JOLLT Journal of Languages and Language Teaching
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.
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<![CDATA[Exploring the Link: A Study of Secondary School English Language Teachers' Perceived and Actual Reading Skills Proficiency ]]>
<![CDATA[Mengistie, Seyoum Tesfaye]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.10292
<![CDATA[Reading is the most important skills in language learning and teaching. This study aims at identifying secondary school English language teachers’ perceived and actual reading proficiency level and the correlation between these variables. The researchers employed mixed methods design and used questionnaire, proficiency test and interview to collect data from the participants. There were 112 secondary school teachers who take part in this study and among them four teachers were interviewed. The data gathered from the instruments were analyzed using SPSS version 24 for the quantitative and NVivo version 10 for the qualitative data. The results of this study revealed that secondary school English language teachers perceived proficiency level of reading skill was high. The proficiency test revealed that the levels secondary school English language teachers actual reading skills was medium. It was also found that there was a positive (r=.329) but not significant correlation between the teachers’ perceived and actual proficiency level of reading skills. The results indicated that teachers thought they had high proficiency level but their actual reading proficiency was not equivalent with their perceptions. This implies that there should be professional and skill development trainings given for the teachers. Besides, teachers should make themselves familiar with reading materials apart from the text book they are using in the classroom.]]>
<![CDATA[Enhancing Prior Knowledge Development in English Language Education through Chat GPT-Assisted Learning ]]>
<![CDATA[Fadillah, Ega Nur]]>;
<![CDATA[Saridah, Siti]]>;
<![CDATA[Kamilasari, Mila]]>;
<![CDATA[Nur'aida, Ai]]>;
<![CDATA[Hafizudin, Hafizudin]]>;
<![CDATA[Kamilia, Adila]]>;
<![CDATA[Sulaeman, Dedi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.13356
<![CDATA[This study investigates the potential of Chat GPT as a tool to develop students' prior knowledge in English language education. Recognizing the importance of foundational knowledge in effective language acquisition, this research explores how Chat GPT can support English language learners by pre-activating vocabulary, contextual understanding, and cultural awareness. Through a quasi-experimental design involving control and experimental groups, the study examines the effectiveness of Chat GPT-assisted learning activities compared to traditional methods. Participants in the experimental group receive customized pre-learning prompts and exercises generated by Chat GPT, aiming to bridge gaps in cultural and contextual understanding prior to formal instruction. Data is collected via pre- and post-tests, structured interviews, and observations to measure improvements in students’ readiness and comprehension. The findings highlight the impact of AI-driven tools on enhancing student engagement and knowledge acquisition in language education, offering practical insights into Chat GPT’s role in supporting differentiated instruction and personalized learning. This study contributes to pedagogical approaches by positioning Chat GPT as an adaptable, resource-efficient tool for language educators, especially in contexts where access to native English interaction is limited. The results provide evidence-based recommendations for integrating AI in classrooms, supporting instructional design and policy development for sustainable and inclusive education practices.]]>
<![CDATA[Integrating Pancasila Values in Listening-Speaking Materials for Junior High Students ]]>
<![CDATA[Jamilah, Radhiyatul]]>;
<![CDATA[Priyana, Joko]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.13015
<![CDATA[This study aims to address the need to promote the integration of Pancasila student profile values—specifically independence, critical thinking, and creativity—into listening-speaking supplementary materials for grade VII students at a state junior high school in Kolaka Utara. By understanding the target needs and learning needs, this research seeks to develop listening-speaking supplementary materials that are appropriate for promoting both English language proficiency and Pancasila values. This research employs a research and development (R&D) approach in education, utilizing the well-known ADDIE development model. Data collection methods included qualitative interviews and document analysis, as well as quantitative questionnaires. The needs analysis results indicated that students required materials for learning descriptive text in oral form but faced challenges with word pronunciation, grammar, vocabulary expansion, and understanding spoken information. Consequently, students desired materials that improved their vocabulary and pronunciation with an emphasis on multimedia elements. The listening-speaking supplementary materials integrated the values in implicitly and explicitly. These materials consisted of six units following a genre-based approach and used authentic materials with technology integration. The appropriateness of these materials was demonstrated through positive feedback from students and teachers, who found them engaging, well-aligned with learning objectives, relevant, and sufficient in exercises and tasks. Expert judgment rated the materials with a mean score of 3.9, categorized as “very appropriate” within the range of 3.26 < x ≤ 4.00. Furthermore, this research contributed to developing educational resources, and it is expected that students can engage with good value in their future lives. ]]>
<![CDATA[Project-Based Learning Model with Blended Learning in Academic Writing: A Need Analysis ]]>
<![CDATA[Ilham, Ilham]]>;
<![CDATA[Irwandi, Irwandi]]>;
<![CDATA[Ayun, Zakiyah Qurata]]>;
<![CDATA[Wida, Saniyatil]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12552
<![CDATA[Conducting a need analysis is crucial for tailoring academic writing instruction to meet the students’ need. Need analysis serve as systematic tool for developing relevant learning materials that align with students’ learning needs. This research hold significant importance in adressing the integration of project-based learning (PjBL) and blended learning within the context of academic writing. By identifying the needs of students, it provides valuable insight for culliculum designers and educators in English education program. The research aims to identify the students' need for project-based learning with blended learning in academic writing. This study is conducted as survey research at the English education study program at Muhammadiyah University of Mataram and Mandalika University of Education. The questionnaire of collecting data consists of 61 statements with 11 factors. The result of the research shows that all of the students need eleven factors such as learning objectives, topic needs, teaching material requirements, needs assessment, the need of PJBL syntax, blended learning, social system need, requirement principle of reaction, need of support system, learning impact need, and need for impact accompanying learning. The results of this research are expected contributing to the lecturers, stakeholders, and curriculum development of project-based blended learning in academic writiting at the English Education department.]]>
<![CDATA[Developing Kemukus Mountain Flipbook Integrated with TaRL Approach in Improving Students’ Comprehension of Descriptive Texts ]]>
<![CDATA[Setiyani, Tasya Novi]]>;
<![CDATA[Purwati, Panca Dewi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.13431
<![CDATA[Teachers have not optimally used technology-based learning media and have not implemented a Teaching at the Right Level-based learning approach. causing students' understanding of descriptive text to be low. This study aims to develop, test the feasibility, and effectiveness of Teaching at the Right Level-based flipbook learning media to improve the understanding of fifth grade students. This type of research is research and development with the Borg and Gall model. The subjects of this study were 30 fifth grade Elementary students. Data collection techniques used tests (pretest and posttest) and non-tests (observation, interview, questionnaire). Data analysis techniques using normality test, t test and N-Gain test. The results showed: (1) Teaching at the Right Level-based flipbooks were developed using the canva application; (2) the results of the validity test of material experts, media experts, teachers, and students received a very feasible category; (3) effectiveness is shown from the results of analy-ing pretest and posttest scores. The results of the t test get a sig. (2-tailed) value of 0.00 <0.005. The conclusion in this studv shows that the development of learning media flipbooks based on Teaching at the Right Level was successfully developed, very feasible, and effectively used to improve the understanding of descriptive text for fifth grade Elementary students.]]>
<![CDATA[The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners ]]>
<![CDATA[Adam, Sutisno]]>;
<![CDATA[Sailuddin, Sartika Putri]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12737
<![CDATA[One of the challenges that language teachers face is developing the language competence of Foreign Language learners so that they can use language correctly and appropriately in a variety of social contexts. This study aims to observe whether there is an effect of pragmatic instruction in EFL classroom to learners’ grammatical and pragmatic competence. The data collected were from year 2 English students by using grammatical and pragmatic pre-tests and post-test for students to answer. Students were divided into two groups of the treatment group which receive pragmatic instructions of implied meanings and the control group which received regular teaching. Students’ answers in the tests were analysed quantitatively to obtain the mean score and further will be compared. The results show that: 1) students perform low on both aspects in both pretest and posttest (m1.1=3.63, m1.2=4.83, m2.1=4.27, and m2.2=3.47), 2) there is a moderate positive effect of pragmatic instruction on students’ grammatical competence (t(60)=-3.73, p=0.000), and 3) there’s no effect of pragmatic instruction on students’ pragmatic competence (t(65)=1.73, p=0.089). This finding indicates the role that explicit pragmatic instruction may play in boosting EFL learners’ grammatical development, along with the extensive grammar learning that learners received. It suggests the need EFL curricula revision through incorporating pragmatic features in grammatical subjects. In this way, grammar learning can be improved, and pragmatic teaching model can also be created.]]>
<![CDATA[Building Prestige Values for Eatsambel Products through Instagram Advertising: A Critical Discourse Analysis ]]>
<![CDATA[Nadia, Intan]]>;
<![CDATA[Basri, Irfani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12708
<![CDATA[This study aims to analyze how prestige value is built through Eatsambel product advertisements on Instagram, focusing on thematic, schematic, and semantic aspects. A qualitative approach is used, where Teun A. van Dijk's critical discourse analysis is applied to explore the key elements used in the advertisement. The data was taken from Eatsambel's Instagram posts in the period from November 2023 to January 2024, covering various advertising campaigns. The results show that themes such as quality of ingredients, authenticity of the manufacturing process, and rich culinary culture are used to build a prestigious image. Elegant visual schemes and narratives relevant to everyday life were also found to be strategies to reinforce the image of exclusivity. Semantic aspects, such as word choice that emphasizes the superiority of taste, also play a role in shaping the perception of the product's prestige in the eyes of the audience. The combination of these elements creates a comprehensive marketing approach, where prestige value is not only built through exclusivity, but also through proximity to the audience. The findings have important implications for marketing strategies in the culinary industry, demonstrating that the integration between digital elements and prestige imagery can increase product appeal and strengthen emotional connections with consumers. The research encourages the development of dynamic and relevant advertising narratives, combining traditional and innovative elements to reach a wider market segment.]]>
<![CDATA[Designing a Multimodal Workbook for Prospective EFL Teachers in the Academic Writing Context ]]>
<![CDATA[Yana, Dewi]]>;
<![CDATA[Rozimela, Yenni]]>;
<![CDATA[Hamzah, Hamzah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12859
<![CDATA[Proficiency in multimodal writing is becoming progressively crucial for students, particularly in the realm of academic writing. Nevertheless, the existing learning materials in higher education fail to adequately meet those requirements. Hence, the goal of this study is to create a workbook that will assist students in improving their ability to write using various modes in academic writing classes. This study employs Research and Development, with a specific focus on the Analysis and Design phases of the ADDIE approach. The investigation had a total of 114 participants. We employed triangulation techniques to develop a questionnaire and gathered data in July 2024. Subsequently, we analyzed and displayed the data using descriptive statistics, elucidating its meaning in accordance with the pre-established categories. The requirements assessment revealed that students necessitate support in academic writing, including obtaining credible sources, employing technological tools, completing plagiarism checks, and maintaining citations. Students desire a customizable learning structure that allows them to produce multimodal (digital) texts and engage in activities both individually and collaboratively. The needs analysis determines the structure of the multimodal project workbook, which consists of five sections arranged according to the syntax of project-based learning. To achieve more effective and practical outcomes, it is critical to proceed with the research by carrying out the Development and Implementation stages.]]>
<![CDATA[Challenges of Translating Figurative Language in ‘How Far I’ll Go’: Translatability vs. Untranslatability ]]>
<![CDATA[Saragih, Rode Arta Yuliani]]>;
<![CDATA[Ashadi, Ashadi]]>;
<![CDATA[Triyono, Sulis]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.13249
<![CDATA[Translatability and untranslatability have been significant issues in song translation, particularly regarding figurative expressions. The present study aims to investigate the translatability and untranslatability of figurative language found in the song lyric “How Far I’ll Go” and its translated version, “Seb’rapa Jauh Ku Melangkah”. It also examines the translation techniques employed by the translator to address these issues. This qualitative study was conducted in the light of Kennedy’s (1979) classification of figurative language and the application of Molina & Albir’s (2002) translation techniques. The finding of the study revealed two types of figurative language translation: translatability and untranslatability. Translatability was found in the translation of personification and hyperbole, while untranslatability was found in the translation of lyrics featuring alliteration, symbolism, and assonance. To address these translation challenges, the translator employs several techniques: particularization, amplification, and reduction were used to translate the personification and hyperbole. In contrast, amplification and particularization were applied to tackle the untranslatability present in alliteration, symbolism, and assonance. The untranslatability issue arises due to several factors: linguistic and cultural untranslatability, that can result in meanings from the source language being not equivalent or are unknown in the target language. To address untranslatability, the translator often needs to make creative decisions to capture the core meaning and message of the source text while considering the linguistics, cultural, and stylistic context of the target text. Song translation is a complex process that involves more than just the ability to transfer meaning, but also creativity and cultural sensitivity.]]>
<![CDATA[The Effectiveness of Wordwall Media in Improving Elementary School Students’ Reading Skills ]]>
<![CDATA[Susilo, Jimat]]>;
<![CDATA[AshShoffat, Qoulan Sadida]]>;
<![CDATA[Haryati, Efry]]>;
<![CDATA[Kristiayuniar, Tami]]>;
<![CDATA[Mudopar, Mudopar]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.11584
<![CDATA[Reading skills are one of the language skills that are closely related to other language skills. In fact, reading skills have a strong influence on writing skills. The problem that arises is that there are still many elementary school students who cannot read fluently due to a lack of reading ability. This study aims to pilot wordwall media in order to improve the reading ability of elementary school students. Wardwall media is a type of game that is allegedly able to improve the reading ability of elementary school students. This research is a type of classroom action research that is carried out in two learning cycles. The research was carried out on grade VI students of SD Negeri Tunas Karya. An instrument used to measure students' reading ability through a reading test. Some aspects used as guidelines for assessing the reading ability of elementary school students include (1) reading ability, (2) understanding of reading content, and (3) fluency in reading. Based on the results of the study obtained through two cycles, it shows that students' reading ability has improved This can be seen from the observation and work of the student group that has improved, where in the first cycle, the average observation score is 59%. The average test score was 81, while in the second cycle, the average observation score was 89%, and the average test result was 96. Based on these results, it can be said that wordwaal media is effective in improving the reading skills of elementary school students.]]>
