Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.9538
R. Nurjanah, Muhammad Zaki Pahrul Hadi, Janou Willems
The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.
{"title":"Self-Regulated Learning Strategy in the Learning Instructions of Interpretive Reading Courses","authors":"R. Nurjanah, Muhammad Zaki Pahrul Hadi, Janou Willems","doi":"10.33394/jollt.v12i2.9538","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9538","url":null,"abstract":"The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"18 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676392","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.v12i2.10754
Titin Wandari, Frida Unsiah, Rafidah Sahar
The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.
{"title":"Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson","authors":"Titin Wandari, Frida Unsiah, Rafidah Sahar","doi":"10.33394/jollt.v12i2.10754","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10754","url":null,"abstract":"The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674445","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.v12i2.10667
Connie Makgabo, G. Quintero
Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody the history, values, and world views of these indigenous cultures, which need to be preserved for posterity. This paper discusses the relevance, gains, and challenges in conducting folklore research in the Philippines and South Africa, which share similarities, including their colonial pasts and number of indigenous communities. The paper contemplates the relevance of folklore research outputs in different fields thereby contributing to the discourse on the value of folklore research. This qualitative study uses textual analysis to focus on insights related to folklore research, using secondary data including journal articles, book publications, and textual references. The study reveals that although there is extensive research in the field of folklore in both countries, there remain gaps that need to be filled, such as the collection, preservation, and recognition of representative folklore from other regions and cultural communities. South Africa, for instance, has 12 official languages, and the Philippines has 110 ethnolinguistic groups. There are still languages and indigenous oral traditions that are developing, and folk literature that needs to be recorded, preserved, and published. These oral traditions/folk literature play an important role in revealing people’s cultural identities and preserving heritage, which is imperative in nation-building. The findings highlight the importance of continuing research about folklore and the need to preserve indigenous knowledge systems When written down and published, folklore becomes tangible and preserved for posterity, providing present and future generations the opportunity to learn, understand, and appreciate their cultural legacy.
{"title":"Philippine and South African Experiences on Folk Literature Research: Relevance, Gains, and Challenges","authors":"Connie Makgabo, G. Quintero","doi":"10.33394/jollt.v12i2.10667","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10667","url":null,"abstract":"Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody the history, values, and world views of these indigenous cultures, which need to be preserved for posterity. This paper discusses the relevance, gains, and challenges in conducting folklore research in the Philippines and South Africa, which share similarities, including their colonial pasts and number of indigenous communities. The paper contemplates the relevance of folklore research outputs in different fields thereby contributing to the discourse on the value of folklore research. This qualitative study uses textual analysis to focus on insights related to folklore research, using secondary data including journal articles, book publications, and textual references. The study reveals that although there is extensive research in the field of folklore in both countries, there remain gaps that need to be filled, such as the collection, preservation, and recognition of representative folklore from other regions and cultural communities. South Africa, for instance, has 12 official languages, and the Philippines has 110 ethnolinguistic groups. There are still languages and indigenous oral traditions that are developing, and folk literature that needs to be recorded, preserved, and published. These oral traditions/folk literature play an important role in revealing people’s cultural identities and preserving heritage, which is imperative in nation-building. The findings highlight the importance of continuing research about folklore and the need to preserve indigenous knowledge systems When written down and published, folklore becomes tangible and preserved for posterity, providing present and future generations the opportunity to learn, understand, and appreciate their cultural legacy.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"122 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677873","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.v12i2.9574
Futuh Handoyo, Lia Agustina, Setiawan R, Manal Laaribi, Nguyễn Thị Hồng Chuyên
An assessment is a way of gathering and discussing data from various sources to gain an understanding of what a student knows, understands, and is able to do with their knowledge resulting from their education to improve their future learning. The purposes of this study were to see the motivation of students to learn the English project suggested in the ESP Course, Business Meetings Project, and also measured the student's success in language skills, especially oral communication skills.The study was conducted using an action research method where a questionnaire, students' achievements, and classroom activities were taken as the data. The questionnaire was scored using the Likert scale rating. Students will respond to this scale by rating the motivation factor on a scale. The researchers employed a pre- and post-test to determine how much the students' abilities had improved. The pre-test and post-test mean scores were compared and computed by the researcher using the T-test technique. The participants were 26 students from the Accounting Department of the State Polytechnic Of Malang. The outcome of this study was the successful implementation of the model. The T-test for the first project showed 62,30, the second project had 74,69, and the third project had 79,30.
评估是一种收集和讨论各种来源数据的方式，目的是了解学生知道什么、理解什么、能够用他们从教育中获得的知识做什么，以改进他们今后的学习。本研究的目的是了解学生学习 ESP 课程中建议的英语项目 "商务会议项目 "的积极性，同时衡量学生在语言技能，尤其是口语交流技能方面的成功程度。本研究采用行动研究法，以调查问卷、学生成绩和课堂活动为数据。问卷采用李克特量表评分法。学生将对该量表的动机因素进行评分。研究人员采用了前测和后测，以确定学生的能力提高了多少。研究人员使用 T 检验技术比较并计算了前测和后测的平均分。参与者是来自马朗州立理工学院会计系的 26 名学生。本研究的成果是成功实施了该模型。第一个项目的 T 检验结果为 62.30，第二个项目为 74.69，第三个项目为 79.30。
{"title":"Using Informal Assessments in Project-Based Learning to Motivate Students to Speak Up: A Classroom Action Research Learned from ESP Courses","authors":"Futuh Handoyo, Lia Agustina, Setiawan R, Manal Laaribi, Nguyễn Thị Hồng Chuyên","doi":"10.33394/jollt.v12i2.9574","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9574","url":null,"abstract":"An assessment is a way of gathering and discussing data from various sources to gain an understanding of what a student knows, understands, and is able to do with their knowledge resulting from their education to improve their future learning. The purposes of this study were to see the motivation of students to learn the English project suggested in the ESP Course, Business Meetings Project, and also measured the student's success in language skills, especially oral communication skills.The study was conducted using an action research method where a questionnaire, students' achievements, and classroom activities were taken as the data. The questionnaire was scored using the Likert scale rating. Students will respond to this scale by rating the motivation factor on a scale. The researchers employed a pre- and post-test to determine how much the students' abilities had improved. The pre-test and post-test mean scores were compared and computed by the researcher using the T-test technique. The participants were 26 students from the Accounting Department of the State Polytechnic Of Malang. The outcome of this study was the successful implementation of the model. The T-test for the first project showed 62,30, the second project had 74,69, and the third project had 79,30.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"21 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673277","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.v12i2.10928
Wiwiet Eva Savitri, Utami Widiati, N. Suryati, Francisca Maria Ivone
Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.
广泛阅读（ER）应根据ER原则正确实施。最广为人知的广泛阅读原则是 Bamford 和 Day 提出的十项广泛阅读原则，这些原则被全球广泛阅读实践者所借鉴。遗憾的是，即使在大学的英语语言教学研究课程中，这些原则也并非总能在ER课程中得到贯彻。与此相关的是，据报道，印度尼西亚一所大学的对外汉语教学课堂并不热衷于开展对外汉语教学。据怀疑，出现这种情况的原因是讲师们对ER及其原则的理解不够，不知道在ER课堂上应该做些什么，最终降低了ER课堂上本应存在的愉悦感。基于这种怀疑，本研究重点调查了讲师对ER原则的熟悉程度，以及在期望开展愉悦的ER课堂方面对ER原则的执行情况。研究通过对讲师的内部访谈和对学生的问卷调查收集数据。研究发现，并非所有讲师都充分了解 ER 原则，这最终阻碍了他们正确、愉快地讲授 ER 课程。研究还发现，学生和讲师都感受到了压力。当企业资源规划涉及严格的作业和评估时，压力就会增加。
{"title":"Extensive Reading Principles Implementation: Pleasure vs Pressure","authors":"Wiwiet Eva Savitri, Utami Widiati, N. Suryati, Francisca Maria Ivone","doi":"10.33394/jollt.v12i2.10928","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10928","url":null,"abstract":"Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"36 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677461","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.v12i2.10947
Indra Hadinata Rambe, Suhailee Sohnui, Khairunnisah Khairunnisah, Nikmah Sari Hasibuan, Eli Marlina Harahap
The connection between language and culture becomes increasingly evident when the Thai language influences the variations of Jawi Malay dialects in Narathiwat. This research aims to analyze the impact of Thai language interference on the dialectal variations of Malay language in Narathiwat, Thailand, using a sociolinguistic approach. We investigate changes in language, including vocabulary usage, phonological shifts, and social influences in the everyday situations of Narathiwat society. The research methods involve interviews, surveys, text analysis, and observations in everyday contexts. The expected outcomes are to enhance understanding of language dynamics in Narathiwat, which plays a crucial role in preserving cultural and linguistic identities in a multilingual environment. This study has the potential to provide valuable insights into the preservation and maintenance of Malay language in Narathiwat, emphasizing the importance of language and sociolinguistic research in areas with strong language influences and significant cultural blends. This abstract covers the research background, objectives, research methods, research findings, discussion, conclusion, and research implications, ensuring a comprehensive understanding of the scope and relevance of this study
{"title":"Interference of Thai Language on Dialectal Variations of Jawi Malay in Narathiwat","authors":"Indra Hadinata Rambe, Suhailee Sohnui, Khairunnisah Khairunnisah, Nikmah Sari Hasibuan, Eli Marlina Harahap","doi":"10.33394/jollt.v12i2.10947","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10947","url":null,"abstract":"The connection between language and culture becomes increasingly evident when the Thai language influences the variations of Jawi Malay dialects in Narathiwat. This research aims to analyze the impact of Thai language interference on the dialectal variations of Malay language in Narathiwat, Thailand, using a sociolinguistic approach. We investigate changes in language, including vocabulary usage, phonological shifts, and social influences in the everyday situations of Narathiwat society. The research methods involve interviews, surveys, text analysis, and observations in everyday contexts. The expected outcomes are to enhance understanding of language dynamics in Narathiwat, which plays a crucial role in preserving cultural and linguistic identities in a multilingual environment. This study has the potential to provide valuable insights into the preservation and maintenance of Malay language in Narathiwat, emphasizing the importance of language and sociolinguistic research in areas with strong language influences and significant cultural blends. This abstract covers the research background, objectives, research methods, research findings, discussion, conclusion, and research implications, ensuring a comprehensive understanding of the scope and relevance of this study","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"20 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673471","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.v12i2.10885
A. S. B. Ningrum, Alfi Yatin, Nurul Aini, Citra Orwela, Bonjovi Hassan Hajan
This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.
本研究探讨了性别和个性对伊斯兰高等教育机构职前英语教师英语口语技能的影响。参与本研究的是伊斯兰高等教育机构第四学期开设公共演讲课程的职前英语教师。本研究采用 2 x 4 因式设计，通过事后调查问卷和口语测试来收集所需数据。问卷取自弗洛伦斯-利陶尔（Florence Littauer）的标准化人格测试，用于获取学生的人格类型数据。结果显示，性别对英语口语能力有显著影响，女性优于男性。人格类型对英语口语技能也有显著影响，在胆汁质、阴郁质、忧郁质和痰质的职前英语教师中观察到了差异。然而，性别和人格类型对英语口语技能没有明显的交互影响。这些发现强调了在设计语言学习项目和干预措施时考虑个体差异在 EFL 教学中的重要性。
{"title":"Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills","authors":"A. S. B. Ningrum, Alfi Yatin, Nurul Aini, Citra Orwela, Bonjovi Hassan Hajan","doi":"10.33394/jollt.v12i2.10885","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10885","url":null,"abstract":"This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"2 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674422","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.v12i2.8848
Moti Alemayehu Dheressa, T. Olana, Ebisa Bekele
Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.
{"title":"The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School","authors":"Moti Alemayehu Dheressa, T. Olana, Ebisa Bekele","doi":"10.33394/jollt.v12i2.8848","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.8848","url":null,"abstract":"Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"54 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675923","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.v12i2.11048
S. Senowarsito, Agnesia Stefanny Susanto, S. Ardini
Dictionary Speech Assistant is a combination of Record, Listen, Revise (RLR) method of ELSA Speak Application to help students improve their pronunciation. The aims of the research were to describe the effectiveness as well as to explore how the flow of thinking of the junior high students in improving their pronunciation using RLR method in ELSA Speak Application. An explanatory sequential mixed-method design was utilized to collect quantitative and qualitative data. The data gained from pre-test, post-test, and documentation of single words which were collected from 34 students of SMA N 6 Semarang. Then, they were analyzed using SPSS program quantitatively and descriptive qualitative. The quantitative result outlined that there was significant difference on students’ pronunciation skill with t-test value was higher than t-table (9.117>2.035). The effectiveness was qualitatively proven using RLR method; Record phase with the score of 23%, Listening phase which was followed by imitating process. In the Revise phase, after two to five attempts the students got the score of 96%, which was an increase from the first attempt. It is concluded that Dictionary Speech Assistant is beneficial for students in learning pronunciation. The majority of students believed that Dictionary Speech Assistant creates a new environment to help students improve their pronunciation skills.
{"title":"Learning Pronunciation Using Record, Listen, Revise (RLR) Method in Dictionary Speech Assistant–ELSA Speak Application: How the Flow of Thinking Goes","authors":"S. Senowarsito, Agnesia Stefanny Susanto, S. Ardini","doi":"10.33394/jollt.v12i2.11048","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.11048","url":null,"abstract":"Dictionary Speech Assistant is a combination of Record, Listen, Revise (RLR) method of ELSA Speak Application to help students improve their pronunciation. The aims of the research were to describe the effectiveness as well as to explore how the flow of thinking of the junior high students in improving their pronunciation using RLR method in ELSA Speak Application. An explanatory sequential mixed-method design was utilized to collect quantitative and qualitative data. The data gained from pre-test, post-test, and documentation of single words which were collected from 34 students of SMA N 6 Semarang. Then, they were analyzed using SPSS program quantitatively and descriptive qualitative. The quantitative result outlined that there was significant difference on students’ pronunciation skill with t-test value was higher than t-table (9.117>2.035). The effectiveness was qualitatively proven using RLR method; Record phase with the score of 23%, Listening phase which was followed by imitating process. In the Revise phase, after two to five attempts the students got the score of 96%, which was an increase from the first attempt. It is concluded that Dictionary Speech Assistant is beneficial for students in learning pronunciation. The majority of students believed that Dictionary Speech Assistant creates a new environment to help students improve their pronunciation skills.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"54 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677281","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.v12i2.10659
Ririn Fujiarti Ali, Harris Effendi Thahar
This research is motivated by the low interest in reading that students have. The low interest in reading makes the lack of vocabulary mastery. The purpose of this study is to explain the contribution of environmental vocabulary mastery and reading interest to students' expository text writing skills. This type of research is quantitative research. The method used in this research is descriptive method. The research data were obtained from the final test results of exposition text writing skills of class X students of SMK Negeri 1 Bandar Sungai Kijang, Pelalawan Regency, Riau. Instruments to collect vocabulary mastery data using objective tests, reading interest using questionnaire techniques / research instruments, while to collect data on exposition text writing skills using written tests. The technique of analyzing data used in this research is descriptive and inferential statistics. The results showed that there was a significant contribution between the mastery of vocabulary in the environmental field to the skill of writing exposition texts of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the mastery of vocabulary in the environmental field of students, the better the degree of writing skills of the student's exposition text. Then there is a significant contribution between reading interest and exposition text writing skills of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the student's interest in reading, the higher the degree of skill in writing the student's expository text. Finally, there is a simultaneous contribution between the mastery of vocabulary in the environmental field and reading interest to the exposition text writing skills of Grade XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau.
这项研究的动机是学生的阅读兴趣不高。阅读兴趣低导致词汇掌握不足。本研究的目的是解释环境词汇掌握和阅读兴趣对学生说明文写作能力的贡献。本研究属于定量研究。本研究采用的方法是描述法。研究数据来自廖内省佩拉拉旺郡SMK Negeri 1 Bandar Sungai Kijang学校X年级学生的说明文写作能力期末测试结果。收集词汇掌握数据的工具是客观测试，收集阅读兴趣数据的工具是问卷技术/研究工具，而收集说明文写作技能数据的工具是书面测试。本研究使用的数据分析技术是描述性统计和推论性统计。结果显示，环境领域词汇的掌握程度对廖内省巴拉望州SMK Negeri 1 Bandar Sungai Kijang行政区十一年级学生的论述文写作能力有明显的促进作用。这说明，学生对环境领域词汇的掌握程度越高，学生的论述文写作能力就越强。廖内省巴拉望州SMK Negeri 1 Bandar Sungai Kijang区十一年级学生的阅读兴趣与论述文写作技巧之间存在明显的关系。这意味着，学生的阅读兴趣越高，学生的说明文写作技巧就越高。最后，环境领域词汇的掌握和阅读兴趣对廖内省SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau地区十一年级学生的说明文写作能力有同时促进作用。
{"title":"The Contribution of Environmental Vocabulary and Reading Interest in EFL Students’ Writing Skills of Exposition Texts","authors":"Ririn Fujiarti Ali, Harris Effendi Thahar","doi":"10.33394/jollt.v12i2.10659","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10659","url":null,"abstract":"This research is motivated by the low interest in reading that students have. The low interest in reading makes the lack of vocabulary mastery. The purpose of this study is to explain the contribution of environmental vocabulary mastery and reading interest to students' expository text writing skills. This type of research is quantitative research. The method used in this research is descriptive method. The research data were obtained from the final test results of exposition text writing skills of class X students of SMK Negeri 1 Bandar Sungai Kijang, Pelalawan Regency, Riau. Instruments to collect vocabulary mastery data using objective tests, reading interest using questionnaire techniques / research instruments, while to collect data on exposition text writing skills using written tests. The technique of analyzing data used in this research is descriptive and inferential statistics. The results showed that there was a significant contribution between the mastery of vocabulary in the environmental field to the skill of writing exposition texts of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the mastery of vocabulary in the environmental field of students, the better the degree of writing skills of the student's exposition text. Then there is a significant contribution between reading interest and exposition text writing skills of Class XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau. This means that the better the student's interest in reading, the higher the degree of skill in writing the student's expository text. Finally, there is a simultaneous contribution between the mastery of vocabulary in the environmental field and reading interest to the exposition text writing skills of Grade XI students of SMK Negeri 1 Bandar Sungai Kijang Regency Pelalawan Riau.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"57 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675856","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：