https://jurnal-assalam.org/index.php/JLLLT/issue/feed Journal of Linguistics, Literature, and Language Teaching (JLLLT) 2024-05-14T06:14:55+07:00 Muhammad Hasyimsyah Batubara editor.jlllt@gmail.com Open Journal Systems <p>Journal of Linguistics, Literature and Language Teaching (JLLLT) [e-ISSN: <a href="https://portal.issn.org/resource/ISSN-L/2827-8518">2827-8518</a>] is a double-blind peer-reviewed, published biannual on January-June, July- December. It is dedicated to promoting scholarly exchange among teachers, practitioners and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well.</p> https://jurnal-assalam.org/index.php/JLLLT/article/view/704 Phonological Basis of Mispronunciation in Spoken English of Kabarasi People in Social Setting 2023-12-30T07:30:09+07:00 Solomon Luvonga Chenenje solomonluvonga@gmail.com <p>The phonological basis of mispronunciation in spoken English by Kabarasi speakers in social settings includes voicing and devoicing, vowel insertion, substitution or avoidance, and syllable misplacement. The study adopted the contrastive analysis hypothesis theory by Khresheh (2016), which describes how errors are transferred from L1 to L2 and the degree of strength of errors transferred, whether positive or negative. The data was presented and analyzed in tables from which sounds of both English and Kabarasi were written. English has 25 consonant sounds, while Kabarasi has 23. Some sounds clash while others (voiceless) match, but the mismatch rate is higher than positive transfer, leading to errors in spoken English. Such errors can be minimized by practice in English elocution and oral skills based on minimal pairs. However, all the errors in spoken English by Kabarasi speakers can not be eradicated completely, provided that the utterer is a native speaker of Lukabrasi.</p> 2024-02-05T00:00:00+07:00 Copyright (c) 2024 Solomon Luvonga Chenenje Chenenje https://jurnal-assalam.org/index.php/JLLLT/article/view/756 Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools 2024-02-16T19:49:11+07:00 Elfinesh Berhe elfaelaf@gmail.com Alamirew G/Mariam alamgmariam@gmail.com <p>This study examined the level and preference of metacognitive reading strategies used by Grade 9 students at Ula-dula General Secondary School in Ethiopia. 130 students (59 males and 71 females) participated in the study and filled out the questionnaire. Six of them took part in the interviews. The data was collected using the Metacognitive Awareness Reading Strategy Inventory (MARSI) and a semi-structured interview. SPSS (Statistical Package for the Social Sciences Version 24) was used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. The results indicated that students used the metacognitive reading strategies moderately, with an average mean score of 2.8. However, individual students' use of the strategies showed that 40% of the students used the strategies at a low level, 26.2% at a high level, and 33.8% at a medium level. The problem-solving strategies were used most frequently, followed by global and support strategies in second and third place, respectively. Problem-solving and global strategies were utilized moderately, while support strategies were employed at a lower level. The results of an independent sample t-test revealed no significant correlation between the gender of the students and their usage of the strategies. In summary, while the average result showed that students, as a whole, used the strategies moderately, the majority of individual students were found to use them at a low level. The qualitative data provided further evidence to support the quantitative findings. The result suggests that the students' low level of reading proficiency might have been due to a lack of awareness and inappropriate utilization of reading strategies.</p> 2024-04-24T00:00:00+07:00 Copyright (c) 2024 Elfinesh Berhe, Alamirew G/Mariam https://jurnal-assalam.org/index.php/JLLLT/article/view/774 The Impact of Standardized Teaching Methodologies on Student Learning and Teacher Autonomy in Ghanaian Schools 2024-05-14T06:14:55+07:00 Samson Dodzi Fenuku ernestakpaku1@gmail.com Ernest Akpaku ernestakpaku1@gmail.com <p>This study examines the impact of standardized teaching methodologies on student learning and teacher autonomy within the Ghanaian educational context. A mixed-methods approach was employed, integrating quantitative analysis of student performance data from standardized tests with qualitative insights gleaned from semi-structured interviews and classroom observations of teachers and administrators, alongside a broader survey of teacher perceptions. Quantitative findings indicated that standardized teaching methodologies were associated with improved student performance on standardized assessments. However, qualitative data revealed a complex landscape where teacher autonomy and the ability to provide culturally relevant instruction were seen as potentially compromised by the structure of standardized curricula. The study's qualitative themes highlighted the dual-edged nature of standardization, with teachers expressing a need for both the guidance and constraints that standards provide. Professional development emerged as a critical factor, with teachers seeking ongoing support to effectively implement standardized teaching methodologies. The research underscores the importance of balancing the clarity and structure of standardized teaching with the flexibility necessary for teachers to meet the diverse needs of their students. It also emphasizes the need for culturally responsive teaching practices and the provision of continuous professional development opportunities for teachers. It suggests that while standardized teaching can enhance student performance, it must be implemented in a manner that supports teacher autonomy, adaptability, and professional growth to achieve the best outcomes for all students.</p> 2024-06-16T00:00:00+07:00 Copyright (c) 2024 Samson Dodzi Fenuku, Ernest Akpaku https://jurnal-assalam.org/index.php/JLLLT/article/view/758 Beyond the Posts: Understanding Student Discourse on Social Media through Content Analysis 2024-02-19T19:44:20+07:00 Tiyiselani Ndukwani tiyise30@gmail.com <p>This paper explores students' use of social media platforms, primarily focusing on Facebook, Twitter, and WhatsApp. Understanding the intricacies of student discourse can inform strategies to enhance digital literacy, foster constructive conversations, and create supportive online environments for academic and personal development. The findings of this study contribute valuable insights into the complex world of student discourse on social media, offering a deeper understanding of the dynamics that influence online interactions. This investigation aimed to understand how students use these platforms, examining engagement patterns and purposes. To achieve this, the researcher employed a qualitative method research approach. The researcher purposefully sampled 90 students from the University of Technology (UoT) in Gauteng, South Africa, to collect data. The participants submitted extracts from Facebook, WhatsApp, and Twitter texts for analysis. Findings revealed that students could benefit from using Facebook, WhatsApp, and Twitter for educational purposes since the document analysis indicated education as a prominent topic discussed on all the platforms. Another salient topic that emerged from the data was the topic of social discourse linked with love and relationships.</p> 2024-06-16T00:00:00+07:00 Copyright (c) 2024 Tiyiselani Ndukwani