Journal of Languages and Language Teaching

Journal Information
ISSN / EISSN : 2338-0810 / 2621-1378
Published by: IKIP Mataram (10.33394)
Total articles ≅ 168
Current Coverage

Latest articles in this journal

Jayrome Lleva Núñez
Journal of Languages and Language Teaching, Volume 9, pp 480-487;

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.
Tutut Nani Prihatmi, Maria Istiqoma, Rini Anjarwati
Journal of Languages and Language Teaching, Volume 9, pp 462-470;

This research seeks to answer to the challenge of online learning lecturers to plan their lessons more systematically by adopting ASSURE model. The change from face-to-face conventional learning to online requires more consideration and preparation, especially in learning planning. The ASSURE model is one of the instructions and learning plans that can be adopted in planning, identifying, determining goals, choosing media and material methods, and evaluating the course. The data collection technique was carried out by processing and analyzing documents from the literature, interview results, and questionnaires answered by respondents via links distributed to lecturers of the Architecture Department, Faculty of Civil Engineering and Planning, National Institute of Technology Malang. The results show that the six components of the ASSURE model of the learning planning uploaded in SPADA LMS had not been implemented optimally. Therefore, the researcher recommends for the improvement of the Semester Lesson Plan (RPS) based on the ASSURE Model to promote continuous improvements.
Ismiati Ismiati
Journal of Languages and Language Teaching, Volume 9, pp 471-479;

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.
Abdulwahid Qasem Al Zumor
Journal of Languages and Language Teaching, Volume 9, pp 371-384;

Whether the postgraduate students in the EFL context are adequately trained to express their authorial voice in academic writing in an appropriate tone has not been clarified enough in the literature. The aim of this study is to explore the linguistic resources used by Saudi postgraduate students of Applied Linguistics to construct stance when they write critique essays. To achieve this goal, a corpus of 78000 words was built from 73 critique essays collected in five years. To analyze this corpus, LancsBox corpus analysis software was used to generate the concordances with frequencies of key words in context. The model of corpus analysis used was Hyland’s (2005) which views stance as a construct within a model of interaction in academic discourse that comprises boosters, hedges, attitude markers, and self-mentions. The major findings of the study showed that the most frequently used stance markers were hedges, followed by attitude markers, then boosters, and finally self-mentions. In addition, the linguistic resources used in these strategies of stance construction by the students in this particular context need to be enhanced in order to conform with conventional standards of academic writing. To meet this ambitious requirement, the study recommends explicit instruction, training, and showcasing these textual resources as they occur in high quality discipline-specific publications.
Zaitun Zaitun, Muhammad Sofian Hadi, Diah Rahmawati Lestari
Journal of Languages and Language Teaching, Volume 9, pp 504-511;

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.
Woro Kusmaryani
Journal of Languages and Language Teaching, Volume 9, pp 496-503;

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.
Kartika Febiyanti, Mansyur Srisudarso, Praditya Putri Utami
Journal of Languages and Language Teaching, Volume 9, pp 399-410;

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.
Dede Rohadi Fajri, Sisca Wulansari Saputri
Journal of Languages and Language Teaching, Volume 9, pp 422-431;

The aim of the research is to create a learning media model for English that uses the Macromedia Flash program, as well as to assess the viability of utilizing Macromedia Flash-based learning media to assist English. This study is a Research and Development (R & D) project with several stages. (1) Analysis stages, such as identifying Learning Media objectives and student characteristics; (2) Design stages, such as designing learning materials and learning media design using the Macromedia Flash program; (3) Production stages, such as producing learning materials, authoring materials, and editing learning materials; (4) Stages of evaluation, including Material Expert Review, Media Expert Review, and Student Testing. The findings demonstrate that the English learning media products adhere to research and development guidelines and are successful in the learning process for SMPN Satu Atap Pulai Tunda students.
Muhammad Farhan Rafi, Aang Fatihul Islam, Dian Anik Cahyani
Journal of Languages and Language Teaching, Volume 9, pp 512-518;

Reading is a very important activity to get abundant information and add new knowledge. As students, reading activities have a very dominant role because they are required to be more scientific and rational in giving opinions or providing information both in oral and written. Besides, students' attitudes towards reading also have an important role. This study focused on their English reading comprehension and attitudes towards reading in English. This study aims to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. Data was collected by distributing questionnaires and reading comprehension tests for students of STKIP PGRI Jombang in the English Education Study Program. The Pearson Coefficient Product Moment is used to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. From the results found from the SPSS 16 application with a sample of 63 students in the 2019 class, there is a correlation of 0.478. These result indicates that students' reading attitudes are positively related to their reading comprehension. Thus, students must continue to read to improve their English reading skill.
Fatemeh Jalilinia
Journal of Languages and Language Teaching, Volume 9, pp 442-451;

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.
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