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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. 1 (2025): January" : 40 Documents clear
Students' Perceptions on the Advantages of Learner-Centred Approaches and Grammar Teaching Methods in Selected Secondary Schools Diyessa, Tamirat Tesfaye; Woldearegawie, Abebe Gebretsadik
JOLLT Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
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 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): January
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.
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): January
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.
Exploring the Link: A Study of Secondary School English Language Teachers' Perceived and Actual Reading Skills Proficiency Mengistie, Seyoum Tesfaye
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.10292

Abstract

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.
The Effectiveness of Wordwall Media in Improving Elementary School Students’ Reading Skills Susilo, Jimat; AshShoffat, Qoulan Sadida; Haryati, Efry; Kristiayuniar, Tami; Mudopar, Mudopar
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.11584

Abstract

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.
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): January
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.
Trends and Innovation in Digital Reading Assessment: A Decade of Bibliometric Insights Saputra, Wendi; Cahyani, Isah; Sastromiharjo, Andoyo
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12182

Abstract

The digitalization of reading assessment has become inevitable. The emergence of technology in reading assessment should be seen as an opportunity to improve the quality of students' reading. This study aims to compile various research conducted on digital reading assessment. The method used in this research is a literature review, where the researcher gathers information through literature studies including books, articles, research findings, and others. The researcher then analyzes the collected data using bibliometric analysis. Bibliometric analysis is an approach that employs a range of quantitative methods to measure, analyze, and track scientific literature. The results of this research found 29 articles related to digital-based reading assessment from 2013 to 2023. After analysis, several topics were frequently discussed in these articles, including assessment, computer-based assessment, technology, online testing, and open book. However, there are still some topics that need further development, such as computation design, reading comprehension assessment, cooperative/collaborative learning, and active reading. This research will be highly beneficial for researchers looking to develop digital reading assessments, ensuring that this form of assessment advances in the future and produces the best digital-based reading evaluations.
Enhancing EFL Students’ Writing Skills: The Impact of Deepl Translation Payung, Naftalia Fany; Sukarno, Sukarno
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12301

Abstract

The integration of the DeepL translation tool as a method to enhance students' writing skills in EFL classrooms holds great potential. Its capability to provide accurate, context-sensitive translations can aid students in expanding their vocabulary and understanding sentence structures. This study investigated the impact of using DeepL translation on EFL learners’ writing proficiency through an experimental approach. Two groups of senior high school students participated: an experimental group utilizing DeepL as a writing aid and a control group that did not. Both groups underwent pre-tests and post-tests to evaluate the effectiveness of the intervention. Conducted during the second semester of the 2023/2024 academic year, the quasi-experimental study involved 20 students as subjects. Data collection methods included tests focused on descriptive text writing and a questionnaire to gauge students’ responses. Instrument validity and reliability were verified, and the data were analyzed using SPSS 25.0. The findings revealed a significant improvement in the writing skills of students in both groups, indicating that while DeepL translation played a role in enhancing writing proficiency, other factors also contributed. Notably, the experimental group demonstrated a greater improvement compared to the control group, suggesting that DeepL translation provided a unique advantage. However, the results also highlighted the importance of combining digital tools like DeepL with effective teaching strategies to optimize learning outcomes. Overall, the study underscores the value of integrating technology in EFL classrooms while emphasizing the need for a holistic approach to writing instruction.
Developing English Audio-Visual Learning Media to Improve EFL Learners’ Learning Outcomes for Time-Reading Materials Asmarani, Tabitha Widya; Widagdo, Arif
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12517

Abstract

The use of learning media plays a crucial role in enhancing student learning outcomes; however, suboptimal utilization negatively impacts these results. This research aims to develop audio-visual learning media to address this issue. The study employs the Research and Development (R&D) method, utilizing the ADDIE development model, which consists of five phases: analysis, design, development, implementation, and evaluation. Data collection methods include interviews, observations, tests, questionnaires, and documentation. Instruments used in this research comprise interview guides, documentation forms, questionnaires, and pre-test and post-test results. Data analysis is conducted through normality tests, t-tests, and n-gain tests. The t-test result (0.000 < 0.05) indicates a significant difference between pre-test and post-test outcomes. Additionally, the n-gain test yields a score of 76.45, demonstrating the effectiveness of the media before and after implementation. The research subjects consist of fourth-grade EFL learners at elementary schools. Assessments from media experts, material experts, teachers, and students indicate that the developed media is suitable for use in the learning process. The study concludes that audio-visual learning media effectively enhances the learning process and outcomes for EFL elementary school students.
Project-Based Learning Model with Blended Learning in Academic Writing: A Need Analysis Ilham, Ilham; Irwandi, Irwandi; Ayun, Zakiyah Qurata; Wida, Saniyatil
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12552

Abstract

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.

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