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[Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study ]]>
<![CDATA[Ardiana, Fira Khasanah]]>;
<![CDATA[Putra, Kristian Adi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12535
<![CDATA[Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.]]>
<![CDATA[The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness ]]>
<![CDATA[Helaluddin, Helaluddin]]>;
<![CDATA[Al Aqad, Mohammed H.]]>;
<![CDATA[Martuti, Ririn]]>;
<![CDATA[Hasmawaty, Hasmawaty]]>;
<![CDATA[Tulak, Harmelia]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12543
<![CDATA[In producing competent college graduates in the 21st century, two skills must be taught to students: writing and metacognitive skills. This research explores the impact of the task-based teaching-learning method on Sharia banking students' writing and metacognitive abilities at a state university in Banten Province, Indonesia. This research used a pretest-posttest experimental design involving 60 students. Data collection in the research used essay writing tests, essay writing assessment rubrics, and metacognitive skills questionnaires. Next, the data was analyzed using a quantitative approach by running the SPSS 20.00 program with paired sample t-test and one-way ANCOVA. The research results show that the TBLT model can improve students' writing performance and metacognition skills. This means that there has been a significant change in the average score in writing ability [t = -16.871, p < .000] and writing metacognitive awareness score [t = -17.197, p < .000] in the experimental group that received treatment with the task model. -based language teaching (TBLT). This study recommends that the TBLT method can be used as an alternative for teachers to simultaneously improve writing abilities and metacognition skills. In addition, this study emphasizes the importance of using comprehensive learning methods to develop both skills.]]>
<![CDATA[The Effect of Kahoot-based Team Game Tournament Type Cooperative Model and Learning Motivation on Indonesian Language Learning Outcomes ]]>
<![CDATA[Afifah, Afifah]]>;
<![CDATA[Atmazaki, Atmazaki]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12568
<![CDATA[This study aims to interpret the effect of the application of the Cooperative learning model type Team Game Tournament assisted by Kahoot application and learning motivation on learning outcomes on the material of writing official letters and personal letters of SMP Negeri 02 Gunung Talang students. This research is classified as experimental research with a population of 355 students and a sample of 64 students. Data on learning outcomes were obtained through objective question tests on the material of writing official and personal letters, while learning motivation data were obtained from distributing learning motivation questionnaires. Data analysis was conducted manually and using the IBM SPSS Statistics 27 application. Based on the results of the analysis, the Team Game Tournament type Cooperative learning model assisted by Kahoot application was proven effective in improving student learning outcomes significantly compared to the Conventional learning model. This is evidenced by tcount> ttable (df = 62; α = 0.05), namely 8.444> 1.66980 and Sig. (2-tailed) = 0.000 < 0.05 then H0 is rejected. These findings indicate that the application of the Team Game Tournament type Cooperative learning model assisted by the Kahoot application can significantly improve student learning outcomes. In addition, the results showed that students' learning motivation, both high and low, did not significantly affect learning outcomes in the context of using the Cooperative learning model of Team Game Tournament type assisted by Kahoot application. The analysis also showed no significant interaction between the learning model and students' learning motivation, with an interaction F value (FoA*B) = 0.013 and p-value = 0.908. Thus, the effectiveness of the Team Game Tournament type cooperative learning model assisted by Kahoot application was consistent across various levels of student learning motivation, both high and low. This finding indicates that the learning model is effective for all students regardless of their learning motivation level.]]>
<![CDATA[Promoting Critical Thinking in Speaking Classes Using the Think-Pair-Share Technique ]]>
<![CDATA[Sriyanda, Ricky]]>;
<![CDATA[Priyana, Joko]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12582
<![CDATA[This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.]]>
<![CDATA[Politeness in Expressive Speech Acts: A Cyber Pragmatics Approach ]]>
<![CDATA[Fatmawati, Famawati]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12620
<![CDATA[This research is motivated by the tendency of netizens to convey psychological attitudes on social media. The delivery of these psychological attitudes sometimes needs attention to language politeness. This research is necessary because it answers the challenge of understanding how politeness of language changes in the context of social media supported by digital technology, which is rarely discussed in conventional pragmatic studies. The problem in this study is how politeness of expressive speech acts from a cyber pragmatics perspective. This study explores and elaborates on the realization of politeness maxims politeness principles based on the perspective of cyber pragmatics. The approach used in this study is qualitative, and the content analysis method was applied. This study's data source is netizens' language activity on the comments page of the Instagram account @detikcom on June 9, 2023, totaling 2509 comments. The data in this study amounted to 511 data, which are expressive speech. The data collection techniques used are documentation techniques and reading techniques. The data analysis technique is carried out in three stages: identification, classification, and interpretation of research results. Regarding the principle of politeness, netizens' comments are considered impolite based on the maxim of tact, the maxim of approbation, and the maxim of agreement, which significantly impact online communication behavior. The reason is that netizens do not maximize their benefits, approbation, and conformity with other parties but instead express their psychological attitudes by throwing out insults, ridicule, and rejections that can cause harm to other parties. Meanwhile, netizens are considered polite for the maxim of modesty and sympathy. Most sympathy is directed at the Indonesian people who must bear the country's debt.]]>
<![CDATA[Integrating Climate Change Education in English Lessons and P5 Projects in Junior High Schools ]]>
<![CDATA[Nurhaliza, Salsabila]]>;
<![CDATA[Silvhiany, Sary]]>;
<![CDATA[Inderawati, Rita]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12622
<![CDATA[English lessons are being used to teach about climate change, combining language learning with environmental education. This aligns with the Pancasila Student Profile (P5) framework, which focuses on character development and global awareness. This research investigates the integration of climate change education into the P5 Project and English language lessons in junior high schools in South Sumatra, Indonesia. It examines the familiarity and willingness of teachers to incorporate climate change topics into their teaching. The study uses a qualitative research design, conducting interviews with 11 English teachers to explore their perspectives and experiences. The findings reveal that while some schools have implemented projects that promote environmental awareness and sustainability, such as recycling initiatives, there is a lack of systematic integration of climate change education into the English curriculum. Teachers expressed a willingness to teach about climate change but lacked  formal training. The research highlights the need for comprehensive strategies to integrate environmental literacy into language learning and the importance of teacher preparation in effectively implementing climate change curricula. The study contributes to the understanding of how to enhance climate change education at the junior high school level, particularly in the context of South Sumatra, and emphasizes the role of teachers in fostering environmental stewardship among students.]]>
<![CDATA[The Impact of the Think Pair Share Learning Model Assisted by Audiovisual Media on High School Learners’ Indonesian Speaking Skills ]]>
<![CDATA[Sunarya, Erlin]]>;
<![CDATA[Atmazaki, Atmazaki]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12638
<![CDATA[Think-pair-share is a collaborative learning strategy where students think individually about a topic, pair up to discuss their thoughts, and then share their ideas with the larger group. This model encourages active participation, critical thinking, and effective communication. One effective medium is audiovisual media, which combines both visual and auditory elements to create a more engaging learning experience. Therefore, this study aims to investigate the impact of think-pair-share (TPS) learning model assisted by audiovidual media on speaking skills. To attain the research purposes, the study is designed in experimental study with using one group pretest-posttest design. The population of this research is class The sample in this research was class X E.2 students, totaling 35 people. The instruments of this research were speaking skills tests. To analyze this data, the researchers utilized SPSS software. To ascertain the significant impact of the learning model assisted by audiovisual media, the researchers employed the t-test analysis. Based on the data analysis, the mean score of students’ indonesian speaking skills assissted by audiovisual in pretest is 68.97 and in posttest is 84.16. The TPS learning model has demonstrated remarkable effectiveness in enhancing students' speaking skills and overall language proficiency. The stages create a dynamic and supportive learning environment that fosters individual cognitive development and promotes active communication. By encouraging students to first reflect on their ideas, then discuss them with a peer, and finally articulate them in front of the larger group, TPS not only builds confidence in verbal expression but also reinforces essential language competencies such as fluency, active listening, and critical thinking.]]>
<![CDATA[Developing A Culturally Responsive Reading Module For First-Grade Islamic Junior High School Students ]]>
<![CDATA[Rahman, Arif]]>;
<![CDATA[Wahyudiantari, Ni Wayan Prami]]>;
<![CDATA[Sugianto, Riris]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12664
<![CDATA[Reading instruction plays a fundamental role in shaping students' academic success, particularly in culturally diverse contexts. In Islamic educational institutions, there is a critical need for materials that resonate with students' cultural and religious backgrounds. This study aimed to develop a culturally responsive reading instructional module tailored to the specific needs of first-grade students at an Islamic Junior High School in Mataram, Indonesia. Grounded in constructivist learning theory, which emphasizes the importance of contextual relevance in education, the study integrates Islamic cultural and religious themes to foster student engagement and improve reading comprehension. A mixed-methods approach was utilized, involving surveys, interviews, and pre- and post-assessments. The study included 60 first-grade students and their teachers. The results demonstrated significant improvements in students’ reading comprehension and engagement. The mean test scores increased notably, and students expressed higher levels of enjoyment with the culturally aligned materials. These findings underscore the importance of integrating cultural and religious content into instructional materials, creating more inclusive and effective educational experiences. The study offers practical insights for educators in similar settings, highlighting the potential of culturally responsive pedagogy to bridge the gap between students' home and school environments, while also fostering a deeper appreciation of their cultural heritage. This contribution provides valuable guidance for the future development of culturally tailored educational strategies in Islamic contexts.]]>
<![CDATA[The Effectiveness of Integrating Quillbot for Paraphrasing in Writing Instruction ]]>
<![CDATA[Thohir, Lalu]]>;
<![CDATA[Udin, Udin]]>;
<![CDATA[Isnaeni, Mh]]>;
<![CDATA[Putera, Lalu Jaswadi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12780
<![CDATA[QuillBot is one of the online programs that can be utilized to enhance students’ writing skills. By integrating the paraphrasing tool QuillBot into the writing instruction, this study aimed to examine the effectiveness of QuillBot paraphraser on the students’ paraphrasing ability. Additionally, this study sought to find out the students' opinions on paraphrasing and on the use of QuillBot in paraphrasing. Adopting a mixed method with explanatory design, this study employed quasi-experimental research with a one group pretest posttest design. There were 44 fourth-semester students taking the Academic Writing course in the English study program at the University of Mataram participating in this study. The students’ paraphrasing ability was tested before and after the treatment with both manual paraphrasing instruction and QuillBot paraphrasing tool. While, the students’ opinions towards paraphrasing instruction integrating the QuillBot paraphrasing tool was discovered through questionnaire. Further, the collected data were analyzed quantitatively and qualitatively to answer the predetermined research objectives. The results of t-test showed that there was a significant difference between the students’ paraphrasing ability before and after the treatment with significance value 0.000 lower than 0.05. In addition, most students responded positively to the integration of QuillBot in paraphrasing instruction, as it not only improved their literacy skills but also their motivation in learning paraphrasing in which the use of QuillBot paraphraser is simple, easy, instant and time-saving. This study highlights and confirms the potential of AI tools like QuillBot to enhance language instruction. Other reseachers might compare the efficacy of QuillBot paraphraser to other automatic paraphraser in writing instruction and use both questionnaire and interview to obtain more detailed information about the students’ attitudes or opinions.]]>
<![CDATA[Language Impoliteness in Memes Contesting the 2024 Presidential Election in Indonesia ]]>
<![CDATA[Anwar, Miftahulkhairah]]>;
<![CDATA[Amir, Fachrur Razi]]>;
<![CDATA[Zuhriyah, Siti Aminataz]]>;
<![CDATA[Purbasari, Rahayu]]>;
<![CDATA[Rosa, Helvy Tiana]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12801
<![CDATA[In the context of the 2024 presidential election campaign, the proliferation of memes as a medium of public and supporter expression has become increasingly prominent. Memes serve as a vehicle for political commentary, often reflecting public sentiment and opinion. However, a significant concern arises from the pervasive use of linguistic impoliteness within these memes. This study aims to examine the phenomenon of linguistic impoliteness in memes related to the 2024 presidential election. Employing a descriptive qualitative research method, data were collected from a variety of meme images sourced from the internet. The analysis reveals that linguistic impoliteness in these memes manifests in several forms, including bald on-record impoliteness, positive impoliteness, negative impoliteness, sarcasm, and the withholding of politeness. These forms of impoliteness not only reflect the aggressive nature of political discourse but also have the potential to incite conflict among different political factions. The findings suggest a need for more responsible meme usage, particularly in politically charged contexts, to foster a healthier and more constructive political dialogue. The study concludes that while memes are a powerful tool for political expression, their potential to exacerbate tensions should not be overlooked. Implications for future research include exploring strategies for mitigating the negative impact of impoliteness in online political communication.]]>
