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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' Perspectives as Peer Reviewers in Virtual Writing Contexts: A Case Study in Indonesian Higher Education Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Rahman, Arif; Arfani, Sri
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.v13i3.14891

Abstract

The studies of peer review in EFL composition class have received considerable attention in the literature. However, little understanding of how students as reviewers perceived peer review in a virtual learning environment as part of remote assessment. Due to the expansion of technology and the implementation of hybrid learning, language instructions were shifted from an on-site (face-to-face) learning mode into a blended learning system, including language assessment activities. Although existing research on peer review has been extensive, peer review from a peer reviewer perpectives in the virtual setting is still infrequent. This research aims to investigate EFL students' perspectives as peer reviewers in virtual writing contexts in Indonesian Higher Education. The current study was conducted in an exploratory case study approach. The participants were 41 students. The instruments were open-ended questionnaires and in-depth interviews. In addition, the comment analysis from the peer reviewers was investigated from the rubric of the peer review form. The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly in the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts.  The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts. The current study implies sharing recommendations for implementing peer review in the virtual writing context with proper preparation before the realization.
Designing Video-Based Speaking Materials to Promote Flipped Classroom Practices in EFL Teaching Asrilawaly, Syabitha; Ciptaningrum, Dyah Setyowati; Niah, Siti
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.v13i3.15022

Abstract

The flipped classroom model redefines traditional teaching by enabling students to engage with course material before class, therefore optimizing in-class time for interactive learning activities. This paradigm utilizes digital technology to provide personalized immersive experiences that align with students’ digital behaviors and varied learning preferences, making it particularly relevant in EFL contexts where communicative practice is crucial.  This study sought to provide video-based supplemental speaking resources to facilitate the implementation of a flipped classroom model for eleventh-grade students. The study used a Research and Development (R&D) approach based on the Jolly and Bolitho (1998) framework, including several stages: need analysis, contextual and pedagogical realization, material production, implementation in the classroom, and evaluation. The data gathering included qualitative techniques, including interviews and document analysis, alongside quantitative approaches, such as student and expert questionnaires. The outcome materials tackled essential speaking challenges—fluency and intonation—utilizing authentic audio resources and pronunciation exercises, with topics customized to student interests to augment motivation and participation. The flipped model integrated online pre-class and in-class activities, facilitating systematic practice, immediate feedback, and active participation. The findings indicated that the materials fostered an inclusive learning environment, reinforced student confidence, and improved vocabulary and speaking skills, particularly among beginners. Expert evaluations classified the materials as “very appropriate” with a mean score of 3.4, within the 3.26 < x ≤ 4.00 rangee. These results indicate that meticulously designed video-based materials may effectively enhance flipped EFL classes and promote substantial language acquisition. 
Profiling Indonesian Vocational Students' English Communicative Competence: An Analysis of ELT Syllabus Implementation Hidayani, Selnistia; Oktaviana, Fadilla; Heryatun, Yayu; Assapari, Muhammad Mughni
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.v13i3.15037

Abstract

Vocational schools provide practical training and technical education for various professions, such as automotive, construction, engineering and healthcare. Language skills are essential for competitiveness in the global era, as students use oral or written communication to share information and experiences. The purpose of this study was to determine the level of communicative competence, needs, and ways to develop students' competence. This research is a descriptive qualitative study that collected data from sixty students, three English teachers, and two officers. The study found that the communicative competence profile of private vocational school students is still low. Some of the factors that influence this condition are teachers' commitment and knowledge, students' competence, and school facilities. In order to be employed by the business world, graduates of private SMK must have several important abilities such as speaking, writing, reading, and have a good understanding of computer languages. These skills are essential to ensure that graduates can create official documents needed in the workplace, understand words and procedures, and communicate effectively. As a result, the growth of these skills will make graduates of private vocational schools more capable and readier to enter the workforce.
Incorporating World Englishes (WE) Into Indonesian Higher Education: Pre-Service Teachers' Perspectives on ELT Pedagogical Implementation Purba, Hilarius Raditya Priambada; Febria, Desty
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.v13i3.15119

Abstract

The idea of the new varieties of English produced by many people using English as a lingua franca divides its speakers into three circles; they are inner, outer, and expanding circles. Thus, this study emphasizes the student teachers' perception of the presented phenomena and the practicality of the inclusion of World Englishes as the material taught in the classroom context. The research participants of this study are the student teachers (STs) who the school adapts both national and/ or international curricula as the basis of the teaching and learning process in class. This study employs a qualitative research method. Data triangulation is performed in the study to meet research validity and reliability. In general, STs show a positive attitude toward the concept. Despite their positive view on the concept, there is a lack of effort in practice to introduce students to teaching material that contains WE/ EIL content. It is still a challenge in incorporating this diversity into the classroom in Indonesia, both in national and international schools, as the curriculum and teaching resources remain focused on the inner-circle-country variety. The further pedagogical implementation of ELT is necessary to incorporate a more pluricentric view of English. Moreover, curriculum developers and teacher educators need to advance ELT pedagogy by providing more exposure of varieties to foster enhanced intercultural communication and awareness in language education.
Grammatical Strategies of Persuasion in President Prabowo Subianto's D-8 Summit 2024 Speech Herawati, Nanik; Putut Setiyadi, Dwi Bambang; Hersulastuti, Hersulastuti; Haryono, Purwo; Widiyanti, Sukasih Ratna
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.v13i3.15141

Abstract

A leader's speech in an international forum functions as a strategic rhetorical instrument to convey vision, foster solidarity, and assert diplomatic presence. This study analyzes the speech delivered by President Prabowo Subianto at the 2024 D-8 Summit, which centered on the call for unity among Muslim nations. Using a qualitative discourse analysis approach, the study applies Aristotelian rhetorical appeals: ethos, pathos, and logos, within a lexicogrammatical framework. The dataset comprised 37 clauses, examined through mood types, speech functions, and polarity. The findings reveal that declarative mood was dominant (62%), establishing ethos through the delivery of credible statements and objective facts. A Pathos was conveyed via both declarative and imperative moods, reflecting emotional intensity through critical remarks, expressions of solidarity, and direct appeals. Logos was constructed through the inclusion of statistical data and historical references, supporting argumentative coherence. The consistent use of inclusive pronouns such as "we" reinforced collective identity, while the interplay of positive and negative polarity created rhetorical tension that enhanced emotional engagement. This study demonstrates how grammatical choices underpin rhetorical strategies, offering insights into political communication. The findings have implications for diplomatic speechwriting and rhetorical pedagogy, especially in contexts emphasizing cross-national solidarity and advocacy.
Language Dynamics and Academic Performance in Rural Xitsonga Speaking Grade 10 History Classrooms Sombani, Khensani Eunice; Maluleke, Nkhensani
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.v13i3.11996

Abstract

This study explores the influence of the Language of Learning and Teaching (LoLT) on the academic success of Xitsonga-speaking Grade 10 students in rural History classrooms in four Mopani district's quintile 1 schools in Limpopo Province. Quintile 1 schools are those considered by the government of South Africa as being in poor communities that cannot afford to pay for their children's education.  Utilising a mixed methods approach, the investigation involved four classroom observations, 4 teacher interviews, and four focus group discussions with learners alongside the Solomon Four quasi-experiment for quantitative data collection using the four classrooms. The classes were used as intact groups of n=20, with a total of 80 learners. The results indicate a negative correlation between the learners' academic performance and their proficiency in LoLT. Furthermore, this study reveals that a disconnect between the learners' first language used at home and the English language of instruction contributes to educational challenges. It was observed that when teachers employed the learners' first language, the educational outcomes improved significantly, underscoring the effectiveness of using learners' native language in the learning process. The study suggests that integrating translanguaging into the multilingual educational system can align with linguistic realities and foster superior academic results. The findings advocate for education stakeholders to recognise and utilise translanguaging to make the curriculum more accessible and engaging, thus improving academic achievements in Xitsonga-dominant classrooms. 
Code-Switching and Translanguaging in Formative Assessment: Supporting ELT Development Pillay, Preya
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.v13i3.13080

Abstract

The implementation of English as the medium of instruction from Grade 4 in South African schools has necessitated that teachers explore effective strategies to support learners transitioning from mother tongue instruction, particularly through formative assessment practices. It is with this background in mind that this qualitative study aimed at gaining deeper insights into teachers' use of code-switching and translanguaging strategies to support Grade 4 learners' English language development through formative assessment in three Gauteng township schools. Data were collected through in-depth interviews with 6 English teachers and classroom observations. The accumulated data were integrated and analysed thematically according to Braun and Clarke's (2006) approach. The findings of the study indicate that teachers' application of code-switching and translanguaging in English lessons, particularly during oral questioning, feedback provision, and vocabulary explanation in formative assessment, contributed significantly to learners' comprehension and engagement in English language learning. However, challenges such as lack of formal training in multilingual assessment practices and pressure to prepare students for English-only summative assessments were also identified. The study concludes that effective formative assessment in Grade 4 English classrooms could be enhanced through the strategic use of learners' full linguistic repertoires and the integration of multilingual practices into English language teaching and assessment policies.
Examining the Impacts of Virtual Reality (VR) on Self-Directed Learning in EFL: A Mixed-Methods Study Tanashur, Panji; Oktavia, Sonia; Aprianto, Dedi
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.v13i3.13444

Abstract

The study examines how VR enhances self-directed learning in EFL by overcoming traditional methods’ limitations, boosting autonomy and engagement. While previous studies highlighted VR's positive effects on student engagement in language learning, its impact on SDL remains underexplored, with limited quantitative evidence and scarce qualitative insights into subjective experiences. This study used a mixed-methods approach, combining quantitative analysis to identify measurable trends and qualitative insights for a deeper understanding of VR’s influence on SDL. A survey of 194 EFL students used VR and SDL questionnaires, analyzed through simple linear regression. To enrich findings, semi-structured interviews with 13 participants explored their experiences. The findings showed that there is a positive effect of VR use on SDL, as indicated by the regression coefficient of 0.945, meaning that a 1% increase in the level of VR use is related to a 0.945 increase in self-directed learning p<0.05. The ANOVA results confirmed the reliability of the regression model in explaining the relationship between VR and SDL, with a significance of 0.000. R-squared value of 0.927, indicating that 92.7% of SDL variability is explained by VR. This demonstrates VR’s strong enhancement of SDL in EFL students, improving their autonomy and engagement in language learning. Adjusted R-squared value of 0.926 further confirms VR’s significant impact on SDL. Qualitative findings identified three key benefits of VR: higher engagement and motivation, improved access and flexibility, and cognitive reflection through self-reflection. The findings highlight VR's effectiveness as an active learning strategy that promotes independent learning by enhancing learner autonomy and engagement. In EFL contexts, VR-based strategies support interactive, self-paced learning, contributing to increased motivation and language retention. 
Challenges in Teaching English in Indonesian Rural Schools: Issues and Solution Mariyam, Siti; Pratiwi, Dwiyani; Meraj, Mohammed
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.v13i3.13481

Abstract

The disparity in educational quality between urban and rural areas in Indonesia significantly impacts English language learning in remote schools. This study explores the key challenges English teachers face in rural settings and the pedagogical strategies they employ to overcome them. Using a qualitative research design with semi-structured interviews, five English teachers from various rural schools in Nusa Tenggara Barat were interviewed. Thematic analysis revealed several core challenges, including inadequate infrastructure, limited internet connectivity, a shortage of qualified teachers, and insufficient supervision and motivation. Despite these issues, teachers have adopted strategies such as understanding local community needs, applying inclusive teaching methods, leveraging limited technology, and engaging in professional development. These findings highlight the urgent need for targeted policy intervention to improve English instruction in rural areas. The study provides valuable insights for educators, policymakers, and researchers interested in equitable education reform. Therefore, the researcher believed that this study is beneficial for future researchers and readers, particularly in educational contexts.
Developing AI-Integrated E-Pop Up Book Media for Enhancing Vocabulary Interpretation for Elementary Students Maulana, Arza; 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.v13i3.13639

Abstract

This research started from the problem of low learning outcomes in interpreting the vocabulary of grade IV students in the Indonesian subject. Interpreting vocabulary is very difficult for students because of the large number of vocabulary in Indonesian and the lack of use of learning media in the classroom. In addition, there is a lack of interest in learning because teachers are not able to use learning media that are in accordance with the characteristics of grade IV students. Therefore, AI-based e-pop up book media can help students interpret vocabulary. From these problems, this study aims to describe e-pop up book media, describe the results of the feasibility test of e-pop up book media, and describe the results of the effectiveness test of e-pop up book media. This research method uses R&D research with the development of the Borg and Gall model which was carried out up to stage 8 only due to time and cost limitations with a sample of 35 students. The media created is then tested by material and media experts. The results of the media feasibility test were obtained from assessments according to material experts of 95% (very feasible) and according to media experts of 92.5% (very feasible). The study found that AI-integrated e-pop up books significantly improved students' vocabulary interpreting skills, with a t-test result of 17,791 and an N-gain score of 0.7084 (high category). Based on the results of the study, it shows that the use of artificial intelligence-based e-pop up book media is very effective in improving learning outcomes in interpreting elementary school grade IV vocabulary. 

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