cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 1,024 Documents
 18   19   20   21   22 
Active Learning: Monopoly as a Media in Teaching Grammar for Eight Grader Students Ananda Dewi Lestari; Ary Setya Budhi Ningrum
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4894

Abstract

The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.
Model of Tourism Terminology Implementation in Language for Tourism Purposes University Courses Tina Orel Frank
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4778

Abstract

Terminology is one of the key language elements in the development of communicative competence in any language for specific purposes course. Tourism, as any other field of knowledge, predisposes certain specifics in its terminology. The aim of this paper is to establish a model for effective implementation of LTP (language for tourism purposes) in a university tourism-related language course. To reach this aim tourism terminology typology has been investigated via literature review and a study of the characteristics of tourism terminology and its teaching from both teachers' and students' perspectives, conducted at the University of Primorska, The results are shown in a model of LTP terminology implementation that suggests methods and activities in teaching tourism terminology which tends to be rather multidisciplinary, internationalised and (de)terminologised. The findings are not limited solely to tourism-related foreign language courses but could be adapted to any LSP university course.
Exploring Students’ Experiences of Task-Based Language Teaching (TBLT) in Vocabulary Learning: A Narrative Inquiry Windi Melia Putri
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4935

Abstract

Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method, which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in the language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students' vocabulary knowledge in English. This study aims to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through semi-structured interviews based on interview guidelines and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students, in general, have a positive attitude toward learning vocabulary through TBLT method. It can be concluded that there are various positive experiences explained by participant, such as the use of TBLT in vocabulary learning is more interesting in learning process and students can master more new vocabulary when using the TBLT method.
The Effects of Vocabulary Mastery on English-Speaking Ability: A Meta-Analysis Study Helli Kristiana Br Bangun; Debora Chaterin Simanjuntak
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4995

Abstract

The purpose of this meta-analysis is to analyse the effects of vocabulary mastery on English-speaking ability, which has been a extensively focused on English language teaching. A descriptive qualitative technique was utilized in this study. The data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and English-speaking ability. The meta-analysis involves the studies conducted in Indonesia to draw deeper characteristics of the phenomena. The r and n were found in the data. n is the number of respondents, and r is the coefficient value. The researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. The data was analyzed with the help of JASP program. Because K = 21, 5K+10 Equals 115. The obtained fail-safe N value is 4727.000, with a significant target of 0.05 and p < 0.001. Because N > 5K+10 is a safe value, it is assumed that no publication bias exists in the Meta-Analysis study. In addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on English-speaking skills. 
Improving the Academic English Achievement through Developing Students’ Self-Efficacy of Verbal Persuasions; A Classroom Action Research Komilie Situmorang
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5534

Abstract

Self-efficacy is a drive within students that affects their thinking, feeling, motivation, and learning activities to achieve what they need. It is said to be one of the predictors of academic success leading to its urgency put into research.   The study is classroom action research aiming to improve the nursing students' scores in Academic English class by raising the students’ self-efficacy through giving verbal persuasions. This action research was designed following Kemmis and McTaggarts’ model, including Planning, Action, Observation, and Reflection. 42 participants were also active students in the class of Academic English. After completing the sessions, the students were given pre-and posttest and asked to reflect on their achievements. The findings indicate that the average scores increased by 25 points between pre-and-posttest, 83.33% of participants had increased self-confidence, and 90.47% were satisfied with their test results. Further, the study shows score improvement through review, restudy, and re-try, pointing out the emergence of self-efficacy, which is not instant. It is a result of consistency and belief through the verbal persuasion given by the teacher.
Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement Masagus Firdaus; Santi Mayasari
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5311

Abstract

This study was a quasi-experimental research and oriented to measure the effectiveness for student-teachers’ reading comprehension achievement. There were 80 student-teachers who joined and were grouped into experimental and control groups. They were treated for eight meetings. Both pretest and posttest instruments were integrated for collecting the data. Both paired and independent t-tests were employed to know improvement of the two groups. The findings showed that in pretest, both of groups encountered problems related to reading comprehension. However, after being treated with this Schoology learning management system (LMS) for several meetings, experimental group students gained better achievement in reading comprehension comparing to control group. Mean scores of experimental group (75.250) was bigger than control group gained (61.875). By the same token, the F-test score (0.392) with df (78) and sig. value (0.000) informed about different qualities gained by both groups, i.e., experimental and control. In a nutshell, the integration of Schoology LMS is more effective in increasing students’ reading comprehension comparing to conventional mode of learning. 
An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class Putri Rindu Kinasih; Olivia Olivia
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5435

Abstract

Despite the importance of public speaking skills, unfortunately, research about public speaking classes mainly focuses on the attempt to minimize the students’ anxiety and discomposure. Whereas other crucial issues need to be investigated such as the quality of learning materials in public speaking classes having poor quality and students’ difficulty in speaking naturally. This research aimed to investigate the usage of movies in enhancing students’ ability to deliver speeches. The participants of this study are 67 students majoring in English Language and Literature consisting of 46 females and 21 males. All participants were taking the listening-speaking class and public speaking class. This study adopts the mixed-method approach. Firstly, to see the progress of students’ public speaking skills, we conducted a pre-test and post-test which were analyzed based on a scoring rubric proposed by Joe et al. In addition, questionnaires were distributed to understand participants’ perceptions after learning about public speaking through movies. Lastly, a semi-structured interview was done to enrich the discussion. The results showed that movie clips are effective in increasing students’ interest in following an online class because the lesson felt contextual. The participants’ public speaking skills also improved as students can apply the strategies to attract audiences.
Reflective Teaching of EFL Instructors at Shambu College of Teacher Education Moti Alemayehu Dheressa
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5186

Abstract

Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. A qualitative data approach was hired to accumulate records from 10 EFL instructors triangulating semi-structured interviews, diaries, journals, and observations. Data analysis through thematic analysis is used for this to take a study. The results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. The codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. In the case of effects, the codes were labeled into classes of inner and outside outcomes. It was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. Regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust.
Trainees’ Perceptions towards the Practice of Competency Based Assessment for Learning in Oromia Colleges: In Particular to Shambu, Nakamte and D/Dollo CTE Moti Alemayehu Dheressa; Tamiru Olana; Ebisa Bekele
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5314

Abstract

This study investigated Trainees’ perceptions towards the practice of competency based assessment for learning in Shambu,Nakamte and D/Dollo College of Teachers Education in Oromia Region to realize their perceptions. Therefore, descriptive design was used. A close-ended and open-ended questionnaire items with five point Likert scale was administered to thirty two trainers. In addition, to substantiate the data obtained through questionnaires, interviews with 4 experienced instructors were also held. The quantitative data was analyzed to determine the status of instructors’ perception towards the practice of CBAFL. The qualitative data which was collected using interview was described qualitatively using narrative analysis. Results of the study revealed that instructors’ have unfavorable perception towards the practice of AFL. They perceived that the practice of CBAFL in the faculty was more of theoretical and most of them assumed that students need further practical training to perform to the standard in the actual job situations. Regarding the factors that affect the practice of assessment, almost all the participants believe the following are main factors: A heavy influence of the earlier approach to methods of teaching and assessment (behaviorist) which is usually practiced by instructors; instructors give more attention to grading instead of enabling trainees to be competent through careful engagement of practical assessment tools; in addition the participants of the study also enlisted the following as main factors: trainees are not responsible for their own learning; they give priority to passing exams rather than developing competence; lack of clarity on competence-based assessment among trainee and instructors. Large numbers of respondents held the view that the practice of CBAFL was not in line with future job requirements of the graduates.
Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic Andi Masani
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5442

Abstract

The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was conducted at SMP 4 Mataram involving 16 learners. This research was carried out in two cycles. The research procedure consisted of planning, implementation, observation and reflection. The observation sheets, student observation sheets, motivation questionnaires and ELT tests were employed to gain the research data. The data were analyzed in descriptive ways. The results of the study in the first cycle showed that the average score for teacher activities was 3.18, learner activities were 3.38, individual assignments were 68.25, and written tests were 67.69. Those were incomplete category. Furthermore, in the second cycle, the average score for teacher activities was 4.43, learner activities were 4.21, individual assignments were 80.88, and written tests were 84.31. These were included in the complete category. These results indicate that the indicators of success (> 4.0) and ELT achievement (> 75.00) have been exceeded. Because the indicators of success have been achieved, the study is declared successful. It means that the use of discovery learning is able to improve learners’ motivation and ELT achievement after Covid-19 pandemic.

Page 20 of 103 | Total Record : 1024

 18   19   20   21   22 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): January Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol. 13 No. 2 (2025): April Vol 13, No 2 (2025) Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol 12, No 4 (2024) Vol. 12 No. 4 (2024): October Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol. 12 No. 2 (2024): April Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol. 11 No. 1 (2023): January Vol 11, No 1 (2023) Vol 10, No 4 (2022) Vol. 10 No. 4 (2022): October Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol. 10 No. 2 (2022): April Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue