cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 40 Documents
 1   2   3   4 
Search results for , issue "Vol 13, No 1 (2025)" : 40 Documents clear
Experiences of Teachers and Learners Transitioning from Isixhosa to English Instruction in Grade 4 Zano, Kufakunesu; Mgijima, Lungelwa; Mpiti, Pretty Thandiswa
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12654

Abstract

The South African Language in Education Policy stipulates that African languages shall be employed as languages of learning and teaching in South African schools, at least from Grades 1 to 3. After that, there must be a switch to an additional language - in most cases, English first additional language (EFAL), as is the case with most schools in Matatiele, Alfred Nzo West District, South Africa. The topicality of this transition has led to this study, which explores the experiences of Grade 4 EFAL teachers and learners in Alfred Nzo West District transitioning from isiXhosa to EFAL as a medium of instruction in Grade 4. Data for the study was collected from participants drawn from a school in the rural Eastern Cape Province, Alfred Nzo West District. The sample comprised two Grade 4 EFAL teachers and ten learners. Qualitative data was collected through semi-structured interviews and observations while reading English texts. The findings revealed that the learners struggle to read because they were accustomed to using their home language, isiXhosa, in Grades 1-3. Now, they are using English as their Language of Teaching and Learning (LoTl), a language hardly spoken outside of the classroom. Besides, the findings showed that learners who were doing English home language in their previous schools, Grades 1-3, did not battle much with Grade 4 EFAL, since they relied on their prior linguistic knowledge accrued in these grades. To overcome Grade 4 EFAL learners’ barriers to reading, the teachers rely on parental involvement, phonics, collaborative learning and learners’ prior linguistic background. The study is important in underscoring the need to give Grade 4 EFAL learners age-appropriate reading materials because their comprehension is naturally developed as they acquire new vocabulary, and learners are cognitively engaged in less challenging texts.
Testing Language Vitality Instuments: Falsification and Language Status Evaluation Budiono, Satwiko
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12680

Abstract

Different instruments for language vitality are used to determine language status. However, doing so raises problems regarding the correctness of an instrument, especially in terms of differences in instruments among qualitative, quantitative, and mixed methods. This aspect exerts an impact on differences in the svariables of respondent criteria, data collection techniques, and the categorization of results. Moreover, a few of these instruments cannot necessarily be applied to all languages in Indonesia due to complex conditions. Moreover, this research is novel because it is the first to discuss linguistic theory using a philosophical approach, especially falsification approach. This aims to test validity of language vitality instruments. Furthermore, it attempts to identify instruments that can be applied to languages in Indonesia. The reason is that Indonesia features many local languages, which leads to complex linguistic situations and conditions. This research uses a descriptive qualitative methods. Research techniques use data taken from previous studies and observations. Data analysis uses Popper’s falsification theory. The result indicated that language vitality instruments require several new alternative theories to address the complex linguistic conditions in Indonesia. The principle of falsification can add truth value in determining language status, such that it can be accepted for all languages in Indonesia. However, the falsification is still required for minority languages and strengthens the truth value of languages that are extinct. This notion exerts a contribution on the deepening of language policy in Indonesia, such that all languages can undergo language vitality testing according to the characteristics of their languages.
Students’ Perceptions on the Advantages of Learner-Centred Approaches and Grammar Teaching Methods in Selected Secondary Schools Diyessa, Tamirat Tesfaye; Woldearegawie, Abebe Gebretsadik
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9184

Abstract

Nowadays, there is a shift from the traditional methods to the modern ones.  Learner-centered methods have got due attention in language teaching because it encourages students to become active participants. However, in order to fully implement these methods, students’ perceptions on the advantages of learner-centered approaches and different grammar teaching methods play a great role. Accordingly, the purpose of this study was to investigate students’ perceptions on the advantages of learner-centered approaches and grammar teaching methods in secondary schools. The study utilized mixed methods research design, employing a questionnaire and an interview. The participants of the study were grade 9 students from three schools. Two hundred students for the questionnaire and six students for an interview were randomly selected. Questionnaire data was analyzed using mean and standard deviation. The interview data was analyzed thematically to support the questionnaire data.  The findings of the study revealed students believe that using learner-centered approach in grammar lessons helps them to learn grammar effectively. Students had positive perceptions on some of the learner-centered-methods of grammar presentation.  However, they had negative perceptions on some of them. As a result, they were more interested in grammar explanation by their teachers since they were accustomed by lecture method. Implications suggest that teachers are supposed to make students active participants by bringing various grammar tasks that arouse students’ interests; they should practice learner-centered methods namely pair work, group work, asking and answering questions and situational dialogue in order to build students’ confidence.
The Effect of Estacoll and Reading Habit on the Eleventh Grade Students’ Writing Recount Text: A Lesson Learned from Private Schools Ilahi, Rahma Kurnia; Amna, Fitra Afrida
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12947

Abstract

Writing is a crucial skill that students need to develop. In the process of writing, both writing techniques and reading habits play significant roles in shaping students' writing abilities. Therefore, selecting an appropriate teaching method is essential. The Estacoll technique can be employed as an alternative approach in teaching writing. This study aimed to examine the impact of the Estacoll technique on students' ability to write recount texts. The research utilized a quasi-experimental design, targeting eleventh-grade students in senior high schools. Two classes were randomly selected as the study sample. During the intervention, the experimental group was taught using the Estacoll technique, while the control group participated in small group discussions. The objective was to enhance the recount text writing skills of eleventh-grade students through the application of the Estacoll technique. This method serves as a strategy to improve students' knowledge and ability to produce well-structured recount texts. The study employed quasi-experimental methods, collecting data through writing tests and questionnaires. Statistical analysis was conducted using a t-test to evaluate the results. The data analysis aimed to demonstrate the effect of the Estacoll technique and reading habits on the recount text writing skills of eleventh-grade students. The findings revealed significant differences in students' writing abilities after the application of the Estacoll technique. In conclusion, this research highlights the potential of the Estacoll technique to offer students more opportunities to enhance their writing skills.
Updating Vocational English Textbooks to Meet Industrial Demands in Indonesia Pohan, Albert Efendi; Harahap, Dahrul Aman; Hasibuan, Juli Rachmadani; Ghani, Muhammad Faizal A.; Alsamiri, Yasir Ayed; Sari, Hartika; Beni, Ramdhan; Ashari, Erwin
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13194

Abstract

The pressing demand for work-relevant vocational English textbooks is essential for delivering effective learning materials that align with students' requirements. Appropriate textbooks can boost English language competence by enhancing students' abilities in listening, speaking, reading, and writing. Listening skills form the cornerstone for developing proficiency in other language areas. However, survey revealed that 92.3% of the 52 vocational schools in Batam City had not updated their English textbooks, and 96.2% lacked listening materials tailored to industrial demands. As a result, only 11.87% of the 4,035 Batam City vocational school students who passed the test showed competence in the listening component of the English assessment. This research aims to create a valid and effective vocational English textbook that improves students' English communication abilities based on workplace requirements. To accomplish this goal, the study employed a developmental research approach (Borg and Gall). The research was conducted in Batam City, encompassing 52 vocational schools, 95 English teachers, and 4,070 vocational school students in Batam City, Indonesia. The study's outcomes indicate that: 1) the vocational English listening textbook developed was empirically validated with an average score of 3.6, placing it in the highly valid category. 2) This textbook has also been empirically shown to be effective in enhancing students' listening competence, with a sig. value of 0.000, which was below 0.05. Consequently, this textbook benefits the government and stakeholders, particularly vocational English instructors in Batam City, by improving their English communication competence through the provision of textbooks relevant to industrial contexts.
Developing Flipbooks Teaching Material Based on Local Wisdom in Improving Young Learners’ Writing Skills of Descriptive Texts Rahmawati, Yulia; Purwati, Panca Dewi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.11780

Abstract

The environment is the main source of learning. The ability of students to understand the descriptive texts and writing these is still low. The use of teaching materials in learning is less close to student life. The availability of learning resources is still limited. Students can read but have not been able to understand the content of the material. This study aims to determine the feasibility and effectiveness of flipbook teaching materials based on local wisdom in improving learning outcomes by analyzing the description text of grade V elementary school students. The method in this study uses the type of Research and Development (R&D) research with the Borg and Gall development model. Product validity tests are carried out with material expert validators and media expert validators.  The results of this study showed that the results of the media feasibility test obtained were 93.75% with a very feasible predicate and the feasibility test results from material experts were 93.75% with a very feasible predicate. The results of large-scale usage trials showed an increase from pretest to posttest with an average N-Gain of 0.4 and significance (2-tailed) of 0.000 < 0.05. Flipbook teaching materials display designs and materials conceptualized according to the local wisdom of the Tegal Regency. The conclusion of the results of this study shows that flipbook teaching materials based on local wisdom are declared feasible and effective in improving learning outcomes by analyzing the decriptive texts.
Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research Sesa, Haris; Margana, Margana
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13347

Abstract

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.
The Role of Teachers in Promoting Autonomous Language Learning: The Case Of Addis Ababa Science And Technology University Belayineh, Ababo Abebe; Kasa, Animaw Anteneh
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9591

Abstract

Nowadays promoting autonomous learning has become an important aspect of education. This study aimed to investigate the roles of the teachers in promoting autonomous English language learning at Addis Ababa Science and Technology University. Its emphasis was on the roles of facilitator, guide/mentor, and inspirator/supporter and to what extent supporting environment helping to promote autonomous language learning are available and are used effectively. A survey questionnaire was distributed to 313 freshmen engineering students at Addis Ababa Science and Technology University where 24 students participated in FGD. Furthermore, an interview was conducted with four teachers to obtain supplementary data and for triangulation. The quantitative data was analyzed using SPSS and the qualitative data obtained from FGD and interview was analyzed using thematic analysis. The findings indicate that teachers were involved in very limited practices that promote autonomous language learning and used available supporting facilities ineffectively. As facilitators, teachers did not offer necessary assistance on learning plans and objectives and in evaluating their own learning and progress. As a guide/mentor, teachers’ assistance in providing alternative learning strategies and references was bound to the module and course outline.  As an inspirator/supporter of autonomous learning teachers were weak on being positive and supportive when giving feedback, encouraging students to keep a written record of their learning, and acknowledging different ways students follow to attain their goal and their own learning styles. Hence offering teachers professional development programs on how to promote autonomous language learning will help develop learner autonomy.
EFL Students' Attitudes Towards Translanguaging Practice: Its Implications for Willingness to Communicate in Indonesian Vocational Classrooms Kuncoroningtyas, Feby Sekar Ayu; Sumardi, Sumardi; Putra, Kristian Adi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12711

Abstract

Translanguaging has been recognized to help students learn a second language, yet many lecturers still see it as a problem rather than a useful educational tool. This study looks at the impact of translanguaging approaches on the confidence of Indonesian vocational college students in using English, with a focus mainly on the students' perspectives. The research used a qualitative case study to observe a class of 30 students (13 male and 17 female) in an English for Vocational Purposes (EVP) course. Four students, two females and two males were purposefully chosen for semi-structured interviews to get deeper perspectives. Data from these observations and interviews were evaluated thematically to better understand how translanguaging improves communication, strengthens teacher-student relationships, and assists in the processing of instructional materials. The findings indicate that students hold a positive attitude toward translanguaging pedagogies, citing benefits such as improved knowledge development, enhanced vocabulary acquisition, stronger relationships with lecturers, and increased Willingness to Communicate (WTC) in English. The study emphasizes that translanguaging facilitates English language learning and acknowledges and embraces the linguistic diversity of Indonesian classrooms. This research provides important information for policymakers, educators, and researchers on how utilizing translanguaging in EFL teaching approaches can be essential in creating a more inclusive and effective learning atmosphere, especially in diverse educational settings.
ChatGPT and Google Gemini in EFL Education: A Qualitative Exploration of Pedagogical Efficacy among Indonesian Sophomores Baskara, FX. Risang
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9926

Abstract

As generative language models like ChatGPT and Google Gemini gain prominence in education, their efficacy in specific contexts, such as Indonesian English as a Foreign Language (EFL) instruction, still needs to be explored. This study investigates the pedagogical affordances and constraints of these models as perceived by Indonesian EFL sophomores, aiming to understand their contribution to active learning in language acquisition. Using a qualitative approach, we conducted open-ended questionnaires with 40 sophomore students from an Indonesian university's English department. Thematic content analysis was employed to analyse the data. Findings reveal that ChatGPT offers authentic conversational simulations and versatile content-based instruction, while Google Gemini's strength lies in its multilingual capabilities. However, limitations such as linguistic complexity and rigid conversational structures were also identified. The study suggests these models can enhance active learning experiences, particularly in conversational practice and interdisciplinary content exploration, though their efficacy depends on factors like learner proficiency and internet access. We conclude that integrating these models into EFL instruction requires careful consideration of their affordances and limitations. This study contributes culturally-specific insights to AI in education research, with implications for curriculum designers, educators, and policymakers in developing countries, emphasising the need for adaptive and inclusive approaches in AI-enhanced EFL education.

Page 1 of 4 | Total Record : 40

 1   2   3   4 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): January Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol. 13 No. 2 (2025): April Vol 13, No 2 (2025) Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol. 12 No. 4 (2024): October Vol 12, No 4 (2024) Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol 12, No 2 (2024) Vol. 12 No. 2 (2024): April Vol. 12 No. 1 (2024): January Vol 12, No 1 (2024) Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol 11, No 1 (2023) Vol. 11 No. 1 (2023): January Vol. 10 No. 4 (2022): October Vol 10, No 4 (2022) Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol 10, No 2 (2022) Vol. 10 No. 2 (2022): April Vol. 10 No. 1 (2022): January Vol 10, No 1 (2022) Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue