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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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Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs Megawati, Fika; Agustina, Sheila; Wulandari, Fitria; Salsabila, Saffana; Salsabila, Nada; Sinta, Nanda Aprila
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11526

Abstract

Developing learning tools is a skill that a teacher needs to master. In this case, learning English requires material appropriate to real-life, called Communicative Language Teaching (CLT) so that the language mastered by students is the language that is applied in everyday life, including the use of songs. Although many studies have explored songs for English language learning, the integration of Islamic songs in English classroom activities has not been widely discussed. Therefore, this research aims to investigate the viewsand practice of prospective English teachers on the integration of Islamic songs. The method used is a qualitative approach involving analyzing online interviews and teaching module documents prepared by prospective teachers. The results show that the consideration for selecting songs expressed by the prospective teacher is based on three orientations, namely pedagogical, psychological, and cultural. Regarding the worksheet design, participants prefer giving fill-in-the-blank format as the main assessment in measuring students' level of understanding. This research implies that CLT is good for EFL class, so the pedagogical knowledge possessed by prospective teachers need to be fostered, particularly in selecting the appropriate content of the song and adjusting it to create various communicative and meaningful activities for EFL learners.
Students’ Perceptions on the Advantages of Learner-Centred Approaches and Grammar Teaching Methods in Selected Secondary Schools Diyessa, Tamirat Tesfaye; Woldearegawie, Abebe Gebretsadik
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9184

Abstract

Nowadays, there is a shift from the traditional methods to the modern ones.  Learner-centered methods have got due attention in language teaching because it encourages students to become active participants. However, in order to fully implement these methods, students’ perceptions on the advantages of learner-centered approaches and different grammar teaching methods play a great role. Accordingly, the purpose of this study was to investigate students’ perceptions on the advantages of learner-centered approaches and grammar teaching methods in secondary schools. The study utilized mixed methods research design, employing a questionnaire and an interview. The participants of the study were grade 9 students from three schools. Two hundred students for the questionnaire and six students for an interview were randomly selected. Questionnaire data was analyzed using mean and standard deviation. The interview data was analyzed thematically to support the questionnaire data.  The findings of the study revealed students believe that using learner-centered approach in grammar lessons helps them to learn grammar effectively. Students had positive perceptions on some of the learner-centered-methods of grammar presentation.  However, they had negative perceptions on some of them. As a result, they were more interested in grammar explanation by their teachers since they were accustomed by lecture method. Implications suggest that teachers are supposed to make students active participants by bringing various grammar tasks that arouse students’ interests; they should practice learner-centered methods namely pair work, group work, asking and answering questions and situational dialogue in order to build students’ confidence.
Integrating Climate Change Education in English Lessons and P5 Projects in Junior High Schools Nurhaliza, Salsabila; Silvhiany, Sary; Inderawati, Rita
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12622

Abstract

English lessons are being used to teach about climate change, combining language learning with environmental education. This aligns with the Pancasila Student Profile (P5) framework, which focuses on character development and global awareness. This research investigates the integration of climate change education into the P5 Project and English language lessons in junior high schools in South Sumatra, Indonesia. It examines the familiarity and willingness of teachers to incorporate climate change topics into their teaching. The study uses a qualitative research design, conducting interviews with 11 English teachers to explore their perspectives and experiences. The findings reveal that while some schools have implemented projects that promote environmental awareness and sustainability, such as recycling initiatives, there is a lack of systematic integration of climate change education into the English curriculum. Teachers expressed a willingness to teach about climate change but lacked  formal training. The research highlights the need for comprehensive strategies to integrate environmental literacy into language learning and the importance of teacher preparation in effectively implementing climate change curricula. The study contributes to the understanding of how to enhance climate change education at the junior high school level, particularly in the context of South Sumatra, and emphasizes the role of teachers in fostering environmental stewardship among students.
The Effect of Estacoll and Reading Habit on the Eleventh Grade Students’ Writing Recount Text: A Lesson Learned from Private Schools Ilahi, Rahma Kurnia; Amna, Fitra Afrida
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12947

Abstract

Writing is a crucial skill that students need to develop. In the process of writing, both writing techniques and reading habits play significant roles in shaping students' writing abilities. Therefore, selecting an appropriate teaching method is essential. The Estacoll technique can be employed as an alternative approach in teaching writing. This study aimed to examine the impact of the Estacoll technique on students' ability to write recount texts. The research utilized a quasi-experimental design, targeting eleventh-grade students in senior high schools. Two classes were randomly selected as the study sample. During the intervention, the experimental group was taught using the Estacoll technique, while the control group participated in small group discussions. The objective was to enhance the recount text writing skills of eleventh-grade students through the application of the Estacoll technique. This method serves as a strategy to improve students' knowledge and ability to produce well-structured recount texts. The study employed quasi-experimental methods, collecting data through writing tests and questionnaires. Statistical analysis was conducted using a t-test to evaluate the results. The data analysis aimed to demonstrate the effect of the Estacoll technique and reading habits on the recount text writing skills of eleventh-grade students. The findings revealed significant differences in students' writing abilities after the application of the Estacoll technique. In conclusion, this research highlights the potential of the Estacoll technique to offer students more opportunities to enhance their writing skills.
Women’s Motivation and Constributions in Digital Literacy Activities: A Lesson from Literary Work Appreciation Aztry, Aisiyah; Damaianti, Vismaia S.; Mulyati, Yeti; Sastromiharjo, Andoyo
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11920

Abstract

This research aims to describe the contribution of women as digital literacy activists and the form of community activities. This research is a phenomenological research, which describes the phenomena that occur with a qualitative approach, descriptive analysis and data collection techniques of interviews, literature studies and documentation. The results of the study were obtained in the form of motivation, contribution and activity of women in digital literacy. Women's motivation is due to an internal drive in the form of self-actualization, values, awareness and empathy. The external impetus is due to the phenomenon of low interest in reading, the influence of social media and the urgency of community education. The form of contribution is in the form of commitment, time, material, ideas and innovation. Forms of digital literacy activities such as reading, writing, discussing and appreciating literary works with a series of activities arranged and agreed upon together and guided by contributors or collaborating with other parties. The implication of the results of this study is that it can be used as a consideration for stakeholders to give appreciation in the form of awards to women digital literacy activists. Providing legal assistance for the legality of digital literary literacy communities, as well as funds for activities and the creation of literary works. Another thing is as a basis for follow-up to hold certified and nationally recognized training or seminars.
Updating Vocational English Textbooks to Meet Industrial Demands in Indonesia Pohan, Albert Efendi; Harahap, Dahrul Aman; Hasibuan, Juli Rachmadani; Ghani, Muhammad Faizal A.; Alsamiri, Yasir Ayed; Sari, Hartika; Beni, Ramdhan; Ashari, Erwin
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13194

Abstract

The pressing demand for work-relevant vocational English textbooks is essential for delivering effective learning materials that align with students' requirements. Appropriate textbooks can boost English language competence by enhancing students' abilities in listening, speaking, reading, and writing. Listening skills form the cornerstone for developing proficiency in other language areas. However, survey revealed that 92.3% of the 52 vocational schools in Batam City had not updated their English textbooks, and 96.2% lacked listening materials tailored to industrial demands. As a result, only 11.87% of the 4,035 Batam City vocational school students who passed the test showed competence in the listening component of the English assessment. This research aims to create a valid and effective vocational English textbook that improves students' English communication abilities based on workplace requirements. To accomplish this goal, the study employed a developmental research approach (Borg and Gall). The research was conducted in Batam City, encompassing 52 vocational schools, 95 English teachers, and 4,070 vocational school students in Batam City, Indonesia. The study's outcomes indicate that: 1) the vocational English listening textbook developed was empirically validated with an average score of 3.6, placing it in the highly valid category. 2) This textbook has also been empirically shown to be effective in enhancing students' listening competence, with a sig. value of 0.000, which was below 0.05. Consequently, this textbook benefits the government and stakeholders, particularly vocational English instructors in Batam City, by improving their English communication competence through the provision of textbooks relevant to industrial contexts.
Developing Flipbooks Teaching Material Based on Local Wisdom in Improving Young Learners’ Writing Skills of Descriptive Texts Rahmawati, Yulia; Purwati, Panca Dewi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.11780

Abstract

The environment is the main source of learning. The ability of students to understand the descriptive texts and writing these is still low. The use of teaching materials in learning is less close to student life. The availability of learning resources is still limited. Students can read but have not been able to understand the content of the material. This study aims to determine the feasibility and effectiveness of flipbook teaching materials based on local wisdom in improving learning outcomes by analyzing the description text of grade V elementary school students. The method in this study uses the type of Research and Development (R&D) research with the Borg and Gall development model. Product validity tests are carried out with material expert validators and media expert validators.  The results of this study showed that the results of the media feasibility test obtained were 93.75% with a very feasible predicate and the feasibility test results from material experts were 93.75% with a very feasible predicate. The results of large-scale usage trials showed an increase from pretest to posttest with an average N-Gain of 0.4 and significance (2-tailed) of 0.000 < 0.05. Flipbook teaching materials display designs and materials conceptualized according to the local wisdom of the Tegal Regency. The conclusion of the results of this study shows that flipbook teaching materials based on local wisdom are declared feasible and effective in improving learning outcomes by analyzing the decriptive texts.
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research Sesa, Haris; Margana, Margana
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13347

Abstract

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.
Developing Academic Essay Writing Materials by Incorporating Experiential Learning Cahyono, Bambang Eko Hari; Styati, Erlik Widiyani; Irawati, Lulus
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11392

Abstract

The study focuses on using a research and development strategy to develop materials for academic essay writing materials. It employs a modified version of Borg and Gall's (2003) R&D research design, with phases (1) research and information collecting, (2) developing a primary form of product, (3) validating product, (4) trying out product, (5) revising product, and (6) producing final product. The participants were the students from a private university in Indonesia. Questionnaires, interview guidelines, and an observation checklist were used to gather data. The results are found by descriptive analysis, with an 81% expert validation and an 83% trial success rate. Positive student involvement is seen, and comments emphasize how well the materials fit the goals, concepts, exercises, and group projects. Students report that the materials help the students become better writers. The materials help students write academically and push teachers to try new things in their classrooms. The success of the material points to their potential for broader application and emphasizes how crucial it is to match the materials with syllabuses, course descriptions, and learning objectives for students

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