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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 Specialization and Semantics Interpretation of Teacher Talk of Civil Engineering English MOOC In China: The Legitimation Code Theory Perspective Fengju Dai; Liu Chengyu
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7974

Abstract

With the economic development of China, the need for Civil Engineering talents with English language skills is continuously increasing. To meet this need, Civil Engineering English teaching plays a significant role. This paper takes the Civil Engineering English MOOC provided by a university located in eastern China, as an example, and takes two dimensions of the Legitimation Code Theory, specialization and semantics to investigate the following research questions: (RQ1) What are the textual semantic features, specialization and semantics characteristics of the selected Civil Engineering textbook? (RQ2) What “unpacking” strategies does the teacher adopt in the teaching process and what are the textual semantic features, specialization, and semantics characteristics of teacher talk in the MOOC? (RQ3) From the perspective of specialization and semantics dimensions, are there any deficiencies in this MOOC? The purpose is to analyze the “unpacking” strategies in teacher talk and the possible problems in the teaching process. The content analysis method is employed, and the data include two aspects: one is the textbook the MOOC adopted; the other is the teacher talk. Through the analysis, we draw the following conclusions: the teaching material shows the characteristics of high lexical difficulty and high semantic density; in the teaching process, the teacher, who works as an “intermediary”, mainly adopts “unpacking” strategies such as transforming knowledge code into knower code, improving learners’ knowledge code, and reducing semantic density. However, some defects such as the lack of knower code in teaching content, semantic wave fracture, and the weak comprehensibility of the input content make it difficult to achieve the teaching goal of mastering the elite code. Given these defects, this paper tentatively puts forward some suggestions based on the adopted theory.
Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students Amrina Rosyada-AS; Tri Wintolo Apoko
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8404

Abstract

Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.
Cognitive and Social Strategies to Deal With Anxiety in Speaking: Typical Strategies and Application Bayu Afkar Milanrianto; Dira Permana; Sri Ariani
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8441

Abstract

This study aimed to reveal students’ strategies to deal with anxiety in performing speaking at Nurul Hakim Islamic Boarding School. The study was qualitative with case study design. The subjects of this study were eleventh grade students which were chosen through purposive sampling technique. The techniques of data collection were semi-structured interview and documentation. The data were analyzed through data reduction, data display and data verification and conclusion. Methodological triangulation technique was used to provide valid data. The result of this study showed there were five strategies used by eleventh grade students at Nurul Hakim Islamic Boarding school to deal with anxiety: Rehearsal, Preparation, Cooperation, Self-talk and Relaxation. From the five strategies, Rehearsal is the dominant strategies used by students to deal with speaking anxiety. Except Preparation and Relaxation, the other strategies were claimed effective to reduce anxiety. The five strategies were classified into two classifications: Cognitive strategy and Social strategy. Cognitive strategy involves Rehearsal and Preparation, while Social strategy involves Cooperation, Self-talk, and Relaxation. In this study, there were no strategies that represent the Metacognitive strategy.
Types and Nature of Oral Feedback Given by Teachers on Students’ Speech Befikadu Lemma
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8269

Abstract

Classroom oral feedback helps students to improve their English language performance. The purpose of this study is to examine English language teachers' attitudes toward different types and methods of providing feedback on students' speech during English classes. To achieve this objective, eight speaking lessons for tenth-grade students at Mieraf Primary and secondary school were recorded. Transcriptions were made from these recorded lessons, specifically focusing on classroom exchanges involving teacher initiation, learners' responses, and teacher feedback. The feedback types utilized in the recorded lessons were based on the models proposed by Zahorik (1970) and Chaudron (1977). Furthermore, the frequency of each feedback type found in the recorded lessons was determined and analyzed. In addition to the transcriptions and analysis, questionnaires were administered to four English teachers who taught in the five sections. These teachers were also interviewed to gather their perspectives. The data collected from the questionnaires and interviews were analyzed both quantitatively and qualitatively. The findings revealed that the teachers frequently employed the elaborate praise type of feedback. Moreover, the majority of students expressed positive attitudes toward the feedback they received from their teachers regarding their speech. However, it was noted that a significant number of students expressed the need for feedback from their peers, but only if their teachers provided guidance on how to provide constructive comments to one another. Based on the results, it is recommended that students should be informed about the role of peer feedback in improving their speech. Additionally, teachers should create opportunities for students to enhance their speech skills independently and encourage them to receive feedback from their peers.
Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe Erasmos Charamba; Omphile Marupi
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7598

Abstract

This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. Survey data reveals that Gwanda South has the following languages: Sesotho, Ndebele, Chi-Jahunda, Venda, and English. Sesotho is the home language while Ndebele has come through administrators and its being the original national language for Matabeleland South. Chi-Jahunda is a primary/ indigenous variety for Gwanda South. Attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. The main worry is the apparent demise of the home language due to both internal and external forces. While there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with English as the official language tends to interfere with the retention and continued use of Sesotho. This suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered.
Investigating University EFL Teachers’ Perception, Practice, and Challenges in Self-Initiated Professional Development Mitiku Garedew Tessema; Girma Gezahegn Belihu
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7234

Abstract

The topic of self-initiated professional development has garnered increasing attention among English as a Foreign Language (EFL) teachers who are motivated to identify and address gaps in their professional development. This study aimed to investigate the perceptions, practices, and challenges of EFL teachers at Addis Ababa Science and Technology University with regard to self-initiated professional development. The participants consisted of 35 EFL instructors with 12 holding PhD degrees and the remaining 23 holding MA degrees at Addis Ababa Science and Technology University. The study adopted a concurrent mixed methods research design, utilizing both a questionnaire and semi-structured interviews for data collection. The study employed a total population sampling method and conducted semi-structured interviews with four randomly selected EFL teachers. Data analysis was performed separately for the questionnaire and interview data, followed by a mixed analysis to triangulate and corroborate the results. The findings revealed that the majority of the EFL teachers had a positive perception of self-initiated professional development, which was reflected in their practice of self-monitoring and analyzing critical incidents. However, the teachers did not engage in practices such as keeping a teaching journal, conducting action research, reflecting on their teaching, or developing a teaching portfolio. The challenges to self-initiated professional development were identified as lack of commitment, collaboration among colleagues, communication, and institutional support. This study highlights the potential of self-initiated professional development as an alternative means of addressing professional development needs among EFL teachers.
Utilizing Concept Maps to Enhance Students’ Writing Skills Susi Astiantih; Sofyan Sukwara Akfan
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7993

Abstract

Writing is one of the difficult skills in a language. The difficulty of writing includes spelling, punctuation, word choices, and so on. However, many students already studied writing since middle school. As a result, many of them have not yet been able to write correctly. The aim of this paper is to find out an increase in descriptive writing skills by utilizing a concept map. This study used descriptive and quantitative research on car design. The sample was 20 students using purposive sampling. The instrument was an objective test. The procedure for collecting data used to test distribution and analysis data. The finding showed that students had excellent to very good achievement in writing skills through concept maps. It was indicated by the results of the mean score in the post-test.  it indicates that the student’s writing ability was in good to Very Good criteria. It means that writing a descriptive text with a concept map was better than writing descriptive text without a concept map. This research found the pedagogical implication that concept maps help teachers in providing active learning, creative, effective, and fun for students according to learning style. Newly, it can increase awareness of teachers on students’ learning difficulties and efforts to overcome their obstacles in writing.
Click It: The Effect of Integrating Socrative and KWL on Students’ Academic Reading Comprehension Dewi Nur Suci; Merliyani Putri Anggraini; Ary Ningrum; Inas Nadifah; Qoidatul Marhumah
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8910

Abstract

Socrative as one of educational technologies provides the students an ease to learn language through reading activities. They can practice reading on screen as the students in global era have commonly familiarized with. However, the teacher can apply certain reading strategies for students’ understandings on materials when trying to integrate technology for reading. Thus, this research proposes to investigate the effectiveness of Socrative and Moodle in reading classrooms that employ Kow-Want to Know-Learned (KWL) strategy. By using causal comparative study, seventy students of English Department at one of Islamic state universities in East Java Indonesia who are in the third semester are divided into intervention and control groups. The previous group is directed to read by using Moodle and do quiz with Socrative, while the latter read and do the quiz in Moodle. Here, KWL strategy is integrated with both technologies. The results of study exemplify that there is no significance difference between the students in the intervention and the control group. However, the mean scores of posttest on the intervention group increased better than the control group.
Bilingual-Based Digital Story Telling Innovation to Grow the Pancasila Student Profile for Primary School Fadilah Umar; Banun Havifah Cahyo Khosiyono; Muhammad Irfan
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8830

Abstract

Educators must adapt contextual teaching models with educational technology to improve the quality of teaching and learning English. Digital storytelling is a meaningful technology that can improve the quality of literacy and develop student character.This study was a need analysis study as a part of the research and development of developing bilingual-based digital storytelling to grow the Pancasila student profile. This study aimed to explore students’ and teachers’ needs for bilingual-based digital storytelling to realize Pancasila Student Profile for primary school. This research was qualitative mixed-method research. Data collection techniques using document analysis, questionnaires, and interviews. The research participants were 29 students and 3 teachers of Indonesian Primary Schools. Findings show that the results of students’ and teachers’ need state that it is necessary to develop English digital storytelling to realize Pancasila students profil for Primary School. The majority of students who have an interest in carrying out learning can use bilingual-based digital telling story-learning media. This study aids researchers and teachers in Indonesian primary schools in innovating Bilingual-based Digital Story Telling to Grow the Pancasila Students Profile in Elementary School Students.
An Analysis of Reading Comprehension Sub-Skills in EFL Textbooks Yihun Birhanu Aynalem; Alamirew Gebremariam Tesmand
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8695

Abstract

The aim of this research was to investigate the reading comprehension sub-skills Ethiopian EFL textbooks teach in high schools. A descriptive case study was the design of the study, for it acknowledges the sociocultural viewpoint of reading instruction which is characterized by the roles culturally produced mediating artifacts (textbooks) have on students learning opportunities. To this end, reading comprehension questions were the data collected from grade eleven and grade twelve EFL textbooks which were selected drawing on the purposeful sampling technique. A checklist of comprehension sub-skills modified from Barrett’s reading comprehension taxonomy was the data collection instrument. The data collected were analyzed using the descriptive content analysis method. Along with the two researchers, the study involved an inter-rater in order to augment the reliability of the results. He was selected among the English staff based on a random sampling technique. The findings of the research indicated that the comprehension questions of the instructional materials are characterized by the initiations of a preponderance of text-based comprehension sub-skills in general and recognition of comparison and details sub-skills in particular. Additionally, the textbooks do not ask all sub-skills of the comprehension levels except those residing in the literal comprehension. The study also found out that the questions do not teach the comprehension levels in line with their difficulty sequence. Based on the findings, it is stipulated that material designers of grades eleven and twelve EFL textbooks should keep the order of reading comprehension categories and balance the distribution of sub-skills within the comprehension levels while preparing comprehension questions for grades eleven and twelve EFL textbooks.

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