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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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Computer-Based Technology on Writing Performance: A Systematic Literature Review Tusino Tusino; Puspa Dewi; Endah Lestari; Rafael V. Onate; Yinghuei Chen; Ivan Mezentsev
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.v12i2.10812

Abstract

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.
Development of Teaching Materials for Writing Fantasy Story Texts Integrated with Character and Local Wisdom Emelfa, Emelfa; Ramadhan, Syahrul
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.v12i3.11262

Abstract

This development research was conducted to overcome the limitations of teaching materials for writing fantasy story texts with character and local wisdom at SMP Negeri 4 Tambang. The right writing teaching materials can improve students' understanding and writing skills, especially writing fantasy story texts. With the inclusion of character education and local wisdom in the fantasy story text, it can form character and local wisdom values as an effort to preserve their own regional culture. This study aims to describe the process and products of developing teaching materials for writing fantasy story texts with character and local wisdom that are valid, practical, and effective for students. The development model used is 4D which includes defining, designing, developing, and disseminating. The test subjects in this study were 31 students of SMP Negeri 4 Tambang and Indonesian language subject teachers in class VII. The theories used in this research are teaching materials, writing, fantasy story text, character and local wisdom, and fantasy story text with character and local wisdom. The results showed that the teaching materials for writing fantasy story texts with character and local wisdom were valid, practical, and effective. The validation results obtained 92.1% with a very valid category. Practicality by teachers and students obtained 92.5% and 86.4% with an average of 89.5% which included a very practical category. The effectiveness of teaching materials obtained a score of 90.2% on student activity, 88.9% on student learning attitudes, 89.4% on knowledge competency and 89.5% on skill competency.
EFL Students' Perspectives toward Project-Based Learning in Vocational High Schools Amalia, Sonia Intan Yazid; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
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.v12i1.9740

Abstract

In the world of education, there are many methods that can be used in the learning process. In the 21st century, the project based learning method is often used because it is in accordance with the current curriculum. This research aims to describe EFL students' perspectives toward project-based learning in vocational high school. Researchers used a mixed method by collecting data using a questionnaire and semi-structured interviews. The subjects of this research were 59 students of SMK PGRI 3 Malang from the animation and design, communication and visual department. The research results revealed that more than 71% of students gave positive responses to this method which was considered effective for increasing understanding, activeness, motivation and speaking ability in vocational high school English classes. Students feel they can increase understanding by discussing with friends when working on projects. Apart from that, during discussions students feel more active in exchanging knowledge with each other in the group. Students also feel that project-based learning makes work easier and more fun because they are done together. In addition, students feel that their speaking skills have improved after making several presentations, and they are more confident in speaking in front of the class. Therefore, project-based learning is considered to be an appropriate method for learning English in vocational high schools. This research is expected to provide new knowledge for readers regarding EFL students' perspectives toward project-based learning in vocational high school. This is so that the implementation of project-based learning in the future can be more optimal than before.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Leona Patria Devi; M. Zaenal Abidin; Yuyun Yulia; Roi Boy Jon; Soni Ariawan; Rangga Alif Faresta; Siti Hanum Afuwani
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.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Exploring Informal Digital Language Learning: How Learning Frequency Counts Indrayani, Ninuk; Cahyono, Bambang Yudi; Mukminatien, Nur; Ivone, Francisca Maria
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.v12i3.11366

Abstract

Facing globalization era, students tend to learn English informally. However, among the enormous studies on the use of informal learning, it was still inconclusive whether the time spent students dealt with their gadget really connected to English proficiency. This paper examines informal learning frequency in the area of English as a Foreign Language (EFL), particularly its contribution to students’ English proficiency. The study focuses on the discussions of time spent that students engage through English learning by the navigation of the digital application as part of informal learning. Correlation study was employed as the research design by collecting the data from 302 Indonesian university students through a survey. The findings showed positive yet low level of correlation, but reflect a description that students who preserve more time in the informal learning engagements made better improvement to English proficiency. The results of the study convinced that the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally, it adds an insight into how informal learning high frequency can make a unique contribution to EFL learners’ overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students’ autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.
Analysis of Police Investigation Interviews in Defamation Cases: A Forensic Linguistics Perspective Sholihatin, Endang; Sukirmiyadi, Sukirmiyadi; Haryono, Nanang
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.v12i3.12064

Abstract

Police interviews with suspects often face criticism due to distortions in the preparation of examination reports. These distortions arise from a lack of understanding of the basic linguistic principles governing oral discourse production and the differences between spoken and written language. This study addresses the following research questions: (a) What is the structure of interrogative sentences?; (b) What strategies are employed in the formulation of interrogative sentences?; (c) How are investigative interview questions classified? The objectives of this study are to elucidate: (a) the structure of interrogative sentences; (b) strategies for formulating interrogative sentences; (c) the classification of investigative interview questions. This qualitative study utilizes a case study approach. Primary data sources include interviews with five police investigators from the East Java Regional Police and secondary data from ten examination reports in defamation cases from local police departments in East Java, Indonesia. Primary data were collected using semi-structured interview techniques. The study employs an interactive model of qualitative data analysis. This research reveals: (a) clear, precise, logical, and unambiguous sentence structures that enable suspects to provide complete and structured information; (b) current strategies used by investigators in information elicitation, utilizing the SI-A-DI DE-MEN BA-BI model; (c) the classification of police investigative interview questions into broad open-ended questions and narrow open-ended questions. The application of forensic linguistics techniques in police investigative interviews contributes new insights by developing adaptive and contextual interview methods. These methods effectively and accurately elicit information related to defamation cases, promoting justice in legal processes.
The Development of Computer Assisted Vocabulary Learning (CAVL) to Improve English Lexical Retention of Nursing Students Barlian Kristanto; Diannike Putri; Le Huang Dung; Michael John V. Flores; Thanee Glomjai; Roro Lintang Suryani
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.v12i2.9755

Abstract

Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education. 
Cooperative Learning Using Canva to Boost Speaking Activities in a Primary School Riza Mafiroh; Sheila Agustina; Fika Megawati; Yupha Phumphanit
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.v12i2.10455

Abstract

English is the world's international language and is recognised as one of the languages taught in many schools in certain countries even though English is not their first language. This also happened in Thailand, where English learning and teaching activities have been carried out for more than a century. This research aims to know how cooperative learning using Canva boost speaking activities in primary school. The researcher applies a qualitative case study design by collecting data using field notes, informal interviews, and open-ended questionnaires. The subjects of this research were English teacher and grade- -sixth students at Bannonkokkha School, Thailand. The research results show that most students gave positive feedback towards cooperative learning using Canva which was considered effective to boost speaking activities and increase social skills for students. Students feel happy, enjoy, and comfortable when the teacher applies cooperative learning since students can create positive collaboration. They also helped with the visual representations of images from Canva provided by the teacher in the form of digital and flashcards. In addition, students feel that the activities they have done with the group help them to reach goals and engage motivation to learn together. Hence, cooperative learning is considered suitable for primary levels with supporting media, namely Canva. This research is expected to provide new knowledge for readers so that the implementation of this cooperative learning with the use of Canva in the future can contribute to the development of more innovative and effective learning at the basic education level.
Terminology Development through Translanguaging as an Intellectualisation Strategy for African Languages in Andragogic Contexts Nhongo, Raphael
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.v12i3.10040

Abstract

Terminology has been identified as one of the impediments towards the intellectualisation and the subsequent use of African languages as languages of teaching and learning in specialised fields of knowledge. Although some terminologies have so far been compiled for specialised fields of knowledge, they seem not to be receiving acceptance in the functional spaces particularly the andragogic and pedagogic contexts. The central argument of the paper is that terminology needs to be created through the use of African languages in the process of teaching and learning in andragogic spaces instead of creating them through intuition, translation or knowledge of language. The communicative theory of terminology is used in the paper to argue for the adoption of specialised subject fields terminologies that are created in functional spaces. A sample of terms selected from isiNdebele and isiZulu that have so far been created for use in physics were used to critique the strategies that were adopted in their compilation. Terms for use in teaching and learning need not to be prescribed to the users but they should be harvested from functional academic spaces and then compiled for the writing of books and use in the classroom. A systematic way where the end users are involved in the process of term creation for specialised subject fields needs to be adopted.
Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender Aprianto, Dedi; Sutarman, Sutarman; Ofara, Wafika
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.v12i1.9712

Abstract

Gender differences is assummed as the general individual’s differences that exists and catches an attention of many aspects in ELT. Writing techniques could have examined and yielded the potential facts in gender differences on the development of writing proficiency in English language learning. The study aims at identifying paraphrase techniques in gender differences and to explore the challenges the students encountered. A Mixed method research design was carried out. The participants of this study were 33 male students and 34 female students for writing test and 5 male students and 5 female students for interview. Data collection invloved the distribution of writing tests to the participants and doing interview. The findings showed that the frequency pertentages for male students NC 14%, Mi.R 27%, Mo.R 28%, SR 31% & for female students NC 31%, Mi.R 21%, Mo.R 29%, SR 37%. The most frequent paraphrase technique employed by male and female students is moderate revision (SR). Then, male students (57,73%) are more dominant than female students (41.32%) in using syntactical paraphrase, male students (37,65%) more frequent than female students (32,62%) in using semantic paraphrase, female students (26.06%) are more frequent than male students (4.62%) in using organizational paraphrase. The paraphrase challenges found on how to organize the ideas, problems of source text comprehension, problems of stylistic styles of writing, grammar or rules of sentences and vocabulary knowledge (Language Proficiency-Based Problems).

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