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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. 3 (2025): July" : 40 Documents clear
EFL Students' Use, Perceptions, and Reliance on Chat-GPT for Editing and Proofreading: A Technology Acceptance Model Perspective Setyaningsih, Endang; Zainnuri, Hasan; Wahyuni, Dewi Sri; Hariyanti, Yuni
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13484

Abstract

Rapid growth of studies on Chat-GPT acceptance within the broader context of AI in education (AIEd) has provided valuable insights into how participants across settings perceive and use this tool for teaching and learning. This study replicates earlier investigations on AI acceptance but narrows the focus to a specific task: editing and proofreading. It also expands the inquiry to address ethical concerns and overreliance-two recurring themes in AIEd research. A modified extended TAM questionnaire covering seven aspects was distributed to 71 first-year EFL university students enrolled in a writing course that permitted Chat-GPT only for editing and proofreading, with clear restrictions. Group interviews were also conducted. Quantitative data were analyzed using descriptive statistics; qualitative data were examined thematically. Findings reveal a consistent three-step use of Chat-GPT: prompting, pasting the manuscript, and reviewing. Students treated AI output as a draft for enhancement, not as final work. Variation emerged in how much students revised AI-suggested edits, suggesting differing levels of reliance. The study confirms that perceived usefulness and ease of use contribute to students’ attitudes and intentions, moderated by self-image and subjective norms. While long-term dependency remains unclear, students appeared cautious when boundaries were set. This study suggests that when lecturers provide clear guidelines, students tend to view Chat-GPT as a learning aid and show awareness of academic integrity and authorship. The findings underline the need for well-defined institutional policies on AI use in writing instruction, while acknowledging the study’s contextual limitations and the need for further research.
Exploring the Impact of Computer-Based Hybrid Dynamic Assessment on EFL Students' Academic Writing Development Dayat, Dayat; Mustiah, Mustiah; Meliasari, Rahayu
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13747

Abstract

Little attention has been paid to the computer-based hybrid dynamic assessment (C-HDA) in the context of English as a foreign language (EFL) academic writing. However, This study aimed to examine the impact of C-HDA in improving the writing skills of Indonesian higher education students. A sequential explanatory mixed-methods design was employed. To gather quantitative data, one-group pretest-posttest research design was employed. Qualitatively, semi-structured interviews with the experimental group were also conducted to investigate the extent to of mediation benefited the participants during the teaching session. The interview was conducted after the post-test was completed accordingly. Eleven of twenty-two aged 19-20 years old enrolled in the Writing for Academic Purposes course and participated in this research project. The participants were required to write an argumentative essay of 150-300 words consisting of three paragraphs (introduction, body, and conclusion) and their essays were then assessed by using the recent C-HDA. All essays were, then, scored (by three raters) based on five criteria of academic writing, content, organization, language use, mechanics, and style. T-test and the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The results showed that the the current C-HDA improved the participants' academic writing although no maximal score was achieved. In addition, the qualitative data found three themes, positive and negative perspectives, and suggestions that addressed the participants' perceptions toward the C-HDA. This study yields implications for academic writing teachers about the implementation of C-HDA in developing academic writing for low-competent students. 
Generative Artificial Intelligence in English Instruction: Indonesian EFL Vocational High School Teachers' Perspectives Apoko, Tri Wintolo
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14190

Abstract

Generative artificial intelligence (Gen-AI) tools havebeen widely used in English teaching and learning. However, in the context of EFL teachers in vocational high schools, not all the teachers are aware of the potential of Gen-AI for English instruction. This study aims to address the gap identified in previous research by investigating Indonesian EFL teachers' perceptions and challenges of integrating Gen-AI into their classrooms. The participants of this study were 37 EFL teachers from diverse vocational high schools in Eastern Jakarta, Indonesia. This study employed a sequential explanatory mixed-methods design, combining quantitative and qualitative data. A cross-sectional survey was conducted to identify the perceptions of teachers and the challenges they face when integrating Gen-AI in their teaching practices. A semi-structured interview was conducted with a subset of participants to gather qualitative data on their experiences and challenges in utilizing Gen-AI. The results of the survey reveal positive perceptionsamong EFL teachers regarding the use of Gen-AI in English classes (Mean=4.00, SD=0.53). The findings also reveal that teachers are confident and willing to adopt Gen-AI tools (Mean=3.92, SD=0.49) acknowledging their ease of use and practicality in daily teaching practices (Mean=3.92, SD=0.60) and aligning with industry-specific needs (Mean=3.95, SD=0.52).The study underscores the need for equitable access and professional development to support the effective use of Gen-AI in vocational EFL context, ultimately enabling more innovative and future-ready English instruction.
Pre-Service Teachers' Experiences with Chatgpt During a Vocational High School Teaching Practicum Ihsanurrahmah, Fathonah; Unsiah, Frida; Dewi, Dian Novita; Aiman, Amirul
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14284

Abstract

Incorporating ChatGPT in the educational field rapidly gained attention for its potential in the teaching and learning process, particularly in English for Specific Purposes (ESP). This exploratory case study investigates pre-service teachers’ experiences using ChatGPT during their teaching practicum in vocational high schools. Data were collected through a Focus Group Discussion (FGD) with 4 pre-service teachers from different vocational majors. The findings revealed that ChatGPT served as a valuable teaching assistant, helping pre-service teachers generate content-specific materials, plan student activities, and design assessments. Pre-service teachers also noted ChatGPT's usefulness in addressing challenges related to limited technical vocabulary resources and subject-specific content. However, this study identified several limitations in using ChatGPT, including inaccuracies in specialized terminology, rigid language outputs, and overly simplistic assessment tasks that required careful prompting and editing. This study highlights the need for strategic incorporation of AI tools in teacher education and suggests further research to optimize AI applications in vocational education settings
Developing the 'Polite Palsa' E-Comic: Integrating Extemporaneous Methods to Enhance Polite Speaking Skills in Primary Education Hasanah, Radita; Purwati, Panca Dewi
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14438

Abstract

This research is motivated by the low value of polite speaking skills. This is due to the use of suboptimal learning methods, the use of suboptimal learning models, inadequate learning media, and inadequate school infrastructure. This study aims to determine the feasibility and effectiveness of E-Comic Polite Pals media for grade I elementary school students. This type of research is a development research with the Borg and Gall Research and Development model. Data collection used observation, interview, documentation, questionnaire, and oral test techniques. The data analysis techniques used were the normality test, t-test, Wilcoxon test, and N-Gain test. The results of the E-Comic Polite Pals media feasibility assessment from media experts obtained a score of 95%. The assessment from the material expert obtained a score of 91.25%. The assessment from the material expert obtained a score of 91.25%. The effectiveness of Polite Pals E-Comic media on polite speaking skills material was proven in the t-test and Wilcoxon test, with small-scale trial results involving 6 elementary school grade I students with high, medium, and low levels of speaking skills, obtained a significance value (2-tailed) of 0.000 < 0.05. In a large-scale trial involving 28 elementary school grade students, some of whom experienced difficulties in speaking skills, a significance value (2-tailed) of 0.000 < 0.05 was obtained. The average increase in Pretest to Posttest of large group product trials was 21.11 (60.35 increased to 81.46). The results of the small-scale N-Gain test obtained an N-Gain of 0.46, and in the large-scale product trial, an N-Gain of 0.53. Based on data analysis, the Polite Pals E-Comic media is feasible and effective in learning the polite speaking skills of lower-class students.
Environmental Themes in North Sumatran Literature (2010 - 2022) for Language Education Wuriyani, Elly Prihasti; Anggreini, Heny; Siallagan, Lasenna; Tansliova, Lili
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14528

Abstract

This article reviews environmental damage as depicted in literary works by North Sumatran authors between 2010 and 2022, focusing on damage caused by natural phenomena. Using a literary ecocriticism framework and a qualitative descriptive method, the study explores how literature reflects environmental concerns. From 25 works analyzed, 7 literary pieces explicitly address ecological degradation, such as Kampung Medan by Afrion (2011), Pincalang by Idris Pasaribu (2012), Langsam by Nani Tandjung (2016), and Young Woman in a Luxury Hotel by Hamsad Rangkuti (2016). The findings indicate that these authors show increasing ecological awareness by portraying themes of nature's beauty, its vulnerability, and the human role in environmental destruction through illegal logging, uncontrolled development, and low ecological awareness. The study concludes that these literary works not only serve as educational and entertainment media but also act as critical reflections and offer solutions, including environmental conservation, sustainable resource management, and fostering human-nature harmony, which can be integrated into language and literature education.
The Correlation Between Students' Introverted and Extroverted Personality Types and Their Speech Error Probability Febrianti, Della; Kweldju, Siusana; Zen, Evynurul Laily
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14533

Abstract

Speaking is often considered as complex compared to the other three language skills. When engaged in speaking, individuals must produce speech in a limited timeframe, resulting in a brief gap between understanding words and verbalizing them. Consequently, speech errors remain common. Several factors may attribute to the speech errors occurrence, including the affective factor of personality. The present study aims to explore the correlation between students' personalities, specifically introverts and extroverts, and their speech error probability. A descriptive quantitative design and correlational method were employed, involving 26 undergraduate students of the English Education Department at Universitas Islam Darul ‘Ulum Lamongan, enrolled in a Speaking for Academic Purposes course. The Eysenck Personality Inventory (EPI) was utilized as the primary instrument, along with oral test of speech errors following the theory proposed by Clark and Clark (1977). Pearson Product-Moment Correlation analysis revealed a significance (2-tailed) value of 0.836 (>0.05), indicating no statistically significant correlation between personality type and speech error frequency. The correlation coefficient of -0.043 further suggested a weak negative relationship. These findings contribute to psycholinguistic research in EFL contexts by suggesting that personality traits, while influential in broader communicative behavior, may not directly impact students' linguistic processing accuracy in oral tasks. This insight supports the idea that effective spoken communication in EFL learning can be achieved regardless of individual personality types. Future studies are encouraged to expand the sample size and include more diverse student populations to validate and extend these findings.
Profiling Students' Linguistic Verbal Intelligence in Arabic Language Learning Toifah, Nur; Ulum, Mohammad Samsul; Arifa, Zakiyah
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14681

Abstract

This research aims to explain the level of linguistic verbal intelligence of students who are studying Arabic, because it involves the ability to understand, use, and manipulate language effectively, both orally and in writing. This research uses a mixed method approach to describe students' linguistic verbal intelligence. Data was collected through the IST (Intelligence Structure Test) compiled by Rudolf Amthauer in 1953 in Frankfurt, Germany because the components in the structure are arranged hierarchically, where the dominant field will influence other fields, the dominant ability in the intelligence structure will determine and influence other abilities. It consists of parts that are interconnected in meaning (structure). Their linguistic verbal dominant questionnaire, which was distributed to 520 students at UIN Maulana Malik Ibrahim Malang using random sampling techniques. The results of the research show that the level of linguistic verbal intelligence of UIN Maulana Malik Ibrahim Malang students has a value of 103.92 in the sufficient category, where 0.38% of UIN Maulana Malik Ibrahim Malang students have linguistic verbal intelligence in very superior category, 43,27% have linguistic verbal intelligence in the high category, and 39,42% have linguistic verbal intelligence in the sufficient category. This shows that students' readiness to absorb Arabic language material is closely related to their linguistic verbal intelligence. Meanwhile, the results of research on the most dominant linguistic verbal dominant possessed by students are that 83.65 of students are able to use imaginative reasoning when writing or speaking, 83.19 of students are able to describe an object or event well, 78.15 of students try to tell good stories about many things, 76.88%of students read a text first and store it in memory before writing and speaking, and 76.27 of students like to talk with humor. Verbal linguistic intelligence contributes to Arabic language learning through verbal attraction, concept formation, and logical thinking, which helps students analyze the meaning of sentences, construct arguments, and solve language problems, such as understanding Arabic statements.
Toulmin Argument Patterns in Asian EFL Learners' Essays: Gender and Topic-Based Comparison Indarti, Dwi
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14701

Abstract

This study explores Toulmin Argument Patterns (TAP) in argumentative essays by Asian EFL learners, focusing on gender and topic-based comparison. Using an adapted Toulmin model, it analyses argument components, claims, data, counter-arguments, and rebuttals, from the ICNALE corpus on topics "smoking" and "part-time job". Indonesian female learners constructed higher-quality arguments with comprehensive rebuttals, whereas their male counterparts relied more on basic elements. Among Chinese learners, gender differences were minimal, with both genders showing balanced TAP use, reflecting structured critical-thinking education. Familiar topics like "part-time job" led to more complex arguments, while less relatable topics like "smoking" resulted in weaker argumentation. Cultural factors also influenced argument quality, with Confucian-influenced education fostering consistency among Chinese learners and diverse educational practices leading to variability in Indonesian learners. These insights can inform curriculum design by encouraging the integration of culturally relevant and gender-responsive writing tasks that support students' critical thinking and argumentative skills. Future research should expand to broader linguistic and cultural contexts to refine TAP-based pedagogical strategies and deepen understanding of argumentative competence in EFL settings.
Digital Multimodal Composing in EFL Grammar Instruction:Exploring Pre-Service Teachers' Experiences and Perspectives Sadikin, Irma Savitri; Apsari, Yanuarti
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14709

Abstract

The growing integration of Digital Multimodal Composing (DMC) in English as a Foreign Language (EFL) instruction has transformed conventional grammar teaching methods by incorporating text, images, sound, and movement. However, limited empirical research explores its application in grammar instruction, particularly from the perspective of pre-service teachers. Guided by Liang and Lim (2020) DMC pedagogical framework, grounded in Systemic Functional Linguistics and Design Thinking, this study examines the implementation of DMC in an Indonesian EFL higher education context. Fifteen pre-service teachers from an English Language Education Program participated in the study. Data were collected using a case study design through classroom observations, semi-structured interviews, and student reflections. Findings indicate that DMC fosters engagement, enhances conceptual understanding, and develops digital literacy skills. High-achieving students demonstrated strong digital fluency, creativity, and analytical skills in integrating multimodal elements into grammar lessons. Conversely, low-achieving students faced challenges with multimodal cohesion, tool navigation, and troubleshooting technical issues. The study highlights the importance of explicit instruction, guided practice, and peer collaboration in supporting students' multimodal literacy development. It emphasizes the need for structured pedagogical scaffolding to effectively integrate DMC into EFL grammar instruction. The findings suggest that while DMC promotes student-centered and multimodal learning, sustained instructional support and curriculum integration are essential for its success.

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