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Journal of Language and Literature Studies

jolls
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Published by Lembaga Penelitian dan Pemberdayaan Masyarakat

ISSN : - EISSN : 28081099 DOI : https://doi.org/10.36312/jolls

Core Subject : Education,

Education Languange, Linguistic, Communication & Media Other

Journal of Language and Literature Studies is an open access journal which provides perspectives of languages, language teaching, and literature studies. This journal has the Focus and Scope at presenting and discussing outstanding contemporary issues in line with Applied Linguistics, English Language Teaching, Literatures, Literature in Teaching, and Curriculum Design of Language and Literature Teaching. Readers have the right to read, download, copy, distribute, print, or link to the full text of all articles in JoLLS. The aim of this journal is to promote outstanding language and literature issues to research by encouraging enquiry into relationship between theoretical and practical studies.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 27 Documents

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Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers' Writing Skills Haerazi Haerazi; Mohammad Kazemian
Journal of Language and Literature Studies Vol. 1 No. 1 (2021): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study was aimed at investigating the accuracy of self-regulated learning as a moderator of the metacognitive control to improve prospective teachers’ writing skills. This study was a mixed-method with the concurrent embedded strategy. The experimental study was carried out to meet the effectiveness of self-regulated learning to improve prospective teachers’ writing skills viewed from metacognitive skills. The research instruments used the observation sheet and writing test. The research findings showed that the self-regulated learning model was effective as a moderator of the metacognitive control in improving prospective teachers’ writing skills. It was proven by the result of the analysis factor of variance (ANOVA) that indicated that the significant value was lower than the sig. level 0.05. This study can be concluded that the self-regulated learning model was effective to improve prospective teachers’ writing skills viewed from metacognitive awareness.

Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers' Critical Thinking Skills Mohammad Kazemian; Lalu Ari Irawan; Haerazi Haerazi
Journal of Language and Literature Studies Vol. 1 No. 1 (2021): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

The metacognitive awareness and critical thinking skills were essential to be subjected to the prospective teachers to regulate their learning and train how to practice writing effectively. This study was aimed at developing the model of the metacognitive writing strategy to improve prospective teachers' writing skills viewed from critical thinking skills in Indonesian higher education. To attain the research aim, the research and development (R&D) study was employed. The stages of R&D design included defining, designing, developing, and disseminating. To attest to the effectiveness of the metacognitive writing strategy, the researcher used a quasi-experimental design in the form of pre-test and post-test control group design. The prospective teachers were divided into two groups, the experimental and control group. The experimental group was treated using the metacognitive writing strategy, while the control group was taught using the conventional strategy. The instruments of collecting data used the metacognitive writing test and critical thinking test. Then, the data were analysed using descriptive and inferential statistical devices. The results of the study showed that the metacognitive writing strategy can help prospective teachers to regulate their learning activities in terms of what and how to write in the class. At the top of that, they are able to compose good exposition texts. It was proven that the average score of learners in the experimental class was higher than those on the control class. The research findings were elaborated in the research discussion.

Practicing Cooperative Learning Model Using Picture Cube and Story Marker to Improve Writing Skills Tisyrinul Awwal Fatiani; Arif Rahman; Jupri Jupri
Journal of Language and Literature Studies Vol. 1 No. 1 (2021): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Cooperative learning provides various activities in the form of individual and group works in teaching language skills. This research aims to improve the writing skills ability using cooperative learning model. This study was action research. The research was conducted in one cycle following the cyclical action research model consisting of planning, acting, observing, and reflecting. The subjects of this research were 20 students in Class 8D. In this research, there was two types of data, it is qualitative and quantitative data. The qualitative data are analyzed following three stages of qualitative data analysis, namely data collection, data condensation, data display, conclusion drawing, and final reporting. Meanwhile, the quantitative data cover studentsâ€™ writing achievement collected using writing tests. The findings of this research show that the studentsâ€™ writing skills are improved. They mastered key vocabulary and grammatical knowledge to compose sentences. The students kept on using writing strategies through cooperative learning model to understand a given text. The teaching and learning activities were interesting. Media used are Picture Cube and Story Marker to support cooperative learning activities. It is elaborated in discussion part of this article.

The Effectiveness of Quiz Demonstration Practice Revision (QDPR) Model in Helping Students’ English Pronounciation Abdul Latif; Jupri Jupri
Journal of Language and Literature Studies Vol. 1 No. 1 (2021): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

The study examined the effectiveness of Quiz Demonstration Practice Revision (QDPR) in helping students’ English pronunciation. There were two research questions in the study; 1) Is Quiz Demonstration Practice Revision (QDPR) model effective in helping students’ English pronunciation?, and 2) How Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation? To answer the research questions, the present researcher designed the study using an experimental quantitative research. The present researcher determined all of X grade students at MA. Tarbiyatul Muslimin Dasan Maalan as the population of the study and took 50 students as the sample of the study; 25 students as an experimental group and 25 students as a control group. In collecting the data of the study, the present researcher presented a test that as an instrument of the study. In analyzing the data, the present researcher calculated it using SPSS 16.0. The result of the study revealed the mean score in pre-test was 49.64 and the mean score was 73.68, while the control group, the mean score in pre-test was 71.60 and the mean score was 72.88. This means that Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation. Furthermore, the result of Paired Sample t-test in Sig. (two-tailed) is .000 which is lower than the significant level .005. It means that Quiz Demonstration Practice Revision (QDPR) model is significantly effective in helping students’ English pronunciation. Therefore, Quiz Demonstration Practice Revision (QDPR) model can be implemented in helping students’ English pronunciation especially senior high school students.

Students’ Phonological Awareness and Their Strategy in Pronuncing Words Tri Sekar Buana; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 1 No. 1 (2021): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

The result of the study revealed that the students have difficulties in pronouncing words that wre categorized into three parts, those were consonant, vowel, and diphthong. In consonant, the students made errors /p/, /b/, /d?/, /z/, /f/, /v/, /d/, /s/, /r/, /k/, /?/, /t/, /ð/,/?/. In vowels, the students made errors /?/, /æ/, /e/, /?/, /?/, /?/, /i:/, /?/. In diphthong, the students made error /a?/, /??/, /??/, /??/, /a?/. Furthermore, the students’ strategy in their reading activity was categorized into three namely low, middle, and high categories. For low category, the strategy in reading activity was by checking the difficult word in a dictionary, asking the lecture how to pronoun the difficult word, and practicing to read the word continuously. For middle category, the strategy in reading activity was by doing repetition to every single word, listening the pronunciation of the words using u-dictionary, and always practicing to pronounce every single word. For high category, the strategy in reading activity was guessing based on their knowledge pronunciation and make a relation with the word that the same sounds.

Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks Haerazi Haerazi; Jayrome Lleva Nunez
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

In intercultural and transcultural communication contexts within multilingual education, English learners should be able to communicate and interact with other people who have different linguistic and cultural background. For this reason, intercultural contents should be incorporated in EFL textbooks to promote learners’ intercultural competences and communication skills. The contents are designed with containing not only Anglo-American and British cultural dimensions but also learners’ home and foreign cultures. It is to prepare learners to become global citizens. The principal aim of this study is to investigate how teachers apply English textbooks to promote learners’ intercultural competences and intercultural communicative skills within multilingual education. This article argues that intercultural representations incorporated in EFL textbooks are used as useful resources for helping learners develop their intercultural competences and communication skills. also, the ways teachers carry out their teaching in the classes are measured. The results of this study show that the teachers employ EFL textbooks effectively with utilizing potential teaching materials containing cultural values to promote learners’ intercultural competences and communicative skills within multilingual education. This study also suggests that English teachers needs reinforcement in multilingual education.

Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness Edi Firman; Haerazi Haerazi; Sadaf Dehghani
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Reading comprehension in the EFL context requires abilities not only linguistic competences but also reading strategies. The timely acquisition of this competence has a crucial effect for language learners. Unfortunately, most language learners in all level have low skills and high difficulties to acquire reading skills. This study aims to explore students’ abilities and difficulties in comprehending English reading texts as secondary level. This study is categorized as qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and group discussions. The data collected then are analyzed in stages, namely data condensation, data display, and data conclusion. Based on the result of analysis, this study showed that students have low reading achievement at secondary level. The low achievement is affected by some reading difficulties such as low reading exercises, unwilling to read out loud, low reading skills, low vocabulary, low phonemic awareness, low reading strategies, and low grammatical competence. For further studies, reading exercises and phonemic awareness in reading activities should be paid intention with giving students with various reading texts to train them comprehend EFL texts.

Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games Heri Hidayatullah; Haerazi Haerazi
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Speaking skill is classified as a productive skill after writing skills. It is related to communicative performance dealing with phonetic, fluency, accuracy, pronunciation, grammatical competence, intonation, and vocabulary mastery. Besides, students’ phonology knowledge is crucial in understanding speakers’ utterances in speaking activities. Therefore, students’ phonology awareness in speaking classes determine the students are success or not in having speaking skills. This study aims to elaborate the use of speaking board games to improve students’ speaking skills viewed from phonology awareness. To attain the research aims, this study employed classroom action research. The problems are focused on students’ speaking skills in relation to phonology awareness. The research data are classified into qualitative and quantitative data. The qualitative data were gained using interview and observation sheets, while the quantitative data were collected using speaking tests. Based on the research findings, this study can be concluded that the use of speaking board games in teaching speaking classes which was combined with other various materials was able to improve students’ confidence and critical thinking skills to speak. It helped students practice their fluency, practice their accuracy, and gave smooth correction to the grammatical errors being made. Providing students with various speaking practices, the use of board games also facilitated students to improve their pronunciation inside and outside classes, vocabulary, and engage them to learn the English daily expressions in various topics.

English Teachers’ Feedback on Students’ Writing Work in the New Normal Era: Teachers' Feedback; Writing Skills Khaerul Fadli; Lalu Ari Irawan; Haerazi Haerazi
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Feedback is information from the teacher to the students regarding to the students’ error in learning process, and the purpose of feedback given by the teacher could improve students’ abilities in learning. In learning writing, feedback from the teacher is needed by the students to improve their writing skills. Writing is a complex process, arranging several words into a sentence and arranging several sentences into a paragraph is not an easy thing to do. In addition, in writing a sentence, the correct words are needed so that the reader can easily understand the intent written by the author. Thus, this study aims to find out what types of feedback given by the teacher to students in this new normal era, and what types of feedback can improve students' writing skills. This research used qualitative descriptive research. For data collection, researcher used the interview notes, study document, and observation. This study took two English teachers and eight students. In this study, the researcher interviewed English teachers and students regarding the feedback the teacher gave during this new normal era. The researcher found that the teachers used two types of feedback i.e. oral and written feedback in correcting students' writing assignments. In addition, the researcher found that all students experienced improvement after they were given feedback by the teacher. Most students’ perception about feedback given by the teachers, oral feedback is very effective and can improve their writing quality.

Enhancing Students’ Writing Skills through English Movies-Watching Reports; an Improvement of Linguistic Competences: Writing Skills, English Movies Muhammad Asrul Hasby; Sugianto Sugianto
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

English movies by some EFL teachers and lecturers are designed for teaching writing classes because learners can see how any of words is pronounced by actors who are English native speakers and they are asked to write reports in line with the contents of movies. Besides, learners can make notes of new vocabulary taken from the movies. Therefore, this study is aimed at finding out the use of Englis Movies-watching reports in improving students’ writing skills at the Mandalika University of Education. The research was conducted by involving the students at the English Zone Club organization. The researcher plans to have the students in this english organization because they tend to be more focus on english writing than other English organization at UNDIKMA. The research design of the present study is a classroom action research design where the researcher apply English movies to treat writing classes. They are asked to watch and pay attention to certain English movies and demand them to write a report on what they would have just watched. The research data are collected by distributing writing test to measure any improvement made through watching English movies on students’ writing skills. To gain the students’ writing improvement of writing skills, researchers make notes around some cycles of applying English movies in the class. The result of data collection was then analyzed by using quantitative statistical analysis. The conclusion of this study showed that the use of English movies was effective to improve grammatical competence, vocabulary, sentence patterns, various language usages, and motivation to practice writing.

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Haerazi

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Mataram, West Nusa Tenggara, Indonesia

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Haerazi

Contact Email jolls.litpam@gmail.com

Phone -

Journal Mail Official jolls.litpam@gmail.com

Editorial Address Mataram, West Nusa Tenggara, Indonesia

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

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Contact Name
Haerazi

Contact Email
jolls.litpam@gmail.com

Phone
-

Journal Mail Official
jolls.litpam@gmail.com

Editorial Address
Mataram, West Nusa Tenggara, Indonesia

Location
Kota mataram,

Nusa tenggara barat

INDONESIA