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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 123 Documents
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Examining the Correlation among Motivation, Self-efficacy, and English Language Proficiency (ELP) across Gender Aprianto, Dedi; Agus Syahid; Abdussamad, Zainudin
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1899

Abstract

The motivational aspect has great influence on the urge to develop as does self-efficacy brings optimism towards attaining learning goals. High self-efficacy results to motivation for success in learning activities since the individual believes in his or her ability to accomplish a task. The current study indicates the importance of motivation and self-efficacy as the primary indicators of English learning proficiency. Therefore, the present study is aimed at assessing the correlation between motivation, self-efficacy, and language proficiency, with a particular focus on gender. The study employs a quantitative study by using a correlational method, using two types of questionnaires to obtain the data from the sample consisting of 71 participants, both 48 males and 23 females. The interplay of motivation, self-efficacy, and language proficiency across gender was statistically analyzed by using a Pearson correlation and a Multiple regression was used to explore the predictive ability of psychological variables. In male students, the correlation analysis found motivation demonstrated a strong correlation to self-efficacy of (R=0.680, p < 0.01) with a Sig.value (0.000 < 0.05), motivation with language proficiency also demonstrated a strong correlation (R=0.735, p < 0.01) with a Sig. value (0.000 < 0.05), and self-efficacy and language proficiency revealed a strong correlation (R=0.662, p < 0.01) with a Sig. value (0.000 < 0.05). In female students, motivation is closely-related to self-efficacy with a sig. value (0.000 < 0.05) and showed a very strong correlation (R=0.831, p < 0.01), while motivation and language proficiency resulted a strong correlation (R=0.748, p < 0.01) with a Sig. value (0.000 < 0.05), and self-efficacy is also correlated strongly with language proficiency (R=0.692, p < 0.01). The regression model for both genders demonstrated that motivation and self-efficacy significantly predict language proficiency; for male students, the adjusted (R2= 57.1% > 0.33 or < 0.67), while for female students, the adjusted (R2= 53.3% > 0.33 or < 0.67). The results reveal that moderate levels of motivation and self-efficacy must have been associated with language proficiency. Undoubtedly, motivation and self-efficacy are moderate indicators to predict language proficiency in ELT. The study can assist English and non-English teachers, students, etc. to increase motivation and self-efficacy theories, gender pedagogies and classroom learning climate and student language achievement.
Cyberloafing Behaviors in Students’ Learning Process: EFL Teachers’ Efforts to Create Productive Learning Environment Dyah Kusumastuti; Purwanto; Saputra, Indra
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1907

Abstract

The phenomenon of cyberloafing, where individuals engage in non-work-related online activities during productive hours, has become increasingly prevalent, particularly among students. This study investigates the impact of cyberloafing on students' learning processes, aiming to fill a research gap in understanding its effects on academic performance and classroom dynamics. A quantitative descriptive approach was employed to gather data through a questionnaire completed by 69 students selected via simple random sampling. To complement the quantitative data, qualitative insights were obtained from interviews with five randomly selected students. The survey explored the frequency and nature of cyberloafing activities, variables promoting such behavior, and its impacts. Analysis of the questionnaire data revealed that students engage in cyberloafing more frequently during classroom activities than during informational or leisure activities. Many students perceive cyberloafing as a means to alleviate classroom boredom. Interview findings indicated mixed outcomes: while some students reported reduced tension and boredom, others did not perceive any benefits and even noted a decline in productivity and focus. This study contributes to the existing body of knowledge by highlighting the dual nature of cyberloafing's impact. While it can serve as a coping mechanism to mitigate boredom and stress, it also has the potential to detract from academic performance. Understanding these dynamics can help educators and policymakers develop strategies to manage cyberloafing, promoting a more balanced and productive learning environment.
Learners’ Abilities in Solving Math Story Problems: A Lesson Learned from Young Language Learners Fitriyani; Mustika, Dea
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1910

Abstract

The importance of young language learners’ understanding in solving math story problems in the 21st century learning era is crucial, because this ability is not only the key to competition in the world of work but also essential in developing students' critical logic, creativity, and independence in solving everyday problems. This study aims to measure students' ability to solve math story problems by using qualitative and descriptive quantitative methods. The data from this study is presented in the form of paragraphs describing the test results, with 20 fourth-grade elementary school students as respondents who worked on 10 essay questions. Data collection techniques were carried out through test results, interviews, and documentation. Furthermore, data analysis data display, reducing, and drawing conclusions. The results showed that young language learners’ ability to solve story problems can be seen from several indicators. The average value for the ability to write known aspects is 21.50, for the ability to write aspects that are asked is 12.67, for the ability to solve math problems is 55, and for the ability to write conclusions is 59. With an overall student average score of 37.04, it can be concluded that the ability of students in the class can be categorized as less.
Differentiated Assessment In EFL Classroom in Indonesia: Prospects and Challenges Arsyad, Moh. Arsyad; Suadiyatno, Taufik
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1913

Abstract

Differentiated assessment has emerged as a pivotal component within the realm of English Language Teaching (ELT), particularly in the culturally diverse landscape of Indonesia. This paper reviews the prospects and challenges associated with implementing differentiated assessment practices in Indonesian EFL classrooms. Indonesia's linguistic diversity, with over 700 languages spoken across 17,000 islands, coupled with ongoing educational reforms, presents both opportunities and obstacles for differentiated assessment adoption. The paper begins by outlining the potential benefits of differentiated assessment in Indonesia, emphasizing its alignment with learner-centred pedagogy and its ability to cater to diverse learning styles and abilities. Through various assessment methods and tasks, educators can provide equitable opportunities for students to showcase their language proficiency while fostering a constructive learning atmosphere. However, the implementation of differentiated assessment faces significant challenges within the Indonesian EFL context. Deeply ingrained traditional evaluation methods, influenced by standardized testing, pose resistance to change. Moreover, infrastructural limitations, including inadequate teacher training and resource constraints, hinder effective implementation. To address these challenges, the paper proposes strategies such as comprehensive teacher training, curriculum adaptations, and community engagement. By equipping educators with the necessary skills and resources, promoting inclusive curriculum design, and fostering collaboration among stakeholders, the adoption of differentiated assessment can be facilitated.
Understanding Second Language Performance: The Significance of Personality Type Among Learners Ady, Rizky Phalosa; Mardiah, Zaqiatul
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1925

Abstract

According to studies, MBTI personality types exhibit different cognitive function preferences, where a strong inclination towards certain traits can influence how well individuals receive and process information. This is related to intelligence and problem-solving abilities, including the impact on foreign language learning. Understanding the role of personality traits in language learning can significantly enhance educational strategies. Despite growing interest in personalized education, the influence of personality on language acquisition remains underexplored, particularly for Arabic learners. Our research examines the impact of the MBTI personality dimensions of introversion and intuition on Arabic language performance as a second language among Indonesian students. We studied 53 college students majoring in Arabic language-related fields. Using the Myers-Briggs Type Indicator (MBTI) and an Arabic language proficiency test, we conducted data analysis through multiple linear regression, ensuring robustness with assumption tests for residual normality, multicollinearity, and heteroscedasticity. The results indicated that the introversion and intuition dimensions of the MBTI did not significantly affect Arabic language performance (F-test: Sig. 0.696 > 0.05 and t-test 0.411, 0.754 > 0.05). These findings suggest that introversion and intuition may not be critical factors in Arabic L2 proficiency. This research provides insights for the development of Arabic language teaching programs, emphasizing that factors other than personality may play a more significant role in language performance. However, the complex relationship between personality and language learning warrants further investigation to fully understand the dynamics at play.
Unveiling Environmental and Islamic Narratives in Avatar :The Way of Water": An Eco-Critical Analysis and AI-Driven Exploration Juliastuti; Thayyib , Magfirah; Zamruddin, Mardliya Pratiwi
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1927

Abstract

"Avatar: The Way of Water" is a highly anticipated sequel in James Cameron's groundbreaking franchise, promising a deeper exploration of environmental themes intertwined with indigenous cultures. This study employs eco-critical analysis, augmented by AI insights, to investigate into the intricate connections between environmentalism and Islamic perspectives within the narrative. By examining the movie's portrayal of nature, spirituality, and socio-political dynamics, this study aims to uncover underlying themes that resonate with Islamic environmental ethics. Through the lens of AI-assisted analysis, the researchers unveil nuanced layers of interpretation, shedding light on the movie's potential to inspire meaningful dialogue on environmental stewardship and cultural sustainability. The researchers examine the symbiotic ecology and its hypothetical biology, which is proposed to be "better" than the metal-based technology used by the 'invading' humanity. It challenges the idealized notion of nature as a collection of native animals, plants, and people. Lastly, this study explores the different anthropocentric themes that the movie explores, criticizes the Na'vi's subtly "humanistic" domination over other fauna, and explores the prospects of embracing a truly impartial perspective to capture the realities of oppressed not humans.
Is Traditional Media Still Relevant in English Language Teaching?: Perceptions and Challenges Gema Febriansyah; Muhammad Zaim; Harris Effendi Thahar
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1929

Abstract

The relevance of traditional media in English Language Teaching (ELT) has come under increasing scrutiny due to the proliferation of digital technologies. This study aims to investigate whether traditional media still hold relevance in the modern ELT classroom, amidst widespread adoption of digital tools. Employing a mixed-methods approach, the research integrates quantitative surveys of 100 students and qualitative interviews with five English lecturers at Padang State Polytechnic, Indonesia. The survey results indicate varied perceptions: while traditional media are valued for their structured and reliable content, they lack the interactivity and engagement offered by digital media. Findings reveal that 65% of students find digital media easier to understand, and 70% prefer digital tools over traditional resources. Interviews with lecturers highlight the necessity of a balanced, blended approach that integrates both traditional and digital media to enhance learning outcomes and cater to diverse student needs. The study concludes that a blended approach is optimal, combining the stability and reliability of traditional resources with the dynamic, engaging capabilities of digital tools. The implications of this study underscore the importance of digital literacy training for educators and suggest future research should focus on the long-term effects of blended learning, addressing accessibility and equity issues in digital media use.
Indonesian EFL Students’ Perceptions of DeepL Machine Translation Tool: Utilization, Advantages, and Disadvantages Kusuma Nata Laksana; Cahya Komara
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1931

Abstract

The integration of artificial intelligence (AI) technologies, such as machine translation tools, has gained traction in language education, offering potential benefits while raising concerns. This mixed-methods study investigates the perceptions and experiences of Indonesian students learning English as a Foreign Language (EFL) regarding the use of DeepL Machine Translation. With advancements in AI and increasing reliance on translation tools, understanding users' perspectives is crucial for effective integration. The research aims to explore EFL students' perceptions of DeepL's utilization, advantages, and disadvantages through a convergent mixed-methods design. Data were collected from 293 participants across various educational levels through a closed-ended questionnaire and open-ended responses. Quantitative analysis revealed a high level of agreement towards DeepL's utilization, particularly for translating written works. Perceived advantages included translation accuracy, time-saving capabilities, and potential for language skill improvement. However, concerns regarding over-reliance and dependency were also expressed. Qualitative insights corroborated the quantitative findings, highlighting DeepL's strengths in context matching, word choice suggestions, and user-friendly features. These findings contribute to the discourse on AI integration in language education, emphasizing the importance of understanding user perceptions and developing balanced implementation strategies. The study concludes with recommendations for educators and curriculum designers to leverage machine translation tools effectively while mitigating potential drawbacks, fostering independent language learning and responsible technology use.
Teachers’ Challenges on ICT Implementation Using Google Meet as Teaching Media in English Language Teaching Cukup Wibowo; Arif Rahman; Jumadil; Hwang, Huang Yann
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1932

Abstract

The integration of Information and Communication Technology (ICT) in education has significantly transformed the teaching and learning process, particularly in language instruction. Among the various ICT tools, Google Meet has emerged as an innovative solution to enhance engagement and effectiveness in English language teaching, especially for young learners in junior high schools. This study aims to describe the English language teaching methods employed by English teachers to utilize Google Meet in junior high schools and identify the factors that hinder its use in the classroom. The research was conducted with English teachers at junior high schools, employing a descriptive qualitative method. Data were collected through teacher interviews and in-class observations, embracing both observational techniques and interviews. The gathered data were analyzed qualitatively through processes of reduction, data visualization, and comprehensive data analysis. To ensure the reliability of the data, researchers used triangulation methods. The findings of the study indicate that the use of Google Meet in junior high schools in Mataram is extensive, particularly with the implementation of the 2013 Curriculum and the Merdeka Curriculum. Google Meet is employed for various purposes, from managing attendance to student activation and scoring systems. To support the integration of Google Meet and reduce uncertainties in the teaching-learning process, schools have provided facilities such as Wi-Fi, projectors, sound systems, and individual Google Meet accounts for each class. Despite these advancements, the study identified several factors and conditions that limit the use of Google Meet. These include time constraints, as each teaching subject is allocated only one hour per week, and established classroom practices that may resist the adoption of new technologies.
Implementing Diagnostic Assessment in Designing Differentiated Learning for English Language Learning at the Junior High Schools Badrun Kholid; Arif Rahman; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1934

Abstract

The Merdeka Curriculum is an educational framework in Indonesia that emphasizes core subjects, personality development, and student skills. It integrates various assessments, including diagnostic, formative, and summative, to tailor education to individual student needs. Diagnostic assessments, in particular, are used to identify students' strengths and weaknesses, facilitating personalized learning experiences. Therefore, this study focuses on the implementation of diagnostic assessments in designing differentiated learning modules for English language learning in junior high schools in East Lombok. The purpose of this study is to investigate how teachers use diagnostic assessments to identify students' learning profiles, interests, and readiness, and how they subsequently design and implement differentiated teaching modules. This qualitative study involves interviews and observations with teachers who are implementing the Merdeka Curriculum. Data were collected through participatory observations and in-depth interviews to understand the practical application. The study revealed that teachers use three main tools for diagnostic assessment: the Quizizz application, the Akupintar.id website, and questionnaires. These tools help identify students' learning profiles and interests at the beginning of the school year. The research also identified five steps to develop differentiated learning modules: assessing students' needs, setting learning objectives, designing learning activities, incorporating different learning styles, and conducting regular formative assessments. Additionally, seven steps were found to be crucial for implementing differentiated learning, including classroom layout, use of varied learning materials, flexible teaching approaches, and regular assessment and feedback. The study can be concluded that the implementation of diagnostic assessments in the Merdeka Curriculum significantly aids in designing effective differentiated learning modules. This approach helps cater to individual student needs, enhancing their learning experiences and outcomes.

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