Journal of Languages and Language Teaching

Journal Information
ISSN / EISSN : 2338-0810 / 2621-1378
Published by: IKIP Mataram (10.33394)
Total articles ≅ 196
Current Coverage

Latest articles in this journal

Sharon Maria Magdalena Purba, Leil Badrah Zaki
Journal of Languages and Language Teaching, Volume 10, pp 245-255;

This study explores the impact of the implementation of appreciative listening using English songs on the development of students' knowledge of various expressions in English. In collecting data, 23 students from various majors and different universities were involved as participants. In this qualitative study, they were interviewed about their experiences in discovering the various uses of expressions in English songs and how their knowledge developed as they tried to explore the meaning of the expressions. They testified that through this learning method, their knowledge of the various units in the language increased and they even promoted this way of learning for other learners. The results showed that the concept of appreciative listening using songs helps learners increase their knowledge of English expressions. The involvement of songs in English courses was also proven to give a positive impact on the learning atmosphere and it also promotes autonomous learning. The results obtained from this study are in line with what researchers have found in the past; this method should be implemented in English learning for the wider community.
Indry Widyasti Anwar, Sartika Putri Sailuddin
Journal of Languages and Language Teaching, Volume 10, pp 309-314;

Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.
Manal Laaribi
Journal of Languages and Language Teaching, Volume 10, pp 134-147;

Language teachers are usually provided with textbook material that contains several tasks and activities. Although these activities are meant to facilitate the learning and teaching processes, it is important to approach the provided material critically, make the necessary adjustments to its components, and contextualize its themes. The use of a checklist may render this process of adopting and adapting material feasible and effective since a checklist provides a practical systematic approach to analysis. This paper will provide the reader with a preliminary design of a checklist for vocabulary task evaluation that includes a 5-point Likert scale and contains eight main items and twenty-two sub-items that represent some of the main principles of vocabulary learning. These principles have been incorporated into the checklist on the basis of relevant literature and perspectives of different researchers, experienced teachers, and teacher trainers. This paper will also provide the reader with a demonstration of the use of this checklist through the analysis of a unit’s vocabulary section of the book “Gateway to English 2.”
Ananda Dewi Lestari, Ary Setya Budhi Ningrum
Journal of Languages and Language Teaching, Volume 10, pp 256-265;

The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.
Kufakunesu Zano
Journal of Languages and Language Teaching, Volume 10, pp 199-210;

Translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. This study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. This research was conducted to determine the opinions of Grade 12 EFAL learners on translanguaging by design activity in a multilingual setting. Grade 12 EFAL were chosen for their rich exposure to analysing cartoons. The class had 35 learners who were put in 5 focus groups to analyse the two cartoons. The 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. The results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. The teacher needs to alert the learners that they are free to use their home languages together with English to do an activity. This will help learners realise that there is not much difference between English and their home languages as they answer the questions. Teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners.
Helli Kristiana Br Bangun, Debora Chaterin Simanjuntak
Journal of Languages and Language Teaching, Volume 10, pp 211-222;

The purpose of this meta-analysis is to analyse the effects of vocabulary mastery on English-speaking ability, which has been a extensively focused on English language teaching. A descriptive qualitative technique was utilized in this study. The data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and English-speaking ability. The meta-analysis involves the studies conducted in Indonesia to draw deeper characteristics of the phenomena. The r and n were found in the data. n is the number of respondents, and r is the coefficient value. The researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. The data was analyzed with the help of JASP program. Because K = 21, 5K+10 Equals 115. The obtained fail-safe N value is 4727.000, with a significant target of 0.05 and p < 0.001. Because N > 5K+10 is a safe value, it is assumed that no publication bias exists in the Meta-Analysis study. In addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on English-speaking skills.
Louie Petere Gula
Journal of Languages and Language Teaching, Volume 10, pp 234-244;

The fundamental reason for this survey is to point out the challenges encountered by the teachers, students, schools, and parents in facing and handling the oral communication subject during the pandemic. Given that, most of the medium of instruction we are using now is distance learning, it poses issues and concerns on how our respondents dealt with the situation. A descriptive- survey research design was being utilized to document the behavior, demographics, and experiences of the respondents correlated to the questions provided. The questionnaire includes questions that seek to gather information on their basic profile, current experiences, and behavior towards the problem. Therefore, I have narrowed down the different problems encountered by the teachers, students, school, and parents based on the responses I have collected. Some respondents answered the same problem encountered that leads to the validity of the issue. Most of the teachers encountered the problem of the students with lack of motivation which is indeed a very complicated problem because it deals with emotional readiness and stability. The students’ side of encountering a problem is the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers.
Tan Winona Vania Anabel, Debora Chaterin Simanjuntak
Journal of Languages and Language Teaching, Volume 10, pp 118-133;

In the new normal era, the learning system has changed from online learning to hybrid learning. This learning system is widely applied in many universities. Thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in English language teaching. In the EFL context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. This study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for English-speaking ability through Focus Group Discussion (FGD) method. From the FGD, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. The information gathered was examined using thematic analysis and an interpretative description approach. The participants of this study were Non-English majors and English lecturers. The result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. Emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. As for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency.
Windi Melia Putri
Journal of Languages and Language Teaching, Volume 10, pp 302-308;

Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students vocabulary knowledge in English. The purpose of this study is to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through interviews specially semi structure interview based on interview guideline and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students in general have a positive attitude toward learning vocabulary through TBLT method. Keywords: Students’ Experiences; Task Bask Language Teaching, Vocabulary Learning
Ahmad Sugianto, Ilham Agung Prasetyo, Widy Asti
Journal of Languages and Language Teaching, Volume 10, pp 187-198;

This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.
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