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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 19 Documents
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Search results for , issue "Vol. 4 No. 1 (2024): March" : 19 Documents clear
Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes Neliyam Tiraeni; Lalu Ari Irawan; Arif Rahman
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1801

Abstract

The term inclusion in the field of education is broadly defined as the incorporation of students with disabilities or those with special needs into general classrooms. In this regard, inclusive education represents a concept of education with the aim of fulfilling human rights in terms of education without any sense of discrimination. Therefore, this study aimed to explore the pedagogical strategies used by teachers to teach English in inclusive classrooms. This study applies a descriptive qualitative method embracing the data collection techniques;  observation, interviewing, and note-taking. The subject of this research was English teachers in the 9th grade of SMP IT Al Qimah. To analyze the data from observation, and interview, this study used data condensation, data visualization, and conclusion/verification. The results of this study show that English teachers at the immersion level apply two strategies when teaching English: active learning strategy and cooperative learning strategy. The problem that teachers encounter is the difficulty in choosing learning materials and controlling students' moods. To solve problems related to teaching English in inclusive classrooms, teachers should share and discuss with after-school teachers about students' abilities and learning goals. In addition, to enrich skills and knowledge dealing with the problems in teaching English in inclusive classes, teachers need to read many reference materials. Based on the result of the study, it is suggested that the teacher provide a smart solution besides, only sharing with shadow teachers and finding out a lot of references dealing with teaching strategies for inclusive students. Those solutions provide teachers with a lot of new insight and creativity to overlook the problems.
The Communication Strategies to Avoid Conflicts When Speaking to Sasak Speakers: A Language Style Analysis Sugianto; Tawali
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1803

Abstract

Sasak language is a language spoken by mostly whole people who live in Lombok Island, West Nusa Tenggara. As a main media of communication in Lombok, the possibility to get interact with them is wide open since Lombok had become a famous place stayed by various person from all around the world. For the sake of maintaining good relationship with people in Lombok who speak sasaknese, it is crucial to find out what kind of conflicts might happen when communicate to them. Therefore, here is the research aimed at  uncovering the conflicts avoidances utilized by speakers of "Sasak," a language belonging to the Austronesian language family, when they converse in "Sasaknese." The study qualitatively describes how Sasak speakers maintain a good relationship and avoid getting involved into possible conflicts through language style and language used. To ensure the accuracy and validity of the data regarding Sasaknese conflict avoiding styles, some relevant literatures on pertinent issues was extensively reviewed to provide supporting data sources. Data collection and analysis followed three stages of analysis: data reduction, data display, and conclusion drawing and verification. Based on the result of analysis, the study showed that communication strategies applied by Sasak speakers include noble language, Commoner language, and conventional language. Noble language applied formal lexicon, intricate grammatical structures, and deferential speech patterns. The commoner language is used among ordinary people in everyday interactions, including among peers, friends, and family members. It is more casual and relaxed compared to noble language, with simpler vocabulary and grammar. Conventional language refers to rude language and is categorized as low status but it contibutes in avoiding conflict.
Students' Perceptions of Using the OpenAI ChatGPT Application in Improving Writing Skills Zebua, Joice Angela Zebua; Katemba, Caroline Victorine
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1805

Abstract

This study investigates the perceptions of utilizing the ChatGPT OpenAI application to enhance students' writing skills. One rapidly developing AI application is ChatGPT, a language model that can assist in writing. The purpose of this study is to explore students' perceptions of using the OpenAI ChatGPT application to improve their writing skills. This research uses a quantitative approach with data collection through a Likert-type closed questionnaire. A total of 82 students from various study programs at Universitas Advent Indonesia who have been using OpenAI ChatGPT for a minimum of four months were respondents in this study. The results show that the majority of respondents have a positive perception of using OpenAI ChatGPT to enhance learning motivation (41.25%), provide comprehensive and easy-to-use features (41%), and help correct grammar errors in writing articles (35.25%). However, some respondents feel neutral about OpenAI ChatGPT's ability to provide explanations that can improve writing skills (37.50%). It can be concluded that the use of OpenAI ChatGPT can be a useful tool in improving students' English writing skills. This study also indicates the potential for further development in providing more in-depth explanations.
The Use of Collaborative Method through Jeopardy Games to Enhance Learners’ Vocabulary Knowledge Sinaga, Melda Nofriyanti; Simanjuntak, Debora Chaterin
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1808

Abstract

Vocabulary knowledge is a primary aspect of understanding word meanings, including definition, nuances, and usage in different contexts. This research aims to explore the use of the Collaborative method through Jeopardy games in enhancing students’ vocabulary knowledge. This research is a quantitative study, utilizing a comparative research design. The research involved 8th graders as the respondents. The paired sample T-test was used to assess the effectiveness of the method. Based on the findings, the Jeopardy games used in conjunction with the collaborative method significantly enhanced students’ vocabulary knowledge. The implications of this research indicate that the combination of Jeopardy games and collaborative methods appears to have advantages in improving language skills and vocabulary retention, as perceived by a significant portion of students; wherein, 82% of students perceived vocabulary growth after using Jeopardy games in a collaborative method and 73% of students found Jeopardy games used with collaborative methods to be interesting. There has been a marked improvement in students’ vocabulary knowledge. Incorporating interactive and collaborative activities, such as Jeopardy games, into language learning provides students with opportunities to improve their learning experiences and outcomes.
The Efficaccy of Roundtable Technique on EFL Students' Writing Skills: An Experience Learned from a Remote Area: Roundtable and wrtiting skills Jusmin HJ Wahid; Iwan Irawan; Shuai Ma; Moh Julfandi Koroy
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1814

Abstract

Writing is a skill to express ideas and thoughts to make a message explicit. To arrange an idea in written text the students’ need soft skill in completing a text; grammar, punctuation, and vocabulary are the most important aspect in the writing skill that should be mastered by the students organizing the ideas. To attain the students' comprehend and overcome the obstacles in the writing skill, the researchers implementing a roundtable technique in the teaching process.The research aims to investigate the efficacy of the roundtable technique on EFL students' writing skills. Then, the researchers implement quasi-experimental design, Totally 46 students in each class. In addition, the researchers implement writing test as research instrument. The finding showed that the Roundtable technique is an effective way to improve students' writing skills and can stimulate students' attention to the writing skills. In addition, students found their identity and were more confident in elaborating the good ideas.  The two classes proved that the significance of the experimental class is higher than the control and the significant score is 0.0. This means that the roundtable technique is an effective way to implement in the classroom. It can encourage students to more focus on the issue and update the new information to improve their writing skills. Moreover, it is an enjoyable technique to implement in the classroom to create a good atmosphere and can improve students' attention in the writing process. Roundtable As a recommended solution to the English teachers and lecturers in prioritize to students writing skills. These is design to specifically improve students' grammar, punctuation, and vocabulary mastery in writing skills.
Enhancing EFL Students’ Reading Comprehension by Applying Small Group Discussion at Higher Vocational Education Putu Ngurah Rusmawan; Nurhalimah; Muhamad Ari Perdana; Setianingsih, Tri
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1817

Abstract

At the polytechnic level of vocational education, students learn English as one of the fundamental skills. Improving one's communication abilities is crucial for students seeking higher professional positions in the tourism industry in this age of globalization. This study aims to apply a small group discussion strategy to enhance procedural text reading comprehension. Classroom action research (CAR) was the method used to conduct this study. The four stages were preparation, execution, monitoring, and evaluation. The first cycle's results showed that the students struggled to understand the process material. Among the students, just 53% were able to achieve a score higher than the minimum requirement of 76. Though cycle 2 was successful, there were still issues, such as students who weren't really engaged in their own study. The results of the observation, the questionnaire, and the students' reading scores all verified this. Around 81% of the students were able to meet those success criteria. Students' reading comprehension in the first semester of higher vocational education at the polytechnic was improved through the use of a small group discussion technique.
Investigating Teachers’ Roles in Forming EFL Learners’ Self- Confidence: A Lesson Learned for Young Learners Juliani; Febrina Dafit
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1819

Abstract

Trust in oneself is a crucial aspect of personality development for students. The role of teachers is pivotal in fostering this self-trust among students. However, the implementation of this role often falls short, leading to instances where students lack confidence, such as feeling embarrassed when answering questions in front of the class. This study aims to delve into the teacher's role in cultivating students' self-trust, particularly among young learners in elementary schools. It employs a descriptive qualitative approach, utilizing observation sheets, interview guidelines, and documentation to gather data. The data is analyzed qualitatively through techniques such as data condensation, data display, and drawing conclusions. The findings reveal several key roles that teachers play in nurturing EFL (English as a Foreign Language) learners' self-confidence, including acting as motivators, providing feedback, facilitating communication, and offering information. Implications for further studies include exploring the effectiveness of specific teaching strategies in enhancing students' trust in themselves and investigating the long-term effects of teacher-student interactions on self-confidence development.
The Use of Quizlet for Vocabulary Learning: A Lesson from Innovative Application Bayaksud, Najwa; Putu Dian Danayanti Degeng; Khairil Azwar Razali
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1823

Abstract

As an essential element for effective communication, vocabulary knowledge plays a crucial role in language acquisition. With the increased importance of vocabulary learning, there is a new revolution called MALL (Mobile-Assisted Language learning). Several studies have looked into the possible advantages of Quizlet. However, they are mostly concentrated on the utilization of material that is already available and its consequences on the students’ motivation and receptive vocabulary acquisition. Comparatively, little research has been done on discussing the students’ perception in the use of the Quizlet application as a tool for vocabulary learning, especially in senior high school students Thus, this study aims to investigate student’s perception with different level of achievement about the use of Quizlet as a vocabulary-learning tool. The researcher used a descriptive qualitative method and interview as the instrument to get an in-depth understanding about student’s perception in the use of Quizlet. There were six students with different levels of achievement in the English course as the participants of the study. The researcher used thematic analysis to analyze the collected data. According to the findings, Quizlet is found to be a useful tool for improving vocabulary acquisition, and students' positive opinions are reinforced by its gamified elements and multimedia integration. As technology continues to shape the landscape of education, platforms like Quizlet stand as examples of how innovative applications can revolutionize the learning experience. However, the findings could be strengthened by conducting additional study with larger participant sizes, more diversified data collection methods, and longer follow-up periods.
Implementing Content and Language Integrated Learning (CLIL) Through Group Discussion in Reading Comprehension Class Zunaedi, Balqis Nazilah Husna; Frida Unsiah; Khairil Azwar Razali
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1826

Abstract

Utilizing CLIL through group discussions has significantly enhanced the learning experience in accounting. To achieve this, CLIL is frequently integrated into reading comprehension classes to directly gather responses from international accounting program students through group discussions, aiding in managing and monitoring student engagement and comprehension. The study aimed to explore students' perspectives on the utilization of CLIL through group discussions. Six students from the international accounting program participated in a reading comprehension session employing the CLIL method through group discussions. Researchers conducted interviews to assess students' views regarding the expectations, benefits, and drawbacks of utilizing CLIL through group discussions. Findings revealed that participants perceived several advantages of using CLIL through group discussions, including improved comprehension of the material, opportunities for students to exchange their understanding, and increased motivation. However, challenges such as students' limited English fluency leading to prolonged discussions and potential misunderstandings of the material were noted. It is suggested that CLIL through group discussions be considered as an effective technique for enhancing reading comprehension.

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