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JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol 11, No 3 (2023)" : 14 Documents clear
Towards the Development of a Multilingual Environment: A Case of a South African University Vimbai Mbirimi-Hungwe
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8361

Abstract

This paper presents an observational study conducted at one of the South African Universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. While the positive response to the Language Policy of Higher Education (LPHE) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. The primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of Setswana who are learning the language for communicative purposes. The findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. Consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. It advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. In conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. By incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners.
The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms Shalom Nokuthula Ndhlovana; Erasmos Charamba
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7904

Abstract

The 2015 TIMSS and 2021 PIRLS results show the underachievement of our learners in reading comprehension, mathematics and science. Analysts of both assessments suggest the low performance is caused, chiefly, by the misalignment between learners’ home languages and the language of instruction. Even though today’s classrooms have become more and more culturally and linguistically diverse resulting in the majority of learners entering the classroom with a home language different from the language of instruction, the teaching of such learners still follows a monolingual trajectory.  This has resulted in a drop- in the number of primary school learners exhibiting basic mathematics and scientific literacy in South Africa. Through semi-systemic review, the current study sought to explore the role language plays in concept comprehension among learners as well as examining the efficacy of translanguaging in mathematics and science classrooms. Eight studies were reviewed and results suggest that proficiency in the language of instruction plays a crucial role in comprehension of scientific and mathematical concepts. The study also shows the efficacy of translanguaging in enhancing the academic performance of learners and recommends the use of translanguaging within multilingual contexts.
Vocabulary Learning Strategies Vis-a- Vis Vocabulary Teaching Strategies Abrar Kedir Mohammed
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7656

Abstract

Learning a foreign language entails a learner to develop special effort or ways of learning to acquire the target language effectively. This can be achieved through using appropriate learning strategies. Thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. Mixed methods design was used to collect quantitative and qualitative data. Data were collected through questionnaire, interview and classroom observations. Separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. The results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. It also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. As a result, vocabulary teaching and learning methods have not received much attention from teachers and students.  Thus, teachers should be given refreshment trainings on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. Besides, it is suggested students’ training on how to use the strategies and promote the sense of autonomous learning..  
The Correlation Between Students’ Learning Anxiety and Speaking Skills in Lower Secondary School Dessy Mutiara Syahbani; Tri Wintolo Apoko
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8162

Abstract

Speaking skill, which involves the ability to communicate orally, demands self-confidence and composure when interacting with others. Furthermore, speaking in the English language poses a significant challenge for many students, often inducing nerves and anxiety. The purpose of this research was to examine the correlation between students' learning anxiety and their speaking skills at the lower secondary school level. To investigate this relationship, a quantitative research approach with a correlation design was adopted. The data collection involved the administration of a questionnaire (FLCAS) to assess students' learning anxiety and an English-speaking test to evaluate their speaking skills. The questionnaire used in this study was adapted from the work of Horwitz et al. (1986) to measure students' learning anxiety. The collected data were analyzed using the SPSS Program version 25. The target population for this English-speaking of all second-grade students, totaling 102 individuals. Through simple random sampling, 41 students were selected as respondents. The analysis of the data yielded results indicating the acceptance of the alternative hypothesis (Hi) and the rejection of the null hypothesis (H0) (0.046 < 0.05). Thus, the findings suggest a significant correlation between students' learning anxiety and their speaking skills. In summary, the research findings support the existence of a relationship between students' learning anxiety and their proficiency in speaking skills. The study contributes to the understanding of the challenges faced by students in developing their speaking abilities, particularly in the context of English language learning.
Classtime.Com as an Ai-Based Testing Platform: Analysing ESP Students’ Performances and Feedback Fitria Ningsih
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8286

Abstract

The use of Artificial Intelligence (AI) technology in education has grown in popularity, especially in online assessments. This research evaluates the effectiveness of an AI-based online testing platform, Classtime.com, in teaching tenses in English for Specific Purposes (ESP). The study uses a mixed-methods approach, collecting data from 246 Economic Sharia Law students who took the midterm exam during the 2022-2023 school year. The results show that the average score on the exam was 88.21, indicating a high overall performance. Females scored higher and more consistently than males. The study suggests that Classtime.com's AI-based testing is an effective tool for teaching tenses in ESP assessment, providing immediate feedback and personalized learning experiences. However, the study's focus on one language subject limits its generalizability to other subjects. Nevertheless, the use of AI-based online testing in ESP assessment can improve language learning outcomes and contribute to effective teaching practices. Future research should explore the use of AI-based online testing platforms in other language subjects, investigate factors influencing student performance, and examine long-term effects on language learning outcomes and attitudes toward language education and assessment.
Students’ Perceptions Towards the Use of Podcasts in EFL Classroom: A Case Study at a University of Uzbekistan Rimajon Sotlikova; Haerazi Haerazi
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8172

Abstract

Integration of Information and Communication Technology (ICT) has emerged as a significant factor in the realm of language education, yielding notable impacts. To shed light on this phenomenon, a case study was conducted to delve into the perceptions of students and attitudes of teachers regarding the utilization of podcasts in the teaching-learning process. The research problem addressed in this study aimed to explore students' perceptions toward the incorporation of podcasts in the English as a Foreign Language (EFL) classroom, as well as their understanding of the limitations and impact of podcasts on their language skill development. The study recruited 40 students and 2 teachers from the National University of Uzbekistan as participants. Data collection involved the distribution of questionnaires to students and conducting interviews with teachers. The questionnaires comprised 17 statements to gauge the participants' viewpoints. The findings revealed that a majority of respondents expressed their fondness for podcasts (80.2%), strongly agreeing that the use of podcasts is enjoyable (69.9%). Moreover, the researcher observed positive attitudes from both students and teachers toward the integration of podcasts in the EFL classroom. Students believed that podcasts had the potential to enhance their listening and speaking skills. Teachers, on the other hand, perceived podcasts as an effective tool for fostering students' collaborative and cooperative work skills, as well as their creative thinking strategies. However, challenges associated with the effective utilization of podcasts in the classroom also surfaced, prompting further exploration into optimal implementation strategies.
Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms Dwi Budidarma Sutrisno
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8265

Abstract

This paper reviews the past decade of studies related to translanguaging practices on EFL learning context in Indonesia. This topic has crucially been discussed among scholars in educational settings due to the influence of multilingualism possessed by Indonesian EFL learners. The studies from 2010s-2020s are selected and critically reviewed by focusing on students‘ and teachers‘ perception of translanguaging practices used in EFL classrooms. The discussion covers meaningful insights from various education levels in Indonesia since the country is known as one of the most linguistically diverse communities. The analysis of the review shows how translanguaging contributes to helping the learning activities to be more comprehensive as well as develop students’ multilingual and linguistics competencies. Furthermore, it also lays out the use of code-mixing and code-switching are considered fundamental to balance the incorporation of three languages used while providing learning instructions and strategies. Finally, the pedagogical implication of translanguaging in a multilingual context is discussed. This paper hopes to encourage teachers to gain a deeper understanding of the language policies in the classroom and accommodate language development.
The Specialization and Semantics Interpretation of Teacher Talk of Civil Engineering English MOOC In China: The Legitimation Code Theory Perspective Fengju Dai; Liu Chengyu
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.7974

Abstract

With the economic development of China, the need for Civil Engineering talents with English language skills is continuously increasing. To meet this need, Civil Engineering English teaching plays a significant role. This paper takes the Civil Engineering English MOOC provided by a university located in eastern China, as an example, and takes two dimensions of the Legitimation Code Theory, specialization and semantics to investigate the following research questions: (RQ1) What are the textual semantic features, specialization and semantics characteristics of the selected Civil Engineering textbook? (RQ2) What “unpacking” strategies does the teacher adopt in the teaching process and what are the textual semantic features, specialization, and semantics characteristics of teacher talk in the MOOC? (RQ3) From the perspective of specialization and semantics dimensions, are there any deficiencies in this MOOC? The purpose is to analyze the “unpacking” strategies in teacher talk and the possible problems in the teaching process. The content analysis method is employed, and the data include two aspects: one is the textbook the MOOC adopted; the other is the teacher talk. Through the analysis, we draw the following conclusions: the teaching material shows the characteristics of high lexical difficulty and high semantic density; in the teaching process, the teacher, who works as an “intermediary”, mainly adopts “unpacking” strategies such as transforming knowledge code into knower code, improving learners’ knowledge code, and reducing semantic density. However, some defects such as the lack of knower code in teaching content, semantic wave fracture, and the weak comprehensibility of the input content make it difficult to achieve the teaching goal of mastering the elite code. Given these defects, this paper tentatively puts forward some suggestions based on the adopted theory.
Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students Amrina Rosyada-AS; Tri Wintolo Apoko
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8404

Abstract

Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.
Cognitive and Social Strategies to Deal With Anxiety in Speaking: Typical Strategies and Application Bayu Afkar Milanrianto; Dira Permana; Sri Ariani
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8441

Abstract

This study aimed to reveal students’ strategies to deal with anxiety in performing speaking at Nurul Hakim Islamic Boarding School. The study was qualitative with case study design. The subjects of this study were eleventh grade students which were chosen through purposive sampling technique. The techniques of data collection were semi-structured interview and documentation. The data were analyzed through data reduction, data display and data verification and conclusion. Methodological triangulation technique was used to provide valid data. The result of this study showed there were five strategies used by eleventh grade students at Nurul Hakim Islamic Boarding school to deal with anxiety: Rehearsal, Preparation, Cooperation, Self-talk and Relaxation. From the five strategies, Rehearsal is the dominant strategies used by students to deal with speaking anxiety. Except Preparation and Relaxation, the other strategies were claimed effective to reduce anxiety. The five strategies were classified into two classifications: Cognitive strategy and Social strategy. Cognitive strategy involves Rehearsal and Preparation, while Social strategy involves Cooperation, Self-talk, and Relaxation. In this study, there were no strategies that represent the Metacognitive strategy.

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