Journal of Linguistics, Literacy, and Pedagogy
Journal of Linguistics, Literacy, and Pedagogy (JLLP) is a biannually electronic journal, published every May and November in online versions by the English Education Department, Faculty of Teacher’s Training and Education, Universitas Sultan Ageng Tirtayasa, Banten – Indonesia with e-ISSN: 2964-6790. The journal publishes high-quality works on various issues in Linguistics, literacy, and pedagogy for research-based articles. Journal of Linguistics, Literacy, and Pedagogy (JLLP) invites researchers and practitioners to submit their manuscripts through our Online Submission System. The manuscripts being submitted to the Journal of Linguistics, Literacy, and Pedagogy should strictly be original and plagiarism-free publication, and not been submitted or published elsewhere. All received manuscripts will initially be checked by the editorial team before being forwarded through Double-Peer Review. Moreover, since the first publication, Journal of Linguistics, Literacy, and Pedagogy (JLLP) has used “Turnitin” Anti-Plagiarism Software to check the authenticity of the articles.
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<![CDATA[Exploring EFL Learners’ Difficulties in Academic Writing: Problem and Solution ]]>
<![CDATA[Rita Handayani]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20349
<![CDATA[For EFL students at universities, writing an effective paragraph is essential to their academic and eventual professional success. To teach and learn this skill, though, is never easy for either the teacher or the student. This study aims to uncover the challenges that EFL Indonesian university students have while writing an effective paragraph and to propose solutions to those challenges. A qualitative approach to data collecting and analysis was used to accomplish the research objectives, and data was gathered through the paragraph writing exam, questionnaire, and classroom observations. The examination of the students' paragraph writing found that the crucial difficulties encountered by the students in writing a well-developed paragraph were developing the topic phrase (70%), as well as focusing and organizing their thoughts.]]>
<![CDATA[Students’ Anxiety In Speaking Performance For Formal Setting Of Tenth Grade At MAS Mathlaul Falah Lempuyang ]]>
<![CDATA[Nunung Nuraini]]>;
<![CDATA[Yudi Juniardi]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.19183
<![CDATA[Anxiety is the one psicological factor that has an important role in affecting language learning outcomes. It is a feeling of disquiet that happened in particular moment of time. Students’ anxiety here means that anxious children often have to exert more effort to perform well because they’re trying to manage their anxiety while executing a task. This research will use qualitative method to know the problems that arise in the event after interview and giving the students qustionnaire guide. The population of this study is students of tenth grade at MA Mathlaul Falah Lempuyang how join at English Class as 30 students. The researcher selected 9 participants for re-confirm the questionnaire guide they had answered. To collect data in this study is more appropriate to use questionnaire method because it allowed students to answer, can get answers appropriate or relevant to the research objectives and facilitated retrieval of data in large quantities. Based on the data finding in this research, the researcher offers suggestion to the student teacher to keep the low Level as the level of anxiety to students’ speaking, because at this level students will be more vigilant in preparation speaking and they will be better prepared to receive the material as well as the evaluation given by the teacher. As the most common factor that fear of negative evaluation of teachers should the students are not too afraid about it, because all will return for the good of the students themselves.]]>
<![CDATA[Peer Correction Technique in Student Descriptive Text Writing ]]>
<![CDATA[Helda Oktaviani]]>;
<![CDATA[Murti Ayu Wijayanti]]>;
<![CDATA[Akhmad Baihaqi]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20606
<![CDATA[The study aims to determine the implementation of the peer correction technique in students writing descriptive text and how the student's responses to using peer correction technique in students' descriptive text in the tenth grade of SMAN 1 Malingping. The researcher employed a qualitative with a case study. The participants of this research were 33 students of X IPA D in SMAN 1 Malingping. The data were collected from observation, questionnaires, interviews, and documentation. The findings of this research show that the English teacher teaches writing by implementing the peer correction technique. The implementation peer correction technique can stimulate students to be active in-class writing and makes students aware when they make writing mistakes, and peer correction helps them express their ideas without fear of being judged. The peer correction technique gets a positive response from students. Students strongly agreed that the peer correction technique made them critical in their writing]]>
<![CDATA[First Language Phonological Acquisition on a Two-Year-Old Child ]]>
<![CDATA[Rosmania Rima]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20432
<![CDATA[This paper discusses mainly the development of the language phonological acquisition of a two-year-old child during the linguistic period, especially on vowels and the factors that influence phonology acquisition. This study looks at the following questions: 1) How does a two-year-old acquire vowels? 2) What factors influence a child's phonological acquisition? First language acquisition (FLA) is the process of mastering a first language by children. In the early stages of development, humans begin to acquire their mother tongue or first language, which usually occurs between mother and child, other family members can follow, and it is done orally in the family environment informally. This study employs a case study approach to qualitative research because it displays the research findings based on facts found in the speakers' everyday lives and the process of language acquisition in the phonological features of the subject. This was gained through observation and diary notes. According to the findings of this examination, the subject has learned the vowels [a], [u], [e], [I], and [o]. Child’s phonological components of language acquisition are impacted by environmental variables, shown by the amount of vocabulary he obtains from family members, caretakers and surroundings.]]>
<![CDATA[Students’ Perception on Using English Swara YouTube as a Learning Media of Speaking Skill at the 12th Grade at SMAN 1 Cikande ]]>
<![CDATA[Galuh Novalia]]>;
<![CDATA[Siti Suharsih]]>;
<![CDATA[Eri Rahmawati]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20716
<![CDATA[This research aims to find out how SMAN 1 Cikandestudents perception about using English Swara YouTube as a learning media of speaking skill, as well as to find out the benefits that students get. Qualitative descriptive was used in this research. The instrument applied during the study were used questionnaires and interviews. The population of this research were XII IPA 2 Class of SMAN 1 Cikande with 36 participants. The finding of this research demonstrated that students had a favorable opinion of using English Swara YouTube as a learning medium of speaking skill. The respondents positively responded to using English Swara YouTube based on their own learning experience. English Swara YouTube had good impact in practicing speaking after students watched the material from English Swara YouTube. using English Swara YouTube as a learning media for speaking skill, they found it interesting and effective. This study also shows the benefit that they get from using English Swara YouTube as a learning media of speaking skill, it can increase the number of new words and minimizes students' fears to pronounce words. A suggestion for future research is to explore more about students' perception of using English Swara YouTube as a learning media in all English skill such as listening, writing, not only speaking, and explore further the obstacles that students face. KeywordsPerception, English Swara YouTube, Speaking Skill]]>
<![CDATA[Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing) ]]>
<![CDATA[Dina Rachmawati]]>;
<![CDATA[Audrey Akbaria Adinda Putri]]>;
<![CDATA[Murti Ayu Wijayanti]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20462
<![CDATA[This study outlines a content analysis that focused on students' level of reflective thinking, how much it contributed to the level of their writing and how they felt about using reflective journals. 15 students from the 2019/2020 Paragraph-based Writing course participated in this study, which was performed at the English Education Department of a state University located in Banten province. Students' writing samples and reflective journals were gathered through documentation, and responses to a questionnaire were gathered from them. The theme analysis technique, Oshima and Hogue's (2006) theory of paragraph writing, and Hatton and Smith's (1995) theory of reflective thinking level were all applied in this study. Three conclusions came from the data analysis. First, most of the students' reflective thinking skills fell under Descriptive Writing and First, the proportion of students' reflective thinking was identified between the levels of descriptive writing and descriptive reflection. Second, the analysis demonstrated that a rise in the number of cases at the Descriptive Reflection level was consistent with an improvement in the quality of students' writing. Meanwhile, the rise in the number of descriptive writing level incidents coincided with a decline in the level of students' writing. Third, despite being viewed as demanding and stressful, the usage of reflective journal in the class was viewed favorably because it helped students remember lessons and recognize their errors, which helped them to produce well-organized paragraphs. The results suggested that reflective journaling helped students to enhance their writing skills and may be used as a substitute for developing other language skills.]]>
<![CDATA[The Effectiveness of BBC Podcast in Teaching Listening Comprehension at Junior High School ]]>
<![CDATA[Ramadhan, Muhammad Arfan]]>;
<![CDATA[Hamidiyah, Aisyah]]>;
<![CDATA[Aisah, Siti]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[Journal of Linguistics, Literacy, and Pedagogy ]]>
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DOI: 10.30870/jllp.v2i1.21207
<![CDATA[The aim of the research is to investigate the effectiveness of the use of BBC Podcast in teaching listening comprehension for 9th grade students. Using quantitative research by applying true experimental design, this study has two groups (Experimental and Control) with 30 (thirty) students in each group. The instruments in this study are the pretest and posttest. The item tests were tested the validity and the reliability using the IBM SPSS Statistics 25 application with the Pearson Moment Product formula. Valid and reliable test items were used for the pre-test and post-test given to the experimental and control classes. In testing the hypothesis, the researcher used paired sample t-test as formula. Based on the results of the calculations, the value of sig from both groups are 0.000. and 0.000, because 0.000 & 0.000 < 0.05, it can be concluded that Ha is accepted, and Ho is rejected. It indicates the use of BBC Podcast is effective to improve students’ listening comprehension at 9th grade students.]]>
<![CDATA[The Implementation of Peer Tutoring as a Teaching Method in Banten to Enhance Students' Reading Comprehension of Narrative Text ]]>
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Tosi Rut Syamsun]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.18731
<![CDATA[Detecting objects, text structures, important concepts, vocabulary errors, and other reading-related challenges are all improved by this instruction for Banten students. The researchers decided to use this topic in order to demonstrate the success of a strategy used to counteract pupils who were careful about reading while still achieving the goal of the study was to check out some Banten students’ narratives and to verify the expectations outlined in the earlier research. researchers employed research methodologies with quantitative methods within the test project. In the first session, the test group consisted of 16 out of the 32 social studies students in the sample and 16 were in the control group. The data was collected by pre-checking and post-testing, and Independent-Sample T-test while being subjected to the selection test known as the test. It was clear from the inquiry that the peer tutoring technique improved learners' reading concepts or comprehension of narrative texts. This is supported by the Independent Sample T-Test post-test findings. According to the results, H° is rejected while Ha is approved since the quantity of Sig (2-tailed) is 0.045, which indicates that the quantity is less than 0.05. This illustrates that employing peer tutoring has both a major impact and a substantial result.]]>
<![CDATA[The Role of Technology in Promoting Assessment Literacy in ELT ]]>
<![CDATA[Ledy Nurlely]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20013
<![CDATA[This article examines the role of technology in promoting assessment literacy in English Language Teaching (ELT). Assessment literacy is defined as teachers' understanding and competency in assessment practices and principles, which includes knowledge of assessment design, implementation, evaluation, and interpretation. The article highlights the importance of assessment literacy in ELT, as it enables teachers to make informed decisions about assessment methods, evaluate and interpret assessment results, and provide meaningful feedback to learners. Technology-assisted assessment is explored, highlighting the benefits and challenges of using technology to enhance assessment literacy in ELT. The article discusses how technology can provide teachers with access to assessment resources and materials, develop assessment skills and knowledge, and facilitate real-time feedback and assessment. Best practices for integrating technology in assessment literacy are presented, and examples of technology-assisted assessment in ELT are provided. The article concludes that technology has the potential to transform assessment practices in ELT, and enhance assessment literacy among teachers. It emphasizes the importance of assessment literacy in supporting students' language learning needs and the potential of technology to promote assessment literacy. The article recommends that ELT teachers should develop their assessment literacy and consider incorporating technology-assisted assessment methods into their teaching practices.]]>
<![CDATA[Promoting Motivation in Writing ELT Through Infographic ]]>
<![CDATA[Sutrisno Sadji Evenddy]]>;
<![CDATA[Ezis Japar Sidik]]>;
<![CDATA[Dhafid Wahyu Utomo]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20032
<![CDATA[This article examines the potential of infographics as a tool for promoting motivation in English language teaching (ELT), specifically focusing on the development of writing skills. Motivation is crucial in language learning, and educators are constantly seeking innovative approaches to engage students and foster a passion for writing. Infographics, with their visually appealing and information-rich nature, offer a promising avenue for achieving this goal. By incorporating infographics into writing instruction, educators can tap into their visual appeal and interactive elements to stimulate students' curiosity and enhance comprehension. Infographics also empower students by providing a sense of ownership and autonomy over their writing, allowing them to showcase their achievements in a visually compelling manner. However, implementing infographic-based strategies in writing ELT requires addressing challenges such as cultural relevance and accommodating diverse learner needs. Despite these challenges, infographics have the potential to revolutionize writing instruction by creating an engaging and inclusive learning environment that promotes motivation and improves writing proficiency.]]>
