IJOLTL: Indonesian Journal of Language Teaching and Linguistics https://ijotl-tl.soloclcs.org/index.php/ijoltl <ul> <li class="show"><strong>Publication Frequency:&nbsp;</strong><strong>Quarterly in January, May, September&nbsp; </strong></li> <li class="show"><strong>Indexed: DOI Crossref, DOAJ</strong></li> <li class="show"><strong>Length of words: research paper: 4,000 to 8,000 words; review paper: 3,500 to 5,000 words.</strong></li> <li class="show"><strong>Review Policy:&nbsp;</strong><strong>Double blind review</strong></li> <li class="show"><strong>Access:&nbsp;</strong><strong>Open Access</strong></li> <li class="show"><strong>Publisher:&nbsp;</strong><strong>Center of Language and Cultural Studies (CLCS)</strong></li> <li class="show"><strong>ISSN: </strong><strong>ISSN: online 2502-8278 &amp; print ISSN: 2502-2326</strong></li> <li class="show"><strong>Former website: http://ijoltl.pusatbahasa.or.id<br></strong></li> <li class="show"><strong>Recent website: soloclcs.org </strong></li> </ul> <p><strong>IJOLTL: Indonesian Journal of Language Teaching and Linguistics</strong> is a peer-reviewed journal that publishes research within the area of language teaching in general and linguistics. IJOLTL was firstly published in January 2016 (<strong>online ISSN: 2502-8278 &amp; print ISSN: 2502-2326</strong>).&nbsp; IJOLTL is a peer-review journal published quarterly in <strong>January, May and September</strong> with first online version in January 2015. &nbsp;Please see the Guideline of the Authors. Website: <a href="http://ijotl-tl.soloclcs.org">soloclcs.org</a>; Email: <a href="mailto:ijoltl@gmail.com">ijoltl@gmail.com</a></p> Center of Language and Cultural Studies en-US IJOLTL: Indonesian Journal of Language Teaching and Linguistics 2502-2326 <p>Authors who publish with this journal agree to the following terms:</p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under &nbsp;a&nbsp;<a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">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 acknowledgement of its initial publication in this journal.</li> <li class="show">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&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> </ol> Competence of EFL Junior High School Teachers in Implementing Classroom assessment in Merauke Distict, Papua https://ijotl-tl.soloclcs.org/index.php/ijoltl/article/view/587 <p>The goal&nbsp; of this study was to explore the classroom assessment comprehension of EFL–JHS (Junior High School)&nbsp; teachers in Merauke District. A descriptive evaluative research design was used to describe objectively and evaluate several variables related to the competence of EFL teachers in implementing classroom-based assessment (CBA) in English subject. This research was carried out in Merauke district. The sample used in this study was all the number of populations that we term to the total sampling or purposive sampling, namely&nbsp; 56 respondents. Questionnaires were distributed to 56 respondents, but in the allotted time only 25 returned the questionnaires. Of the 25 questionnaires &nbsp;were returned to the researchers, there were 18 questionnaires stated as feasible and complete to be analyzed while 7 questionnaires were declared incomplete. There were three instruments used to collect data: questionnaire, interview, and focus group discussion (FGD). The results showed that respondents' understanding of the principles and characteristics of CBA was that 9 (50%) respondents claimed to understand and 9 (50%) said they did not understand. They did not understand CBA generally lived and taught in remote&nbsp; areas and&nbsp; stated that they did not have sufficient access to conduct training or curriculum workshops or other professional development.</p> <p>&nbsp;</p> Lalu Suhirman Yulini Rinantanti Copyright (c) 2019-05-01 2019-05-01 4 2 65 80 10.30957/ijoltl.v4i2.261 Analysis of Learners’ Classroom Interaction Using Listing and Comparing Task in English Study Program of Cenderawasih University Teaching Context https://ijotl-tl.soloclcs.org/index.php/ijoltl/article/view/588 <p>The main focus of this research is the analysis of interactions between students (learner-to-learner interaction) in the context of cooperative learning through pair-group learning activities. The pair-group learning activities were provided to make sure the intense of the interaction that focus on doing the ordering, task listing, and problem solving tasks. This current research uses descriptive qualitative method by collaborating with students as the subject of this study acting as a key instrument in order to collect data as authentically as possible in the data collection of interactions that occur between students through voice recording. The results showed that the interaction occurred in within the English language education study program FKIP UNCEN are still dominated by lecturers, such as asking questions, error corrections, lectures, explained and waiting for the learners’ response, and therefore suggested to create an encouraged atmosphere of activeness and participation regarding the kinds of learning activities that "<em>force</em>" students to interact in smaller groups to ensure the equal opportunities to interact within the group using cooperative learning activities with a focus on ordering task, listing task, and problem solving task.</p> Monika Gultom Copyright (c) 2019-05-01 2019-05-01 4 2 81 94 10.30957/ijoltl.v4i2.262 Propaganda in the Gubernatorial Candidate in East Kalimantan Published in Online News Portal https://ijotl-tl.soloclcs.org/index.php/ijoltl/article/view/589 <p>Propaganda can be identified using basic kinds of propaganda and seven techniques to present propaganda. White, Black, Agitation, Integration, Disinformation, Bureaucratic, Counterpropaganda, Hate, and Deed is the most useful categorization of propaganda according to Cunningham which is includes in nine basic categories of propaganda. The focus of this study is to analyze context and techniques of propaganda used in Online News Portal of East Kalimantan.&nbsp; The analysis of the content and techniques of propaganda obtained from the news articles in Online News Portal is therefore to explore how a certain message is described. The result show that present message in the propaganda, propagandist in in Online News Portal used seven techniques: (1) name calling, (2) glittering generalities, (3) transfer, (4) testimonial, (5) plain folks, (6) bandwagon, and (7) card stacking.</p> Godefridus Bali Geroda Arbain Arbain Dedi Rahman Nur Copyright (c) 2019-05-01 2019-05-01 4 2 95 104 10.30957/ijoltl.v4i2.263 Implementation of Local Context Vocabulary Exposure in Teaching English at SMP Negeri 1 Padaido Biak Regency https://ijotl-tl.soloclcs.org/index.php/ijoltl/article/view/590 <p>The study aims at investigating the effect of local content vocabulary exposure in teaching English at SMPN 1 Padaido Biak Regency. This study employed a descriptive study and total sampling conducted to 75 students (from the first to third grades) of SMP Negeri 1 Mbromsi, in Aimando subdistrict, Padaido islands of Biak Regency.&nbsp; Data were gained from students’ results of pre and post tests on vocabulary relating to things near them or familiar to them like things in the sea. The result shows &nbsp;that the implementation of contextual teaching and learning have brought influence to students’ vocabulary achievement since the approach allows teachers to creatively produce their learning materials that accommodate students’ learning needs based on school&nbsp; and home environments as well as to develop freely their pedagogical techniquest in fun ways.</p> <p>&nbsp;</p> Adolfina Krisifu Copyright (c) 2019-05-01 2019-05-01 4 2 105 116 10.30957/ijoltl.v4i2.264