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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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An Analysis of Writing Strategies Used by Students of English Language Department Dari, Retno Wulan; Rahmawati, Eva; Akhiriyah, Suvi
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5413

Abstract

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.
An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class Kinasih, Putri Rindu; Olivia, Olivia
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5435

Abstract

Despite the importance of public speaking skills, unfortunately, research about public speaking classes mainly focuses on the attempt to minimize the students’ anxiety and discomposure. Whereas other crucial issues need to be investigated such as the quality of learning materials in public speaking classes having poor quality and students’ difficulty in speaking naturally. This research aimed to investigate the usage of movies in enhancing students’ ability to deliver speeches. The participants of this study are 67 students majoring in English Language and Literature consisting of 46 females and 21 males. All participants were taking the listening-speaking class and public speaking class. This study adopts the mixed-method approach. Firstly, to see the progress of students’ public speaking skills, we conducted a pre-test and post-test which were analyzed based on a scoring rubric proposed by Joe et al. In addition, questionnaires were distributed to understand participants’ perceptions after learning about public speaking through movies. Lastly, a semi-structured interview was done to enrich the discussion. The results showed that movie clips are effective in increasing students’ interest in following an online class because the lesson felt contextual. The participants’ public speaking skills also improved as students can apply the strategies to attract audiences.
Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic Masani, Andi
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5442

Abstract

The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was conducted at SMP 4 Mataram involving 16 learners. This research was carried out in two cycles. The research procedure consisted of planning, implementation, observation and reflection. The observation sheets, student observation sheets, motivation questionnaires and ELT tests were employed to gain the research data. The data were analyzed in descriptive ways. The results of the study in the first cycle showed that the average score for teacher activities was 3.18, learner activities were 3.38, individual assignments were 68.25, and written tests were 67.69. Those were incomplete category. Furthermore, in the second cycle, the average score for teacher activities was 4.43, learner activities were 4.21, individual assignments were 80.88, and written tests were 84.31. These were included in the complete category. These results indicate that the indicators of success (> 4.0) and ELT achievement (> 75.00) have been exceeded. Because the indicators of success have been achieved, the study is declared successful. It means that the use of discovery learning is able to improve learners’ motivation and ELT achievement after Covid-19 pandemic.
The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension Alfatihah, Dewi Fatima Nur; Tyas, Peptia Asrining
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5460

Abstract

Reading interest is one aspect of encouraging the reading comprehension process. However, the level of reading interest in Indonesia is still low. In this situation, as an academic component, undergraduate-students also have an obligation to read. This is driven by the academic life of lectures which require students to have reading comprehension skills. Because of these two circumstances, the reason for this study was to investigatethe correlation of students' reading interest and reading comprehension in higher education levels. This study was conducted through a quantitative approach and correlation study as the method. The population of this research is about 140 students of EFL semester four who are active in the English language education study program of Universitas Brawijaya. By using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. This study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the SPSS program. The finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a Pearson product moment (r-value) of .356, which indicates a weak positive correlation. Therefore, it can be concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that there is a significant correlation between reading interest and reading comprehension.
Teachers’ Pedagogical Practices to Support Learners’ Functional Literacy Development: The Context of Mother Tongue Language Naddumba, Annette; Athiemoolam, Logamurthie
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5499

Abstract

The sociocultural perspective maintains the view of understanding literacy as a social and cultural practice to describe reading and writing in multiple and evolving language activities. It means that literacy development is related to actions and beliefs which a student creates to define him or herself in particular cultural settings or circumstances. These circumstances further describe what resourceful individuals like teachers would offer or create in terms of language tasks or events to help students be identified as readers and writers. This qualitative study aimed at gaining deeper insights into teachers’ pedagogical practices to support functional literacy through mother tongue languages. Based on in-depth interviews, focus group discussions and classroom observations, this phenomenological study examined literacy instructional practices which offer a pedagogically grounded and positive learning environment where teachers use mother tongue as a medium of instruction to support learners’ early literacy acquisition processes. Thus, the study provides substantial findings which depict the role of children’s previous language experiences and teachers’ constructive classroom engagements as a basis for functional literacy development.
Improving the Academic English Achievement through Developing Students’ Self-Efficacy of Verbal Persuasions; A Classroom Action Research Situmorang, Komilie
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5534

Abstract

Self-efficacy is a drive within students that affects their thinking, feeling, motivation, and learning activities to achieve what they need. It is said to be one of the predictors of academic success leading to its urgency put into research.   The study is classroom action research aiming to improve the nursing students' scores in Academic English class by raising the students’ self-efficacy through giving verbal persuasions. This action research was designed following Kemmis and McTaggarts’ model, including Planning, Action, Observation, and Reflection. 42 participants were also active students in the class of Academic English. After completing the sessions, the students were given pre-and posttest and asked to reflect on their achievements. The findings indicate that the average scores increased by 25 points between pre-and-posttest, 83.33% of participants had increased self-confidence, and 90.47% were satisfied with their test results. Further, the study shows score improvement through review, restudy, and re-try, pointing out the emergence of self-efficacy, which is not instant. It is a result of consistency and belief through the verbal persuasion given by the teacher.
Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning Ringotama, Arrizalu Arsa; Setyaningsih, Endang; Handayani, Ellisa Indriyani Putri
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5621

Abstract

Current studies provide compelling evidence that project-based learning (PBL) is an effective method for the students. Considering the empirical findings, PBL is highly endorsed in many EFL contexts. However, with the major shift to online learning due the pandemic, little is known about the possibility of PBL implementation within this new context. This current case study attempts to portray the PBL implementation within the online context and how the students perceive the implementation. The study was carried out in an English Education Department involving 36 seventh-grade preservice teachers (PTs). The data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. The data were analyzed using the interactive model and the results of the analysis show the stages of PBL can be implemented in the similar way to that in the offline setting. However, the technological use in the online setting differs in terms of the amount of its usage frequency. The study also revealed that the students consider the implementation of PBL in online setting as challenging yet motivating. The findings imply that the changes of teaching and learning setting do not affect the durability of the PBL. It means that with a little tweak, mainly in terms of technological usage, grouping and group communication, PBL might be successfully implemented in the online setting.
Self-Confidence and Speaking Skills for Lower Secondary School Students: A Correlation Study Aulia, Nisa Arifa Nurul; Apoko, Tri Wintolo
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5641

Abstract

Self-confidence is a trait that can evoke an attitude to have positive, idealistic, and optimistic thoughts about abilities. Even though there are frequent interactions between teachers and students with English in class, students still feel less confident when speaking in front of their classmates. The study was aimed to investigate the relationship between EFL students' self-confidence and their speaking skills at SMPIT Al Muchtar. The type of this study is quantitative design. The IBM SPSS Statistics application with 24 version was used to calculate. The population taken was all the eighth grade students which consisted of 108 students. There were 30 students taken using the purposive sampling technique as the respondents comprising 22 females and 8 males. Two instruments were used to collect the data, namely: a questionnaire for measuring students’ self-confidence and speaking test used for speaking skills. After the data was obtained, the researcher analyzed the correlation data. It was found that there was a positive relationship between EFL students' self-confidence and speaking skills at SMPIT Al Muchtar. This proved that Ha was accepted and Ho was rejected because 0.548 > 0.361 with a significance value of 5%. In conclusion, there was a fairly significant relationship between self-confidence and speaking skill.
The Use of Communicative Language Teaching (CLT) Method in Improving Students’ English Vocabulary Asrul, Asrul; Dahlan, Suratman
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5669

Abstract

This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.
The Power of Language Learning Beyond the Classroom to English Mastery of an EFL Learner Hariyanti, Yuni; Purwandari, Junita Duwi
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5748

Abstract

Language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. Along with this advancement, there is a wider chance to learn things outside the classroom, including language. In the Indonesian context, many students have done wider exploration to improve their English exposure through various activities. This study aims to reveal the learning strategies done by a successful EFL learner through case study research. The result shows that online games, e-books, and movies are some of the prominent learning tools of  Language Learning Beyond the Classroom (LLBC) to enhance language exposure and learners’ autonomy.

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