Journal of Linguistics, Literature, and Language Teaching (JLLLT)

Exploring Challenges and Strategies in TOEFL Preparation among Students at Universitas Muhammadiyah Aceh

Sarair Sarair, Lina Farsia, Septhia Irnanda, Fadhlullah Romi — Wed, 23 Oct 2024 00:00:00 +0700

In this descriptive quantitative study, thirty students from Universitas Muhammadiyah Aceh discuss the difficulties they had and the methods they used to get ready for the TOEFL. An 18-item questionnaire was used to gather the data, and the results show that the listening section presented the biggest issue, with 58.1% of participants finding it difficult to stay focused and limited in time. The reading portion, on the other hand, was thought to be easier, while some participants had trouble with vocabulary and time management. Students' strategies included using internet resources, with a significant emphasis on cognitive and metacognitive skills, such as TikTok, YouTube, and TOEFL-specific apps. Notably, frequent strategies for navigating the written expression and test structure parts included determining the core concept and closely examining sentence structure. These results imply that more students could benefit from focused listening exercises, improved training in metacognitive strategies, and expanded usage of online resources for TOEFL preparation. In order to better prepare students for the exam, educators might consider incorporating real TOEFL-like materials and time management advice into the curriculum.

The Contribution of Social Semiotics to Text Understanding in Various Disciplines: A Systematic Literature Review

Muhammad Hasyimsyah Batubara, Meisuri Meisuri, Amrin Saragih — Tue, 03 Dec 2024 00:00:00 +0700

-This article investigates the role of social semiotics in enhancing text comprehension across various academic disciplines, addressing a critical gap in interdisciplinary understanding methods. Although previous studies applied social semiotics to specific modes and disciplines, a comprehensive analysis that includes multiple semiotic elements in academic texts remains limited. The objective of this study is to verify how social semiotics can be used to interpret complex, multimodal academic texts, thereby aiding students in diverse fields. By using a Systematic Literature Review (SLR) methodology, the study analyzes findings from 13 relevant articles sourced from Google Scholar between 2020 and 2024. Key findings highlight that social semiotics facilitates understanding by enabling readers to contextualize and interpret multimodal content such as visual elements, data, and narrative structures unique to each discipline. These insights reveal implications for educators in developing interdisciplinary comprehension strategies and underscore the ability of social semiotics as a framework for understanding academic texts holistically. Consequently, this research contributes to the theory and practice of education by providing concrete guidance for improving cross-disciplinary text comprehension, ultimately supporting more effective and inclusive academic learning.

Effect of Lukabarasi Morphology on the Quality of Written Kiswahili Among Secondary School Students in Kakamega North Sub County

Solomon Luvonga Chenenje — Tue, 03 Dec 2024 00:00:00 +0700

Although there is a resemblance in some of the Lukabarasi and Kiswahili lexical items, some morphological structures are incompatible and, consequently, cause errors or mistakes. The main objective of the study is to analyze the effect of Lukabarasi morphology on the quality of written Kiswahili language among secondary school students in the Kakamega North sub-county. Specific objectives are to scrutinize the main agents of transfer of errors from L1 to L2 and how Lukabarasi affects the quality of written Kiswahili in the Kenya Certificate of Secondary Education examination. The study was analyzed within the framework of Interlanguage theory by Larry Selinker (1972), which stated that during the acquisition of a second language, the learner transfers the rules from the L1 to L2, and if the two have distinct structures, the errors occur in the L2. Questionnaires were channelled to 17 teachers and 76 form-one students who were selected purposively from 10-day schools until the saturation stage was attained. The oral interview was applied to 25 parents of some of the students who were selected based on the convenience sampling technique. The study revealed that to express politeness in communication, Lukabarasi speakers add the suffix (-kho) and (-nga) to the verbs in the present simple tense. When such rules are transferred from Lukabarasi to Kiswahili, morphological errors occur, and during prefixation in Kiswahili, some Kabarasi students use a instead of ha. This alteration of (-h-) renders the lexical items erroneous. The study further found that parents are the main agents of the transfer of errors from L1 to L2 in the early years, which makes it difficult to correct the learner at the secondary school level. Therefore, Lukabarasi morphology affects the quality of written Kiswahili negatively. It is not unique to Lukabarasi but also to other dialects of the Luhya speech community.

Institutional Factors Influencing Bilingual Education: A Primary School Perspective from Ghana

Samson Dodzi Fenuku — Wed, 18 Dec 2024 00:00:00 +0700

This study examines the institutional factors influencing the effectiveness of bilingual education in primary schools within the Ledzokuku Municipality of Accra, Ghana. This study uses a mixed methods approach, and the research explores the interplay between teacher training, resource availability, administrative support, and community involvement in the success of bilingual education programs. A case study at Adom Primary School provides in-depth insights into the experiences of educators, administrators, and parents, while a survey of 200 educators and administrators offers a broader perspective. Qualitative findings emphasize the need for comprehensive teacher training and the critical role of community support in supplementing school resources. Teachers desire more extensive training to deliver instruction confidently in a second language. The case study reveals the significant impact of community involvement in overcoming resource limitations, suggesting local engagement as a strategic asset for bilingual education. Quantitative results corroborate these insights, showing significant positive correlations between teacher training hours, resource availability, and program effectiveness. Regression analysis indicates that teacher training and resource availability are significant predictors of program effectiveness, underscoring the need for targeted investments in these areas. The study identifies challenges such as a shortage of qualified bilingual teachers, resource scarcity, and the complexity of aligning language policies with community expectations. Recommendations include developing robust teacher training programs, increasing resource allocation, and fostering community-school partnerships. This research contributes to the literature by providing a nuanced understanding of the institutional factors impacting bilingual education in a Ghanaian context, with implications for educational policy and practice.

Test-Taking Strategy Use and Reading Test Scores: Dire Dawa University Students in Focus

Mesfin Mamo, Taye Regassa — Tue, 31 Dec 2024 00:00:00 +0700

This research delves into the utilization of metacognitive and cognitive strategies by Ethiopian test-takers during reading assessments. Specifically, the primary objective of this quantitative study is to explore the relationship between the employment of test-taking strategies and the achievement of reading comprehension scores. Furthermore, the study investigates the specific test-taking strategies that university students employ to succeed in reading comprehension tests. Data were collected via a questionnaire and the TOEFL test from 40 senior students at a university in Ethiopia. The findings indicate that the test takers predominantly employ metacognitive strategies, achieving a higher mean score of 3.12 compared to cognitive strategies, with a mean score of 2.73, in the context of reading comprehension tests. Additionally, the study uncovers a positive correlation between the use of test-taking strategies and reading comprehension scores.