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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 1,024 Documents
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The Influence of Background Knowledge on Students’ Translation Results: An Interlingual Translation Abdurrahman Hi. Usman; Suratman Dahlan; Abdulhalim Daud; Adi F. Mahmud
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.v10i3.5189

Abstract

This research aims to identify whether students’ background knowledge influenced the translated texts from the source language (SL) into the target language (TL). This research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east Indonesia. The participants in this research included 30 students. The documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. To Analyse the data, the researchers used qualitative ways. Data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. The data showed that most of the students need background knowledge in the translation of source language into the target language. These reasons confirm that there is a close relationship between background knowledge and translation. It means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. Moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language.
The Improvement of the Students’ Ability in Writing Procedure Text Using Video Recipe Ahmad Zakqy Yamani Lating
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.v10i3.5328

Abstract

Writing skill is one of the most difficult language skills to be mastered for foreign learners. Learners are demanded not only to master linguistic features but also to acquire non-linguistic aspects. To train learners, teachers should provide their learners with writing exercises as much as possible in classes. This study is aimed at investigating the effectiveness of video recipes to improve students’ writing procedure texts at the nineth-grade students of SMPN 1 Mojowarno, East Java. This study involved 32 students as participants that consisted of 16 males and 16 females. This study was designed in the classroom action research. The CAR procedure consisted of Planning, Implementing, observing, and reflecting. Each phase has activities dealing with the use of video recipe to improve students’ writing procedural texts. To state students’ criterion of success, the researcher enacted the score of 76. This study passed two cycles. In the first cycle, students still are achieving the passing grade. Students have achieved the passing in second cycle. Based on the results, the students showed their interest, pleasure, enthusiasm and curiosity during the implementation of video recipes. Therefore, this study can be inferred that video recipes was able to improve the students’ ability in writing procedure text at SMPN 1 Mojowarno.
The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension Dewi Fatima Nur Alfatihah; Peptia Asrining Tyas
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.v10i3.5460

Abstract

Reading interest is one aspect of encouraging the reading comprehension process. However, the level of reading interest in Indonesia is still low. In this situation, as an academic component, undergraduate-students also have an obligation to read. This is driven by the academic life of lectures which require students to have reading comprehension skills. Because of these two circumstances, the reason for this study was to investigatethe correlation of students' reading interest and reading comprehension in higher education levels. This study was conducted through a quantitative approach and correlation study as the method. The population of this research is about 140 students of EFL semester four who are active in the English language education study program of Universitas Brawijaya. By using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. This study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the SPSS program. The finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a Pearson product moment (r-value) of .356, which indicates a weak positive correlation. Therefore, it can be concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that there is a significant correlation between reading interest and reading comprehension.
Engaged Reading: Moving from Theory to Implication for L2 Learners Sheikh Mohammad Masud Selim; A B M Shafiqul Islam
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.v10i3.5281

Abstract

There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.
An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies Ebidel Erickson
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.v10i3.5389

Abstract

In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.
Teachers’ Pedagogical Practices to Support Learners’ Functional Literacy Development: The Context of Mother Tongue Language Annette Naddumba; Logamurthie Athiemoolam
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.v10i3.5499

Abstract

The sociocultural perspective maintains the view of understanding literacy as a social and cultural practice to describe reading and writing in multiple and evolving language activities. It means that literacy development is related to actions and beliefs which a student creates to define him or herself in particular cultural settings or circumstances. These circumstances further describe what resourceful individuals like teachers would offer or create in terms of language tasks or events to help students be identified as readers and writers. This qualitative study aimed at gaining deeper insights into teachers’ pedagogical practices to support functional literacy through mother tongue languages. Based on in-depth interviews, focus group discussions and classroom observations, this phenomenological study examined literacy instructional practices which offer a pedagogically grounded and positive learning environment where teachers use mother tongue as a medium of instruction to support learners’ early literacy acquisition processes. Thus, the study provides substantial findings which depict the role of children’s previous language experiences and teachers’ constructive classroom engagements as a basis for functional literacy development.
Accommodating Learners’ Multilingual Capabilities in an English First Additional Language Classroom Kufakunesu Zano
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.v10i3.5267

Abstract

Debatably, in South Africa, there is an absence of a consensus about a teaching method that can inform multilanguage usage for English first additional language learners in the Further Education and Training phase. This study argues that 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. The study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an English first additional language context in the Further Education and Training phase. It took place in a multilingual Grade 11 classroom. For this qualitative study, only 24 Grade 11 learners were used as participants in 4 focus groups for data collection. The results indicate that engaging in group work increases the time  English first additional language learners spend actively using their home languages with their peers. Learning English within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with their teachers and peers. Therefore, distinguishing language upbringings as a reserve might produce positive results in the classroom when teaching English to English first additional language learners as learners showcase their identities in collaboration with their contemporaries. Group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom as learning becomes learner-centric. It was concluded that group work can serve as an enabler for translanguaging, harnessing learners’ different multilingual capabilities for a better understanding of their work.
An Analysis of Writing Strategies Used by Students of English Language Department Retno Wulan Dari; Eva Rahmawati; Suvi Akhiriyah
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.v10i3.5413

Abstract

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.
Self-Confidence and Speaking Skills for Lower Secondary School Students: A Correlation Study Nisa Arifa Nurul Aulia; Tri Wintolo Apoko
Journal of Languages and Language Teaching Vol 10, No 4 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5641

Abstract

Self-confidence is a trait that can evoke an attitude to have positive, idealistic, and optimistic thoughts about abilities. Even though there are frequent interactions between teachers and students with English in class, students still feel less confident when speaking in front of their classmates. The study was aimed to investigate the relationship between EFL students' self-confidence and their speaking skills at SMPIT Al Muchtar. The type of this study is quantitative design. The IBM SPSS Statistics application with 24 version was used to calculate. The population taken was all the eighth grade students which consisted of 108 students. There were 30 students taken using the purposive sampling technique as the respondents comprising 22 females and 8 males. Two instruments were used to collect the data, namely: a questionnaire for measuring students’ self-confidence and speaking test used for speaking skills. After the data was obtained, the researcher analyzed the correlation data. It was found that there was a positive relationship between EFL students' self-confidence and speaking skills at SMPIT Al Muchtar. This proved that Ha was accepted and Ho was rejected because 0.548 > 0.361 with a significance value of 5%. In conclusion, there was a fairly significant relationship between self-confidence and speaking skill.
Pre-Service Teachers’ Interaction with Learners Using Their Mother Tongue in Linguistically Diverse Classes in Namibian Schools Mmamoyahabo Constance Makgabo; Alina Kakunde Niipare
Journal of Languages and Language Teaching Vol 10, No 4 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.6026

Abstract

This article reports on a study conducted in five primary schools in Namibia during teaching and learning in the mother tongue classroom. The aim of this study was to investigate how 30 pre-service teachers used the learners’ home language during their curriculum delivery. The study took place during lessons that included work-integrated learning (WIL) during which the pre-service teachers were assessed by the two lecturers as researchers. The study followed a qualitative approach where data were gathered from classroom observations and semi-structured interviews of pre-service teachers. The data were analysed thematically. This study was guided by Vygotsky’s sociocultural theory of development which identifies language, society, and culture as the primary aspects of the development of a child. The social interactions that a child has with people living in a particular environment with particular languages strongly shapes the development of cognitive abilities in the child. The findings showed that pre-service teachers lacked sufficient competencies in the teaching of mother tongue literacy. Additionally, the classroom arrangement and teaching approaches that were used by the pre-service teachers were ineffective for learning. Furthermore, the learning materials and pedagogical practices were likely to inhibit successful learning. The implication of this is that the quality of education and learning was compromised. This paper recommends that pre-service teachers should be equipped with skills to teach the mother tongue programme while using relevant and appropriate teaching strategies and learning resources to enhance mother tongue learning of the Oshindonga and Oshikwanyama dialects.

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