JOLLT Journal of Languages and Language Teaching
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.
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<![CDATA[Certainty and Subjectivity in English Education Research: A Cross Cultural Systemic Functional Analysis ]]>
<![CDATA[Alramadan, May Mahdi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 1 (2022): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4548
<![CDATA[This study examines the use of epistemic modality (expressions that signal varying degrees of certainty and subjectivity) by writers of English education research. Epistemic modality is a crucial, yet intricate, rhetorical device through which writers qualify their claims and construct a stance towards their texts and readers. Disciplinary and cultural norms influence the rhetorical use of modality in academic texts. To understand the impact of these contextual factors, linguistic descriptions need to examine discourse produced in individual disciplines and even subdisciplines. Using an exploratory comparative approach, the present study analyzes education research that is produced by native-English-speaking and EFL Arab writers: (1) to describe the discipline-specific practices that are adopted by native writers to manipulate the degrees of certainty and subjectivity in their discourse; and (2) to explore how these practices vary cross-culturally. Sixty research papers are analyzed using the finely grained model of Systemic Functional Linguistics. The findings show a disciplinary preference whereby native writers avoided expressing hesitancy and doubt and preferred a moderately confident epistemic stance to create convincing arguments. These writers’ epistemic style was also objective and detached. The EFL texts, in contrast, were less dialogic and had higher levels of confidence, explicitness, and subjectivity. Although advanced in their linguistic and disciplinary proficiency, the non-native writers displayed some patterns that are generally characteristic of other Arab and non-Arab L2 writers/learners, indicating the vital role that culture and nativeness play in rhetorical strategy use. The paper ends by highlighting the need for explicit instruction of epistemic modality in Arab higher education institutions in order for non-native writers to produce academic texts that are persuasively effective from the perspective of the international academic community.]]>
<![CDATA[Teaching Reading Comprehension by Using Some Methods in Senior High Schools ]]>
<![CDATA[Saori, Sopian]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 1 (2022): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4638
<![CDATA[The study aimed to figure out the methods used by English teachers in teaching reading comprehension and how they applied them. The main purpose of the study was to describe the methods used by english teachers and reveal the strength and weakness of the methods. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of senior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the method used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same methods such as, grammar-translation method, scaffolding, and mind mapping. The difference was in the step of the implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was the grammar-translation method since it helped students comprehend the text. There were several students who still found it hard to understand the materials of the lessons. Teachers were supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning process can run well and use better methods of teaching.]]>
<![CDATA[Model of Tourism Terminology Implementation in Language for Tourism Purposes University Courses ]]>
<![CDATA[Orel Frank, Tina]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4778
<![CDATA[Terminology is one of the key language elements in the development of communicative competence in any language for specific purposes course. Tourism, as any other field of knowledge, predisposes certain specifics in its terminology. The aim of this paper is to establish a model for effective implementation of LTP (language for tourism purposes) in a university tourism-related language course. To reach this aim tourism terminology typology has been investigated via literature review and a study of the characteristics of tourism terminology and its teaching from both teachers' and students' perspectives, conducted at the University of Primorska, The results are shown in a model of LTP terminology implementation that suggests methods and activities in teaching tourism terminology which tends to be rather multidisciplinary, internationalised and (de)terminologised. The findings are not limited solely to tourism-related foreign language courses but could be adapted to any LSP university course.]]>
<![CDATA[Developing a Preliminary Checklist for Vocabulary Task Evaluation ]]>
<![CDATA[Laaribi, Manal]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4783
<![CDATA[Language teachers are usually provided with textbook material that contains several tasks and activities. Although these activities are meant to facilitate the learning and teaching processes, it is important to approach the provided material critically, make the necessary adjustments to its components, and contextualize its themes. The use of a checklist may render this process of adopting and adapting material feasible and effective since a checklist provides a practical systematic approach to analysis. This paper will provide the reader with a preliminary design of a checklist for vocabulary task evaluation that includes a 5-point Likert scale and contains eight main items and twenty-two sub-items that represent some of the main principles of vocabulary learning. These principles have been incorporated into the checklist on the basis of relevant literature and perspectives of different researchers, experienced teachers, and teacher trainers. This paper will also provide the reader with a demonstration of the use of this checklist through the analysis of a unit’s vocabulary section of the book “Gateway to English 2.â€]]>
<![CDATA[A Multilingual Turn: Translanguaging by Design Activity in an EFL Context ]]>
<![CDATA[Zano, Kufakunesu]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4826
<![CDATA[Translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. This study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. This research was conducted to determine the opinions of Grade 12 EFAL learners on translanguaging by design activity in a multilingual setting. Grade 12 EFAL were chosen for their rich exposure to analysing cartoons. The class had 35 learners who were put in 5 focus groups to analyse the two cartoons. The 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. The results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. The teacher needs to alert the learners that they are free to use their home languages together with English to do an activity. This will help learners realise that there is not much difference between English and their home languages as they answer the questions. Teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners.  ]]>
<![CDATA[Breadth and Depth-Vocabulary Knowledge and Reading Comprehension in an English First Additional Language Context ]]>
<![CDATA[Zano, Kufakunesu]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4827
<![CDATA[Most research has been concerned predominantly with vocabulary breadth in comparison with vocabulary depth. This study aims to bridge this gap by answering the following question: How do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? This study used quantitative method research on grade 11 English First Additional Language (EFAL) learners. Only 30 participants took part in the study. The independent variables used are the Vocabulary Levels Test (VLT) and Word Associate Test (WAT). Then, the dependent variable Reading comprehension is the dependent variable. The results indicated that 81% of the variance in the breadth of vocabulary scores which was measured through the VLT was shared with reading comprehension scores obtained in a reading comprehension test out of 30. On the other side, 90% of the variance in depth of vocabulary knowledge scores measured through a WAT was shared with reading comprehension scores. However, the depth of vocabulary scores could improve the prediction of the reading comprehension scores over and above the estimation accomplished by the vocabulary breadth scores. The results demonstrated the need for teachers to know their learners’ vocabulary knowledge and reading comprehension abilities. ]]>
<![CDATA[Academic Reading Difficulties in Higher Education ]]>
<![CDATA[Anwar, Indry Widyasti]]>;
<![CDATA[Sailuddin, Sartika Putri]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4849
<![CDATA[Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.]]>
<![CDATA[English Teachers’ Pedagogical Competence in Regard to Planning the Teaching and Learning Process ]]>
<![CDATA[Hasriani G, Hasriani G]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4891
<![CDATA[This research aimed at identifying the English teachers’ pedagogical competence in planning the teaching and learning process. The profile of English teachers’ pedagogical competence in planning the teaching and learning process was based on the National Standard of Education, in section 28, sub-section 3 point a. The researcher employed descriptive evaluative method. The subjects of this research were four English teachers from different schools of Madrasah Aliyah in Kabupaten Enrekang. The purpose of the research was to describe the teachers’ pedagogical competence in planning the teaching and learning process. Based on the result and discussion, the four teachers had different quality in terms of pedagogical competence in planning the teaching and learning process. The scores of the teachers were: teacher 1 = 4 (very good), teacher 2 = 3 (good), teacher 3 = 3 (good), and teacher 4 = 3 (good). Based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to planning the teaching and learning process. The four teachers realized the importance of the arrangement of lesson plan before teaching the students in the classroom.]]>
<![CDATA[Active Learning: Monopoly as a Media in Teaching Grammar for Eight Grader Students ]]>
<![CDATA[Lestari, Ananda Dewi]]>;
<![CDATA[Ningrum, Ary Setya Budhi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4894
<![CDATA[The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.]]>
<![CDATA[Exploring Students’ Experiences of Task-Based Language Teaching (TBLT) in Vocabulary Learning: A Narrative Inquiry ]]>
<![CDATA[Putri, Windi Melia]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4935
<![CDATA[Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method, which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in the language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students' vocabulary knowledge in English. This study aims to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through semi-structured interviews based on interview guidelines and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students, in general, have a positive attitude toward learning vocabulary through TBLT method. It can be concluded that there are various positive experiences explained by participant, such as the use of TBLT in vocabulary learning is more interesting in learning process and students can master more new vocabulary when using the TBLT method.]]>
