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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
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Search results for , issue "Vol 13, No 2 (2025)" : 40 Documents clear
Gendered Language and Workspace Segregation in SMEs: A Case Study of Unpacking Stereotypes in Pempek 26 Ilir Palembang Neisya, Neisya; Trisninawati, Trisninawati; Aprilia, Fitria
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13536

Abstract

This research investigates how language use and gender segregation in the SMes of Pempek 26 Ilir Palembang contribute to the representation of gender identity. This phenomenon is significant, as workplaces in Indonesia, especially in Palembang, persistently display notable gender segregation. In the quest for gender parity, employees’ identities are continuously replicated, with language being a crucial role. This qualitative research utilizes documentation, observation, and interviews for data collection. Meanwhile, the Miles and Huberman approach, that entails data reduction, presentation, and conclusion drawing, is used for data analysis. Butler’s theory of gender performativity serves as the analytical lens, adopting a case study approach. The results show that most of employees and managers of SMEs in the Pempek 26 Ilir area aware the existing gender segregation. Stereotypes are the cause of this segregation. This division results from assumptions that say women belong in jobs requiring endurance and attention to detail, while males belong in jobs that are more physically demanding. The language used by employees is courteous but informal, and the subjects of conversation differ greatly. Male and female employees typically focus on work or interests, while female employees are more talkative about personal and family problems. Overall, these findings show that heteronormative gender performativity is reinforced in the work environment of Indonesian SMEs, especially in Pempek 26 Ilir Palembang, where males are seen as stronger and more reserved and women as weaker but more communicative.
Implementing the Merdeka Curriculum in English Language Teaching at Rumah Belajar Aksi-Inspirasi: A Case Study of Strategies and Challenges Haan, Videlindah Ani Sophiandry; Margana, Margana; Apriliani, Maria Kanisia
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12867

Abstract

The primary aim of this study was to explore the implementation of the Merdeka Curriculum in English language teaching at Rumah Belajar-Aksi Inspirasi, focusing specifically on the development of lesson plans, the instructional process, and the assessment strategies employed by three English teachers in Sleman, Yogyakarta, Indonesia. This qualitative case study utilized descriptive analysis, employing structured interviews, classroom observations, and an analysis of instructional documents for data collection. The findings reveal that teachers implement the Merdeka Curriculum through three primary strategies: CERIA, Game-Based Learning (GBL), and Jigsaw. They adapt textbooks provided by the Indonesian Ministry of Education and Culture to fit their classroom context and incorporate a range of educational tools, including laptops, cell phones, and interactive websites such as Wordwall, Gemary, and Quiz. Both formative and summative assessments are conducted at the end of each session, resulting in 85% of students demonstrating increased engagement and comprehension. The study highlights the significance of these strategies in enhancing the teaching and learning process and offers insights into the effective implementation of the Merdeka Curriculum in English language education. 
The Impact of Reading Aloud on Students’ Pronunciation Awareness to Improve Silent Letters: Perceptions & Recognition Kustila, Anugerah Wiji; Ardini, Sukma Nur; Adi, Adi Bambang Prabowo Kusumo
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14517

Abstract

Reading aloud is closely related to students' pronunciation awareness. The study explores the impact of reading aloud on students' pronunciation awareness, focusing on their perceptions and the recognition. Silent letters pose a significant challenge in English pronunciation, often leading to difficulties in understanding and communication. A qualitative design that involved students by practicing the pronunciation of silent letters by reading aloud was employed within nineteen students of the eleventh-grade students at SMK N 2 Semarang using questionnaire and interview focusing on students' ability to correctly pronounce words with silent letters and their overall awareness. The findings revealed that students' pronunciation accuracy and students' awareness who practiced using reading aloud showed a noticeable improvement. The students’ perception of using reading aloud achieved an agreement percentage of 89.5%, indicating that it could improve their silent letter pronunciation. Additionally, it heightened the students' awareness of proper pronunciation and phonetic nuances, contributing to their overall linguistic competence. The second objective referring to the recognition that revealed a mix of positive and negative perceptions, highlighting the complexity of pronunciation strategies in EFL (English as a Foreign Language) education. This research offers valuable insights into how active speaking practices can effectively address specific phonological challenges in language learning. 
Augmented Reality for Vocabulary Learning and Speaking Skills of Tourism Employees Umar, Umar; Yuliadi, Yuliadi; Hidayatullah, Muhammad; Rahman, A.; Hassan, Zainudin
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13860

Abstract

This study explores the application of Augmented Reality (AR) technology as a tool to enhance environmental vocabulary learning and improve the speaking skills of tourism employees in Sumbawa. Given the importance of English proficiency in the tourism industry, many employees face challenges in mastering vocabulary and effective communication. Adopting a descriptive qualitative approach, data were collected through questionnaires and interviews with 16 employees from four tourism sites. The findings indicate that 87.5% of respondents believe AR significantly aids vocabulary expansion, with 75% reporting increased confidence in speaking English. Additionally, 62.5% see AR as relevant to their professional needs, while 50% find it helpful in understanding environmental terminology. Despite these benefits, some challenges remain, including limited access to AR devices and the absence of real-time feedback. The study concludes that AR has substantial potential to enhance language learning by improving vocabulary retention and speaking proficiency. Moreover, integrating AR into tourism training programs could further support employees in developing essential language skills for their professional growth.
The Efficacy of SQ3R and Speed Reading Method in Improving Students’ Motivation to Learn and Reading Comprehension Yuda, Lalu Setia; Mustadi, Ali
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14088

Abstract

The application of the SQ3R (Survey, Question, Read, Recall/Recite, and Review) and Speed Reading methods is important to improve students' learning motivation and reading comprehension ability, which are essential basic skills in supporting successful learning in primary education. This study aims to determine: (1) the difference in the effect of SQ3R and Speed Reading method on learning motivation and reading comprehension ability. the difference in the effect of SQ3R method and Speed Reading method on learning motivation, and (2) the difference in the effect of SQ3R and Speed Reading method on reading comprehension ability. The research method was a nonequivalent control group pretest-posttest experiment. The research sample was purposive sampling technique of 96 fourth grade students. Data collection techniques and instruments are questionnaires and description test questions. Data analysis techniques using Manova test.  The results of this study indicate that: (1) there is a difference in the positive and significant effect of SQ3R method and Speed Reading method on learning motivation with a Sig value. 0.001 <0.05, and (2) there is a difference in the positive and significant effect of SQ3R method and Speed Reading method on reading comprehension ability with a Sig value. 0,001 < 0,05. The difference in the effect of SQ3R method and Speed Reading method on students' learning motivation and reading comprehension ability. The conclusion is that the SQ3R method is more effective for increasing learning motivation.
The Discursive Construction of Child Molestation: A Critical Discourse Analysis of Transitivity in The Jakarta Post Oktira, Harisa Dwi; Sinar, T. Silvana; Nurlela, Nurlela; Rangkuti, Rahmadyah
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13490

Abstract

This study employed Fairclough’s Critical Discourse Analysis, focusing on the discursive construction of child molestation using the transitivity process. The research aimed to (1) describe transitivity patterns in child molestation news articles published by The Jakarta Post, (2) examine how these patterns constructed the discourse, and (3) explore why such construction occurred. A qualitative content analysis was used to analyze clauses from five selected news texts. The study found that the most dominant transitivity processes were verbal and material. Verbal processes appeared 57 times (43.8%), while material processes occurred 48 times (36.9%), showing only a 6.9% difference. Verbal process verbs included reported, told, accused, said, and announced, while material process verbs included molested, abused, and arrested. These findings indicate that the news writers constructed the narratives based on information from police, witnesses, and victims to outline the chronology of the molestation incidents. The reports often portrayed children as the affected participants, with perpetrators positioned as the main actors responsible for the events. Through analyzing these transitivity patterns, the researcher identified how socio-cultural ideologies were embedded in the discourse. The texts implied that minors are perceived as vulnerable and lacking full legal protection. Moreover, the narratives challenged the common perception that women are always the victims of sexual abuse, showing that children of both genders could be victims. The perpetrators were often figures with authority in schools and the psychological impact on the victims was highlighted throughout the texts.
Potential Effects of Urban Contact Varieties in Teaching Home Language: A Case Study of Setswana Home Language Teachers Botlholo, Koketso; Makgato, Mary Moshidi
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12681

Abstract

This study explores the impact of urban contact varieties (UCVs) on the teaching of Setswana Home Language (HL) in Grade 10, focusing on the interference of UCVs and strategies to enhance. The study was conducted at two high schools where four participants were selected two Setswana educators from each school. The study employed a qualitative method. In this regard, four Setswana educators were interviewed.The qualitative approach aimed to expand and strengthen data collection. This article examines the potential effects of urban contact varieties (UCVs) on teaching Grade 10 learners at the two selected high schools in Winterveldt speaking and writing Setswana. The motivation for the research arose because of the observations made during the researcher`s years of study in one of the high schools and as one of the residents of Winterveldt. These observations suggest that teachers use UCVs to communicate at home and at school instead of the standard Setswana. As a result, many learners tend to perform poorly in Setswana Home Language (HL) and fail when they do not attain the required marks in their exams, mainly because they fail their home language subject because they are taught in UCVs.
Exploring the Language Attitudes of the Tolaki Community in Kendari: A Comprehensive Sociolinguistic Analysis Sain, Yuliyanah; Hermansyah, Sam
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14415

Abstract

This study explores the language attitudes of the Tolaki people in Kendari City, Southeast Sulawesi, focusing on their perceptions of the Tolaki language in comparison to immigrant or dominant languages such as Indonesian. As a sociolinguistic investigation, the research examines how language pride, loyalty, and awareness influence language maintenance or contribute to language shift. The study targets all native speakers of the Tolaki language residing in Kendari, a city administratively divided into 10 sub-districts. A multi-stage sampling technique was adopted to ensure a representative sample. Stratified sampling was employed to select participants based on demographic factors such as age, gender, education, and occupation. In the first stage, six sub-districts—Abeli, Kendari, Poasia, Puwatu, Kambu, and Wua-wua—were chosen due to their high concentration of Tolaki speakers. A total of 322 respondents participated in the study. Data were collected using structured questionnaires to measure language attitudes, semi-structured interviews to explore deeper personal and cultural insights, and direct observation to assess actual language use in daily contexts. The quantitative data were processed using SPSS, while qualitative data were analyzed thematically. The findings revealed that language attitudes among Tolaki speakers—especially concerning pride in using the language, loyalty to its use, and awareness of its norms—were generally low. This decline in positive language attitudes, particularly among younger generations, has contributed to a noticeable language shift. The Tolaki language is increasingly marginalized in daily communication, indicating a weakening intergenerational transmission and a growing dominance of Indonesian in informal and public domains.
Exploring Young Learners’ Needs in Multimodal Text Design for Integrating Sustainable Education into ELT Jasmine, Malihah Putri; Silvhiany, Sary; Inderawati, Rita
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13775

Abstract

This study investigates the integration of sustainable education into English Language Teaching (ELT) for fifth-grade students at SDN 115 Palembang. As sustainable development gains global urgency, education plays a crucial role in fostering environmental awareness among young learners. However, limited resources integrating climate change topics into ELT highlight a significant research gap. In this context, multimodal texts-combining text, visual, audio and interactive elements-are a solution as an effective and interesting learning media. This research focuses on conducting a needs analysis regarding the use of multimodal texts in climate change learning in ELT. A mixed-methods approach was employed, combining quantitative surveys with 30 students and qualitative interviews with English teacher and vice principal of curriculum. Data were analyzed using descriptive statistics for the quantitative data and thematic analysis for the qualitative data. Findings highlight the urgent need for multimodal texts to support sustainable education literacy in ELT. Students showed a strong interest in learning about climate change and taking action to protect their environment, emphasizing the effectiveness of multimodal texts in making these concepts more engaging and accessible. While students recognize the importance of learning English and climate change topics, existing ELT materials lack sufficient multimodal resources to facilitate this integration. It can be concluded that multimodal texts are urgently needed to support sustainable education literacy in ELT. Therefore, this study advocates for the integration of digital multimodal texts to enhance both language learning and sustainability education.
English Language Teachers' Practices of Differentiated Instruction in Mixed-Ability Classrooms Bhandari, Bhim Lal; Bhandari, Laxman Prasad; Baguinat, Naomie S.
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13573

Abstract

Differentiated instruction is a critical educational strategy for addressing the diverse needs of students in mixed-ability classrooms. However, its consistent application remains a challenge due to teachers' comprehension of differentiated instruction, which led to various challenges in DI-based practice. This paper aims to delve deep into English language teachers' practices of differentiated instruction in mixed-ability classrooms using qualitative research design to reveal instructional approaches and learning enhancements in promoting inclusivity and diversity with emphasis on in-depth interviews in gathering data to document four Nepali teachers’ narratives of their DI practices and the problems they face in implementing it in Rupandehi, Nepal public secondary school classrooms. The study reveals three themes, namely: the promotion of a student-centered approach, personalized learning, and classroom diversity and collaboration. It was found that differentiated instruction enhances students’ classroom engagement and fosters inclusion by promoting personalized instruction, collaboration, and diversity. Constraints in DI practice include large class sizes, and issues of teacher training and support, which suggest that teacher education programmes should highlight differentiated instruction as a key pedagogic component of the curriculum to better equip future teachers with strategies to achieve the needs and interests of students with mixed-abilities.

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