JOLLT Journal of Languages and Language Teaching
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
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<![CDATA[The Use of Online Literature Circles to Enhance the Students’ Critical Reading Skills ]]>
<![CDATA[Titi Rokhayati]]>;
<![CDATA[Erna Alvionita]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4079
<![CDATA[This research aims to find out whether using Online Literature Circles to enhance the student's critical reading skills is effective or not. This research belongs to quantitative research using a pre-experimental design. The population of this research is eleventh-grade students of SMK N 1 Puring in the academic year of 2020/2021 which consists of 382 students. The sample of this research is XI TKPI 1 consist of 34 students. The data were taken virtual from 17th May 2021 to 31st May 2021. The technique of the data collection is using a test. It was done by giving an online pre-test and online post-test. Meanwhile, the technique of data analysis used descriptive analysis and inferential analysis. The result of this research shows that the mean score of the pre-test is 49.79 which belongs to fairly sufficient category, and the mean score of the post-test is 70.79 which belongs to the good category. To see whether the hypothesis is accepted or rejected, the researchers use t-test through IBM SPSS 25. The result two-sided significant value is 0.000. Based on the 0.05 significant level, the computation shows the two-sided significance value is lower than 0.05 (0.000<0.05). Therefore, it can be concluded that Online Literature Circles is effective to enhance the students' critical reading skills at the eleventh-grade students of SMK N 1 Puring in the academic year of 2020/2021.]]>
<![CDATA[EFL Students’ Engagement during Emergency Remote Teaching: Does Technology Matter? ]]>
<![CDATA[Rahma Ainun Hanifah]]>;
<![CDATA[Endang Setyaningsih]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4188
<![CDATA[Amidst Covid-19, teachers, and students in many regions are forced to shift to Emergency Remote Teaching (ERT). This ERT context has attracted researchers to re-investigate dimensions of teaching and learning within this new situation. This paper reports an investigation on the students’ engagement during ERT in a tertiary EFL setting. Two aspects are highlighted: description of the students’ engagement and its interplay with the choice of teaching-learning platforms. Questionnaires, interviews, and artifacts were used to collect data. A combination of descriptive statistics and a thematic model of analysis were used to analyze the data. The total respondents of this study were five EFL students in the 6th-grade semester at a university in Surakarta. The researcher employed a case study methodology and use two data, primary data, and secondary data. For the primary data, the researcher used the result of interviews and questionnaires. The secondary data is additional data to get the data. The secondary data which is used is an artifact. The study revealed that all three kinds of engagement: cognitive, behavioral, and emotional, were observed in both high and low bandwidth platforms. This implies that there is another factor other than technology that plays a significant role in engaging the students to learn. Considering the cost and the infrastructure readiness, it is suggested that teachers focus on implementing the principles of good teaching instead of glorifying the use of sophisticated technology. In terms of technology use, it is recommended to choose the one that provides better accessibility and wider access for the students.]]>
<![CDATA[Students' Perception toward Implementation in Teaching Strategy of Translation ]]>
<![CDATA[Jusmin HJ Wahid]]>;
<![CDATA[Nurlaily Sofyan]]>;
<![CDATA[Suhaira Do Karim]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4323
<![CDATA[Teaching is one of the absolute requirements or obligations for a teacher where they convey knowledge to students. One of the teachings in this research is felt in the blank strategy because the strategy helps the students to overcome the problem of translation competence. The translation is a transfer of ideas from the source language to the target language and has the same meaning. Thus translation is also very important for students to learn through the teaching process carried out by lecturers to get more information and understand the text. This research is a qualitative method. Then the research instruments used questionnaires and interviews. The total respondents are 30 English department students at the Muhammadiyah University of North Maluku. Based on the result, most of the students are enjoyable and helpful in lecturing the teaching strategy. It proved that students learn translation because it is fun for them and makes it easier to interpret words and sentences. Students who learn translation can help them organize the meaning systematically and improve their knowledge, especially vocabulary, understanding the point of view of the text, and understanding the meaning of the text. It means that the implementation of the teaching strategy in translation class was accepted and improved on students' translation competence. While the data from the interview in this study also showed that students were very enjoyable in learning translation subjects so that they can improve their understanding of the meaning of a text, competence in translating a text, and improve their competence in understanding of English text.]]>
<![CDATA[Analysis Spoof Text Production Ability of Class XI High School Students with Problem-Based Learning (PBL) Approach ]]>
<![CDATA[Evi Safitri Yulandari]]>;
<![CDATA[Hendra Suryadi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4277
<![CDATA[There are 13 types of texts in English, but English teachers rarely teach spoof texts because most teachers are more focused on descriptive text, procedure text, etc. So, students' understanding of spoof texts was very low, even most students don’t know what the spoof text is, and they are not accustomed to producing texts. The Problem Based Learning approach was chosen to make it easier for teachers to help students produce texts. Therefore, this present study aims to analyze students’ abilities in producing spoof texts by using a problem-based learning approach. This research used qualitative descriptive and selected class XI students as a sample of this research. Data collection in this study used the following instruments: observation, interviews, and questionnaires to analyze the data in descriptive qualitative form. Based on the results, this study can conclude that the level of students’ ability to produce spoof texts after applying the Problem Based Learning Approach at the post-test is a complete category. It was proved that an average score of 73.9 and the highest score of 86. The percentage test of students' completeness was 78%, i.e., 14 of 22 students are included in the complete category. In comparison, 22% are not included in the complete category, meaning that students still need improvement.]]>
<![CDATA[The Effectiveness of Task-Based Language Teaching to Teach Speaking Skills ]]>
<![CDATA[Lume Lume Lume]]>;
<![CDATA[Muh. Hisbullah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4399
<![CDATA[This study aims to find out the effectiveness of task-based language teaching to enhance speaking skills. It applied a method to teach speaking skills in SMK NW Darul Abror Kuta in Central Lombok. The research objectives are to know whether tasks-based language teaching is effective in teaching students speaking skills at ten-grade SMK NW Darul Abror Kuta in the academic year of 2020/2021. The research was conducted in six meetings, the first meeting was given a pre-test and the second meeting until the fifth meeting for giving treatment with the descriptive text material, and six sessions to give a post-test. The researcher uses Quasi-Experimental Design. The population of the research was 127 students. The researcher used random cluster sampling to take the sample, and the samples of this research were eleventh-grade students of XI B as an experimental group that would be taught by using task-based language teaching and XI D as a control group would be taught by using the direct method. In experimental group consisted of 29 students, while the control group consisted of 30 students. The data was taken by test and analyzed by independent t-test. The mean score of students in the experimental group taught using Task-Based Language Teaching is 66.38. In the control group, the mean score of students taught using the direct method is 60.3. The results of t-test computation, to was 3.079 while tt with the degree of freedom 57 in the level of significance 0.05, therefore, towas higher than tt. It means the alternative hypothesis is accepted; Task-Based Language Teaching is Effective to teach speaking skills.]]>
<![CDATA[Investigating English Lecturers’ Strategies of Committing Online Written Corrective Feedback during Covid-19 Pandemic ]]>
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Edi Firman]]>;
<![CDATA[Terasne Terasne]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4471
<![CDATA[Written corrective feedback is essential in the teaching of writing skills to help prospective teacher enhance their writing performance. Lecturers try to apply strategies in committing written corrective feedback in fully online learning. In addition, written corrective feedback can improve learners’ metalinguistics, metacognition, teachers-learners interaction, and peer connection. Consequently, the present study will be aimed at investigating English lecturers’ common practices and strategies in committing online written corrective feedback during Covid-19 pandemic at higher education. This study is classified as a qualitative study which is a descriptive qualitative study. It is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. The data are elaborated in the form of words, phrases, sentences, and paragraphs. To attain the data, researchers use interview technique. There are five English lecturers involved in the current study. The data are analyzed by using qualitative processes which are data condensation, data display, and conclusion drawing or verification. The novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. Due to Covid-19 pandemic, the teaching-learning process is done in fully online learning.]]>
<![CDATA[Certainty and Subjectivity in English Education Research: A Cross Cultural Systemic Functional Analysis ]]>
<![CDATA[May Mahdi Alramadan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4548
<![CDATA[This study examines the use of epistemic modality (expressions that signal varying degrees of certainty and subjectivity) by writers of English education research. Epistemic modality is a crucial, yet intricate, rhetorical device through which writers qualify their claims and construct a stance towards their texts and readers. Disciplinary and cultural norms influence the rhetorical use of modality in academic texts. To understand the impact of these contextual factors, linguistic descriptions need to examine discourse produced in individual disciplines and even subdisciplines. Using an exploratory comparative approach, the present study analyzes education research that is produced by native-English-speaking and EFL Arab writers: (1) to describe the discipline-specific practices that are adopted by native writers to manipulate the degrees of certainty and subjectivity in their discourse; and (2) to explore how these practices vary cross-culturally. Sixty research papers are analyzed using the finely grained model of Systemic Functional Linguistics. The findings show a disciplinary preference whereby native writers avoided expressing hesitancy and doubt and preferred a moderately confident epistemic stance to create convincing arguments. These writers’ epistemic style was also objective and detached. The EFL texts, in contrast, were less dialogic and had higher levels of confidence, explicitness, and subjectivity. Although advanced in their linguistic and disciplinary proficiency, the non-native writers displayed some patterns that are generally characteristic of other Arab and non-Arab L2 writers/learners, indicating the vital role that culture and nativeness play in rhetorical strategy use. The paper ends by highlighting the need for explicit instruction of epistemic modality in Arab higher education institutions in order for non-native writers to produce academic texts that are persuasively effective from the perspective of the international academic community.]]>
<![CDATA[Encouraging Students to Do Collaborative Learning In ESP Courses to Strengthen Students’ Oral Communication Skills ]]>
<![CDATA[Lia Agustina]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4353
<![CDATA[Collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. It increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. At the same time, it enlarges students' knowledge and skills. One of the important skills is oral communication. Oral communication is an important skill to learn as it could express ideas and opinions. It uses to discuss knowledge and bridge the communication for ones who do not understand English. Therefore, this study aims to encourage students to do collaborative learning to strengthen their oral communication skills. The researcher used the action research method to see the improvement of the students’ communication skills. The subject was 32 students of the Accounting Department State Polytechnic of Malang. The study resulted that most students showed an improvement in all four language skills, but speaking skills had the greatest improvement.]]>
<![CDATA[Teaching Reading Comprehension by Using Some Methods in Senior High Schools ]]>
<![CDATA[Sopian Saori]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i1.4638
<![CDATA[The study aimed to figure out the methods used by English teachers in teaching reading comprehension and how they applied them. The main purpose of the study was to describe the methods used by english teachers and reveal the strength and weakness of the methods. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of senior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the method used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same methods such as, grammar-translation method, scaffolding, and mind mapping. The difference was in the step of the implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was the grammar-translation method since it helped students comprehend the text. There were several students who still found it hard to understand the materials of the lessons. Teachers were supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning process can run well and use better methods of teaching.]]>
