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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 Effect of Mind Mapping Technique on Students' Writing Skills Jusmin HJ Wahid; Sari Sudirman
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6692

Abstract

Writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. Students need a technique to improve their writing skills. Following this, the mind mapping technique is used to help students to improve their writing skills. The quasi-experimental research method involved two groups, namely the experimental and the control class. Both classes were given a pre-test at the beginning. Then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. Then, this research gave the instrument in the last session of this study, both groups were given a post-test. Then for data collection, researchers used a written test and data analysis using a t-test. It proves that there was a significant score on the t-test and the mean score of the experimental class and control class. In the experimental class score is 3.0 and the mean is 28.25. While in the control class, the t-test score is 3.0 and the mean score is 25.00. It proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand.
Integrating Content and Language to Teach ESP Online Writing with the Assistance of Google Docs Susilawati Susilawati
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6617

Abstract

The integration of content knowledge and language should be applied while instructing writing in English for Specific Purposes (ESP) lessons. In an online lesson, additional vital support comes from a proper online writing tool. Therefore, the present study aims to portray how to teach writing in ESP classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were structured based on the writing stage, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) constructs. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning (PeLE) constructs of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing. Recommendations for potential research are also discussed. 
The Language Variations Used among Speakers of Sasak Lombok, West Nusa Tenggara Sugianto Sugianto; Muhammad Asrul Hasby
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6071

Abstract

Sasak language is rich of language varieties, both in dialect (pronunciation) and vocabulary. It is a unique language which shows some influences from Java, Bali and Makasar as the neigbouring Islands. The research is aimed at revealing the language variations made by the “sasak” speaker (an Austronesian language family) when they speak “sasaknese”. The research is qualitatively describe how the speakers of sasak stand the existence of their language by renewing, updating it through language variations to gain belonging sense among teens who were gradually used modern languages.  For the sake of finding out accurate and valid data on sasaknese language variations used, some related literatures on relevant issues were deeply read and reviewed to provide the supporting data sources. The research data were collected and analyzed in qualitative ways. The model of data analysis were divided into three stages of data analysis, those stages are data reduction where the researcher selects and simplifies the big data into a more simple and readable one. And then display the data where the researcher fits the selected data into tables, matrixes or charts to support reader  data display. The last stage is conclusion drawing and verification where the researcher made some verifications data to draw a final conclusion of the research. After all, the reports the language variations exist in sasak language, a language that is spoken by native community who live in Lombok. This local language is now endangered for the ignorances.
Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children Quinta Kemende Wunseh; Erasmos Charamba
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6447

Abstract

Language diversity is generally a norm in multilingual South African classroom. Orellana and García (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. Language brokering and code-switching form part of the everyday teaching and learning tools needed in South African multilingual classroom setting. Data was collected by means of observation and semi-structured interviews. Snowball sampling was used to select Francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. Their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. This research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. Using the sociocultural theories and the funds of knowledge (FoK), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources.
Students’ Perception of the Use of Youtube in English Language Learning Tania Tahmina
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6883

Abstract

Digital learning has become a new learning mode in higher education.  Learners have become heavily dependent on YouTube channels and other technology-enhanced language learning platforms. As the YouTube platform has become an inexorable part of students’ lives, language teachers can explore their perceptions and assist them to learn English language with the help of this platform. This study aimed to find out the learners’ perception of using YouTube as a learning medium to enhance their language learning. In addition, a few pedagogical implications will also be provided. The research respondents comprised sixty-six undergraduate students of the Department of English, Jagannath University, Dhaka, Bangladesh. The data were collected using a questionnaire and semi-structured interviews. The findings revealed that the majority of the students reported that they benefitted by watching YouTube educational videos; however, in preparing assignments, being attentive while studying, and acquiring grammatical competence, learners reported that this platform had little impact. Most of the students reported that YouTube helped them to learn English vocabulary, to make learning English very interesting, to comprehend the contents of YouTube videos in a very easy manner, get relevant materials to learn English language, acquire English language better by writing down the major points in a diary while watching videos, to develop speaking skills watching YouTube videos, and to enhance listening comprehension. Therefore, based on the findings of this study, it can be concluded that the use of YouTube has numerous positive impacts on EFL learners’ English language proficiency.
Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment Dedi Sumarsono; Moh. Arsyad Arrafii; Imansyah Imansyah
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7481

Abstract

Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.
Teachers' Perception of The Implementation of Pilot Teacher Training on EMI Yuni Hariyanti
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7009

Abstract

As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first implementation of the training. The result of this research is beneficial for both the teachers and the institution because the teachers' perception will affect the success of the training itself for both sides. Fifteen non-English teachers of Al Hasra foundation joined the teacher training. The data of this research were taken from the questionnaires and the classroom observation. The results of the questionnaires were analyzed to get the percentage while the classroom observation was analyzed to enrich the findings. The result showed that teachers of Al-Hasra Foundation performed a positive perception towards the pilot teacher training on EMI by demonstrating that the training has improved their knowledge of the use of English in a classroom context, and it has increased their motivation and self-confidence in conducting the teaching activity in English.
The Use of Euphemisms in the Book of “The Alchemist” by Paulo Coelho Smirna Br Tarigan; Marlin Steffi Marpaung
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7560

Abstract

Euphemisms are a linguistic phenomenon whereby milder or courteous words are substituted for blunt or unpleasant expressions. This study focuses on the use of euphemisms and related expressions in Paulo Coelho's book, "The Alchemist." Specifically, the research aims to identify the various euphemistic devices employed, ascertain the prevalence of such devices, and explicate their significance within the context of the novel. A descriptive qualitative research design was employed, which involved an in-depth and detailed exploration and analysis of the phenomena under investigation. To obtain the necessary data, a comprehensive review of relevant literature and library resources was conducted. The results revealed that Paulo Coelho's "The Alchemist" contains several euphemisms that serve to enhance the overall tone and mood of the narrative. The study further identified four distinct types of euphemisms in the novel, namely euphemisms used to soften descriptions of physical attributes, mental states, skills, etc., euphemisms used to make disagreeable situations more palatable, euphemisms used in business contexts, and euphemisms used in other contexts. Of these categories, the most common type, accounting for 44.5% of all instances, was found to be euphemisms used to make something sound more pleasant.
Instructional Design to Promote Translingual Practices in an English First Additional Language Context Kufakunesu Zano; Vimbai Mbirimi-Hungwe
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7331

Abstract

Languages are not set, autonomous, bounded entities whose nature cannot be disrupted; they are flexible entities that can be reformed, re-arranged and recreated to fit into new contexts of communication. This study was driven by the need to explore the instructional design used to promote translingual practices in an English first additional language context in the Further Education and Training phase. For this qualitative study, eight (8) English first additional language teachers in the Further Education and Training phase were used as respondents. These teachers were stationed at four (4) high schools in one district of South Africa, meaning two (2) teachers per school were selected. The researchers used telephone interviews to collect data. The results revealed that translanguaging can be used in conjunction with collaborative activities like co-teaching, peer tutoring and group work in the English first additional language classroom.  Besides, all learners have prior knowledge gained from schooling and life experiences and English first additional language teachers can build on those experiences. Also, based on the findings, it is indispensable to take advantage of modern technological facilities like WhatsApp in aiding the task of teaching English first additional language.
Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era Hilda Fauziyah; Agus Gozali; Putu Dian Danayanti Degeng
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7497

Abstract

When learning English, speaking is one of the English skills which is important to learn. Learning to speak will make students able to communicate with others and know what happens in the world. In fact, learning to speak is more challenging than learning other skills in English. In order to speak effectively, students need to practice their speaking regularly. However, the appearance of Covid-19 limits students to practice their speaking face-to-face. After teachers and students adapt to online learning for 2 years, suddenly learning process back to offline learning with certain regulations. Due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding EFL students’ speaking performance in the pandemic context and the factors affecting it. Using semi-structured interviews as the instrument, an English teacher who teaches English pre, during, and post-pandemic in SMA Widya Gama Malang has been interviewed in this research. The results of this study revealed that reading material has an impact on students’ speaking performance, the difference in students’ self-confidence during and after the pandemic, students’ willingness to speak during and after the pandemic from the teacher’s perspective, ICT is the best multimedia factor for improving speaking performance, and there is no fixed teaching methodology for teaching speaking.

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