Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.
高等教育阶段的阿拉伯语写作能力仍然停滞不前，需要努力提高学习水平。本研究就是为克服这一问题而进行的探索。本研究旨在描述基于文化顺应性教学法（CRT）的翻译自评法（TSR）在高等教育阿拉伯语写作学习中的应用情况以及学生对这种学习的看法。本研究采用定性描述法，通过问卷、观察和文献收集数据，然后使用迈尔斯和休伯曼分析技术对数据进行分析。研究结果表明，虽然学生对使用这种方法创造愉快的学习体验和促进跨文化关系反应积极，但理论与实践之间仍存在差距，这表明在小学全纳班提高阿拉伯语写作能力存在障碍。这项研究强调了调整更适合学生理解水平的学习方法的重要性，并将其推广到更高层次的教育中，以获得更全面的认识。以 TSR 方法为基础的 CRT 方法在创造全纳学习环境方面具有潜力，但需要进行修改，以有效满足不同学习者的需求，提高高等教育阶段的阿拉伯语写作能力。
{"title":"Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education","authors":"Islamiyah Sulaeman, Muassomah Muassomah, Miftahul Khaerah, Nurul Fawzani, Fatimatuz Zahroh, Muhammad Ataya Akbarunnaja, Nadiya Avivah","doi":"10.33394/jollt.v12i2.10242","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10242","url":null,"abstract":"Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"47 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10123
Meisya Novitasari, Lilik Wahyuni
Communication in the classroom has a very important role because there is a process by which a teacher transfers knowledge and other aspects of education to students. If the principle of cooperation is violated, then the communication will be counterproductive and not in accordance with its initial purpose. This research aims to obtain an objective picture of the quality of communication based on the fulfillment and deviation of the principle of cooperation in teacher and student communication in a religious context at Shalahuddin Middle School. This research is descriptive research using a qualitative approach. The data collection techniques used were observation and note taking. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results of this research are that there is a fulfillment of the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance, as well as deviations from the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance in the religious context at Shalahuddin Middle School.
{"title":"Explaining the Quality of Teacher and Student Communication Based on Cooperation Principles in a Religious Context: A Pragmatic Study","authors":"Meisya Novitasari, Lilik Wahyuni","doi":"10.33394/jollt.v12i2.10123","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10123","url":null,"abstract":"Communication in the classroom has a very important role because there is a process by which a teacher transfers knowledge and other aspects of education to students. If the principle of cooperation is violated, then the communication will be counterproductive and not in accordance with its initial purpose. This research aims to obtain an objective picture of the quality of communication based on the fulfillment and deviation of the principle of cooperation in teacher and student communication in a religious context at Shalahuddin Middle School. This research is descriptive research using a qualitative approach. The data collection techniques used were observation and note taking. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results of this research are that there is a fulfillment of the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance, as well as deviations from the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance in the religious context at Shalahuddin Middle School.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"13 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10264
Berliana Dyah Ayu Aprilianti, Agus Widyantoro
Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.
{"title":"Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?","authors":"Berliana Dyah Ayu Aprilianti, Agus Widyantoro","doi":"10.33394/jollt.v12i2.10264","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10264","url":null,"abstract":"Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"46 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.9658
Zaidi Zaidi M
This research aims to analyze the use of language in Sharia financial agreements, with a focus on a case study of mudarabah contracts. Sharia financial agreements play a crucial role in regulating financial transactions in accordance with Sharia principles. In the context of mudarabah contracts, the appropriate and clear use of language becomes a key aspect in maintaining transparency, clarity, and understanding among the parties involved. This research adopts a qualitative method with a case study approach. Research data is collected through document analysis, including mudarabah contract agreements in real practice. The data is then thematically analyzed, focusing on word selection, the use of characteristic clauses, sentence structure, and other language structures in mudarabah contracts. The results of the analysis indicate that the appropriate and clear selection of words in mudarabah contracts is important to reflect Sharia principles and maintain transparency. Furthermore, the use of characteristic clauses helps regulate profit sharing, loss sharing, and the responsibilities of the involved parties. Clear and structured sentence arrangements also ensure clarity and readability of the contract contents. Additionally, the use of distinctive Arabic language structures provides clarity in describing actions that have been taken and instructions that must be followed by the parties involved. This research contributes significantly to understanding the use of language in Sharia financial agreements, particularly in the context of mudarabah contracts. The findings of this research are expected to serve as a reference for practitioners and academics in developing effective Sharia financial agreements in accordance with Sharia principles.
{"title":"Linguistic Clarity in Mudharabah Contracts: Ensuring Transparency and Fairness in Indonesian Islamic Financial Institutions","authors":"Zaidi Zaidi M","doi":"10.33394/jollt.v12i2.9658","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9658","url":null,"abstract":"This research aims to analyze the use of language in Sharia financial agreements, with a focus on a case study of mudarabah contracts. Sharia financial agreements play a crucial role in regulating financial transactions in accordance with Sharia principles. In the context of mudarabah contracts, the appropriate and clear use of language becomes a key aspect in maintaining transparency, clarity, and understanding among the parties involved. This research adopts a qualitative method with a case study approach. Research data is collected through document analysis, including mudarabah contract agreements in real practice. The data is then thematically analyzed, focusing on word selection, the use of characteristic clauses, sentence structure, and other language structures in mudarabah contracts. The results of the analysis indicate that the appropriate and clear selection of words in mudarabah contracts is important to reflect Sharia principles and maintain transparency. Furthermore, the use of characteristic clauses helps regulate profit sharing, loss sharing, and the responsibilities of the involved parties. Clear and structured sentence arrangements also ensure clarity and readability of the contract contents. Additionally, the use of distinctive Arabic language structures provides clarity in describing actions that have been taken and instructions that must be followed by the parties involved. This research contributes significantly to understanding the use of language in Sharia financial agreements, particularly in the context of mudarabah contracts. The findings of this research are expected to serve as a reference for practitioners and academics in developing effective Sharia financial agreements in accordance with Sharia principles.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"19 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10296
Hossein Kargar Behbahani, Mansoor Ali Darazi, Lakshmi Kumari R
Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p < .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p < .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.
{"title":"Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction","authors":"Hossein Kargar Behbahani, Mansoor Ali Darazi, Lakshmi Kumari R","doi":"10.33394/jollt.v12i2.10296","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10296","url":null,"abstract":"Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p < .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p < .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"38 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10783
Zulaikah Zulaikah, Muhammad Muklas, Yasina Khamahira
English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.
{"title":"HelloTalk Application as an Alternative for Building Students’ Reading Ability on Narative Texts","authors":"Zulaikah Zulaikah, Muhammad Muklas, Yasina Khamahira","doi":"10.33394/jollt.v12i2.10783","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10783","url":null,"abstract":"English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10756
Nurul Aryanti, Aria Septi Anggaira, Welly Ardiansyah, S. Suhono
Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning, the incorporation of ill structured/real life problems, a student-centered approach, collaborative learning, problem solving, and critical thinking.
{"title":"The Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning","authors":"Nurul Aryanti, Aria Septi Anggaira, Welly Ardiansyah, S. Suhono","doi":"10.33394/jollt.v12i2.10756","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10756","url":null,"abstract":"Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning, the incorporation of ill structured/real life problems, a student-centered approach, collaborative learning, problem solving, and critical thinking.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"81 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, researchers have witnessed an alarming phenomenon related to the violation of language politeness among students. This study aims to describe the map of students' language impoliteness in Indonesia. The research data is in the form of students' speech. The focus of this research is unmannerly speech which is studied by phenomenological study by using Culpeper's impoliteness strategy. The phenomenological steps taken are observation of the phenomenon of impoliteness, formulating problems, collecting data, analyzing data, and preparing reports. The research findings show that students use three politeness violation strategies, namely direct politeness violation, positive politeness violation, and negative politeness violation. The phenomenon found is the strategy of impoliteness by using four forms, namely delivering impolite speech directly, speech uttered based on consideration of the interlocutor, considering the location, and the situation of the conversation between the speaker and the interlocutor. This research can contribute to education, especially for teachers to always educate and guide students to speak politely. With a better understanding of the phenomenon of violations of students' language politeness, it is hoped that appropriate preventive and intervention measures can be taken to minimize the forms of language impoliteness that can be carried out by a teacher or parent.
{"title":"A Map of Students' Language Impoliteness: A Phenomenological Study","authors":"Kartini Kartini, Miftahulkhairah Anwar, Liliana Muliastuti","doi":"10.33394/jollt.v12i2.8864","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.8864","url":null,"abstract":"Recently, researchers have witnessed an alarming phenomenon related to the violation of language politeness among students. This study aims to describe the map of students' language impoliteness in Indonesia. The research data is in the form of students' speech. The focus of this research is unmannerly speech which is studied by phenomenological study by using Culpeper's impoliteness strategy. The phenomenological steps taken are observation of the phenomenon of impoliteness, formulating problems, collecting data, analyzing data, and preparing reports. The research findings show that students use three politeness violation strategies, namely direct politeness violation, positive politeness violation, and negative politeness violation. The phenomenon found is the strategy of impoliteness by using four forms, namely delivering impolite speech directly, speech uttered based on consideration of the interlocutor, considering the location, and the situation of the conversation between the speaker and the interlocutor. This research can contribute to education, especially for teachers to always educate and guide students to speak politely. With a better understanding of the phenomenon of violations of students' language politeness, it is hoped that appropriate preventive and intervention measures can be taken to minimize the forms of language impoliteness that can be carried out by a teacher or parent.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"87 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10798
Masrifatul Afifah, A. S. B. Ningrum, Sri Wahyuni, Burhanudin Syaifulloh
Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
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Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.9569
Ahmad Fauzi, Nurizzati Nurizzati
Folklore as a source of cultural information for a community group needs to be studied, which then needs to be introduced and socialized to other community groups. Legends have the potential and role as cultural treasures. Legends also have educational value that can be appreciated, pondered and appreciated. This research aims to describe the categories and structure of legends in Nagari Sungai Limau, Dharmasraya Regency and the implications for learning. This type of research is qualitative using descriptive methods. The source of research data is a legend in Nagari Sungai Limau, Dharmasraya Regency. Research data collection techniques use observation, data, interviews and data techniques. Data analysis techniques are carried out by classifying or grouping data, analyzing categories and legend structures, drawing conclusions from the entire research work process, and compiling and reporting research results. The results of the research are: first, there are two categories of legends, namely local legends consisting of the Lubuk Tagadih legend and Lubuk Tosau legend and supernatural world legends consisting of Wang Binun (Binun People) and the Plisit legend. Second, the structure of legends in Nagari Sungai Limau, Dharmasraya Regency generally contains theme, plot, characters, setting and message. Third, the implication in learning is in the Basic Competency that it examines the structure and language of local fables/legends that are read and listened to. Therefore, the current study can be concluded that a category includes local legends and supernatural legends, the structure of the legend which includes theme, plot, characters, setting, and message.
民俗作为一个社区群体的文化信息来源，需要加以研究，然后介绍给其他社区群体并使之社会化。传说具有文化宝藏的潜力和作用。传说还具有教育价值，可以欣赏、思考和鉴赏。本研究旨在描述达玛斯拉亚（Dharmasraya）行政区纳加里-宋盖-利毛（Nagari Sungai Limau）的传说类别和结构，以及对学习的影响。本研究采用描述性方法进行定性研究。研究数据的来源是达玛斯拉雅行政区 Nagari Sungai Limau 的一个传说。研究数据收集技术采用观察、数据、访谈和数据技术。数据分析技术通过对数据进行分类或分组，分析类别和图例结构，从整个研究工作过程中得出结论，并汇编和报告研究成果。研究结果为：第一，传说分为两类，即由 Lubuk Tagadih 传说和 Lubuk Tosau 传说组成的地方传说和由 Wang Binun（比努人）和 Plisit 传说组成的超自然世界传说。其次，达玛斯拉雅行政区纳加里双溪利毛的传说结构一般包括主题、情节、人物、背景和信息。第三，学习的意义在于基本能力，即考察阅读和聆听的当地寓言/传说的结构和语言。因此，目前的研究可以得出结论，一个类别包括地方传说和超自然传说，传说的结构包括主题、情节、人物、背景和信息。
{"title":"Legend Categories and Structure in Nagari Sungai Limau Dharmasraya District and Its Implications for Indonesian Language Learning","authors":"Ahmad Fauzi, Nurizzati Nurizzati","doi":"10.33394/jollt.v12i2.9569","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9569","url":null,"abstract":"Folklore as a source of cultural information for a community group needs to be studied, which then needs to be introduced and socialized to other community groups. Legends have the potential and role as cultural treasures. Legends also have educational value that can be appreciated, pondered and appreciated. This research aims to describe the categories and structure of legends in Nagari Sungai Limau, Dharmasraya Regency and the implications for learning. This type of research is qualitative using descriptive methods. The source of research data is a legend in Nagari Sungai Limau, Dharmasraya Regency. Research data collection techniques use observation, data, interviews and data techniques. Data analysis techniques are carried out by classifying or grouping data, analyzing categories and legend structures, drawing conclusions from the entire research work process, and compiling and reporting research results. The results of the research are: first, there are two categories of legends, namely local legends consisting of the Lubuk Tagadih legend and Lubuk Tosau legend and supernatural world legends consisting of Wang Binun (Binun People) and the Plisit legend. Second, the structure of legends in Nagari Sungai Limau, Dharmasraya Regency generally contains theme, plot, characters, setting and message. Third, the implication in learning is in the Basic Competency that it examines the structure and language of local fables/legends that are read and listened to. Therefore, the current study can be concluded that a category includes local legends and supernatural legends, the structure of the legend which includes theme, plot, characters, setting, and message.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"95 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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