaching is effective in teaching students speaking skills at ten-grade SMK NW Darul Abror Kuta in the academic year of 2020/2021. The research was conducted in six meetings, the first meeting was given a pre-test and the second meeting until the fifth meeting for giving treatment with the descriptive text material, and six sessions to give a post-test. The researcher uses Quasi-Experimental Design. The population of the research was 127 students. The researcher used random cluster sampling to take the sample, and the samples of this research were eleventh-grade students of XI B as an experimental group that would be taught by using task-based language teaching and XI D as a control group would be taught by using the direct method. In experimental group consisted of 29 students, while the control group consisted of 30 students. The data was taken by test and analyzed by independent t-test. The mean score of students in the experimental group taught using Task-Based Language Teaching is 66.38. In the control group, the mean score of students taught using the direct method is 60.3. The results of t-test computation, to was 3.079 while tt with the degree of freedom 57 in the level of significance 0.05, therefore, towas higher than tt. It means the alternative hypothesis is accepted; Task-Based Language Teaching is Effective to teach speaking skills.]]>
<![CDATA[Investigating English Lecturers’ Strategies of Committing Online Written Corrective Feedback during Covid-19 Pandemic ]]>
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Edi Firman]]>;
<![CDATA[Terasne Terasne]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4471
<![CDATA[Written corrective feedback is essential in the teaching of writing skills to help prospective teacher enhance their writing performance. Lecturers try to apply strategies in committing written corrective feedback in fully online learning. In addition, written corrective feedback can improve learners’ metalinguistics, metacognition, teachers-learners interaction, and peer connection. Consequently, the present study will be aimed at investigating English lecturers’ common practices and strategies in committing online written corrective feedback during Covid-19 pandemic at higher education. This study is classified as a qualitative study which is a descriptive qualitative study. It is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. The data are elaborated in the form of words, phrases, sentences, and paragraphs. To attain the data, researchers use interview technique. There are five English lecturers involved in the current study. The data are analyzed by using qualitative processes which are data condensation, data display, and conclusion drawing or verification. The novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. Due to Covid-19 pandemic, the teaching-learning process is done in fully online learning.]]>
<![CDATA[Certainty and Subjectivity in English Education Research: A Cross Cultural Systemic Functional Analysis ]]>
<![CDATA[May Mahdi Alramadan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4548
<![CDATA[This study examines the use of epistemic modality (expressions that signal varying degrees of certainty and subjectivity) by writers of English education research. Epistemic modality is a crucial, yet intricate, rhetorical device through which writers qualify their claims and construct a stance towards their texts and readers. Disciplinary and cultural norms influence the rhetorical use of modality in academic texts. To understand the impact of these contextual factors, linguistic descriptions need to examine discourse produced in individual disciplines and even subdisciplines. Using an exploratory comparative approach, the present study analyzes education research that is produced by native-English-speaking and EFL Arab writers: (1) to describe the discipline-specific practices that are adopted by native writers to manipulate the degrees of certainty and subjectivity in their discourse; and (2) to explore how these practices vary cross-culturally. Sixty research papers are analyzed using the finely grained model of Systemic Functional Linguistics. The findings show a disciplinary preference whereby native writers avoided expressing hesitancy and doubt and preferred a moderately confident epistemic stance to create convincing arguments. These writers’ epistemic style was also objective and detached. The EFL texts, in contrast, were less dialogic and had higher levels of confidence, explicitness, and subjectivity. Although advanced in their linguistic and disciplinary proficiency, the non-native writers displayed some patterns that are generally characteristic of other Arab and non-Arab L2 writers/learners, indicating the vital role that culture and nativeness play in rhetorical strategy use. The paper ends by highlighting the need for explicit instruction of epistemic modality in Arab higher education institutions in order for non-native writers to produce academic texts that are persuasively effective from the perspective of the international academic community.]]>
<![CDATA[Encouraging Students to Do Collaborative Learning In ESP Courses to Strengthen Students’ Oral Communication Skills ]]>
<![CDATA[Lia Agustina]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4353
<![CDATA[Collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. It increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. At the same time, it enlarges students' knowledge and skills. One of the important skills is oral communication. Oral communication is an important skill to learn as it could express ideas and opinions. It uses to discuss knowledge and bridge the communication for ones who do not understand English. Therefore, this study aims to encourage students to do collaborative learning to strengthen their oral communication skills. The researcher used the action research method to see the improvement of the students’ communication skills. The subject was 32 students of the Accounting Department State Polytechnic of Malang. The study resulted that most students showed an improvement in all four language skills, but speaking skills had the greatest improvement.]]>
<![CDATA[Teaching Reading Comprehension by Using Some Methods in Senior High Schools ]]>
<![CDATA[Sopian Saori]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4638
<![CDATA[The study aimed to figure out the methods used by English teachers in teaching reading comprehension and how they applied them. The main purpose of the study was to describe the methods used by english teachers and reveal the strength and weakness of the methods. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of senior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the method used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same methods such as, grammar-translation method, scaffolding, and mind mapping. The difference was in the step of the implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was the grammar-translation method since it helped students comprehend the text. There were several students who still found it hard to understand the materials of the lessons. Teachers were supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning process can run well and use better methods of teaching.]]>
<![CDATA[Students’ Perception of Total Physical Response Method in Teaching English Vocabulary at Ban Nonsawan School, Thailand ]]>
<![CDATA[Putri Amara Dzurotul Ilmi]]>;
<![CDATA[Khoirul Anwar]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4989
<![CDATA[When the teacher teach vocabulary about body parts in class, they use rhythm and movement to make students understand each body name. That is called the Total Physical Response (TPR) method. This study aims to investigate the student’s perception on Total Physical Response (TPR) method as a technique in teaching English vocabulary. The research study used a qualitative descriptive method. To achieve the research objectives, the data was taken from two sources: questionnaire and interview in eighth graders at a Secondary School in Loei, Thailand, namely Ban Nonsawan School. An overall, 30 students were involved in the study. The results obtained reveal that Total Physical Response technique allows students to study harder and easier in learning English vocabulary. In addition, the result showed some improvement on get a new vocabulary with this technique. Moreover, the data showed that there were some benefits of Total Physical Response method: 1. Develop students’ speaking abilities and vocabulary mastery, 2. Increase student participation in class, 3. Having a fun learning atmosphere.]]>
<![CDATA[English Teachers’ Pedagogical Competence in Regard to Planning the Teaching and Learning Process ]]>
<![CDATA[Hasriani G Hasriani G]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4891
<![CDATA[This research aimed at identifying the English teachers’ pedagogical competence in planning the teaching and learning process. The profile of English teachers’ pedagogical competence in planning the teaching and learning process was based on the National Standard of Education, in section 28, sub-section 3 point a. The researcher employed descriptive evaluative method. The subjects of this research were four English teachers from different schools of Madrasah Aliyah in Kabupaten Enrekang. The purpose of the research was to describe the teachers’ pedagogical competence in planning the teaching and learning process. Based on the result and discussion, the four teachers had different quality in terms of pedagogical competence in planning the teaching and learning process. The scores of the teachers were: teacher 1 = 4 (very good), teacher 2 = 3 (good), teacher 3 = 3 (good), and teacher 4 = 3 (good). Based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to planning the teaching and learning process. The four teachers realized the importance of the arrangement of lesson plan before teaching the students in the classroom.]]>
<![CDATA[Academic Reading Difficulties in Higher Education ]]>
<![CDATA[Indry Widyasti Anwar]]>;
<![CDATA[Sartika Putri Sailuddin]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4849
<![CDATA[Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.]]>
<![CDATA[Breadth and Depth-Vocabulary Knowledge and Reading Comprehension in an English First Additional Language Context ]]>
<![CDATA[Kufakunesu Zano]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4827
<![CDATA[Most research has been concerned predominantly with vocabulary breadth in comparison with vocabulary depth. This study aims to bridge this gap by answering the following question: How do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? This study used quantitative method research on grade 11 English First Additional Language (EFAL) learners. Only 30 participants took part in the study. The independent variables used are the Vocabulary Levels Test (VLT) and Word Associate Test (WAT). Then, the dependent variable Reading comprehension is the dependent variable. The results indicated that 81% of the variance in the breadth of vocabulary scores which was measured through the VLT was shared with reading comprehension scores obtained in a reading comprehension test out of 30. On the other side, 90% of the variance in depth of vocabulary knowledge scores measured through a WAT was shared with reading comprehension scores. However, the depth of vocabulary scores could improve the prediction of the reading comprehension scores over and above the estimation accomplished by the vocabulary breadth scores. The results demonstrated the need for teachers to know their learners’ vocabulary knowledge and reading comprehension abilities. ]]>
<![CDATA[The Use of Indonesian Folklores to Develop Young Learners’ Analytical and Critical Reasoning Skills ]]>
<![CDATA[Yuli Christiana Yoedo]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.5001
<![CDATA[This study explored the way in which Elementary School teachers used Indonesian folklore in their English classes to help students improve their analytical and critical reasoning skills. Visual culture theory was employed to examine data from interviews through the use of pictures. Moreover, Kress’ (1991) social-constructionist method was applied to investigate the additional realities of folktales as a cultural reality. A descriptive qualitative research method was implemented. The data used were the five English teachers’ teaching strategies. The study revealed that the teachers’ final goal was for students to understand the moral message in the folklore. The teachers were innovative in their teaching materials and approach in their EFL classes by integrating illustrations and other visual media related to folklore in language teaching. Visual media was believed to help language development and vice versa. The strategies included the use of videos with English subtitles, reading texts, questions and examples from real life. The teachers’ efforts were aimed at sharpening students’ analytical reasoning skills. Students needed to answer questions that strengthened their critical reasoning skills, identifying inequities and providing feasible solutions. Teachers, who had a crucial role in maximizing the advantage of using folklore, needed to tailor the story’s discussion to the students’ level of understanding. The outcome of the study inferred that the use of English translations of Indonesian folktales in the classroom potentially affected students’ English language development.]]>
