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[Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Moh. Arsyad Arrafii]]>;
<![CDATA[Imansyah Imansyah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7481
<![CDATA[Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.]]>
<![CDATA[Teachers' Perception of The Implementation of Pilot Teacher Training on EMI ]]>
<![CDATA[Yuni Hariyanti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7009
<![CDATA[As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first implementation of the training. The result of this research is beneficial for both the teachers and the institution because the teachers' perception will affect the success of the training itself for both sides. Fifteen non-English teachers of Al Hasra foundation joined the teacher training. The data of this research were taken from the questionnaires and the classroom observation. The results of the questionnaires were analyzed to get the percentage while the classroom observation was analyzed to enrich the findings. The result showed that teachers of Al-Hasra Foundation performed a positive perception towards the pilot teacher training on EMI by demonstrating that the training has improved their knowledge of the use of English in a classroom context, and it has increased their motivation and self-confidence in conducting the teaching activity in English.]]>
<![CDATA[The Use of Euphemisms in the Book of “The Alchemist” by Paulo Coelho ]]>
<![CDATA[Smirna Br Tarigan]]>;
<![CDATA[Marlin Steffi Marpaung]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7560
<![CDATA[Euphemisms are a linguistic phenomenon whereby milder or courteous words are substituted for blunt or unpleasant expressions. This study focuses on the use of euphemisms and related expressions in Paulo Coelho's book, "The Alchemist." Specifically, the research aims to identify the various euphemistic devices employed, ascertain the prevalence of such devices, and explicate their significance within the context of the novel. A descriptive qualitative research design was employed, which involved an in-depth and detailed exploration and analysis of the phenomena under investigation. To obtain the necessary data, a comprehensive review of relevant literature and library resources was conducted. The results revealed that Paulo Coelho's "The Alchemist" contains several euphemisms that serve to enhance the overall tone and mood of the narrative. The study further identified four distinct types of euphemisms in the novel, namely euphemisms used to soften descriptions of physical attributes, mental states, skills, etc., euphemisms used to make disagreeable situations more palatable, euphemisms used in business contexts, and euphemisms used in other contexts. Of these categories, the most common type, accounting for 44.5% of all instances, was found to be euphemisms used to make something sound more pleasant.]]>
<![CDATA[Instructional Design to Promote Translingual Practices in an English First Additional Language Context ]]>
<![CDATA[Kufakunesu Zano]]>;
<![CDATA[Vimbai Mbirimi-Hungwe]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7331
<![CDATA[Languages are not set, autonomous, bounded entities whose nature cannot be disrupted; they are flexible entities that can be reformed, re-arranged and recreated to fit into new contexts of communication. This study was driven by the need to explore the instructional design used to promote translingual practices in an English first additional language context in the Further Education and Training phase. For this qualitative study, eight (8) English first additional language teachers in the Further Education and Training phase were used as respondents. These teachers were stationed at four (4) high schools in one district of South Africa, meaning two (2) teachers per school were selected. The researchers used telephone interviews to collect data. The results revealed that translanguaging can be used in conjunction with collaborative activities like co-teaching, peer tutoring and group work in the English first additional language classroom. Besides, all learners have prior knowledge gained from schooling and life experiences and English first additional language teachers can build on those experiences. Also, based on the findings, it is indispensable to take advantage of modern technological facilities like WhatsApp in aiding the task of teaching English first additional language.]]>
<![CDATA[Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era ]]>
<![CDATA[Hilda Fauziyah]]>;
<![CDATA[Agus Gozali]]>;
<![CDATA[Putu Dian Danayanti Degeng]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7497
<![CDATA[When learning English, speaking is one of the English skills which is important to learn. Learning to speak will make students able to communicate with others and know what happens in the world. In fact, learning to speak is more challenging than learning other skills in English. In order to speak effectively, students need to practice their speaking regularly. However, the appearance of Covid-19 limits students to practice their speaking face-to-face. After teachers and students adapt to online learning for 2 years, suddenly learning process back to offline learning with certain regulations. Due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding EFL students’ speaking performance in the pandemic context and the factors affecting it. Using semi-structured interviews as the instrument, an English teacher who teaches English pre, during, and post-pandemic in SMA Widya Gama Malang has been interviewed in this research. The results of this study revealed that reading material has an impact on students’ speaking performance, the difference in students’ self-confidence during and after the pandemic, students’ willingness to speak during and after the pandemic from the teacher’s perspective, ICT is the best multimedia factor for improving speaking performance, and there is no fixed teaching methodology for teaching speaking.]]>
<![CDATA[Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class ]]>
<![CDATA[Alvin Ibe Santos]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7019
<![CDATA[Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.]]>
<![CDATA[Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho ]]>
<![CDATA[Ntsoaki Teresa Mokala]]>;
<![CDATA[Lihotetso Gloria Matee]]>;
<![CDATA[Soyiso Godsave Khetoa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7368
<![CDATA[The current study reports on ways in which Lilaphalapha page on Facebook used language to provide awareness on Corona virus pandemic. Corona Virus affected the whole universe in different ways. Like the rest of the world, to curb the spread of the virus, Lesotho declared a state of emergency and the government put different health protocols in place. To prevent the widespread of COVID-19, a wealth of knowledge was provided in Indo-European languages in many countries. Speakers of African languages such as Sesotho, a national language of Lesotho, had to be innovative and employ region specific methodologies to spread awareness about COVID-19 pandemic. In this qualitative research, data was collected from eight purposely selected episodes posted on Lilaphalapha page on Facebook in April 2020. The videos were analysed through inductive thematic analysis approach. The paper analysed how the use of proverbs and figurative language has helped in preserving Sesotho as a language and filled the gap in preventing language dearth particularly in the advent of COVID-19 pandemic. The findings indicated figurative language, humour and proverbs were used in spreading COVID-19 awareness to Basotho. ]]>
<![CDATA[Students' Perception on the Use of Youtube Song Lyrics for Learning English ]]>
<![CDATA[Feti Yuhariah]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.6785
<![CDATA[The objective of this research was to identify the Student’s perception to use youtube song for learning English at SMA 7 Kota Bengkulu. This study use quantitative method. The subject of this research was consisted of 28 students ten grade X IPA 8. In this research, the researcher used questioner to know the students perception to use youtube song for learning English. The result of this research, The result, 83% students gave positive respond in every activity conducted in the classroom because the song make the class become more conducive, fun, and meaningful, so it influenced their ability in listening improved well. Not only that, they also mastered the component of language in English, such as grammar, vocabulary, and pronunciation. The findings of the, learning English using YouTube while listening to English songs videos is more effective. The study demonstrated the value of YouTube songs as a learning tool for English.]]>
<![CDATA[Digital Storytelling as an Alternative Teaching Technique to Develop Vocabulary Knowledge of EFL Learners ]]>
<![CDATA[Desty Laura Br Sembiring]]>;
<![CDATA[Debora Chaterin Simajuntak]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7523
<![CDATA[Developing vocabulary is crucial because it allows a student to be proficient in four areas (listening, speaking, reading, and writing). Students will not significantly improve their English language abilities if they lack the necessary vocabulary. The purpose of this study is to determine whether digital storytelling (DST) can replace traditional classroom instruction as a means of enhancing vocabulary knowledge. The study was carried out by utilizing a comparative research design. The participants aged from 13 to 14 years old and took grades 7 A and B of SMP N 3 Parongpong Junior High School. Pre-test, treatments, and post-tests were used to gather study data. From the results of the pre-test, it can be seen the participants' initial abilities were in a bad category with a score of less than 69. According to the initial results, this study aimed to show that the research had a significant impact on students' post-test performance as compared to their pre-test performance. The study's findings indicated that using digital storytelling helps learners in the experimental class grow their vocabulary knowledge and establish it. Throughout the treatment, learners who were taught using DST outperformed those who were not taught using DST. Furthermore, it was observed that the group with DST had a positive opinion on the utilization of digital storytelling in the classroom. The results also show how well digital storytelling involves students in the learning process.]]>
<![CDATA[A Systematic Literature Review of the Feasibility of a Translanguaging Pedagogy in the Foundation Phase ]]>
<![CDATA[Ameera Carrim]]>;
<![CDATA[Sibhekinkosi Anna Nkomo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i2.7158
<![CDATA[Many South African educational contexts, including the Foundation Phase are linguistically diverse. However, this diversity is not mostly catered for as evidenced by the prevalent monoglossic ideologies. This has resulted in low literacy levels in South Africa, which indicate a poor literacy foundation and limit learners’ ability to learn effectively and excel academically. Over the past decade, a number of literacy intervention programmes have been implemented at national and provincial level, but the impact has been minimal. There is need to explore and adopt other approaches to literacy development such as the translanguaging pedagogy which has been reported to be successful in other phases of education. However, there has not yet been studies that report on translanguaging undertaken at Foundation Phase in South Africa. Thus, this study explored the feasibility of a translanguaging pedagogy in the Foundation Phase to develop literacy for multilingual English first additional language learners. Through a systematic review, translanguaging studies conducted between the years 2015-2022 in South Africa and internationally were reviewed and analysed using a thematic analysis approach. Finding from this study reveal that learners’ home language should be considered as a resource for attaining deeper levels of meaning. By adopting a translanguaging approach, teachers can enhance multilingual learners’ literacy skills through strategies such as home-languaging, translation, juxtaposing languages and the flexible and dynamic use of the multimodal semiotic repertoire. However, future research is recommended to investigate the application of this pedagogy in the Foundation Phase classrooms in South Africa.]]>
