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Ezis Japar Sidik
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Department of English Education Faculty of Teacher Training and Education University of Sultan Ageng Tirtayasa Jl. Ciwaru Raya No. 25 Cipocok Jaya Serang Banten 42117
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Journal of Linguistics, Literacy, and Pedagogy
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : 29646790     DOI : http://dx.doi.org/10.30870/jllp.v2i2.17800
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 1: May 2025" : 5 Documents clear
The Influence of YouTube TED Talks Video on Speaking Skills Mastery (A Quasi Experimental Study at one of the Tertiary Schools in Lebak-Banten) Suryati, Eva; Handayani, Rita; Aisah, Siti
Journal of Linguistics, Literacy, and Pedagogy Vol 4, No 1: May 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i1.32076

Abstract

The purpose of this study was to find out the effect of TED Talks videos on YouTube towards eleventh-grade students' speaking ability at one of the tertiary schools in Lebak, Banten. With the application of quasi-experimental design and non-equivalent control group, quantitative approach was used. The sample population was 46 students who were allocated to two groups of 23 students each: the experimental and the control groups. Speaking proficiency pre- and post-tests were employed as the research tool in this study. Normality, homogeneity, content validity, inter-rater reliability, and hypothesis testing by the procedure of t-test were all employed to examine the data. On a significance level of 0.05 (5%), the computation indicates that the value of ???????????????????????? is higher than ???????????????????????? (5.25 ≥ 2.00). It can be inferred that the TED Talks videos on YouTube influence the speaking abilities of eleventh grade students. English teachers are advised to use YouTube TED Talks videos to assist their pupils become more proficient speakers.
Enhancing Writing Skills through Joyful Learning: A Comparative Study of Extroverted and Introverted Fourth-Semester English Department Students at a Public University in Banten Prabowo, Jumbuh; Rahmawati, Eri; Aisah, Siti
Journal of Linguistics, Literacy, and Pedagogy Vol 4, No 1: May 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i1.32722

Abstract

The purpose of this study is to investigate how joyful learning strategies improve writing skills among extrovert and introverted students in the fourth semester of the English Department at one of the public universities in Banten province. The research question seeks to uncover variations in how extrovert and introvert students respond to joyful learning approaches in writing training. The study used a qualitative case study design, with eight subjects (four extroverts and four introverts) chosen by purposive sampling. The data collection methods included semi-structured interviews, observations of classes, and student reflective journals. Following the data collection, thematic analysis was applied. It was discovered that extrovert students prefer teaching methods that are more energetic, collaborative and allow for greater verbal expression, such as group writing games and peer dialogues. Introvert students, on the other hand, are far more engaged with individual reflective tasks like music-assisted writing and visual prompts. Nevertheless, both groups reported an increase in pleasure, a decrease in anxiety, and an enhancement of confidence with writing through the joyful learning methods employed. The study concludes that adapting the joyful learning strategies to fit personalities will enable writing instruction in EFL contexts to be more effective and more inclusive. 
Enhancing ESP Instruction through SPADA UNTIRTA: Pre-Service Teachers’ Beliefs and Practices in ICT Integration Hamer, Welliam; Rohimajaya, Nur Azmi; Prabowo, Jumbuh
Journal of Linguistics, Literacy, and Pedagogy Vol 4, No 1: May 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i1.32701

Abstract

This study investigates the beliefs and classroom practices of pre-service English teachers in integrating Information and Communication Technology (ICT) into English for Specific Purposes (ESP) instruction through SPADA UNTIRTA, a locally developed online learning platform in Indonesia. Employing a sequential explanatory mixed-methods design, the research combined quantitative data from 60 participants using a validated questionnaire and qualitative insights from interviews with 10 selected respondents. The findings reveal a strong belief among participants in the pedagogical value of ICT, particularly in fostering learner engagement, contextualizing ESP content, and supporting independent learning. However, the actual implementation of ICT in instructional practices remains limited. Barriers include insufficient digital literacy, lack of pedagogical training, inconsistent access to ICT tools, and underutilization of SPADA UNTIRTA due to technical and operational challenges. The study highlights a significant gap between positive perceptions and actual teaching practices, indicating the need for enhanced professional development and curriculum integration of ICT-based pedagogies. It concludes that effective ICT integration requires not only favorable teacher beliefs but also systemic support, including institutional policies, training programs, and adequate digital infrastructure. The study offers recommendations for teacher education institutions to reinforce the alignment between pedagogical beliefs and practice in the digital learning environment. 
The Use of Visualization Strategy on Students’ Reading Comprehension: Is it Effective? Sukmawati, Annisa; Baihaqi, Akhmad; Suharsih, Siti
Journal of Linguistics, Literacy, and Pedagogy Vol 4, No 1: May 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i1.32736

Abstract

The objective of this research is to find out the effect of using the visualization strategy on students’ reading comprehension in tenth grade at one senior high school in Serang City, Banten Province. This research used quasi-experimental design. The population in this research was all tenth grades students while the samples were from class X MIPA 4 as the experimental class and X MIPA 5 as the control class. The two classes were selected using purposive sampling. To obtain data, the researcher used pre-test and post-test as instruments consisting of 40 multiple choice items. The data obtained from both tests were analyzed using the T-test. The results of the post-test average scores show a significant increase between the pre-test and post-test. The average score in the pre-test of the experimental class is 60.5 while the control class got 59.5. In addition, the average score in the post-test experimental class is 80.33 while the control class is 72.00. The hypothesis tests reveal that sig. 2 tailed is 0.001 while the determined alpha (α) is 0.05 (5%). It means that sig. ≤ α or 0.001 ≤ 0.05. Therefore, it can be said that Ho is rejected and Ha is accepted. Thus, the visualization strategy is effective on students' reading comprehension.
The Role of Animation Film Media in Enhancing Vocabulary Mastery among Tenth Graders: A Study in a Public High School in Banten, Indonesia Falalini, Ivania Tiara; Juniardi, Yudi; Utomo, Dhafid Wahyu
Journal of Linguistics, Literacy, and Pedagogy Vol 4, No 1: May 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i1.30996

Abstract

This study explores the role of animation film media in enhancing English vocabulary mastery among tenth-grade students at a public senior high school in Banten, Indonesia. Employing a quantitative experimental design, the research involved two groups: an experimental class and a control class, each consisting of 37 students selected through cluster random sampling. A set of 30 validated multiple-choice items was administered as both a pre-test and post-test to evaluate students’ vocabulary knowledge before and after the intervention. The findings revealed a significant improvement in the experimental group compared to the control group, as confirmed by statistical analysis. These results indicate that animation films can serve as effective instructional media for vocabulary acquisition by providing engaging and context-rich input. Thus, the use of animation films is recommended as an alternative strategy for teaching English vocabulary, supporting diverse learning styles and fostering active classroom participation.

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