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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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Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Fadhl Mohammed Awadh Mohammed Awadh; Nur Hidayanto Pancoro Setyo Putro; Albert Efendi Pohan; Yasir Ayed Alsamiri
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
The Use of Mobile Assisted Language Learning To Improve English Grammar for Senior High School Students Maharani, Redyta Zalfa; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11041

Abstract

Mobile Assisted Language Learning (MALL) focuses on the mobility learning technology. The Utilizing of Mobile Assisted Language Learning (MALL) holds important role to improve effectiveness, flexibility, and convenience of learning. This research aims to explore Mobile Assisted Language Learning (MALL) which can enhance students’ grammar skills using Duolingo. It was conducted in Widyagama Senior High School in Malang. The respondents are 53 students wich consists 38 of class X and 15 of class XI B understudies who are utilizing Duolingo. To acquire data, The researcher used a Qualitative-Descriptive method by collecting data using questionnaires with Google Form and structured interviews. Data was collected employing a six-point Likert Scale questionnaires. As for the interviews, six questions were asked to obtain significant and substantial supporting research data. The results showed that more than 93% of students responded positively to this method which was considered effective to develop their knowledge, understanding, motivation and the effectiveness of Duolingo as a learning media to improve English grammar skills in the classroom. The research result appears that most of them deliver positive discernments about the application since they are simple to get the materials, they are more energized and persuaded in learning. Therefore, Technology-Based Learning using Duolingo is considered an appropriate method for English learning in senior high school. Mobile Assisted Language Learning (MALL) implementation can be optimized and can be improved in the future. This research is expected to provide new insights and can be applied in learning.
Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Abstract

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.
Survival Language of Teenagers in Coastal Families in Sandi Village, Wakatobi District Djamudi, Nadir La; Iye, Risman; Abida, Fithriyah Inda Nur
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9213

Abstract

This research aims to describe the curses used by teenagers in the coastal area of Sandi Village, South Kaledupa District, Wakatobi Regency. The study is expected to contribute to the researcher's knowledge in the field of linguistics. The research data consists of utterances containing curses. The informants for this study were 15 individuals, comprising 8 females and 7 males aged between 12 to 18 years. This field research utilized a qualitative descriptive approach with data collection techniques including recording, listening, and note-taking. The study reveals that there are two forms of curses used by teenagers in Sandi Village, namely curses in the form of words and phrases. Curses used by teenagers in coastal families of Sandi Village can be categorized into three types: first, curses in the form of words, consisting of 14 words such as Pei (fool), Deppe (snub-nosed), kumbou (monitor lizard), Tajo (genitals), Kaffiri (infidel), Kajilo (cross-eyed), Dhobba (fat), Onitu (devil), Beka (cat), Jahannamu (damned), setani (devil), pogko (skink), Te saa (snake), and Te ibilisi (demon). Second, curses in the form of phrases, with 10 instances such as Mata kajilou (Your eyes are cross-eyed), Kapatuli pei (naughty fool), Usauri Kabeo-beo (extremely foolish), Kaleau (your genitals), Te ngarou (your mouth), Lengka nuyi ina (your mother's genitals), Teyi ama (your father), Botau (your bald head), Morusu koppe (skinny and bony), Morusu dao (ugly and skinny), Unimmiu (your vagina), sauri konduo (too crazy), teana harramu (illegitimate child), Lombu nu ngaro (mouth hole). It is important to note that some words and phrases might have specific cultural or regional meanings that are crucial to understanding the context of this research.
The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Adimas Jaka Pratama; Sayit Abdul Karim; Gordan Matas; Suryo Sudiro
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.
Using Informal Assessments in Project-Based Learning to Motivate Students to Speak Up: A Classroom Action Research Learned from ESP Courses Futuh Handoyo; Lia Agustina; Setiawan R; Manal Laaribi; Nguyen Thi Hong Chuyen
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9574

Abstract

An assessment is a way of gathering and discussing data from various sources to gain an understanding of what a student knows, understands, and is able to do with their knowledge resulting from their education to improve their future learning. The purposes of this study were to see the motivation of students to learn the English project suggested in the ESP Course,  Business Meetings Project, and also measured the student's success in language skills, especially oral communication skills.The study was conducted  using an action research method where a questionnaire, students' achievements, and classroom activities were taken as the data. The questionnaire was scored using the Likert scale rating. Students will respond to this scale by rating the motivation factor on a scale. The researchers employed a pre- and post-test to determine how much the students' abilities had improved. The pre-test and post-test mean scores were compared and computed by the researcher using the T-test technique. The participants were 26 students from the Accounting Department of the State Polytechnic Of Malang. The outcome of this study was the successful implementation of the model. The T-test for the first project showed 62,30, the second project had 74,69, and the third project had 79,30.
The Impact of Students’ Academic Self-Confidence on the English Learning Process in the Post-Pandemic Era Saidah, Saidah
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8979

Abstract

The pandemic has had a significant impact on education. Students' academic self-confidence has likely been affected as well. The transition to current onsite learning may have contributed to feelings of anxiety and decreased their self-confidence. This study aimed to measure student’s academic self-confidence and its impact on their English learning process. It was a descriptive research design with quantitative questionnaires distributed to 100 male and female students of Islamic broadcasting communication study program of IAIN Kediri. The result revealed that few students had low academic self-confidence when they had to argue in English with their classmates. Most students had high academic self-confidence to carry out other activities in the class and outside the class in finding English learning goals. Furthermore, students’ academic self-confidence highly affects their autonomous learning so that makes students able to work and learn English independently by using computers and the internet. It makes learning English more enjoyable for them as well. In addition, most of the students agreed that their self-confidence caused them to make regular plans to review English lessons, actively participate in English learning, ask English-related questions to classmates and lecturers, to share ideas and opinions in English group discussions, and also do English presentations well. The results of this study can be a consideration for English teachers to pay more attention to students who still have low confidence by applying teaching strategies that increase students' self-confidence.
Students’ English Learning Strategies Assisted with e-Resources in Blended Learning Maghfiroh, Ana; Unaiziah, Elfina Anggi Nafisatul; Mustikawati, Diyah Atiek; Susilowati, Tintin
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9530

Abstract

Blended learning yields some challenges and difficulties for learners, and they should have an appropriate strategy to deal with the use of e-resources. This research aimed at: (1) explaining the various learning strategies used by students to learn English using e-resources in blended learning, and (2) determining the factors that influence their choice of these strategies. The researcher used descriptive-quantitative methods in this study, with the participants involving 2 universities. The SILL questionnaire and interviews were used to collect the data. The results showed that the participants mostly used the metacognitive method, with an average of 3.86. The study also revealed that students used five other methods, including cognitive (M = 3.35), compensation (M = 3.34), affective (M = 3.20), social (M = 3.16), and memory (M = 3.14). Moreover, students’ use of these strategies was influenced by some factors, including motivation to learn English, learning style, and ease of learning. In conclusion, the various strategies employed for learning English were different, as were the factors influencing strategy selection by each participant. This research provides meaningful insights into how the blended learning can be boosted through the implementation of appropriate learning strategies, particularly related to the use of e-resources, so that it will increase students' comprehension and achievement during the learning process.
Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills Ary Setya Budhi Ningrum; Alfi yatin; Nurul Aini; Citra Orwela; Bonjovi H. Hajan
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10885

Abstract

This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.
Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer Fenuku, Samson Dodzi
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11398

Abstract

Formal education relies heavily on effective teaching methods and styles, which are particularly crucial in language education. The transfer of linguistic skills between Russian, a Slavonic language, and Ewe, a Niger-Congo language, presents a complex challenge due to their structural and cultural differences. This study delves into the complexities of transferring skills from Russian, a language from the Slavic branch of the Indo-European family, to Ewe, a language of the Niger-Congo family, focusing on the interplay between teaching methodologies, psychological factors, and philosophical perspectives. The primary objectives were to evaluate the effectiveness of various teaching methods, analyze the psychological influences on language education, and understand how philosophical viewpoints shape language teaching practices. Utilizing a mixed-methods approach, the research combined quantitative survey data from 60 participants with qualitative insights from interviews with 15 educators. The findings highlighted a preference for interactive and technology-assisted methods, with a strong emphasis on communicative techniques. The psychological assessment indicated high levels of motivation and adaptability among learners, favouring interactive and collaborative learning environments. Thematic analysis of philosophical perspectives revealed a diverse spectrum of ideologies that inform teaching practices. The study concludes that a pedagogical approach embracing interactivity, technological integration, and philosophical diversity is essential for effective language education. It calls for professional development that equips educators to employ a range of teaching methods and to effectively use technology. The research underscores the need for a learner-centred, adaptable educational paradigm that caters for diverse learner needs and preferences, advocating a more inclusive approach to language teaching.

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