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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): April" : 40 Documents clear
Students’ Digital Technology Access and Utilization for Learning Listening Skills Tesfaye W, Betelhem; Banteyerga A, Hailom
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.10415

Abstract

This study examined the access and use of digital technology and the approach preference and experience in learning listening skills among undergraduate students at Addis Ababa Science and Technology University (AASTU). The researchers conducted a case study with a randomized sample of students. They collected data through a questionnaire (292 students) and focus group discussions. The data was analyzed using descriptive statistics and thematic analysis. Though students possessed smartphones, computers, and internet access, inconsistent Wi-Fi coverage presented challenges. A mixed-methods approach revealed a preference for technology-enhanced learning, with students appreciating its potential for authentic accents and fluency practice. However, traditional teacher-read approaches remained valuable for comprehension and familiarity. While comfortable with technology, students had not fully explored its potential for language learning. Limited listening practice and exposure to diverse accents were highlighted. Integrating diverse listening materials, technology-assisted practice, and differentiated instruction based on English language proficiency is recommended to create a more effective and engaging language learning environment that harnesses the power of technology without neglecting the comfort of familiar methods. The research urges teachers to leverage students' tech savvy and access to enhance listening instruction by intentionally embracing diverse digital tools and materials beyond classic classroom limitations.
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): April
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.
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): April
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. 
Scrutinizing English Academic Writing Skills: Indonesian Postgraduate Students' Challenges and Strategies in an AI-Empowered Era Andika, Jeffri Dian; Waly, Muchamad Muchibbuddin; Yulia, Yuyun; Reswari, Girindra Putri Ardana
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12884

Abstract

Indonesian postgraduate students encounter significant challenges in academic writing, particularly in areas such as clarity, coherence, organization, grammar, and plagiarism prevention. This study investigates these challenges and explores the potential of AI-driven strategies to enhance writing skills. Utilizing a mixed-methods approach, including quantitative surveys of 50 participants and qualitative interviews with six postgraduates, the research identified key obstacles such as difficulty in formulating clear research questions, using precise academic vocabulary, maintaining logical flow, and mastering citation practices. To address the issues, they employed several effective strategies employed      including seeking feedback, attending workshops, outlining, varying sentence structures, and thorough proofreading. AI tools like Grammarly, QuillBot, ChatGPT, and Mendeley are widely used for grammar checks, paraphrasing, citation management, and enhancing coherence, demonstrating their value in supporting academic writing. However, the study underscores the importance of human oversight to ensure originality and foster critical thinking. These findings have implications for both theoretical advancement and educational practice, particularly in the integration of AI tools in higher education. The findings hold significant implications for educational practice, suggesting that AI integration in higher education can serve as an effective support tool, provided it is accompanied by guidance on responsible usage.
Developing CCU Instructional Materials Integrated with Local Cultures in Improving EFL Learners’ Communicative Competences Aristia, Erni Sona; Siswantara, Eka; Ismiati, Ismiati
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13082

Abstract

Cross-cultural understanding (CCU) is increasingly recognized as a crucial element in teaching English as a Foreign Language (EFL), as it not only enhances linguistic proficiency but also equips learners with the ability to navigate cultural nuances and social contexts. In response to this need, the current study developed instructional materials that integrate local cultural elements into CCU courses, aiming to improve EFL learners' communicative competences. Employing a Research and Development (R&D) approach, the study followed three stages: define, design, and develop. The resulting product was a prototype of instructional materials tailored to teach CCU effectively. The materials underwent rigorous quality assessments through expert validation and field testing in English classes. The findings revealed that the instructional materials are valid and appropriate for teaching CCU, demonstrating a significant positive impact on learners’ communicative competences. Specifically, the integration of local cultural contexts fostered a deeper understanding of both target language use and cross-cultural interaction, bridging gaps between learners' cultural frameworks and English-communication contexts. The implication of this study underscores the importance of incorporating local cultural elements in CCU courses, highlighting that such integration not only contextualizes language learning but also enhances learners’ engagement and adaptability in real-world communication. By promoting culturally responsive teaching, these materials provide a model for developing context-sensitive EFL curricula that address global communication demands while preserving local cultural identity.
Expressive Speech Acts and Public Sentiments in Netizen Responses to Political Posts on X Darmawan, Asy Syams Wahyu; Degaf, Agwin; Anggrisia, Nur Fitria
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13167

Abstract

The rise of online platforms like "𝕏" (formerly Twitter) has transformed political discourse, where netizens frequently use expressive speech acts to communicate emotions and opinions. This study examines how expressive speech acts are used in netizen comments responding to President Joe Biden's post about U.S. economic growth, focusing on emotional expressions that reflect public sentiment. Through the application of Searle's theory of speech acts and Austin's felicity conditions, the research analyzes 46 comments using content analysis. The findings show a predominant use of literal and direct speech acts to express negative emotions, particularly dissatisfaction with Biden's economic policies. Additionally, the presence of sarcasm and irony demonstrates the complexity of online discourse, where non-literal speech acts convey more nuanced forms of criticism. These insights emphasize the evolving role of digital communication in political engagement and suggest the need for further research on how speech acts shape public opinion.
Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective Widora, Intan; Armanda, Muhamad Laudy; Yulia, Yuyun; Manullang, Agatha Christiyanti
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13338

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.
Evaluating Hots and Lots in '˜English for Nusantara': A Content Analysis of a Grade VII English Textbook Fakhrillah, Agvy Rena; Suharyadi, Suharyadi
JOLLT Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13391

Abstract

In the 21st century, fostering critical thinking and problem-solving skills is essential for students. This study analyzes the manifestation of Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) in the English textbook '˜English for Nusantara' for Grade VII. HOTS involves higher-level cognitive processes such as analysis, evaluation, and creation, while LOTS focuses on recall and comprehension. Involving a qualitative research design with a content analysis approach, this study applied Revised Bloom's Taxonomy, which categorize exercises into LOTS (remember, understand, and apply) and HOTS (analyze, evaluate, and create). A total of 116 exercises in the form of instructions and 67 exercises in the form of questions from listening, speaking, reading, and writing tasks were analyzed. To maintain consistency, inter-rater reliability was ensured, where the analysis was cross-verified through discussions with a validator. The findings show that LOTS dominates the exercises, with 81% of the exercises are in the form of instructions and 89% in the form of questions. This indicates a heavy emphasis on LOTS and suggests an opportunity for more HOTS integration. Based on these findings, the study recommends that teachers incorporate more HOTS-focused activities, and textbook authors should design future editions with a stronger emphasis on HOTS exercises to foster critical thinking skills. Such adjustments would better equip students to meet the demands of the 21st century.
Appraisal of Teachers’ Comments on Primary Students’ Reports: A Systemic Functional Linguistics Sihombing, Indah Andriyani; Sinar, Silvana; Zein, Thyrhaya
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13447

Abstract

This study investigates how teachers employ appraisal attitude resources—specifically affect, judgment, and appreciation—in their written comments on primary students' report cards, using the analytical lens of Systemic Functional Linguistics (SFL). Drawing on a qualitative phenomenological case study design, the research analyzed 30 teacher comments drawn from three subject areas: Mathematics, Language Arts, and Mandarin. The data collection also involved unstructured interviews with teachers to gain deeper insight into their comment-writing practices and underlying intentions. The analysis revealed a marked dominance of judgment resources, with 69 instances noted, which primarily conveyed evaluations of students' capabilities, behaviors, and attitudes toward learning. This was followed by 32 instances of appreciation, used to recognize the quality of students' work or learning outcomes. The least frequent were affect resources, with only 15 instances, indicating that emotional engagement or references to students' feelings were not a central focus in most comments. This distribution underscores a pedagogical emphasis on assessing students through their actions and academic performances rather than their emotional experiences. The study concludes by emphasizing the need for greater awareness of the linguistic resources teachers use in feedback and suggests that professional development in appraisal language could help teachers craft more holistic, meaningful, and student-centered evaluations.
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): April
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.

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