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Muhammad Hasyimsyah Batubara
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Journal of Linguistics, Literature and Language Teaching
Published by Asosiasi Dosen Perguruan Tinggi Islam
ISSN : 28278518     EISSN : 28278518     DOI : https://doi.org/10.37249/jlllt.v1i2
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
JLLLT is a double-blind peer-reviewed, published biannual on January-June, July- December. It is dedicated to promoting scholarly exchange among teachers, practitioners, and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well. The scope of JLLLT includes Linguistics and Applied Linguistics. The subject covers textual and fieldwork studies with various perspectives of Language, Language research, and innovation which can be related to History, Society, Humanity, Technology, Literature, and also various perspectives in Education interests.
Arjuna Subject : Umum - Umum
Articles 40 Documents
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Phonological Basis of Mispronunciation in Spoken English of Kabarasi People in Social Setting Chenenje, Solomon Luvonga
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.704

Abstract

The phonological basis of mispronunciation in spoken English by Kabarasi speakers in social settings includes voicing and devoicing, vowel insertion, substitution or avoidance, and syllable misplacement. The study adopted the contrastive analysis hypothesis theory by Khresheh (2016), which describes how errors are transferred from L1 to L2 and the degree of strength of errors transferred, whether positive or negative. The data was presented and analyzed in tables from which sounds of both English and Kabarasi were written. English has 25 consonant sounds, while Kabarasi has 23. Some sounds clash while others (voiceless) match, but the mismatch rate is higher than positive transfer, leading to errors in spoken English. Such errors can be minimized by practice in English elocution and oral skills based on minimal pairs. However, all the errors in spoken English by Kabarasi speakers can not be eradicated completely, provided that the utterer is a native speaker of Lukabrasi.
Instagram in English Language Learning: A Systematic Literature Review Awal Kurnia Putra Nasution
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 1 (2023): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i1.708

Abstract

In the ever-growing digital era, social media, especially Instagram, plays a significant role in English language learning. The platform is a multifaceted communication tool and offers visual and interactive features to enhance the student learning experience. This research analyzes the use of Instagram in the context of English language learning through a Systematic Literature Review (SLR) approach. The article selection process involved two stages: selection based on the title and abstract and selection based on the full text. An article search using the keywords "Instagram" and "English language learning" in Science Direct and Google Scholar produced 142 article titles, which were then filtered into 24 articles for further analysis. The conclusion of this research shows that Instagram has great potential in improving English language skills, especially in vocabulary and communication skills. Students' positive response, especially towards the development of writing skills, shows the potential of this platform in language learning contexts. In conventional and distance learning, Instagram is effective in various aspects of learning, including vocabulary, writing skills, grammar, and collaboration. Positive impacts are seen on student skills, creating creative and multimodal learning experiences. The flexibility of Instagram in teaching English for Specific Purposes (ESP), especially collocations and colligations, shows its potential. Future research recommendations include an evaluation of Instagram's effectiveness in teaching specific content and a deeper understanding of the platform's evolving landscape in education.
Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools Berhe, Elfinesh; G/Mariam, Alamirew
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.756

Abstract

This study examined the level and preference of metacognitive reading strategies used by Grade 9 students at Ula-dula General Secondary School in Ethiopia. 130 students (59 males and 71 females) participated in the study and filled out the questionnaire. Six of them took part in the interviews. The data was collected using the Metacognitive Awareness Reading Strategy Inventory (MARSI) and a semi-structured interview. SPSS (Statistical Package for the Social Sciences Version 24) was used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. The results indicated that students used the metacognitive reading strategies moderately, with an average mean score of 2.8. However, individual students' use of the strategies showed that 40% of the students used the strategies at a low level, 26.2% at a high level, and 33.8% at a medium level. The problem-solving strategies were used most frequently, followed by global and support strategies in second and third place, respectively. Problem-solving and global strategies were utilized moderately, while support strategies were employed at a lower level. The results of an independent sample t-test revealed no significant correlation between the gender of the students and their usage of the strategies. In summary, while the average result showed that students, as a whole, used the strategies moderately, the majority of individual students were found to use them at a low level. The qualitative data provided further evidence to support the quantitative findings. The result suggests that the students' low level of reading proficiency might have been due to a lack of awareness and inappropriate utilization of reading strategies.
Beyond the Posts: Understanding Student Discourse on Social Media through Content Analysis Ndukwani, Tiyiselani
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.758

Abstract

This paper explores students' use of social media platforms, primarily focusing on Facebook, Twitter, and WhatsApp. Understanding the intricacies of student discourse can inform strategies to enhance digital literacy, foster constructive conversations, and create supportive online environments for academic and personal development. The findings of this study contribute valuable insights into the complex world of student discourse on social media, offering a deeper understanding of the dynamics that influence online interactions. This investigation aimed to understand how students use these platforms, examining engagement patterns and purposes. To achieve this, the researcher employed a qualitative method research approach. The researcher purposefully sampled 90 students from the University of Technology (UoT) in Gauteng, South Africa, to collect data. The participants submitted extracts from Facebook, WhatsApp, and Twitter texts for analysis. Findings revealed that students could benefit from using Facebook, WhatsApp, and Twitter for educational purposes since the document analysis indicated education as a prominent topic discussed on all the platforms. Another salient topic that emerged from the data was the topic of social discourse linked with love and relationships.
The Impact of Standardized Teaching Methodologies on Student Learning and Teacher Autonomy in Ghanaian Schools Fenuku, Samson Dodzi; Akpaku, Ernest
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.774

Abstract

This study examines the impact of standardized teaching methodologies on student learning and teacher autonomy within the Ghanaian educational context. A mixed-methods approach was employed, integrating quantitative analysis of student performance data from standardized tests with qualitative insights gleaned from semi-structured interviews and classroom observations of teachers and administrators, alongside a broader survey of teacher perceptions. Quantitative findings indicated that standardized teaching methodologies were associated with improved student performance on standardized assessments. However, qualitative data revealed a complex landscape where teacher autonomy and the ability to provide culturally relevant instruction were seen as potentially compromised by the structure of standardized curricula. The study's qualitative themes highlighted the dual-edged nature of standardization, with teachers expressing a need for both the guidance and constraints that standards provide. Professional development emerged as a critical factor, with teachers seeking ongoing support to effectively implement standardized teaching methodologies. The research underscores the importance of balancing the clarity and structure of standardized teaching with the flexibility necessary for teachers to meet the diverse needs of their students. It also emphasizes the need for culturally responsive teaching practices and the provision of continuous professional development opportunities for teachers. It suggests that while standardized teaching can enhance student performance, it must be implemented in a manner that supports teacher autonomy, adaptability, and professional growth to achieve the best outcomes for all students.
Research Trends in Technology-Enhanced Language Learning: A Bibliometric Analysis Nasution, Awal Kurnia Putra; Batubara, Muhammad Hasyimsyah
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.779

Abstract

Using bibliometric methods allows a quantitative understanding of the growth of TELL, and analysis of topic trends provides insight into the evolution of research interests, including significant growth in topics such as "Deep Learning". Using the Scopus database, a search query was developed to limit the study to articles published in the last 10 years, from 2014 to 2023. Results show consistent growth in TELL research, peaking in 2022 with 88 publications. Analysis of publication distribution identified a global contribution, with the United States as the main contributor, followed by China and the Russian Federation. Dominant keywords, such as “Language Learning,” “Engineering Education,” and “Students,” highlight the primary focus of research on enhancing the language learning experience through technology. The relationships between findings highlight how developments in one area of research often trigger changes in other areas, creating a dynamic and interconnected learning ecosystem. In conclusion, this research confirms that TELL is a field that continues to develop, demonstrating the importance of technology integration in language learning, especially the use of mobile technology.
Institutional Factors Influencing Bilingual Education: A Primary School Perspective from Ghana Fenuku, Samson Dodzi
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.783

Abstract

This study examines the institutional factors influencing the effectiveness of bilingual education in primary schools within the Ledzokuku Municipality of Accra, Ghana. This study uses a mixed methods approach, and the research explores the interplay between teacher training, resource availability, administrative support, and community involvement in the success of bilingual education programs. A case study at Adom Primary School provides in-depth insights into the experiences of educators, administrators, and parents, while a survey of 200 educators and administrators offers a broader perspective. Qualitative findings emphasize the need for comprehensive teacher training and the critical role of community support in supplementing school resources. Teachers desire more extensive training to deliver instruction confidently in a second language. The case study reveals the significant impact of community involvement in overcoming resource limitations, suggesting local engagement as a strategic asset for bilingual education. Quantitative results corroborate these insights, showing significant positive correlations between teacher training hours, resource availability, and program effectiveness. Regression analysis indicates that teacher training and resource availability are significant predictors of program effectiveness, underscoring the need for targeted investments in these areas. The study identifies challenges such as a shortage of qualified bilingual teachers, resource scarcity, and the complexity of aligning language policies with community expectations. Recommendations include developing robust teacher training programs, increasing resource allocation, and fostering community-school partnerships. This research contributes to the literature by providing a nuanced understanding of the institutional factors impacting bilingual education in a Ghanaian context, with implications for educational policy and practice.
Exploring Challenges and Strategies in TOEFL Preparation among Students at Universitas Muhammadiyah Aceh Sarair, Sarair; Farsia, Lina; Irnanda, Septhia; Romi, Fadhlullah
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.797

Abstract

In this descriptive quantitative study, thirty students from Universitas Muhammadiyah Aceh discuss the difficulties they had and the methods they used to get ready for the TOEFL. An 18-item questionnaire was used to gather the data, and the results show that the listening section presented the biggest issue, with 58.1% of participants finding it difficult to stay focused and limited in time. The reading portion, on the other hand, was thought to be easier, while some participants had trouble with vocabulary and time management. Students' strategies included using internet resources, with a significant emphasis on cognitive and metacognitive skills, such as TikTok, YouTube, and TOEFL-specific apps. Notably, frequent strategies for navigating the written expression and test structure parts included determining the core concept and closely examining sentence structure. These results imply that more students could benefit from focused listening exercises, improved training in metacognitive strategies, and expanded usage of online resources for TOEFL preparation. In order to better prepare students for the exam, educators might consider incorporating real TOEFL-like materials and time management advice into the curriculum.
Effect of Lukabarasi Morphology on the Quality of Written Kiswahili Among Secondary School Students in Kakamega North Sub County Chenenje, Solomon Luvonga
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.808

Abstract

Although there is a resemblance in some of the Lukabarasi and Kiswahili lexical items, some morphological structures are incompatible and, consequently, cause errors or mistakes. The main objective of the study is to analyze the effect of Lukabarasi morphology on the quality of written Kiswahili language among secondary school students in the Kakamega North sub-county. Specific objectives are to scrutinize the main agents of transfer of errors from L1 to L2 and how Lukabarasi affects the quality of written Kiswahili in the Kenya Certificate of Secondary Education examination. The study was analyzed within the framework of Interlanguage theory by Larry Selinker (1972), which stated that during the acquisition of a second language, the learner transfers the rules from the L1 to L2, and if the two have distinct structures, the errors occur in the L2. Questionnaires were channelled to 17 teachers and 76 form-one students who were selected purposively from 10-day schools until the saturation stage was attained. The oral interview was applied to 25 parents of some of the students who were selected based on the convenience sampling technique. The study revealed that to express politeness in communication, Lukabarasi speakers add the suffix (-kho) and (-nga) to the verbs in the present simple tense. When such rules are transferred from Lukabarasi to Kiswahili, morphological errors occur, and during prefixation in Kiswahili, some Kabarasi students use a instead of ha. This alteration of (-h-) renders the lexical items erroneous. The study further found that parents are the main agents of the transfer of errors from L1 to L2 in the early years, which makes it difficult to correct the learner at the secondary school level. Therefore, Lukabarasi morphology affects the quality of written Kiswahili negatively. It is not unique to Lukabarasi but also to other dialects of the Luhya speech community.
The Contribution of Social Semiotics to Text Understanding in Various Disciplines: A Systematic Literature Review Batubara, Muhammad Hasyimsyah; Meisuri, Meisuri; Saragih, Amrin
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.830

Abstract

-This article investigates the role of social semiotics in enhancing text comprehension across various academic disciplines, addressing a critical gap in interdisciplinary understanding methods. Although previous studies applied social semiotics to specific modes and disciplines, a comprehensive analysis that includes multiple semiotic elements in academic texts remains limited. The objective of this study is to verify how social semiotics can be used to interpret complex, multimodal academic texts, thereby aiding students in diverse fields. By using a Systematic Literature Review (SLR) methodology, the study analyzes findings from 13 relevant articles sourced from Google Scholar between 2020 and 2024. Key findings highlight that social semiotics facilitates understanding by enabling readers to contextualize and interpret multimodal content such as visual elements, data, and narrative structures unique to each discipline. These insights reveal implications for educators in developing interdisciplinary comprehension strategies and underscore the ability of social semiotics as a framework for understanding academic texts holistically. Consequently, this research contributes to the theory and practice of education by providing concrete guidance for improving cross-disciplinary text comprehension, ultimately supporting more effective and inclusive academic learning.

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