Journal of Linguistics, Literature, and Language Teaching (JLLLT) https://jurnal-assalam.org/index.php/JLLLT <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> Asosiasi Dosen Perguruan Tinggi Islam en-US Journal of Linguistics, Literature, and Language Teaching (JLLLT) 2827-8518 Phonological Basis of Mispronunciation in Spoken English of Kabarasi People in Social Setting https://jurnal-assalam.org/index.php/JLLLT/article/view/704 <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> Solomon Luvonga Chenenje Copyright (c) 2024 Solomon Luvonga Chenenje Chenenje https://creativecommons.org/licenses/by-sa/4.0 2024-02-05 2024-02-05 3 2 60 69 10.37249/jlllt.v3i2.704 Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools https://jurnal-assalam.org/index.php/JLLLT/article/view/756 <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> Elfinesh Berhe Alamirew G/Mariam Copyright (c) 2024 Elfinesh Berhe, Alamirew G/Mariam https://creativecommons.org/licenses/by-sa/4.0 2024-04-24 2024-04-24 3 2 70 82 10.37249/jlllt.v3i2.756