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[Cultural Sense Analysis of Reading Text for the Seventh Grade in the Junior High School English Textbook: “English for Nusantara” ]]>
<![CDATA[Zakia Ramadhani]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11380
<![CDATA[Cultural sense in English textbooks is essential for fostering cultural sensitivity, developing cross-cultural communication skills, promoting cultural competence, encouraging critical thinking, and enhancing cultural literacy, This research aims to investigate the cultural sense represented in the textbook entitled "English for Nusantara." This research used descriptive qualitative research. The data was analyzed from the content of reading text in a textbook for grade VII junior high school using the Merdeka Belajar curriculum. The research instruments used documentation. The ways to collect the data was cultural sense analysis guidelines. The researcher analyzed the data by reading over all the reading texts in the textbook and continued to analyze more specifically. Second, the researcher was given the codes for each cultural piece of content. Third, the researcher analyzed the text, sentence, or word into cultural content in the text based on theory, and the percentage of the cultural content result was calculated using the percentage formula. The study found 15% of the aesthetic sense, 21% of the sociological sense, 31% of the semantic sense, and 33% of the pragmatic sense. The results show that the highest percentage is the presence of pragmatic sense, while the least is aesthetic sense. The results also show that although the four senses are present, the frequency among the four senses is not balanced. This implies the purpose and emphasis of textbooks in foreign language learning; textbooks emphasize language use more than grammar and structure skills.]]>
<![CDATA[Social Actor Representation in Joe Biden’s Speech about the End of Afghan War (A Critical Discourse Analysis) ]]>
<![CDATA[Astri Dwi Floranti]]>;
<![CDATA[Wawan Gunawan]]>;
<![CDATA[Yasir Mubarok]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11013
<![CDATA[On August 31, 2021, Joe Biden announced officially the drawdown of the United States military forces from Afghanistan war indicating the end of the longest war in American history for 20 years. This study posits that Biden's speech serves as a means of political engagement not only as the announcement of a decision but also as the cultivation of a shared perspective and consciousness on the role and position of the United States and its allies in the Afghanistan war. This study aims at examining the representation of social actors in his speech using van Leeuwen's approach of critical discourse analysis (van Leeuwen, 2008). This study investigates the ways how the social actors are depicted in the speech and uncovers the underlying ideology behind their portrayal. According to the result, the dominance of inclusion strategies (84.1%) indicates various ways of portrayal the social actors either. The recontextualization of the Afghanistan war in the speech is constructed significantly by beliefs and attitudes of social actors within US sides. The speech expresses the role of the current president, US forces and government aiming at the shape of public opinion positively for the future of Americans and the latest national interest of United States Furthermore, this speech emphasizes the American foreign policy during Biden's administration about the multilateralism. Its implementation is proposing the diplomacy, specifically using non-military means to protect the human rights and build strong international collaboration. Biden's decision to end the Afghan war is a deliberate attempt to promote peace and stability in the United States by focusing on its future rather than dwelling on the past.]]>
<![CDATA[Developing a Course Materials Sprachbeherrschung Based on Outcome Based Education ]]>
<![CDATA[Surya Masniari Hutagalung]]>;
<![CDATA[Balazs Huszka]]>;
<![CDATA[Tanti Kurnia Sari]]>;
<![CDATA[Suci Pujiastuti Pujiastuti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.10055
<![CDATA[Sprachbeherrschung is a study subject in the German Language education department in the faculty of language and art, Universitas Negeri Medan, which teaches four language skills completed by cross culture and social behavior. Therefore, the present study aims to develop teaching material for the subject of Sparachbeherrschung based on outcome. This development research is a qualitative descriptive study. The teaching material was develop based on semester teaching plan arranged in accordance with outcome-based learning principle. The development model used was Thiagarajan model consisted of four steps, i.e. defining, designing, developing, and disseminating. The presented report only consisted three out of four steps, in which disseminating was excluded. Defining step is the step of formulating the idea through need analysis. The designing step is the step of mapping the graduate learning outcome to the subject learning outcome which is associated to the result of need analysis. The developing step was carried out through the activity of material development and expert validation. The experts were three individuals with expertise in material development. the instrument used was validated. Instrument used was in form of questionnaire refers to likert scale. The result of expert validation indicate that the teaching material was suitable for use, with an average score of 90,0. ]]>
<![CDATA[Code Switching in Cooking Show Programs on Youtube ]]>
<![CDATA[Yeni Suprihatin]]>;
<![CDATA[Widhiya Ninsiana]]>;
<![CDATA[Linda Septiyana]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11307
<![CDATA[This study was inspired by code-switching used by Farah Quinn, an influencer known for her cooking skills and unique communication style, including the use of a variety of languages in her YouTube contents. This is a descriptive qualitative study which technically collected the data through observation, and documentation. The data were then classified to further identify code switching types in Farah Quinn’s in YouTube. The results revealed that three types of code switching, intra-sentential code-switching, inter-sentential code-switching and tag switching were found Farah Quinn's YouTube videos. The speaker’s language use contains the most forms of code switching as referred to Hoffman's theory such as intra-sentential code switching appeared as many as 121 use with 73%, inter-sentential found 36 times with 22%, and the last most frequently appeared was tag switching found 9 times with 5%. Based on the functions. there were 148 quotations appear with 89%, 13 interjections with 8%, and 5 message qualification with 3%. The use of quotations was the first major style of code-switching used purposefully by Farah Quinn to satisfy her linguistic demands or preferences to the audience, making the discourse more inclusive and approachable. Interjections allow Farah Quinn to communicate her emotions or reactions, providing richness and dimension to the speech during the program.]]>
<![CDATA[Exploring Collaborative Approaches in Literature Education: Fostering Creative Expression and Student Engagement through Adaptation of “An Inspector Calls” ]]>
<![CDATA[Evelyn Jayapalan]]>;
<![CDATA[Daviena Theventhiran]]>;
<![CDATA[Sadhana Shreevaani]]>;
<![CDATA[Joycelyn Selvraju]]>;
<![CDATA[Iveena Sharveeni Seigar]]>;
<![CDATA[Anjali Velautham]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11452
<![CDATA[Encouraging undergraduate students to engage in literary interpretation fosters creative thinking and enables them to perceive contexts in diverse and meaningful ways. Collaborative efforts among students to develop a unified interpretation of a new plot derived from the original storyline can liberate them from rigid thought patterns, allowing for greater expression of creativity in literary appreciation. This qualitative study aims to explore the undergraduates’ creativity and ability through conceptualization and dramatization by demonstrating their appreciation with practical application.This research is a descriptive research employing a qualitative approach. The study involves 14 TESL undergraduates from a Malaysian higher education institution, second and third-year students created a new interpretation of a plot for Part 2 of 'An Inspector Calls,' drawing inspiration from the Freytag Pyramid. This study utilizes content analysis of the new plot structure and an observation checklist for documenting the staging process.. The findings of the study reveal the TESL undergraduates' proficiency in appreciating the essence of "An Inspector Calls" through the successful creation of a compelling plot. Additionally, they demonstrate a comprehensive grasp of literary elements by effectively staging the envisioned plot. The study concludes that TESL undergraduates possess the capability to showcase their literary interpretation and creative expression with practical application, as evidenced by their creation and staging of ACP2." This study implies the importance of incorporating creative activities into the teaching of literature, as it enhances students' creativity and interpretation of literary works. Educators can leverage projects like this to foster students' creativity and practical application in literary interpretation.]]>
<![CDATA[Enhancing Learners' Character Development: Insights from Utilizing Learning Materials and Teaching-Learning Activities in TEFLIN ]]>
<![CDATA[Sukarno Sukarno]]>;
<![CDATA[Maria Vineki Riyadini]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11191
<![CDATA[The pedagogy of Teaching English as a Foreign Language in Indonesia (TEFLIN) underscores the significance of substantive content in language instruction. This paper elucidates the pivotal role of integrating culturally relevant materials into English teaching-learning curricula to effectively develop students’ linguistic competence and linguistic performance. Drawing upon the symbiotic relationship between language and culture, the discourse explores how native speakers' cultural nuances in instructional materials catalyze students' linguistic competence and character development. Central to this approach is the recognition that language acquisition encompasses understanding the cultural underpinnings inherent in communication. This study delves into the pedagogical framework wherein the exploration and elucidation of linguistic features within input texts serve as conduits for delving into students' indigenous wisdom, thereby fostering character-building opportunities. However, successfully integrating these materials for character development hinges upon educators' adeptness in devising contextually relevant teaching-learning activities. Emphasizing the intrinsic moral values interwoven within instructional materials, this paper delineates a structured approach to character development through TEFLIN. Based on experiential insights, this article delineates a procedural framework for leveraging learning materials and teaching-learning activities within TEFLIN to nurture character traits. The outlined phases encompass pre-teaching rituals to set a conducive learning environment, interactive pedagogical approaches during instruction, and reflective post-teaching assessments. Educators are empowered to cultivate a culture of ethical consciousness and character refinement among students by accentuating the integration of moral values throughout the instructional process.]]>
<![CDATA[Perceptions of Online Teacher Feedback Via Screencast among Indonesian Studentsin Online Writing Classes ]]>
<![CDATA[Ratih Novita Sari]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11418
<![CDATA[There have been several studies interested in combining Internet Computer Technology (ICT) in writing because it improves the writing performance of L2 students in a widespread link to instruction. However, an earlier study has concentrated on the specific writing technologies employed. Few research has examined students' impressions of Screencast's use as an online video-audio tool for delivering feedback. This study adds to the corpus of knowledge about Indonesian students' perspectives on feedback. Participation, revision incorporation, feedback performance, and student preferences are the four feedback components examined in this research. The acquisition of primary data used varied methods. Online perception surveys were sent to Indonesian second-year college students. Personal and quasi interviews were also employed to improve data and learn what may drive students to perceive more. To analyse the interview data, a descriptive analysis was performed. Students reported a high level of pleasure while using video feedback with a particular technology, Screencast, in an online writing course. The interview data provide support. The students believed that video feedback allows them to strengthen their writing skills more effectively than textual feedback provided by the teacher. In this study, the implications for language teaching and learning practice are examined further.]]>
<![CDATA[Investigating Prospective Teachers’ Competences in Understanding Religious Dimensions in Poetry ‘Perang Pecah Lagi Di Gaza’ ]]>
<![CDATA[Angela Suryani Putri]]>;
<![CDATA[Roziah Roziah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11309
<![CDATA[Religiosity refers to the extent of insight and knowledge one has about their religion, the strength of their belief in carrying out worship and following rules, and the depth of their absorption in their faith. Religiosity can be classified into several dimensions. According to Stark and Glock, these dimensions are divided into five categories: Religious Belief (The Ideological Dimension), Religious Practice (The Ritualistic Dimension), Religious Feeling (The Experiential Dimension), Religious Knowledge (The Intellectual Dimension), and Religious Effect (The Consequential Dimension). This research was conducted to provide an overview of religiosity as depicted in a literary work, a subject that has previously been rarely explored. The approach used in this study is a descriptive qualitative approach. Data collection was carried out using two techniques: the reading and note-taking technique and a questionnaire. The total number of religiosity dimensions analyzed in this study is 30, drawn from 15 poetry titles. The data reveal that the percentage distribution of religiosity dimensions is as follows: 53% for the belief dimension, 33% for the worship dimension, 10% for the knowledge dimension, 3% for the practice dimension, and 0% for the appreciation dimension. The findings of this study conclude that the belief dimension is the most dominant dimension in the poetry collection ‘Perang Pecah Lagi di Gaza’. Additionally, the study highlights the students' low understanding of exploration activities related to religiosity and its various dimensions.]]>
<![CDATA[Pre-Service Teachers Perception and Strategies in Teaching English as a Lingua Franca in Indonesia ]]>
<![CDATA[Ihsan Alfa Cahyadi]]>;
<![CDATA[Ulil Fitriyah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11276
<![CDATA[English is evolving into a lingua franca, reflecting its capabilities in global communication. Educators are challenged to prepare students for this linguistic landscape. The ELF teaching component facilitates effective cross-cultural communication, which is essential in today's interconnected world. This study aims to explore the implementation and pre-service teachers' perceptions of English as a Lingua Franca (ELF) and provide insights for Indonesian teacher preparation programs and curriculum development. The research design used mixed methods, with questionnaires and interviews as research instruments, and involved 64 pre-service English teachers in Indonesia. Convenience sampling was used to collect quantitative data. Google Form responses from the participants were taken for data analysis and tabulation. Descriptive statistics were conducted on the data using the Statistical Package for the Social Sciences (SPSS v. 20). The results show the importance of improving pre-service teachers' understanding and implementation of ELF teaching practices in Indonesia. They need assistance in implementing ELF-based teaching approaches. Recommendations are given to incorporate ELF more effectively into the curriculum and teacher training to support the development of their teaching skills. Therefore, ELF teaching not only influences English language teaching but also plays an essential role in preparing students to communicate in a multilingual global context. Through better understanding and implementation of ELF teaching practices, teachers can help students develop critical cross-cultural communication skills.]]>
<![CDATA[Exploring the Teaching Assistance Program Implementation and Value Conversion of Language and Social Science Education Students ]]>
<![CDATA[Sulami Sibua]]>;
<![CDATA[Darlisa Muhammad]]>;
<![CDATA[Hasnur Ruslan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11385
<![CDATA[The teaching assistance activities in teacher education colleges are intended to train students early on to understand the real learning process in schools. They are guided by teachers in schools to experience and observe all teacher activities in the school. Therefore, the research aims to describe the conditions of the implementation of teaching assistance for students majoring in Language Education and Social Science Education at educational units in the city of Ternate. The research issues are focused on problems in the implementation of teaching assistance activities and the compatibility of program application with credit hours conversion and the grades programmed by students. The method used is a case study with data collection techniques including observation, interviews, questionnaires, and documentation conducted at the educational units where teaching assistance is implemented in Ternate, as well as the Coordinator of the Indonesian Language, English Language Education, and IPS Education programs for the 2022-2023 academic year. In addition to the faculty team, students majoring in Indonesian Language Education are involved in this research. The research results show that: first, teaching assistance is very important to be carried out so that students can directly master various teaching skills and the programmed courses, as there is thorough preparation by students, mentor teachers, and supervising faculty. Second, the conversion of grades from student programs shows a similarity in the assessment process according to the guidelines and detailed assessment rubrics in line with the learning outcomes of the courses programmed by students. Third, due to strict control, every implementation of the teaching assistance program is carried out well, and program participants are enthusiastic about participating in teaching assistance for the completion of their studies with maximum quality.]]>
