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JL3T (Journal of Linguistics, Literature and Language Teaching)
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 24775444     EISSN : 25802348     DOI : https://doi.org/10.32505/jl3t
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; syntax; semantics; Sociolinguistics; morphology; psycholinguistics; pragmatics; phonology; discourse analysis; translation; clinical linguistics; and literature and teaching that focuses on English, Arabic, and Bahasa Indonesia.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 137 Documents
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Language teaching and the reproduction of anti-violence narratives: a critical discourse analysis Khomarudin; Maimunah Mudjahid; Rokhmatul Ummah
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.13886

Abstract

Indonesia, with its rich ethnic, cultural, and religious diversity, still faces social tensions that often appear in everyday language. These expressions may seem ordinary, yet they can carry harmful meanings and shape how people relate to one another. In this context, the national education system is expected to cultivate social sensitivity, empathy, and intercultural awareness as foundations for social cohesion. Language teaching, therefore, functions not merely as a linguistic practice but as a sociocultural and ideological space where values are produced, negotiated, and reproduced. This study examines how language teaching contributes to the reproduction of anti-violence narratives by promoting empathy, tolerance, and non-violence. The respondent of this research are 100 students and 10 lecturers of Tadris Bahasa Inggris and Bahasa Indonesia UIN Siber Syekh Nurjati Cirebon. Interview and observation are used to collect the data.  Employing a qualitative field-based design, the study analyzes language teaching practices using Fairclough’s Critical Discourse Analysis, focusing on text, discursive practice, and sociocultural context. The findings reveal that language classrooms play a strategic role in both challenging normalized symbolic violence and reinforcing anti-violence values through everyday pedagogical discourse. Integrating ethical and intercultural values into language instruction is shown to contribute significantly to social cohesion and peace-building in Indonesia’s multicultural higher education context.
Task-based bipa writing in the age of geo-spatial tools: a systematic review Dyah Ayu Larasati; Nurul Murtadho; Radeni Sukma Indra Dewi
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.14246

Abstract

Technology-mediated task-based language teaching is widely recognized for its potential to support second language writing through meaningful, communicatively authentic tasks. Geo-spatial applications such as Google Maps offer dynamic visual representations of space that align with functional writing tasks involving routes and navigation, yet their pedagogical integration in second language writing, particularly in Indonesian as a foreign language (Bahasa Indonesia bagi Penutur Asing, BIPA), remains largely unexplored. This systematic literature review examines research at the intersection of task-based language teaching, technology-enhanced writing, and geo-spatial tool use, with particular attention to beginner BIPA learners and direction-giving as a functional writing target. Although direction-giving writing is formally mandated as a competency at BIPA Level 1, no empirical study has investigated how it might be developed through task-based or technology-mediated instruction. Guided by the Population-Intervention-Comparison-Outcome-Context framework and a Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 selection procedure, 84 studies were initially identified, of which 26 were included for in-depth analysis. Findings reveal three predominant strands: BIPA and second language writing studies emphasizing genre, culture, and functional literacy; task-based research reporting improvements in writing quality and learner motivation; and technology-enhanced collaborative writing employing digital platforms. Only one study explicitly integrates Google Maps, situated in an English as a foreign language recount-writing context rather than in BIPA or direction-giving instruction. The review identifies a clear gap at this intersection and proposes pedagogically grounded directions for designing geo-spatial-tool-mediated writing tasks, with Google Maps as the primary exemplar, in BIPA classrooms.
The role of technology-based professional development in improving EFL teachers’ classroom practices Elvina; Amanda Nurul Hidayah; Etna Gres; Yohanes Gatot Sutapa Yuliana; Dwi Riyanti
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.14314

Abstract

This study addressed the persistent gap between English as Foreign Language teachers' participation in technology-based professional development and the sustained application of new skills in classroom practice. The research aimed to explore teachers’ experiences of technology-based professional development in terms of access, participation, perceived benefits, impacts, and challenges in applying acquired knowledge in EFL classroom practices. The study employed a mixed-methods survey design, collecting data from 23 active English teachers across various schooling levels in West Kalimantan, Indonesia. Data were gathered through an online-administered survey and analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The principal findings revealed that teachers were proactive and viewed professional development as a valuable resource for improving practical knowledge and building confidence. However, severe contextual barriers, such as insufficient infrastructure, limited student device access, and a lack of follow-up support, impeded consistent implementation. The study concludes that the effectiveness of technology-based professional development is highly dependent on contextual factors, particularly infrastructure limitations, unequal student access to devices, and the absence of sustained support. It highlights the need for professional development programs to move beyond one-time technical training toward continuous, context-sensitive models that equip teachers with practical strategies tailored to low-resource EFL classrooms.
From conversation to collaboration: AI-powered pedagogy and the ethics of speak-bot Veni Nella Syahputri; Nyak Mutia Ismail; Cut Nabilla Kesha
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.14332

Abstract

This paper explores the pedagogical innovation and ethical considerations of integrating SPEAK-BOT, a chatbot-assisted learning framework, into collaborative speaking classrooms. SPEAK-BOT is introduced as a framework for supporting conversation-based speaking practice through structured interaction between students, peers, and chatbot-assisted prompts. Rather than replacing classroom communication, the framework is intended to provide additional opportunities for learners to practice speaking, exchange ideas, and respond to guided conversational tasks. In this study, the potential value of SPEAK-BOT is examined through a design-oriented analysis of its learning steps, interaction patterns, and classroom applicability. This study employed a qualitative Design and Development Research (DDR) approach involving 25 undergraduate students enrolled in a speaking course and 4 English lecturers, using teacher reflection logs, learner self-assessment questionnaires, and chatbot interaction records that were analyzed thematically to examine how the SPEAK-BOT framework operated in classroom speaking practice. Data sources include teacher feedback, learner self-assessment, and AI-generated responses. Findings suggest that SPEAK-BOT enhances learner engagement, encourages risk-taking in language use, and supports real-time feedback loops that are often challenging for teachers to provide individually. At the same time, the research identifies critical ethical dimensions: dependency on AI, the risk of misrepresentation, and the need for responsible data use. These issues highlight the importance of developing digital literacy and critical awareness alongside language skills.
Phonemic correspondence in Deli Malay and Javanese: a comparative historical linguistic study Indra Purnawan Panjaitan; Dwi Widayati; Dardanila
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.14373

Abstract

This study investigates the phonemic correspondences between Deli Malay and Javanese, two Austronesian languages that have undergone intense contact in eastern Sumatra due to historical migration and interethnic interaction. Using a comparative historical linguistic approach, the research aims to identify systematic sound changes and trace linguistic relationships between the two languages. The data were derived from 200 Swadesh vocabulary items collected through written sources and oral validation from native speakers. From this corpus, 24 cognate pairs were found to exhibit phonemic correspondences. The analysis focuses on consonantal and vowel shifts, highlighting regular patterns such as /b/ ~ /w/, /a/ ~ /o/, and /d/ or /t/ ~ /l/, as well as processes like lenition, assimilation, centralization, and diphthong simplification. These regularities suggest not only potential common ancestry but also phonological convergence due to prolonged contact. Some irregular shifts indicate sociolinguistic influences such as borrowing or analogical formations. The findings demonstrate that even between languages from different Austronesian subgroups, systematic phonemic alignments can emerge through sustained interaction. This research affirms the continued relevance of the comparative historical method in tracing sound change and typological convergence in multilingual societies. Furthermore, it contributes to the documentation and comparative understanding of regional linguistic variation in Indonesia, particularly within underexplored varieties like Deli Malay. The study encourages further comparative investigations involving morphosyntactic structures and broader Austronesian varieties to deepen the understanding of contact induced change and historical relationships in the archipelago.
The use of elsa speak to enhance speaking accuracy for secondary school students Happy Sri Rezeki Purba; Ihsan Ramadana Putra; Abdul Rahman Siagian; Rahmat Huda
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.14429

Abstract

This study investigates the effectiveness of an AI-powered pronunciation tool, ELSA Speak, in enhancing speaking accuracy among EFL learners in Indonesian secondary schools, where pronunciation instruction remains underexplored despite its critical role in communicative competence. The research aimed to examine whether the use of ELSA Speak significantly improves students’ pronunciation accuracy compared to conventional instruction. The participants were 60 ninth-grade students of MTs Swasta Muhammadiyah 22 Padangsidimpuan, divided equally into an experimental group (n = 30) and a control group (n = 30) through purposive sampling. Data were collected through pre-test and post-test speaking assessments evaluating pronunciation accuracy, word stress, intonation, and clarity of speech using a validated pronunciation rubric with inter-rater scoring. The results of an independent samples t-test revealed a statistically significant difference between the two groups (t(58) = 5.214, p = 0.000), with the experimental group achieving a mean post-test score of 80.30 (SD = 6.14) compared to 70.50 (SD = 5.89) for the control group. The large effect size (Cohen’s d = 1.57) further confirms the practical significance of the findings. These findings indicate that the integration of AI-powered pronunciation tools can effectively support English language teaching by providing immediate feedback and opportunities for autonomous practice, with important implications for technology-enhanced language learning in secondary school contexts.
Stylistic features of professional identity in LinkedIn bios of Indonesian job seekers Rahmadsyah Rangkuti; Elizabeth Rusida Yosephine Br. Tamba; Dian Marisha Putri; Afrahul Fadhillah Parinduri
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 12 No. 1 (2026): JL3T Vol. XII No. 1 2026
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v12i1.15384

Abstract

This study investigates stylistic features found in LinkedIn bios written by Indonesian professionals and examines how linguistic choices contribute to professional identity construction. Specifically, the study aims to identify dominant stylistic features appearing in LinkedIn bios and analyze their role in shaping professional identity. This research employed a qualitative descriptive method using a socio-cognitive stylistics approach. The data consisted of 30 LinkedIn bios written in English by Indonesian professionals working in digital marketing and related fields. Data were collected through documentation of publicly accessible LinkedIn profiles and analyzed through data condensation, data display, and conclusion drawing. The findings reveal five dominant stylistic features: lexical choices, syntactic structures, tone and stance markers, discourse organization, and metadiscourse. These features contribute to constructing professional identities that emphasize competence, achievement orientation, creativity, and professional engagement. The study concludes that language in LinkedIn bios functions not only as a communicative tool but also as a strategic resource for constructing professional identity in digital professional environments. Furthermore, the findings demonstrate that professionals deliberately use language to highlight their expertise, achievements, and personal values while maintaining a professional image. Through these stylistic choices, LinkedIn bios serve as an important medium for self-presentation, networking, and career development within increasingly competitive digital professional communities.

Page 14 of 14 | Total Record : 137

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