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[Artificial Intelligence to Master English Listening Skills for Non-English Major Students ]]>
<![CDATA[Irfan Suryana]]>;
<![CDATA[Asrianto Asrianto]]>;
<![CDATA[Didik Murwantono]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2221
<![CDATA[Technology plays an important role in people’s day-to-day life and various aspects of life including education also use technology. Artificial Intelligence is regarded as an example of the advancement of technology. The purpose of this study is to investigate students’ perceptions of using Artificial Intelligence mobile applications to improve English listening skills. It was under phenomenological qualitative research characterized by an interdisciplinary approach, mainly education and technology. The online interview was used to gain information from students’ on the specific theme of artificial intelligence mobile applications in improving English listening skills. The survey consists of seven questions which become category such as 1. The Knowledge of Artificial Intelligence; 2. The Knowledge of Tune In, Joox Music, VOA Learning English Listening every day, and Netflix; 3. The Use of the Applications; 4. The Reason to Use the Applications; 5. The Use of Applications in Improving English listening Skills; 6. The Influence of the Applications toward The Users; 7. The Most Effective and Efficient Applications to Improve English Listening Skills. This survey was conducted at the Faculty of Psychology in Universitas Sarjanawiyata took part in this study. Participants were three females and two males. The results showed that the most effective and efficient Artificial Intelligence mobile application to improve English listening skills is Netflix.]]>
<![CDATA[Identifying Reading Comprehension Questions of National Examination for Senior High School Students ]]>
<![CDATA[Nurul Hayati Daeli]]>;
<![CDATA[Yenni Julia Ningsih Hutapea]]>;
<![CDATA[Fitri Dian Ningsih Gea]]>;
<![CDATA[Indah Lestari]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2239
<![CDATA[Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading comprehension. The aim of the researcher is to identify the types of question reading comprehension of the national examination of the textbook. The form of this research is descriptive by analyzing the reading question in the Sonar Eksplorasi USBN/UNBK’s book 2019. Indicators data are grouped based on qualitative. To maintain the results of research carried out to collect data using descriptive qualitative. Then the data can be seen means out of reading comprehension questions into five types, namely question of literal comprehension, a question involving reorganization or reinterpretation, the question of inference, the question of evaluation and question of personal responses. The question of literal comprehension gets 5 data (5,05%). The next types are the question involving reorganization or reinterpretation it gets 6 data (6, 06%). The question of inference gets 5 data (5,05%). The question of evaluation gets 4 data (4, 04%). The last type is the question of personal responses which gets 10 (10, 10%). Data obtained through book evaluation text by looking at the form and level of questions. Based on this result, it can be concluded that the dominant type of used test is multiple-choice items in testing the reading comprehension.]]>
<![CDATA[Exploring the Teaching and Learning Belief of an Indonesian English Teacher ]]>
<![CDATA[Marham Jupri Hadi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2222
<![CDATA[The present study investigated an English teacher’s belief regarding the best strategies to learn and teach English. A case study was employed as it explored a case (an English teacher) in depth. In-depth interviews were carried to gain deep understanding about the participant’s belief. This study reveals that he has been learning English for roughly ten years and his motivation changed from being forced to learn English (external) to having internal motivation. He believed that quality teacher affects his motivation to learn English. Concerning his personal theory about best way to learn English, he argues that there is no any best way to learn English. Instead, he believes that there are other effective approaches fitting different learning purposes. For him, the key feature to learn and teach English in his context is exposure to the language. He also believes that doing some changes like how he evaluates the learner’s skill can reduce the students’ negative feeling. He admits that these preferences as the reflection of this previous learning experiences form all his experiences in learning.]]>
<![CDATA[Examining Think Talk Write (TTW) Strategy in Students’ Vocabulary Mastery ]]>
<![CDATA[Siti Syafiatul Qomariyah]]>;
<![CDATA[Bq Zuhrotun Nafisah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2240
<![CDATA[This research aimed at finding out the effect of Think-Talk-Write (TTW) in students’ vocabulary mastery. This research was conducted in the first-grade students of Junior High School 5 Praya in the academic year 2019/2020. This research used an experimental design in which it employed two groups pre-test and post-test. The experimental group was treated by using TTW, while the control group was treated by using Acrostic strategy. The two classes were chosen as the samples in this research which consist of 46 students. In analyzing the data, researchers applied statistical analysis. The result of the research showed that there was a significant effect of Think-Talk-Write (TTW) in students’ vocabulary mastery. The finding shows that the t-test value was higher than the t-table (8.693>1.680). Therefore, it comes to the conclusion that the hypothesis set is accepted (Ha).]]>
<![CDATA[Designing Strategies for University Students’ Writing Skill ]]>
<![CDATA[Ismiati Ismiati]]>;
<![CDATA[Erlin Pebriantika]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2210
<![CDATA[In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subjects were students who are active studying English as their major specialization and lecturers who have been teaching English writing course in academic year 2018/2019.The result shows that the previous strategies give little significant impact toward the students’ writing skill progress. For the reasons, new strategies were designed and recommended to be continuously implemented for teaching and learning writing courses and involved in curriculum at English Study Program, Cordova University. Those strategies are (1) Collaborative Writing Strategy. (2) Combining Diary and Guided Writing Strategy. (3) Additional credit hours for writing course classes (4). Graded writing course classes need to be continuously taught by the same lecturer]]>
<![CDATA[Gallery Walk+Peer Talk in Language Testing and Assessment: Students’ Perspectives ]]>
<![CDATA[Sri Sarwanti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2211
<![CDATA[A useful conceptual understanding of ZPD can benefit the students from having talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. If peer talk is combined with gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. This study reveals the students’ achievements on how they negotiate their problems through conversing with each other. The problem-based conversation plays among students themselves in their initial academic development. This study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. The results of this study show that the combination of gallery walk-peer talk able to improve the students’ achievements and also the students’ participation in class. The results also uncovers why they enjoy learning by doing gallery walk-peer talk.]]>
<![CDATA[Examining the Effect of Contextual Teaching-Learning and Anxiety towards Students’ Speaking Skills ]]>
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[Edi Firman]]>;
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2266
<![CDATA[This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students’ speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students’ speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of SMKN 2 Mataram; 3) There is an interaction between CTL and students’ anxiety towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram. ]]>
<![CDATA[Enhancing the Students’ Pronunciation Using Shadowing Technique at Senior High School Students ]]>
<![CDATA[Agus Salim]]>;
<![CDATA[Terasne Terasne]]>;
<![CDATA[Liza Narasima]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2212
<![CDATA[Establishing students’ pronunciation needs a promising instructional method. One of the teachers’ efforts to develop students’ pronunciation is applying the shadowing technique. The shadowing technique was able to facilitate students to practice pronunciation skills. This study was categorized with a quasi-experimental study with the non-equivalent control group design. The samples were taken randomly using a purposive random sampling. The samples consist of 70 students that were divided into two classes, namely the experimental and control classes. The data were collected through interview, multiple-choice test, and record. Here it used descriptive and T-test analysis to find the ways they learned and the results. Finally, the researchers considered that shadowing technique is very good to be applied by the teachers and lecturers in class. The most surprising aspect of the findings are; 1) the students were motivated as long as teaching and learning conducted; 2) their response mostly positive to the way they learned; 3) and they got significant change on their pronunciation, grammar and vocabulary. This change can be seen from their ability in expressing their ideas and 4) inferential statistic results; t-test was 4.077 and t-table was 2.021 with degree of freedom (df) 44 and the level of significance (0.05) in 95%.]]>
<![CDATA[Students’ Strategies in Learning Speaking Skills at SMP Nasrani 3 Medan ]]>
<![CDATA[Laura Maloni Lingga]]>;
<![CDATA[Reka Monika Simanjuntak]]>;
<![CDATA[Yenita Sembiring]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2238
<![CDATA[Speaking is one of the speaking skills possessed by students. Speaking skills have been trained from an early age, but the results of speaking learning are still far applied. Many students still experience difficulties in learning to speak. such as shame, fear and anxiety and lack of confidence inhibiting learning factors in speaking to students lacking motivation, poor student learning habits, mastery of students' vocabulary is still low, as for student learning strategies are one aspect that determines the success of students in speaking, students can have student learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. This research was conducted to identify the difficulty of speaking in English faced by students and find out the strategies they used to overcome these difficulties. This researcher used a qualitative descriptive method involving as many as 17 students in grade 9 at 3 Medan Christian Middle School, research results this shows that students have difficulty speaking in English namely lack of grammatical understanding, lack of vocabulary, incorrect pronunciation of words fearing the response of others feeling nervous in making mistakes, lack of self-confidence and shame in the strategy that students do is asking help to others trying to compose sentences in different ways by using gestures, taking the rules in positive thinking, can be concluded that students have a sense of difficulty in speaking English.]]>
<![CDATA[The Effect of Team Product to Improve Students’ Creativity in Writing at SMPN 1 Jonggat ]]>
<![CDATA[Zukhairatunniswah Prayati]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2213
<![CDATA[This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.]]>
