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[Types, Functions, and Morphological Process of Reduplication in Sumbawa Besar Dialect ]]>
<![CDATA[Ismiati Ismiati]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4257
<![CDATA[The study discusses the types, functions, and morphological processes of Reduplication in the Sumbawa Besar dialect. Data was taken from recorded conversation, which naturally occurred among the native speakers of Sumbawa Besar Dialect. The native were also interviewed to gain deeply information. Finding of this study describes some types of Reduplication in Sumbawa Besar Dialect namely full Reduplication, partial Reduplication, and reduplication variation of phoneme. In full Reduplication, the word is fully repeated without any additional morpheme or phoneme to the base word. For example, the base word ‘lao’ (slow) is fully reduplicated becomes ‘lao-lao’ (slowly). Partial Reduplication is partly the repetition of the base word. For example, ‘Barema’ (together) is the base form that is reduplicated by repeating the last phoneme to become ‘Barema-rema’. ‘Barema’ is the base and ‘rema’ is its phoneme which is repeated to form Reduplication. Reduplication variation of phoneme is the type of Reduplication which combines two different word classes and meaning to create meaningful Reduplication. As example, ‘sedo-gaso’ (supplies). ‘sedo’ is the first base word and the second word is ‘gaso’. Those are combined to create Reduplication becomes ‘sedo-gaso’ (supplies). Function of Reduplication in Sumbawa Besar Dialect was to change word classes as verb is changed into noun and change singular form to plural form of the noun. In example, ‘Mangan’ (eat) is the word class of verb which is changed into the word class of noun ‘Mangan’-‘Mangan’ (a picnic) in its Reduplication. In another example, the word Anak (a child) is the singular form of noun is changed into plural form Anak-dadi (children) in its Reduplication.]]>
<![CDATA[Using Bookwidgets to Attract Students' Interest in Learning English ]]>
<![CDATA[Zaitun Zaitun]]>;
<![CDATA[Muhammad Sofian Hadi]]>;
<![CDATA[Diah Rahmawati Lestari]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4007
<![CDATA[English teachers deliver their teaching materials using various platforms. One of those is the BookWidgets platform which is used to create interactive learning activities and involves students in engaging teaching material. This platform provides teachers and students with dynamic widgets such as iPad, Android tablets, Chromebooks, and iBooks with interactive content. These are designed to interact with students’ interest in acquiring English smoothly. Therefore, this study is aimed at finding out students’ interest in learning English and attract their interest using Bookwidgets. The method used in this study was a quantitative descriptive method, which used a survey to collect the data. The population in this study was taken from junior high school students in MTs Al-Falah using a questionnaire or online survey. In analyzing the data, the writer used a Likert statistical analysis. The results of this showed that students’ interest in English learning using media increased up to 48,1% after they were being introduced to Bookwidgets.]]>
<![CDATA[Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension ]]>
<![CDATA[Ni Made Andreiya Eliata]]>;
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.3998
<![CDATA[Reading and comprehending an English informational text, always becomes a burdensome activity for Indonesian students. This problem arises not only because of students’ low English language competency, but also insufficient application of traditional reading instruction that teachers teach in regular school. Therefore, this present study has aim to investigate the implementation of Text Structure Strategy as reading instruction to scaffold students’ informational text reading. Due to the COVID-19 outbreak, the learning process of text structure instruction in this study were conducted in the online learning situation. Researchers employed a qualitative case study design with observation as data collection technique. This study involved 33 participants of 11th-grade students on a class in SMA Negeri 1 Cibitung, West Java, Indonesia. Based on Braun and Clarke’s thematic analysis, the result describes that Text Structure Strategy instruction can scaffold learners informational text reading in two main activities, namely introducing the concept of Text Structure Strategy and teaching explicit instruction activity, precisely in modeling and guiding practice.]]>
<![CDATA[Willingness to Communicate and Its Influencing Factors among Indonesian Pre-Service Teachers ]]>
<![CDATA[Indry Widyasti Anwar]]>;
<![CDATA[Min Jung Jee]]>;
<![CDATA[Sutisno Adam]]>;
<![CDATA[Sartika Sailuddin]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4201
<![CDATA[Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program. The result inferred that pre-service teachers have relatively high WTC. Motivation variable scale indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship. Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.]]>
<![CDATA[STRUCTURAL EQUATION MODEL OF TEACHERS' MINDSETS, SELF-EFFICACY, AND EMOTIONAL EXPERIENCES AND IRANIAN EFL LEARNERS' WILLINGNESS TO COMMUNICATE AND L2 MOTIVATIONAL SELF SYSTEM ]]>
<![CDATA[Amirian, Zahra]]>;
<![CDATA[Shayanfar, Mitra]]>;
<![CDATA[Rezazadeh, Mohsen]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4286
<![CDATA[This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS. ]]>
<![CDATA[Losing My Code: An Autoethnography on Language Attrition ]]>
<![CDATA[Jayrome Lleva Núñez]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4003
<![CDATA[Learning a new language is one of the privileges that a person can get when moving from one place to another and staying there for a longer time. In this paper, I will discuss my journey that resulted to gradual decline of my L1 (First language), Polillohing Tagalog, which is a variety of the Tagalog language, in the Philippines. The result of migration, acquisition of other languages, and exposure to different speaking environment had led me to continuously decline my first language. Using the auto-ethnographic type of writing a research, I reflected on my experiences which lead me to language attrition. Auto-ethnographic research is when the researcher is the participant of the story narrating his experience on the culture and phenomenon of the researched topic.]]>
<![CDATA[Iranian High School EFL Learners’ Attitude towards Online Learning during the Covid-19 Pandemic ]]>
<![CDATA[Fatemeh Jalilinia]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4225
<![CDATA[By the outbreak of the Covid-19 pandemic, students and teachers were pushed to adapt themselves to the online learning system. The current study is a quantitative attempt to investigate English as a foreign language students’ perception of online learning during the pandemic. For this purpose, 30 male and 30 female students at the high school level were chosen to answer a questionnaire in Iran, Tehran. The questionnaire used in this study is adopted from Rojabi (2020) and comprises two parts. The first half assesses the interaction among students and between students and the teacher whereas the second half measures students’ attitude towards their online learning platform. The data was interpreted through the SPSS software (version 24) and the results revealed that learners mainly have negative perspectives on online learning and would not suggest it for further educational years to come. The majority of participants struggled with having effective interaction. Also, most of them did not have pleasant experiences with the learning platform they were instructed to use. It is recommended that the current learning environment be improved and teachers apply strategies to involve students fully in the learning process throughout online sessions.]]>
<![CDATA[The Use of Google Classroom in Learning Writing Descriptive Text: Students’ Perceptions ]]>
<![CDATA[Kartika Febiyanti]]>;
<![CDATA[Mansyur Srisudarso]]>;
<![CDATA[Praditya Putri Utami]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4111
<![CDATA[Writing is one of the four essential language skills for language learning. Writing is considered important because it's one of the communication medium and it makes student critical. However, writing is a significant difficulty for both native and non-native learners. Due to advancements in technology, LMS enables educators and students to communicate and engage in new ways. Google Classroom, being one of the most widely used LMS platforms, may assist students in developing their ability to write a descriptive text. This research aimed to investigate students’ perception of using Google Classroom in learning writing descriptive text. The subject examined students in the tenth grade at a Senior High School in Indonesia. This research used a qualitative approach with a narrative inquiry. The researcher utilized semi-structured interviews to gather the data and analyzed them using the thematic analysis of Braun & Clarke. The indicator of the research question is based on UTAUT (Unified Theory of Acceptance of Technology) by Vankavesh (2003). The study discovered that students preferred using Google Classroom to learn descriptive text. Google Classroom helps them to know and understand descriptive writing materials easily. However, Effort Expectancy may be altered with sufficient internet use and Google Classroom upgrades.]]>
<![CDATA[Perceptions of Border Area Lecturers and Students Regarding the Use of Computer Technology and Smartphone Applications in Learning English ]]>
<![CDATA[Woro Kusmaryani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4268
<![CDATA[This study aimed at exploring the use of computer technology and smartphone applications in the learning of English. A case study design using questionnaires and interview data was expected to reveal lecturers and students' perceptions comprehensively. The data obtained were analyzed with quantitative and qualitative data analysis in descriptive statistics and coding. This study indicated that computer technology and smartphone applications in learning English could smoothly run if the internet network was stable and there was a sufficient data quota. In its use, both lecturers and students needed to coordinate well regarding the English learning platform used. Both lecturers and students needed to prepare, implement structured learning, and pay attention to learning evaluation.]]>
<![CDATA[Analyzing Implicatures in Taliwang Dialect ]]>
<![CDATA[Ismiati Ismiati]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i4.4215
<![CDATA[This study aims to analyze the types of implicature and flouting maxims and the reasons for doing the flouting in Taliwang Dialect. It applied the descriptive method with a qualitative approach. Data was collected by recording natural conversations among the natives of Taliwang Dialect. It was found two types of implicature, namely, Generalized Conversational Implicature (GCI) and Particularized Conversational Implicatures (PCI). In GCI, the speaker and interlocutor could easily understand the conveyed utterances because they mostly used general statements which are commonly spoken in the Taliwang dialect. In PCI, both speaker and the interlocutor needed a particular knowledge to understand each other because of the flouting maxim. Some speakers or hearers in PCI often break the maxim in a conversation due to some reasons such as accepting untrue or lie information, receiving more information than the needed information, getting irrelevant information and having unclear or ambiguous information.]]>
