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Journal of Language and Literature Studies
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28081099     DOI : https://doi.org/10.36312/jolls
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Language and Literature Studies is an open access journal which provides perspectives of languages, language teaching, and literature studies. This journal has the Focus and Scope at presenting and discussing outstanding contemporary issues in line with Applied Linguistics, English Language Teaching, Literatures, Literature in Teaching, and Curriculum Design of Language and Literature Teaching. Readers have the right to read, download, copy, distribute, print, or link to the full text of all articles in JoLLS. The aim of this journal is to promote outstanding language and literature issues to research by encouraging enquiry into relationship between theoretical and practical studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2023): May" : 6 Documents clear
The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy Sudiatama; Sadaf Dehghani; Alex Zamorano
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.992

Abstract

Mobile-assisted language learning (MALL) is a mobile device-based approach that is utilized in language learning to enhance students' reading proficiency. As mobile devices have become the dominant mode of learning due to prevailing conditions, it has become increasingly necessary to employ adaptable learning processes that aim to improve students' reading skills through the use of metacognitive strategies. Although reading is one of several skills essential to learning English, in the current pandemic situation, it is impractical to teach it directly. Therefore, the MALL approach is imperative to adapt to the new teaching-learning process, particularly in the current pandemic scenario. This study endeavors to assess the application of MALL and its impact on students' reading skills by conducting both qualitative and quantitative research. Data collection methods in this study include observation, documentation, and field notes. The study involved one problematic class, to which researchers implemented the MALL application, followed by tests and interviews at the end of the study. The results indicate a significant increase in students' reading skills, along with ease of learning during the pandemic. Thus, this study highlights the efficacy of the MALL approach in improving students' reading skills and adapting to the pandemic-induced new teaching-learning process.
Applying Wattpad Platform as an Instruction Medium to Improve Reading Skills Viewed from Reading Strategies Siti Nurdiana; Sudirman Sudirman; Manal Laaribi; Nguyen Thi Hong Chuyen
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.999

Abstract

The use of Wattpad platform as an instructional medium can be a vital tool for teachers to facilitate students' reading comprehension skills. By employing effective reading strategies, students can comprehend texts more efficiently. This study aims to enhance students' reading proficiency in narrative texts by utilizing Wattpad platform as a medium, and to evaluate the students' perception of the platform's effectiveness in teaching narrative texts. This research followed a classroom action research (CAR) design, which involved the researcher, collaborators, and tenth-grade students from senior high schools. The CAR process consisted of planning, action, observation, and reflection. The research data were both qualitative and quantitative. Quantitative data was gathered from the post-test, while qualitative data was obtained through observation. The researcher employed SPSS software to analyze the quantitative data. The results showed that the mean score of the post-test was 84, indicating that the Wattpad platform application method can enhance students' reading proficiency in narrative texts. This was further confirmed by field notes and observation sheets of the teaching process, indicating that the students enjoyed the reading class and their reading abilities had improved. Moreover, the students perceived the use of Wattpad platform as very effective, with a response rate of 48 students answering (A) very good. The students' focus, drive, earnestness, and responses were deemed satisfactory, with continuous improvement in their self-assurance and reading proficiency. The educational activities were found to be interesting, suggesting that the use of Wattpad platform as an instructional medium can be beneficial for enhancing students' reading skills.
Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners Sofiyah Cahyani; Selma Al-Qasri; Wafika Ofara
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.1081

Abstract

Communication refers to the process of exchanging information between individuals, namely the sender and the receiver, with the aim of achieving mutual understanding. In an educational setting, communication strategies serve as a blueprint for how information is exchanged. In particular, the use of effective communication strategies by teachers is critical in constructing classroom discourse in English as a Foreign Language (EFL) classrooms. Such strategies and feedback from teachers are indispensable for students to enhance their abilities and performance in the classroom. Classroom discourse plays a vital role in the learning process, and teachers should consider it during the teaching and learning process. Consequently, this study aims to investigate the communication strategies utilized by teachers in constructing classroom discourse in EFL classrooms, as well as the types of feedback they employ to maintain interaction with their students during teaching and learning processes. To collect the required data, the researcher conducted qualitative descriptive research, using interview notes, note-taking, and observation. The participants were male and female English teachers who taught at different grade levels, including tenth and eleventh grades. The researcher interviewed English teachers regarding their communication strategies and the types of feedback they use during teaching and learning processes. The findings revealed that teachers employed five types of communication strategies, including literal translation, code-switching, nonverbal signals, fillers and hesitation-gambits, self and other-repetition, and appeals for help. The results indicate that the use of such strategies is effective in improving students' performance and ability in class. Additionally, the feedback that teachers use during teaching and learning processes can be categorized into two types, namely oral and visual feedback, which can be given on an individual or group basis.
Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness Noviana Naqsyabandiyah; Najmeh Dehghanitafti
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.1088

Abstract

Task-based language learning is an approach that highlights the use of meaningful and authentic tasks in language learning activities. In practical terms, students engage in activities or language tasks that are designed to simulate real-life situations, where they must use the language to complete the task. This approach demands that teachers design learning materials in accordance with task-based learning frameworks. Among the linguistic aspects that have been considered as having a dominant effect on language teaching is linguistic awareness. Therefore, the present study aims to develop task-based learning materials for teaching vocabulary in EFL classrooms for 11th-grade students in secondary high schools, viewed from the perspective of students’ linguistic awareness. This study employs the 4Ds (Define, Design, Develop, and Disseminate) study method. The data collection comprises two types of data, namely qualitative and quantitative data. The quantitative data are analyzed using statistical methods, while the qualitative data are analyzed using techniques such as data condensation, data display, and drawing conclusions. The outcome of this study is an English vocabulary learning material based on task-based language learning activities for high school students in Central Lombok. The task-based learning material is designed based on the syllabus, student needs, school conditions, and level of ability that the researchers have previously analyzed, ensuring that the resulting product is in line with the students' and English teachers' needs.
The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan Rimajon Sotlikova
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.1172

Abstract

Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.
Developing Islamic Tasks-Based Speaking English Materials for Islamic Elementary School Students: A Case Study at Elementary Schools in West Lombok, Indonesia Bidari Andaru Widhi; Jupri Jupri; Jumadil Jumadil
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.1178

Abstract

The present study aims to develop English Speaking Materials specifically designed for Islamic Elementary School students that adequately meet their language learning needs and preferences. In this regard, the study employs a Research and Development (R&D) ADDIE model, comprising five stages: analysis, design, development, implementation, and evaluation. The researcher not only acted as a materials developer but also as a teacher, since the data collection was conducted in the Islamic Elementary School. The participants in this study included 35 Islamic students and 2 Islamic teachers, and the data collection techniques utilized were questionnaires and structured interviews. The developed materials are grounded on a Project-based learning approach. The study investigates the need analysis for English Speaking Materials for Islamic Elementary School, describes the speaking materials for Islamic Elementary School, and evaluates their quality. The findings of the needs analysis reveal that elementary Islamic students aspire to enhance their fluency in English speaking and acquire more vocabulary to effectively communicate in formal and informal discussions. Accordingly, the developed materials consist of five units, equipped with tasks that incorporate inputs in the form of texts and videos, designed to facilitate the learning process. Moreover, the materials encourage creativity in exploring student knowledge. The study concludes by recommending that future researchers interested in this area utilize this study as an object of research and build upon its limitations. It is hoped that the outcomes of this research are of value to university students, who conduct research in the area of English Language Teaching.

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