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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
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): January
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): January
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.
Virtual Learning Stress: Addressing Anxiety In EFL Adult Learners at Indonesian Private Universities Sholeh, Agus; Muchibuddin, Muchibuddin
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.v13i1.12698

Abstract

The increasing reliance on virtual learning in higher education has supported the development of flexible and accessible learning environments, yet it may also heighten anxiety among students, particularly those studying English as a Foreign Language (EFL). Although virtual learning tools offer significant advantages, research on their psychological impact remains limited, highlighting a gap between technological advancements and understanding of their effects on student well-being. This study examines the relationship between virtual learning and student anxiety, exploring the strategies students use to manage this challenge. Employing a descriptive qualitative approach, data were collected through questionnaires and interviews with 22 English-major undergraduates. Findings indicate that students often experience anxiety due to technological distractions and comprehension difficulties in virtual classrooms. However, students mitigate this anxiety by adopting positive thinking and engaging in relaxing activities. These insights underscore the need for supportive virtual learning environments that prioritize students' emotional well-being alongside academic outcomes.
Building Prestige Values for Eatsambel Products through Instagram Advertising: A Critical Discourse Analysis Nadia, Intan; Basri, Irfani
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.v13i1.12708

Abstract

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.
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): January
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.
The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners Adam, Sutisno; Sailuddin, Sartika Putri
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.v13i1.12737

Abstract

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.
Exploring EFL Learning Barriers and Support Mechanisms of Indonesian Middle Socio-Economic Status Learners Azzahra, Jasmine Aussie; Purnawan, Ari
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.v13i1.12787

Abstract

A learner's EFL learning can be affected by various factors, one of which is socio-economic status (SES), with most Indonesians belonging to the middle SES. This study employs a case study approach and semi-structured interviews to explore the barriers faced by middle SES Indonesians in EFL learning and the potential support mechanisms. The findings reveal three key themes: support from surroundings, access to learning resources, and self-efficacy. Support from surroundings and resource access are interrelated external factors, highlighting the importance of ease of access in the learning environment. Conversely, self-efficacy reflects learners' internal beliefs in their ability to succeed in EFL. The study suggests several support mechanisms, such as providing equitable opportunities for practice, enhancing access to learning materials, and fostering a supportive educational environment. Resources like visual aids, culturally relevant materials, and free language platforms can significantly benefit not only middle SES learners but others as well. Despite these insights, the study has limitations, including reliance on interviews and a small participant pool of four graduates. Future research should utilize multiple instruments and larger, more diverse samples for stronger findings. The insights gained can inform policymakers, educators, and families in enhancing EFL implementation, emphasizing that support should also come from home. Implementing educational policies that address the needs of all socio-economic classes can make learning more relevant and engaging.
Correlation between EFL Students Academic Achievement and Epistemic Beliefs in Relation to Educational Psychology Course Kurniati, Elyisa; Emaliana, Ive
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.v13i1.12831

Abstract

Educational psychology course and the epistemic beliefs of prospective teachers play a role in forming a competent teacher. While there is substantial literature exploring teachers’ epistemic belief, its interplay with course studies by prospective English teacher remains unclear. This research provides a novel understanding on the interplay of epistemic beliefs with educational psychology course, and achievement of prospective English teacher by integrating an explanatory sequential mixed methods design. Using quantitative survey to collect GPA (Grade Average Points), epistemic beliefs and perception of educational psychology, this study involve 102 EFL students at Brawijaya University through convenience sampling. Descriptive statistical and correlation analysis conducted in the first stage reveal their epistemic was moderate and their perception was high, and only between their epistemic beliefs and perception was found a strong correlation. Through confirming or disconfirming sampling, representative from the first stage participated in qualitative phase for semi-structured interview, resulting in justification of their positive perception and confirmation of the interconnection with epistemic beliefs. Findings imply there is a need to comprise aspects of high epistemic beliefs to have a more positive educational psychology course, that encourage adequate developmental feedback, active learning environments, inclusive advocacy, and student self-efficacy.. The high interest in unlisted content in the current module implies the need for material relevance of the course. The implication is for EFL teacher education to reconsider the content in educational psychology with students’ epistemic beliefs in order to equip English education students to become effective teachers.
Teaching Reading Comprehension on Narrative Texts Through Whatsapp Group Features: An E-Learning Implementation in Junior Highs Schools Aniati, Aniati; Herman, Herman; Siregar, Christina Anita Elizabeth; Afrianti, Desi; Manurung, Rolan; Fatmawati, Endang; Saputra, Nanda
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.v13i1.12853

Abstract

The act of reading necessitates that student readers employ various cognitive and linguistic tactics to comprehend the meaning embedded within the text. Using an e-learning method through WhatsApp groups to teach reading comprehension on narrative texts can be a new breakthrough. Therefore, the present study aims to find out the effect of WhatsApp groups on narrative text in junior high school students to teach reading comprehension. To reach the research aims, the study used experimental research method. The population of this research was 330 students of grade 9 of junior high school in Pematangsiantar. The researchers divided the samples intor control group and experimental group. The data collection method used was the reading tests employed to the students which covered pre-test, treatment, and post-test. The statistical analysis employed t-test analysis. Comparison of data from both groups indicated superior performance by the experimental group. The findings unequivocally show that the experimental intervention employing WhatsApp have significant effect on students’ reading comprehension of narrative text compared to traditional approaches. While WhatsApp has proven to be an effective tool, researchers must consider the challenges of using it for reading instruction in remote areas with limited internet connectivity. Students cannot access WhatsApp-based reading lessons without internet access, though they can still search for information through text messages. Therefore, it is important to examine the limitations of utilizing WhatsApp for reading education in areas with poor internet infrastructure.
Designing a Multimodal Workbook for Prospective EFL Teachers in the Academic Writing Context Yana, Dewi; Rozimela, Yenni; Hamzah, Hamzah
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.v13i1.12859

Abstract

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.

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