Journal of Language and Literature Studies https://journal-center.litpam.com/index.php/JoLLS <p>JOLLS is an open access journal which provides perspectives of languages, language teaching, and literature studies. This journal has the Focus and Scope at presenting and discussing outstanding contemporary issues in line with Applied Linguistics, English Language Teaching, Literatures, Literature in Teaching, and Curriculum Design of Language and Literature Teaching. Readers have the right to read, download, copy, distribute, print, or link to the full text of all articles in JOLLS. The aim of this journal is to promote outstanding language and literature issues to research by encouraging enquiry into relationship between theoretical and practical studies.</p> en-US <div class="page"> <p style="text-align: justify;">Authors who publish with JoLLS agree to the following terms:</p> <ol> <li style="text-align: justify;">For all articles published in JoLLS, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.</li> <li style="text-align: justify;">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li style="text-align: justify;">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li style="text-align: justify;">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html">The Effect of Open Access</a>).</li> </ol> <p><br /><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> </div> haerazi@litpam.com (Dr. Haerazi) m.asyari@litpam.com (Muhammad Asy'ari) Wed, 15 Sep 2021 06:31:57 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers' Writing Skills https://journal-center.litpam.com/index.php/JoLLS/article/view/498 <p>This study was aimed at investigating the accuracy of self-regulated learning as a moderator of the metacognitive control to improve prospective teachers’ writing skills. This study was a mixed-method with the concurrent embedded strategy. The experimental study was carried out to meet the effectiveness of self-regulated learning to improve prospective teachers’ writing skills viewed from metacognitive skills. The research instruments used the observation sheet and writing test. The research findings showed that the self-regulated learning model was effective as a moderator of the metacognitive control in improving prospective teachers’ writing skills. It was proven by the result of the analysis factor of variance (ANOVA) that indicated that the significant value was lower than the sig. level 0.05. This study can be concluded that the self-regulated learning model was effective to improve prospective teachers’ writing skills viewed from metacognitive awareness.</p> Haerazi Haerazi, Mohammad Kazemian Copyright (c) 2021 H. Haerazi, Mohammad Kazemian https://creativecommons.org/licenses/by-sa/4.0 https://journal-center.litpam.com/index.php/JoLLS/article/view/498 Sun, 30 May 2021 00:00:00 +0000 Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers’ Critical Thinking Skills https://journal-center.litpam.com/index.php/JoLLS/article/view/499 <p>The metacognitive awareness and critical thinking skills were essential to be subjected to the prospective teachers to regulate their learning and train how to practice writing effectively. This study was aimed at developing the model of the metacognitive writing strategy to improve prospective teachers’ writing skills viewed from critical thinking skills in Indonesian higher education. To attain the research aim, the research and development (R&amp;D) study was employed. The stages of R&amp;D design included defining, designing, developing, and disseminating. To attest to the effectiveness of the metacognitive writing strategy, the researcher used a quasi-experimental design in the form of pre-test and post-test control group design. The prospective teachers were divided into two groups, the experimental and control group. The experimental group was treated using the metacognitive writing strategy, while the control group was taught using the conventional strategy. The instruments of collecting data used the metacognitive writing test and critical thinking test. Then, the data were analysed using descriptive and inferential statistical devices. The results of the study showed that the metacognitive writing strategy can help prospective teachers to regulate their learning activities in terms of what and how to write in the class. At the top of that, they are able to compose good exposition texts. It was proven that the average score of learners in the experimental class was higher than those on the control class. The research findings were elaborated in the research discussion.</p> Mohammad Kazemian, Lalu Ari Irawan, Haerazi Haerazi Copyright (c) 2021 Mohammad Kazemian, Lalu Ari Irawan, Haerazi Haerazi https://creativecommons.org/licenses/by-sa/4.0 https://journal-center.litpam.com/index.php/JoLLS/article/view/499 Sun, 30 May 2021 00:00:00 +0000 Practicing Cooperative Learning Model Using Picture Cube and Story Marker to Improve Writing Skills https://journal-center.litpam.com/index.php/JoLLS/article/view/500 <p>Cooperative learning provides various activities in the form of individual and group works in teaching language skills. This research aims to improve the writing skills ability using cooperative learning model. This study was action research. The research was conducted in one cycle following the cyclical action research model consisting of planning, acting, observing, and reflecting. The subjects of this research were 20 students in Class 8D. In this research, there was two types of data, it is qualitative and quantitative data. The qualitative data are analyzed following three stages of qualitative data analysis, namely data collection, data condensation, data display, conclusion drawing, and final reporting. Meanwhile, the quantitative data cover students’ writing achievement collected using writing tests. The findings of this research show that the students’ writing skills are improved. They mastered key vocabulary and grammatical knowledge to compose sentences. The students kept on using writing strategies through cooperative learning model to understand a given text. The teaching and learning activities were interesting. Media used are Picture Cube and Story Marker to support cooperative learning activities. It is elaborated in discussion part of this article.</p> Tisyrinul Awwal Fatiani, Arif Rahman, Jupri Jupri Copyright (c) 2021 Tisyrinul Awwal Fatiani, Arif Rahman, Jupri Jupri https://creativecommons.org/licenses/by-sa/4.0 https://journal-center.litpam.com/index.php/JoLLS/article/view/500 Sun, 30 May 2021 00:00:00 +0000 The Effectiveness of Quiz Demonstration Practice Revision (QDPR) Model in Helping Students’ English Pronounciation https://journal-center.litpam.com/index.php/JoLLS/article/view/527 <p>The study examined the effectiveness of Quiz Demonstration Practice Revision (QDPR) in helping students’ English pronunciation. There were two research questions in the study; 1) Is Quiz Demonstration Practice Revision (QDPR) model effective in helping students’ English pronunciation?, and 2) How Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation? To answer the research questions, the present researcher designed the study using an experimental quantitative research. The present researcher determined all of X grade students at MA. Tarbiyatul Muslimin Dasan Maalan as the population of the study and took 50 students as the sample of the study; 25 students as an experimental group and 25 students as a control group. In collecting the data of the study, the present researcher presented a test that as an instrument of the study. In analyzing the data, the present researcher calculated it using SPSS 16.0. The result of the study revealed the mean score in pre-test was 49.64 and the mean score was 73.68, while the control group, the mean score in pre-test was 71.60 and the mean score was 72.88. This means that Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation. Furthermore, the result of Paired Sample t-test in Sig. (two-tailed) is .000 which is lower than the significant level .005. It means that Quiz Demonstration Practice Revision (QDPR) model is significantly effective in helping students’ English pronunciation. Therefore, Quiz Demonstration Practice Revision (QDPR) model can be implemented in helping students’ English pronunciation especially senior high school students.</p> Abdul Latif, Jupri Jupri Copyright (c) 2021 Abdul Latif, Jupri Jupri https://creativecommons.org/licenses/by-sa/4.0 https://journal-center.litpam.com/index.php/JoLLS/article/view/527 Sun, 30 May 2021 00:00:00 +0000 Students’ Phonological Awareness and Their Strategy in Pronuncing Words https://journal-center.litpam.com/index.php/JoLLS/article/view/528 <p>The result of the study revealed that the students have difficulties in pronouncing words that wre categorized into three parts, those were consonant, vowel, and diphthong. In consonant, the students made errors /p/, /b/, /d?/, /z/, /f/, /v/, /d/, /s/, /r/, /k/, /?/, /t/, /ð/,/?/.&nbsp; In vowels, the students made errors /?/, /æ/, /e/, /?/, /?/, /?/, /i:/, /?/. In diphthong, the students made error /a?/, /??/, /??/, /??/, /a?/. Furthermore, the students’ strategy in their reading activity was categorized into three namely low, middle, and high categories.&nbsp; For low category, the strategy in reading activity was by checking the difficult word in a dictionary, asking the lecture how to pronoun the difficult word, and practicing to read the word continuously. For middle category, the strategy in reading activity was by doing repetition to every single word, listening the pronunciation of the words using u-dictionary, and always practicing to pronounce every single word. For high category, the strategy in reading activity was guessing based on their knowledge pronunciation and make a relation with the word that the same sounds.</p> Tri Sekar Buana, Lalu Ari Irawan Copyright (c) 2021 Tri Sekar Buana, Lalu Ari Irawan https://creativecommons.org/licenses/by-sa/4.0 https://journal-center.litpam.com/index.php/JoLLS/article/view/528 Sun, 30 May 2021 00:00:00 +0000