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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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Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education Sulaeman, Islamiyah; Muassomah, Muassomah; Khaerah, Miftahul; Fawzani, Nurul; Zahroh', Fatimatuz; Akbarunnaja, Muhammad Ataya; Avivah, Nadiya
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10242

Abstract

Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.
Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent? Aprilianti, Berliana Dyah Ayu; Widyantoro, Agus
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10264

Abstract

Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students  view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.
Exploring the Link: A Study of Secondary School English Language Teachers' Perceived and Actual Reading Skills Proficiency Mengistie, Seyoum Tesfaye
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.10292

Abstract

Reading is the most important skills in language learning and teaching. This study aims at identifying secondary school English language teachers’ perceived and actual reading proficiency level and the correlation between these variables. The researchers employed mixed methods design and used questionnaire, proficiency test and interview to collect data from the participants. There were 112 secondary school teachers who take part in this study and among them four teachers were interviewed. The data gathered from the instruments were analyzed using SPSS version 24 for the quantitative and NVivo version 10 for the qualitative data. The results of this study revealed that secondary school English language teachers perceived proficiency level of reading skill was high. The proficiency test revealed that the levels secondary school English language teachers actual reading skills was medium. It was also found that there was a positive (r=.329) but not significant correlation between the teachers’ perceived and actual proficiency level of reading skills. The results indicated that teachers thought they had high proficiency level but their actual reading proficiency was not equivalent with their perceptions. This implies that there should be professional and skill development trainings given for the teachers. Besides, teachers should make themselves familiar with reading materials apart from the text book they are using in the classroom.
Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction Behbahani, Hossein Kargar; Darazi, Mansoor Ali; Kumari R, Lakshmi
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10296

Abstract

Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p < .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p < .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.
Investigating the Metacognitive Strategies During Post-Editing Translation Process: An Application of Think-Aloud Protocols (TAP) Indarti, Dwi
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10297

Abstract

Metacognition, the reflection on thinking processes, plays a crucial role in cognitive activities. This study delves into metacognitive strategies employed during post-editing in the translation process, particularly focusing on English-Indonesian translation through the application of think-aloud protocols (TAP). The investigation encompasses planning, monitoring, and evaluation as interconnected phases of metacognitive strategies. A qualitative case study method is employed, with a university student as the participant. Data analysis involves coding and categorizing using a thematic analysis approach, based on the metacognitive strategies framework. The findings show that the participant employes the components of planning such as evaluate the necessity of post-editing, applied knowledge on the specific post-editing cases, and identified the goal and the necessity for having specific post-editing, the components of monitoring such as using facts and instruction learned previously, making changes for a better translation product, and self-monitoring of progress, and elements of evaluating, such as deep level revising to produce better post-editing, and taking action to collect extra information. Pedagogical implications highlight the potential for enhancing learning experiences and improving translation skills through explicit instruction, modeling and systemic strategy training. The study concludes by emphasizing the importance of metacognitive flexibility, cultural influences, and adaptive strategic behavior in post-editing, shaping a roadmap for learners to navigate challenges and continually refine their approach.
Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students Kurniawan, Aditya Bima; Unsiah, Frida; Razali, Khairil Azwar
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10333

Abstract

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Devi, Leona Patria; Abidin, M. Zaenal; Yulia, Yuyun; Jon, Roi Boy; Ariawan, Soni; Faresta, Rangga Alif; Afuwani, Siti Hanum
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Students’ Digital Technology Access and Utilization for Learning Listening Skills Tesfaye W, Betelhem; Banteyerga A, Hailom
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.10415

Abstract

This study examined the access and use of digital technology and the approach preference and experience in learning listening skills among undergraduate students at Addis Ababa Science and Technology University (AASTU). The researchers conducted a case study with a randomized sample of students. They collected data through a questionnaire (292 students) and focus group discussions. The data was analyzed using descriptive statistics and thematic analysis. Though students possessed smartphones, computers, and internet access, inconsistent Wi-Fi coverage presented challenges. A mixed-methods approach revealed a preference for technology-enhanced learning, with students appreciating its potential for authentic accents and fluency practice. However, traditional teacher-read approaches remained valuable for comprehension and familiarity. While comfortable with technology, students had not fully explored its potential for language learning. Limited listening practice and exposure to diverse accents were highlighted. Integrating diverse listening materials, technology-assisted practice, and differentiated instruction based on English language proficiency is recommended to create a more effective and engaging language learning environment that harnesses the power of technology without neglecting the comfort of familiar methods. The research urges teachers to leverage students' tech savvy and access to enhance listening instruction by intentionally embracing diverse digital tools and materials beyond classic classroom limitations.
The Correlation Between Students’ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Pratama, Adimas Jaka; Karim, Sayit Abdul; Matas, Gordan; Sudiro, Suryo
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Abstract

Vocabulary and translation are two aspects that have a close relationship in learning English as  to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between students’ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of students’ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the “rcount” and the “rtable” shows that rcount as much as 0,786 is clearly higher than “rtable” value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.

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