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.
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<![CDATA[Undergraduate Students’ Voices of Learning English through Online Application : Zoom Meeting Discussion ]]>
<![CDATA[Widya Garini]]>
<![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.v10i2.4969
<![CDATA[Online learning that is carried out by students with lecturers as part of the learning process during this pandemic makes students study harder. The online learning process which is different from face-to-face classroom learning makes students experience several obstacles and difficulties in participating in online learning. This study will try to voice the opinions and experiences of students while carrying out online learning through the online zoom meeting application during this pandemic. Through the questionnaire and interview methods, this narrative inquiry research will find the results of what students have felt so far. The obstacles found by the researchers were one of them that occurred in the student environment such as the internet connection network to the factor of the lecturers in the inaccuracy of time in teaching so that they spent learning time which made students experience some difficulties in living it. On the other hand, students also admit that online learning is positive, which is a solution to flexibility and time effectiveness during online learning through the online zoom meeting application. This online learning does have positive and negative sides from the views of students that lecturers and others need to know.]]>
<![CDATA[Developing an Instruction Model for News Writing Based on the Cooperative Type Group Investigation Strategy ]]>
<![CDATA[Agus Wismanto]]>;
<![CDATA[Suyoto Suyoto]]>;
<![CDATA[Arisul Ulumuddin]]>
<![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.v10i2.4956
<![CDATA[This study aims to produce a learning model of news writing skills using the cooperative type group investigation strategy. This study was a research and development (R&D) that followed Borg & Gall's development procedure. The subject of study was students and lecturers at the University of PGRI Semarang. The developed learning model includes the components of introduction, concepts, advantages, objectives, characteristics, and steps in the learning of news writing based on the cooperative type group investigation strategy. The expert, user/practitioner, expert, user/practitioner, and field testing results showed that the developed learning model could improve the students’ news writing skills in terms of the process and the product. The success in the process was indicated by their activeness and seriousness in the steps of news writing activities based on the cooperative type group investigation strategy. The success in the product was indicated by the improvement of their news writing quality in the aspects of contents/substances and mechanics (spelling and punctuation). The ability to write news to PBSI students with learning models based on cooperative type group investigation strategy is better than students who study with conventional learning models.]]>
<![CDATA[Challenges Encountered by the Teachers Handling Oral Speech Communication Courses in the Era of Covid-19 Pandemic ]]>
<![CDATA[Louie Petere Gula]]>
<![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.v10i2.4963
<![CDATA[The fundamental reason for this survey is to point out the challenges encountered by the teachers, students, schools, and parents in facing and handling the oral communication subject during the pandemic. Given that, most of the medium of instruction we are using now is distance learning, it poses issues and concerns on how our respondents dealt with the situation. A descriptive- survey research design was being utilized to document the behavior, demographics, and experiences of the respondents correlated to the questions provided. The questionnaire includes questions that seek to gather information on their basic profile, current experiences, and behavior towards the problem. Therefore, I have narrowed down the different problems encountered by the teachers, students, school, and parents based on the responses I have collected. Some respondents answered the same problem encountered that leads to the validity of the issue. Most of the teachers encountered the problem of the students with lack of motivation which is indeed a very complicated problem because it deals with emotional readiness and stability. The students’ side of encountering a problem is the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers.]]>
<![CDATA[Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability through Focus Group Discussion ]]>
<![CDATA[Tan Winona Vania Anabel]]>;
<![CDATA[Debora Chaterin Simanjuntak]]>
<![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.v10i2.4994
<![CDATA[In the new normal era, the learning system has changed from online learning to hybrid learning. This learning system is widely applied in many universities. Thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in English language teaching. In the EFL context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. This study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for English-speaking ability through Focus Group Discussion (FGD) method. From the FGD, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. The information gathered was examined using thematic analysis and an interpretative description approach. The participants of this study were Non-English majors and English lecturers. The result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. Emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. As for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency.]]>
<![CDATA[Effectiveness of Online Film Posters on Students’ Achievement in Writing Descriptive Text ]]>
<![CDATA[Wiki Tedi Rahmawati]]>
<![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.v10i2.4997
<![CDATA[This research aimed to determine whether the online film posters as a teaching medium significantly affected students’ achievement in writing descriptive text. This research was conducted using a quasi experimental research with pre-test and post-test design. The population was 60 students of the tenth grade senior high school of MAS Muhammadiyah 13 Sei Rampah, Medan. There were two parallel classes as the population, namely Class X IPA and X IPS. Each class consisted of 30 students. The sample in this research was taken using the cluster sampling technique to decide the experimental and control groups. X IPA was the experimental group and X IPS was the control group. The experimental group consisted of 30 students was taught using online film posters and the control group consisted of 30 students was taught without using any media. There were five meetings during the research. The first and the fifth meetings were administered as pre-test and post-test while the other three meetings were administered as the treatment sessions.The instrument used to collect the data was a writing test. The students of both groups were assigned to write a descriptive text to be administered as the research data. It was obtained that the mean score of experimental group in pre-test was 74.86 and 79.93 in post-test while the mean score of control group in pre-test was 73.66 and 69.9 in post-test respectively. These statistical data were then analyzed using t-test formula. The result of t-test calculation showed the value of t-observed was 3.20 and the value of t-table was 2.00 in level of significance of 0.05 and df=58. This meant that t-observed was higher than t-table (3.20 > 2.00). Based on the finding, then alternative hypothesis (Ha) was accepted and null alternative (Ho) was rejected. Thus, it was concluded that online film posters significantly affected students’ achievement in writing descriptive text.]]>
<![CDATA['Is the Picture Worth a Thousand Words?': The Interpersonal Meanings of a Dialogue in an EFL Textbook ]]>
<![CDATA[Ahmad Sugianto]]>;
<![CDATA[Ilham Agung Prasetyo]]>;
<![CDATA[Widy Asti]]>
<![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.v10i2.4510
<![CDATA[This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.]]>
<![CDATA[Appreciative Listening Using Songs for Enhancing Learners' Comprehensibility of English Expression ]]>
<![CDATA[Sharon Maria Magdalena Purba]]>;
<![CDATA[Leil Badrah Zaki]]>
<![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.v10i2.5004
<![CDATA[This study explores the impact of the implementation of appreciative listening using English songs on the development of students' knowledge of various expressions in English. In collecting data, 23 students from various majors and different universities were involved as participants. In this qualitative study, they were interviewed about their experiences in discovering the various uses of expressions in English songs and how their knowledge developed as they tried to explore the meaning of the expressions. They testified that through this learning method, their knowledge of the various units in the language increased and they even promoted this way of learning for other learners. The results showed that the concept of appreciative listening using songs helps learners increase their knowledge of English expressions. The involvement of songs in English courses was also proven to give a positive impact on the learning atmosphere and it also promotes autonomous learning. The results obtained from this study are in line with what researchers have found in the past; this method should be implemented in English learning for the wider community.]]>
<![CDATA[Developing a Preliminary Checklist for Vocabulary Task Evaluation ]]>
<![CDATA[Manal Laaribi]]>
<![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.v10i2.4783
<![CDATA[Language teachers are usually provided with textbook material that contains several tasks and activities. Although these activities are meant to facilitate the learning and teaching processes, it is important to approach the provided material critically, make the necessary adjustments to its components, and contextualize its themes. The use of a checklist may render this process of adopting and adapting material feasible and effective since a checklist provides a practical systematic approach to analysis. This paper will provide the reader with a preliminary design of a checklist for vocabulary task evaluation that includes a 5-point Likert scale and contains eight main items and twenty-two sub-items that represent some of the main principles of vocabulary learning. These principles have been incorporated into the checklist on the basis of relevant literature and perspectives of different researchers, experienced teachers, and teacher trainers. This paper will also provide the reader with a demonstration of the use of this checklist through the analysis of a unit’s vocabulary section of the book “Gateway to English 2.”]]>
<![CDATA[An Analysis of Slang Language in Song's Lyric "The Man Who Can't Be Moved" by the Script ]]>
<![CDATA[Hirim Rosinta Pane]]>;
<![CDATA[Marlin Steffi Marpaung]]>
<![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.v10i2.4992
<![CDATA[Language is a bridge for people to communicate with one another in society. There is formal and informal language in the environment. This study focuses on slang language. Slang language is an informal way to communicate that is commonly utilized by adolescents. They may use slang, but some ages do not. As a result, slang language is only comprehended by certain people. As a result, slang is commonly used in songs. there are many songs that use slang language in the lyrics to deliver the song's purpose to the listener. This study uses descriptive qualitative methods to collect data from the lyrics of The Script's song "The Man Who Can't Be Moved." From the twelve types of slang that exist, five are included in the lyrics: clipping, compounding, coinage, mixing, and dialogue. According to the data, the most commonly used slang language in The Scripts song is blending, which has twelve blending terms inside the lyrics.]]>
<![CDATA[A Multilingual Turn: Translanguaging by Design Activity in an EFL 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.v10i2.4826
<![CDATA[Translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. This study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. This research was conducted to determine the opinions of Grade 12 EFAL learners on translanguaging by design activity in a multilingual setting. Grade 12 EFAL were chosen for their rich exposure to analysing cartoons. The class had 35 learners who were put in 5 focus groups to analyse the two cartoons. The 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. The results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. The teacher needs to alert the learners that they are free to use their home languages together with English to do an activity. This will help learners realise that there is not much difference between English and their home languages as they answer the questions. Teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners. ]]>
