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[Types and Nature of Oral Feedback Given by Teachers on Students’ Speech ]]>
<![CDATA[Lemma, Befikadu]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8269
<![CDATA[Classroom oral feedback helps students to improve their English language performance. The purpose of this study is to examine English language teachers' attitudes toward different types and methods of providing feedback on students' speech during English classes. To achieve this objective, eight speaking lessons for tenth-grade students at Mieraf Primary and secondary school were recorded. Transcriptions were made from these recorded lessons, specifically focusing on classroom exchanges involving teacher initiation, learners' responses, and teacher feedback. The feedback types utilized in the recorded lessons were based on the models proposed by Zahorik (1970) and Chaudron (1977). Furthermore, the frequency of each feedback type found in the recorded lessons was determined and analyzed. In addition to the transcriptions and analysis, questionnaires were administered to four English teachers who taught in the five sections. These teachers were also interviewed to gather their perspectives. The data collected from the questionnaires and interviews were analyzed both quantitatively and qualitatively. The findings revealed that the teachers frequently employed the elaborate praise type of feedback. Moreover, the majority of students expressed positive attitudes toward the feedback they received from their teachers regarding their speech. However, it was noted that a significant number of students expressed the need for feedback from their peers, but only if their teachers provided guidance on how to provide constructive comments to one another. Based on the results, it is recommended that students should be informed about the role of peer feedback in improving their speech. Additionally, teachers should create opportunities for students to enhance their speech skills independently and encourage them to receive feedback from their peers.]]>
<![CDATA[Classtime.Com as an Ai-Based Testing Platform: Analysing ESP Students’ Performances and Feedback ]]>
<![CDATA[Ningsih, Fitria]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8286
<![CDATA[The use of Artificial Intelligence (AI) technology in education has grown in popularity, especially in online assessments. This research evaluates the effectiveness of an AI-based online testing platform, Classtime.com, in teaching tenses in English for Specific Purposes (ESP). The study uses a mixed-methods approach, collecting data from 246 Economic Sharia Law students who took the midterm exam during the 2022-2023 school year. The results show that the average score on the exam was 88.21, indicating a high overall performance. Females scored higher and more consistently than males. The study suggests that Classtime.com's AI-based testing is an effective tool for teaching tenses in ESP assessment, providing immediate feedback and personalized learning experiences. However, the study's focus on one language subject limits its generalizability to other subjects. Nevertheless, the use of AI-based online testing in ESP assessment can improve language learning outcomes and contribute to effective teaching practices. Future research should explore the use of AI-based online testing platforms in other language subjects, investigate factors influencing student performance, and examine long-term effects on language learning outcomes and attitudes toward language education and assessment.]]>
<![CDATA[Enhancing Writing Report Texts Using Padlet Website: The Perceptions ]]>
<![CDATA[Ardini, Sukma Nur]]>;
<![CDATA[Marlinda, Marlinda]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8316
<![CDATA[There are several technology-based solutions available to help students with disabilities related to compose something. However, merely providing access to technology is insufficient. It is important to utilized technology because the impelentation of using technology have an impact on students’ outcomes. The aim of this study is to investigate the perceptions in utilizing Padlet as a learning medium in writing report texts. Descriptive qualitative method was employed using questionnaire and interview. They were distributed through 36 sample of grade X and one teacher. 78% of the participants had positive perceptions; 19% neutral and 3% negative. It assumed that most of the students found that using Padlet website provided a more engaging and interactive writing experience. It was also revealed that the students who gave feedback negative and neutral perceptions had another argument that there are more learning media instead of Padlet which can increase his writing skill. The teacher supported the findings and provide nine description on how she perceived Padlet as learning media. Overall, using Padlet as a collaborative writing approach has the potential to connect and develop students' writing skills. This study is useful for writing teachers since the benefits of Padlet can make the writing process more effective and engaging, which relates to 21st Century Teaching and Learning.]]>
<![CDATA[Towards the Development of a Multilingual Environment: A Case of a South African University ]]>
<![CDATA[Mbirimi-Hungwe, Vimbai]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8361
<![CDATA[This paper presents an observational study conducted at one of the South African Universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. While the positive response to the Language Policy of Higher Education (LPHE) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. The primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of Setswana who are learning the language for communicative purposes. The findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. Consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. It advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. In conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. By incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners.]]>
<![CDATA[Promoting Self-Directed Learning through Netflix as a Learnng Aid of Listening and Speaking: An Investigation toward EFL Students’ Voices ]]>
<![CDATA[Maharani, Raulina Suci]]>;
<![CDATA[Afifi, Nur]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i1.8377
<![CDATA[The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL students’ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design.  Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Students’ listening and speaking skills.]]>
<![CDATA[Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students ]]>
<![CDATA[Rosyada-AS, Amrina]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8404
<![CDATA[Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.]]>
<![CDATA[Cognitive and Social Strategies to Deal With Anxiety in Speaking: Typical Strategies and Application ]]>
<![CDATA[Milanrianto, Bayu Afkar]]>;
<![CDATA[Permana, Dira]]>;
<![CDATA[Ariani, Sri]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8441
<![CDATA[This study aimed to reveal students’ strategies to deal with anxiety in performing speaking at Nurul Hakim Islamic Boarding School. The study was qualitative with case study design. The subjects of this study were eleventh grade students which were chosen through purposive sampling technique. The techniques of data collection were semi-structured interview and documentation. The data were analyzed through data reduction, data display and data verification and conclusion. Methodological triangulation technique was used to provide valid data. The result of this study showed there were five strategies used by eleventh grade students at Nurul Hakim Islamic Boarding school to deal with anxiety: Rehearsal, Preparation, Cooperation, Self-talk and Relaxation. From the five strategies, Rehearsal is the dominant strategies used by students to deal with speaking anxiety. Except Preparation and Relaxation, the other strategies were claimed effective to reduce anxiety. The five strategies were classified into two classifications: Cognitive strategy and Social strategy. Cognitive strategy involves Rehearsal and Preparation, while Social strategy involves Cooperation, Self-talk, and Relaxation. In this study, there were no strategies that represent the Metacognitive strategy.]]>
<![CDATA[Improving Students’ Writing Ability in Personal Recount Text Using Google Jamboard ]]>
<![CDATA[Susanti, Arik]]>;
<![CDATA[Agung, Elsha Lintang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8520
<![CDATA[Writing is a vital ability for students to develop their communication skills. Nevertheless, some students believe that writing skills are challenging. Therefore, Google Jamboard can facilitate the learning of the writing process, as it provides opportunities for collaboratively enhancing learning experiences. The purpose of this study was to examine the efficacy of Google Jamboard in enhancing students’ ability to compose personal recount texts. There was no control or comparison in the pre-experimental design. A private vocational high school in Surabaya served as the location. There were 34 pupils in the tenth grade from a Surabaya private vocational high school involved. The instruments were a pre-test and post-test along with a writing rubric. The data were obtained by administering a writing test before and after the implementation of Google Jamboard. Using SPSS version 22, a paired sample T-test was utilized to analyze the data. The results demonstrate a significant gain in the mean score between the pre-test and post-test, with an increase of 19.97 points. Additionally, the two-tailed significance value (Sig) is below 0.05, specifically 0.000. This statement implies that the alternative hypothesis (Ha) has been approved. To sum up, Google Jamboard can enhance students’ personal recount writing skills. It is recommended that other researchers utilize Google Jamboard to teach additional English skills.]]>
<![CDATA[The Use of ICT Tools in Learning English Autonomously ]]>
<![CDATA[Nduwimana, Arcade]]>;
<![CDATA[Ndoricimpa, Clément]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8608
<![CDATA[Over the past 40 years, there has been an increasing interest in learner autonomy. The present study was undertaken to examine the extent to which Burundians living in two major cities of the country use ICT tools and resources to improve their English autonomously. In doing so, the study first investigated the situations in which they need to use English and their current level of English regarding the different aspects. Adopting a descriptive research design, the study used a convenience sample of 239 subjects who were invited to respond to a questionnaire survey and participate in a two-day training on how to use ICT to learn English autonomously. The collected data were analysed using SPSS version 22. The findings indicated that participants still not exploit to the fullest the benefits of ICT to learn English autonomously. Indeed, 84.9% of the participants do not know what a podcast is and 66.1% of them report that they have no language learning applications on their smartphones. Besides, more than 60% of the participants have not yet tried to learn English using internet. Yet, they feel the need to use English in different situations reflecting a vast range of domains such as Medicine, Law, Economy, etc. Findings also showed that the majority of the participants have a weak or very weak level regarding the different language aspects. Given these findings, it can be concluded that there is a need to raise awareness of Burundians to use ICT tools to learn English by themselves.]]>
<![CDATA[Students’ Views toward the use of Think-Pair-Share Strategy on students’ oral communication skill in an EFL context ]]>
<![CDATA[Darmawan, Yohanes Richardus Ricky]]>;
<![CDATA[Lestariningsih, Fransisca Endang]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i4.8694
<![CDATA[The purpose of this study was to investigate students’ views toward the use of the Think-Pair-Share teaching strategy on their oral communication skills. The primary focus of this study was to investigate the possible effect of the Think-Pair-Share teaching strategy on the students’ oral communication skills. The secondary purpose was to know the students’ view toward the application of this teaching strategy based on their experiences. Based on the purpose of the study, investigations were done by using interviews. The interviews were done with four participants consisting of the chosen students based on their experience. Zoom application was used during the interviews. Audio recordings were transcribed into text and translated into English. The keywords extracted from the transcriptions were used to determine the coding. Furthermore, the themes were reported as the study's findings and then supported by previous research. The result showed that the Think-Pair-Share teaching strategy could help the students enhance their self-confidence and could be helpful in improving their oral communication skills on condition that the students use English as the medium of discussion. Meanwhile, the findings for the secondary purpose revealed that the students found this teaching strategy was quite helpful in improving their teamwork and critical thinking skill. The students also felt that this teaching strategy offered varied activity, thus making the class become less boring. The findings reveal that the Think-Pair-Share teaching strategy needs to be implemented carefully in order to achieve its full effectiveness. As the implication, the Think-Pair-Share teaching strategy could be applied considering the advantages and the effects for the students.]]>
