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.
Articles
1,024 Documents
<![CDATA[The Use of Spinning Wheel Games to Improve Students’ Writing Procedural Texts ]]>
<![CDATA[Rachmaida, Fahria]]>;
<![CDATA[Mutiarani, Mutiarani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5766
<![CDATA[Most of the students' ability to write in English is still poor. Their text contains many errors in content, organization, and use of language. Students find it difficult to explain their ideas in written form, and students lack vocabulary, which can make it difficult to choose words to group into good writing. some teachers still find it difficult to apply media during learning this makes the class atmosphere less lively and makes them bored. the purpose of this research is to find out whether utilizing Spinning Wheel is effective or not in improving students’ writing Procedure Text. The method used in this research is descriptive research. I found a solution by describing the problem qualitatively. The end result is a game that imitates the Spinning Wheel Game while teaching English writing techniques that can increase students' interest, challenge their thinking and enable them to produce procedural texts while playing. The spinning wheel was used after the researcher explained the material about the procedure text. Students are asked to make groups and each group gets a different theme. themes are randomized with spinning wheel games by web wheelofnames.com. Therefore, the game is one of the tools that can be used in learning English, there are many learning media for learning writing skills. One game that can be used is Spinning Wheel. By using games students can learn to write procedure texts in a fun and interesting way. The spinning wheel game can be chosen as a tool for students to write procedure texts correctly and clearly. This game has been evaluated by several researchers and high school students. This game is very helpful in learning to write procedure text. These games can make students challenge their way of thinking, fun and enjoyable.]]>
<![CDATA[Speaking to Devices: Can we Use Google Assistant to Foster Students' Speaking Skills? ]]>
<![CDATA[Hadi, Muhamad Sofian]]>;
<![CDATA[Junor, Raisya Syafira]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5808
<![CDATA[Teaching speaking skills needs appropriate medias to facilitate students to practice and imitate English speakers accurately. One of applications that can help students learn speaking skills is Google assistant application. This study aims to foster students’ speaking skills through the use of the Google Assistant application on devices. This study employed the application to provide students with various speaking materials. This study was designed in an experimental study which was to know whether the use of Google Assistant helps students in fostering their speaking skills or not. This study uses pre-experimental as the research design. The study involved 31 participants of eleventh-grade students in DUA MEI Senior High School, Tangerang Selatan. The data was collected from pre-test and post-test. Based on the analysis, the results show that the t-cal value (12.436) was higher than the t-table (2.042), at the 5% significant level. It indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the results of the t-test calculation, this study can be concluded that Google Assistant is an effective medium to facilitate students' fostering their speaking skills.]]>
<![CDATA[Can Social Media-Style Fanfiction Stories Enrich Students’ Narrative Writing Mastery? ]]>
<![CDATA[Hadi, Muhamad Sofian]]>;
<![CDATA[Karyadi, Aliya Nafisa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i1.5814
<![CDATA[With the rise of pop culture, social media-style Fanfiction is a new style of fanfiction that are mostly read by students. However, students still find it hard to write narrative stories. This study is aimed at enhancing students’ narrative writing skills by employing social media-style Fanfiction stories as learning media. The design of the study is a pre-experimental design with one-group pre-test and post-test design. The samples of the study were 30 students from the eleventh grade of SMA Negeri 5 Depok. The data were collected using pre-test, treatment, and post-test and the data were calculated using a paired sample t-test to see the significant difference. Based on the data analysis, the findings showed that the students’ narrative writing skills were improved after using social media-style fanfiction as a learning media. In learning processes, students are involved in various writing activities such as practicing writing topic sentences, supporting sentences, and narrative features of narrative texts. It was proven with students’ writing achievement in the post-test. The score mean was increased from 66,58 to 81,04, and from the t-score it is -10,308 from t-table -2,045 which means that the hypothesis H1 is accepted. It can be concluded that the use of social media-style fanfiction story was able to enrich students’ narrative writing mastery at eleventh grade students.]]>
<![CDATA[Using Music Video ASL (American Sign Language) to Improve Students' Learning Achievement and Motivation ]]>
<![CDATA[Ningsih, Yuliana]]>;
<![CDATA[Yuliyanti, Wan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i1.5856
<![CDATA[Students' motivation to learn English is low. Consequently, in the eyes of the students, English subjects become less meaningful, and the end of all that is low in students' achievement. This study aimed to investigate the use of Music Video ASL (American Sign Language) to improve students learning achievement and motivation at the Politeknik Negeri Tanah Laut. The study was classroom action research conducted in two cycles with the subjects of the second-semester Agroindustry study program, Politeknik Negeri Tanah Laut. The data sources were formative tests conducted at the end of every cycle, classroom observation, and student questionnaires. Data were analyzed descriptively to know the improvement of students' achievement and motivation in the learning process towards implementing Video ASL in the classroom. The research findings revealed improvement in students' achievement, from the average score of 52.19 in the pre-cycle, 69.84 at the end of Cycle 1, and 76.41 in Cycle 2. The study concluded that using Music Video ASL motivated students; they actively participated in the class and had very positive views.]]>
<![CDATA[The Use of Squid Game Simulation for Challenging Students' Vocabulary Mastery ]]>
<![CDATA[Chonnia, Irannia Uma]]>;
<![CDATA[Izzah, Lidiyatul]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.6000
<![CDATA[Applying Squid game simulation is one of the effective techniques for English teachers who want to allow their students practice in the target language. This game allows students not only to practice English forms that they already acquired, but also allow them to improve new vocabularies and English structures. Therefore, this study aims to determine the improvement of students' vocabulary mastery skills in English lessons using a squid game simulation, namely Ddakji game simulation, and Green light Red Light game simulation. The game simulation is designed to enhance students’ vocabulary mastery at elementary schools. The subject of this research is a second grader at SDN Pondok Benda 01 at the academic year 2021/2022 consisting of 30 students. The method used in this study is a qualitative method with classroom practice. The results of this study indicate that there is an increase in students' vocabulary mastery skills. The achievements in the practice class are effective, students feel happy and feel challenged to want to learn more English. The squid game simulation improves the vocabulary mastery of students in second grade at SDN Pondok Benda 01.]]>
<![CDATA[Pre-Service Teachers’ Interaction with Learners Using Their Mother Tongue in Linguistically Diverse Classes in Namibian Schools ]]>
<![CDATA[Makgabo, Mmamoyahabo Constance]]>;
<![CDATA[Niipare, Alina Kakunde]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.6026
<![CDATA[This article reports on a study conducted in five primary schools in Namibia during teaching and learning in the mother tongue classroom. The aim of this study was to investigate how 30 pre-service teachers used the learners’ home language during their curriculum delivery. The study took place during lessons that included work-integrated learning (WIL) during which the pre-service teachers were assessed by the two lecturers as researchers. The study followed a qualitative approach where data were gathered from classroom observations and semi-structured interviews of pre-service teachers. The data were analysed thematically. This study was guided by Vygotsky’s sociocultural theory of development which identifies language, society, and culture as the primary aspects of the development of a child. The social interactions that a child has with people living in a particular environment with particular languages strongly shapes the development of cognitive abilities in the child. The findings showed that pre-service teachers lacked sufficient competencies in the teaching of mother tongue literacy. Additionally, the classroom arrangement and teaching approaches that were used by the pre-service teachers were ineffective for learning. Furthermore, the learning materials and pedagogical practices were likely to inhibit successful learning. The implication of this is that the quality of education and learning was compromised. This paper recommends that pre-service teachers should be equipped with skills to teach the mother tongue programme while using relevant and appropriate teaching strategies and learning resources to enhance mother tongue learning of the Oshindonga and Oshikwanyama dialects.]]>
<![CDATA[The Language Variations Used among Speakers of Sasak Lombok, West Nusa Tenggara ]]>
<![CDATA[Sugianto, Sugianto]]>;
<![CDATA[Hasby, Muhammad Asrul]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i1.6071
<![CDATA[Sasak language is rich of language varieties, both in dialect (pronunciation) and vocabulary. It is a unique language which shows some influences from Java, Bali and Makasar as the neigbouring Islands. The research is aimed at revealing the language variations made by the “sasak†speaker (an Austronesian language family) when they speak “sasakneseâ€. The research is qualitatively describe how the speakers of sasak stand the existence of their language by renewing, updating it through language variations to gain belonging sense among teens who were gradually used modern languages. For the sake of finding out accurate and valid data on sasaknese language variations used, some related literatures on relevant issues were deeply read and reviewed to provide the supporting data sources. The research data were collected and analyzed in qualitative ways. The model of data analysis were divided into three stages of data analysis, those stages are data reduction where the researcher selects and simplifies the big data into a more simple and readable one. And then display the data where the researcher fits the selected data into tables, matrixes or charts to support reader data display. The last stage is conclusion drawing and verification where the researcher made some verifications data to draw a final conclusion of the research. After all, the reports the language variations exist in sasak language, a language that is spoken by native community who live in Lombok. This local language is now endangered for the ignorances.]]>
<![CDATA[The Contributions of Cognitive Individual Differences on EFL Productive Skills through Online Instruction ]]>
<![CDATA[Salimian Rizi, Mohsen]]>;
<![CDATA[Yazdani, Hooshang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.6133
<![CDATA[Although there is adequate research about learning style and motivation in face-to-face classes, there is still a scarceness of available studies exploring such individual differences in EFL online settings and to the best knowledge of the researcher, no previous studies even try to address their impacts on EFL learners' productive skill in online EFL classroom settings. To this end, this study which is one of the newest in this field aimed at increasing our understanding of the contribution of such cognitive individual differences on EFL productive skills through online instruction using concurrent triangulation design. The results demonstrated that out of the two cognitive individual differences, the strongest association was observed between the motivation variable and EFL productive skills. Nevertheless, unlike other studies the relation between learning style use and EFL productive skills proficiency was not significant. The implications of the study will instill new insights for EFL researchers and language learners to consider the recent pandemic as a blessing in disguise, acting as a foundation stone towards online EFL instruction advancement in the Iran. Also, since motivation impact language achievement significantly, building a learner-friendly and encouraging atmosphere in online settings is therefore vital.]]>
<![CDATA[Learning Experiences in Small Group Discussion in the Third Semester of English Education Students ]]>
<![CDATA[Syafitri, Widya]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i1.6339
<![CDATA[Collaborative learning remains to be a range that is progressively getting consideration in academic fields. As it has many advantages to individual student learning. One of collaborative learning methods is small group discussion. Furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of English education students in UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi based on the Students Experience Questionnaire (SEQ). This study is categorized as a quantitative study. This descriptive quantitative research collected data by distributing a questionnaire to the third-semester students. The issues addressed are students’ learning experiences in doing a small group discussion. Based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. However, the teachers still need to improve their ability in managing small group discussions.]]>
<![CDATA[Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children ]]>
<![CDATA[Kemende Wunseh, Quinta]]>;
<![CDATA[Charamba, Erasmos]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i1.6447
<![CDATA[Language diversity is generally a norm in multilingual South African classroom. Orellana and GarcÃa (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. Language brokering and code-switching form part of the everyday teaching and learning tools needed in South African multilingual classroom setting. Data was collected by means of observation and semi-structured interviews. Snowball sampling was used to select Francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. Their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. This research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. Using the sociocultural theories and the funds of knowledge (FoK), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources.]]>
