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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
Developing Zoonoses-Themed Reading Materials for EFL Students Within the Emancipated Curriculum Framework Armanda, Muhamad Laudy; Waly, Muchamad Muchibbuddin; Andika, Jeffri Dian; Pratiwi, Dwiyani; Yulia, Yuyun
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.v13i3.13810

Abstract

Although the notion of establishing global education has existed since the early 21st Century, the majority of current EFL textbooks neglect global issues as teaching content. However, existing studies on the implementation of the current Emancipated Curriculum have yet to incorporate authentic materials related to these topics, which remain significantly underexplored. In such a manner, this study introduced a supplementary reading material integrated with zoonoses topic as a part of global health issues nowadays. Utilizing a mixed-method approach to accomplish an ADDIE model, the study presents clear DBR stages. Various instruments, such as questionnaires, interviews, tests, and digital artifacts, were used. Half of the student population was obtained as samples (N=63), and an English teacher participated in this study. The major findings underscore the significant difference in the experiment group students’ reading skills based on t-value (7.011) > α (0.05). To a certain extent, user responses (88%) and module evaluation (95%) toward the product were considered very worthy or eligible to be employed for teaching reading in English classrooms. Apart from the empirical evidence, the study offers practical insights for English teachers in similar areas, highlighting the potential of proposing global issue topics to bridge the students' knowledge, skills, and awareness of real-world situations. Shortly, this will contribute valuable direction for the future development of English teaching materials. 
Implementing Soft-Power as an Experiential Learning Strategy to Enhance Speaking Engagement: A Case Study in a Thai School Wulandari, Diah Ayu Rizqi; Maghfiroh, Ana; Harmanto, Bambang; Sinthong, Phakit; Simpol, Wanida
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.v13i3.13818

Abstract

English language teaching in Thailand faces persistent challenges, including barriers related to teacher competence, insufficient English fluency, and a lack of effective teaching methods and strategies. Socio-individual and cultural factors, such as low self-esteem, also reduce students’ motivation in speaking practice. This study explores how the Soft-power strategy can address these issues by emphasizing active participation, collaborative learning, and experiential techniques like group discussions and real-life conversations that foster a supportive classroom environment. Using a qualitative descriptive design, the study involved 15 fourth-grade students over three months. Data were collected through classroom observations and questionnaires. The findings show that Soft-power strategies significantly enhanced student engagement. For instance, more than 86% of participants strongly agreed that the strategy helped them build confidence in speaking English, while over 66% reported enjoying and feeling comfortable during the activities. The analysis also revealed reduced student anxiety and more positive peer interactions. The results suggest that Soft-power strategies offer a promising alternative to traditional methods by fostering a supportive learning environment for long-term language development. These findings offer valuable insights for educators and policymakers aiming to transform English instruction in non-native, multilingual settings.
Exploring the Role of Instagram Video Blogging in Enhancing Engagement in a Foreign Language Classroom Puspitasari, Dani; Yoedo, Yuli Christiana; Weng, Cathy
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.v13i3.13870

Abstract

Taiwan’s ministry of education urges all education levels to open foreign language programs, including Indonesian language, in their institution. Yet, this encouragement is not followed by adequate propaganda. Hence, innovative engagement strategies are needed to make Indonesian language elective courses popular in Taiwan.  Thus, an Indonesian native speaker teacher of a northern Taiwan public university integrated Instagram in her elective course to enhance engagement. She assigned her students to make a video blog with the theme “self-introduction” and upload the video to their social media. This media is used due to its significant impact on everyday life. This study probes social media's impact on video blogging projects and how learners with different mastery goal levels identified their engagement and satisfaction after finishing the project. Fourteen students participated in this study, and the data were gathered through in-depth interviews and self-reported online journals. The interview and online guided journal generated students' self-monitoring, behavioral engagement, and satisfaction. Screenshots from the student's post on Instagram and social media chat also served as evidence to support the findings. The result shows the significant influence of social media on learners' effort and creativity in doing the assignment; it also influences the satisfaction regarding the participants' mastery approach. Students poured their endeavors exceeding the teacher’s expectation. To ensure the quality of the video content, they did a lot of self-practices and consultations with their teacher. The result leads to the pedagogical implications of integrating video blogging and social media within authentic learning environments for enhanced student engagement.
From Crisis to Confidence: How Covid-19 Teaching Experiences Transformed Teachers in Cambridge and Edexcel Schools in Dhaka Rahman, Adneen; Hasan, Md. Mahadhi
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.v13i3.13906

Abstract

The COVID-19 pandemic forced an unprecedented global shift to online education, compelling teachers to rapidly adapt their pedagogical practices. The This study investigates how the COVID-19 teaching experiences transformed English medium school teachers in Dhaka, following the curricula of Cambridge and Edexcel. The study focuses on the challenges, the development of confidence in online teaching tools, and the reshaping of their professional roles and pedagogical approaches. This qualitative research methodology, using teacher narratives, presents the experiences of seven teachers from renowned English medium schools who have shifted to online teaching. The results indicate that teachers encountered considerable obstacles at the outset, such as technological difficulties, insufficient training, and the need to adjust to the dynamics of online classrooms. Nevertheless, as time progressed, their self-assurance increased due to autonomous learning and collaboration with colleagues, resulting in improved digital competence. Additionally, the pandemic transformed their professional roles, fostering a transition from conventional, instructor-focused methodologies to more adaptable, learner-centered strategies. The research emphasizes the need for constant professional development in both technological and emotional aspects of pedagogy. Assuming that the pandemic provided a strong impetus toward lasting changes in teaching methods and teachers' responsibilities, it conforms to new educational trends. This research enhances the understanding of connections between crisis-induced instructional adjustments and their lasting consequences for the teachers' professional development.
Enhancing Literacy through Technology: How U-Dictionary Supports Reading Skills Development in English Learners Rasyidah, Ummi; Triana, Novita; Rizky, Ramanda
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.v13i3.14175

Abstract

As technology becomes an integral part of education, the use of mobile apps offers interactive learning opportunities that go beyond traditional classroom methods. Therefore, this study explores the impact of the U-Dictionary app in improving English Reading Skills among senior high school students at SMAN 1 Rambah. A quasi-experimental design was used, involving an experimental group that used the U-Dictionary app and a control group that followed conventional reading practices. Pretest and posttest assessments were conducted to measure the improvement in reading Skills. The data were analyzed using descriptive statistics and an independent sample t-test via SPSS 25. The findings show a statistically significant improvement in the experimental group (p < 0.05), with a moderate effect size, indicating that the U-Dictionary application has a positive impact on students’ Reading Skills and it enhance motivation and academic achievement. The findings highlight U-Dictionary's interactive features, which offer immediate feedback and facilitate vocabulary acquisition, making the learning process engaging. The study concludes by recommending the incorporation of such technologies in language curricula to create dynamic learning environments that prepare students for future academic and professional challenges. The results of this study advocate the adoption of technology-enhanced strategies in educational settings to foster better learning outcomes.
Investigating the Readiness of EFL Pre-Service Teachers in Implementing Technology-Based Teaching: A Phenomenological Study Alaka, Anta; Nurhayati, Lusi; Widayanti, Eka; Habiburrahman, Habiburrahman; Kurniawan, Ilham; Amin, Muhammad Safiul
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.v13i3.14326

Abstract

This study aims to investigate EFL pre-service teachers' readiness to use technology in English Language Teaching (ELT) classrooms and identify the factors that influence their readiness. A phenomenological research design was employed, involving 30 final-semester EFL pre-service teachers enrolled in a teacher education program, selected through purposive sampling. Data were collected through open-ended surveys and interviews and analyzed thematically to extract key themes related to readiness, technological competence, and influencing factors. Findings demonstrated a high level of readiness among participants, supported by strong technological competence and confidence. Participants showed proficiency in using Learning Management Systems (LMS), Canva, and game-based applications like Kahoot to create interactive and engaging learning environments. Internal factors (such as self-confidence and technological skills) and external factors (such as institutional support, courses, and workshops) influenced their readiness. The findings provide a framework for enhancing teacher training curricula and suggest ways to improve student engagement and learning outcomes through effective technology integration. This study contributes to the limited literature on technology integration readiness among EFL pre-service teachers in Indonesia.
Narrating Local Wisdom Through Hypertext: A Study on Cultural Values in Digital Short Stories Juanda, Juanda; Azis, Azis; Djumingin, Sulastriningsih
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.v13i3.14370

Abstract

Local wisdom plays a crucial role in bridging tradition and cultural innovation amid dynamic social change. This study aims to uncover the values of local wisdom embedded in selected hypertext short stories, focusing on themes such as race, nationalism, eugenic norms, cultural stability, education, and the tension between modern life and primitive culture. Employing a qualitative descriptive method within the framework of literary anthropology, this study analyzed four digital short stories: Ngaben Sederhana by I Made Sugianto (2024), Pulang tanpa Kampung Halaman by Artie Ahmad (2024), Laut Mengambil Cintaku by Jemmy Piran (2022), and Ikan Sungai Bejoe by Dul Abdul Rahman (2020). NVivo 14 software was used to conduct thematic coding, identify recurring cultural patterns, and map the interrelationships among thematic categories. The findings reveal dominant representations of community cooperation, respect for diversity, cultural preservation, critiques of social injustice, and the recontextualization of traditional values in modern settings. Notably, the role of indigenous education emerges as vital in transmitting local values and reinforcing cultural identity. Practically, the results offer valuable insights for educators and curriculum developers seeking to integrate culturally relevant content into teaching materials. This research also provides a foundation for future interdisciplinary studies on the role of local wisdom in sustaining cultural heritage in the digital era.
Students' Preferences for Video Genres and Their Relationship to English Proficiency: Evidence from Indonesian University EFL Context Prancisca, Stella; Rizqi, Muhammad Ainur; Aminullah, Fajar; Ningsih, Endah Setya
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.v13i3.14420

Abstract

This study investigates the relationship between English proficiency levels and video genre preferences in the Extensive Viewing (EV) program. The research aimed to understand how students' language abilities influence their choice of video content, focusing on genres such as Folklore, Educational Video/Learning, Comedy, Drama Series, and General Knowledge/Science. The study involved 30 undergraduate students, and the data were collected through a post-program survey and viewing logs from the Canvas platform. A Chi-Square test was conducted to to determine the statistical significance of the relationship between genre preference and English proficiency. The results reveal that students with lower English proficiency tend to favor simpler genres, such as Comedy, which are easier to understand, while students with higher proficiency prefer more complex genres like Drama Series and General Knowledge/Science. The Chi-Square test confirmed a significant relationship between language proficiency and genre choice (p < 0.05). This suggests that video content should be selected based on students’ language abilities to enhance comprehension and engagement. The study supports the theory of comprehensible input and differentiated instruction, highlighting the importance of tailoring materials to match students' proficiency levels. The results have important implications for designing effective language learning programs, ensuring that the content is both accessible and challenging based on students' individual needs. Further research with a larger sample and broader genre selection is recommended to deepen the understanding of students' viewing preferences.
Developing Bowling Letters Media Through NHT Learning Model in Interpreting New Indonesian Vocabulary: A Lesson from Primary Schools Learners Nurfahada, Afina; SB, Nugraheti Sismulyasih
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.v13i3.14447

Abstract

This research introduces a learning media for javelin letters using wooden boards developed with the Number Head Together (NHT) model to interpret new vocabulary for grade 1 elementary school students. This problem occurs due to low concentration and mastery of understanding in grade 1 elementary school students, thus encouraging researchers to develop effective learning media. This study aims to develop, validate, and test the effectiveness of javelin letters media in interpreting new vocabulary. This study uses a development approach that combines product design stages, feasibility validation by expert validators, and effectiveness testing through small-scale and large-scale trials involving 17 male students and 8 female students in grade 1 of AL HIKMAH Elementary School, Semarang City. The feasibility assessment conducted by experts showed a high level of suitability for the use of the media, with a significant increase in student learning outcomes during the trial. The small-scale trial showed an increase in the average pretest score to the posttest from 52.5 to 77.5 with a significant difference of 25. The large-scale trial showed an increase in the average from 60.2 to 81 with a difference of 20.8. The results of the N-Gain test showed a moderate effect, with a value of 0.5356 for small-scale testing and 0.5437 for large-scale testing. This study concludes that the letter throwing media through the Number Head Together (NHT) model is a very important learning medium for improving understanding of new vocabulary. Positive feedback from teachers and students confirms its effectiveness in generating student engagement to improve learning outcomes in the classroom to be more optimal.
Being Monolingual in a Multilingual Space: An Autoethnographic Exploration of Educational Experiences Mathabata, Colleen Ashlin; Munir, Fouzia
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.v13i3.14500

Abstract

This study aims to explore the challenges of being monolingual in multilingual spaces, regardless of which language is an individual’s home language. The study focuses on South African educational institutions. South Africa is a multilingual country with a monolingual history. During the apartheid era in South Africa, Afrikaans was imposed as the official language; post-apartheid, English is the dominant language in the country. This is problematic because South Africa is a diverse country with 12 official languages, yet monolingualism still prevails, causing language barriers in different spaces. The study utilises a qualitative, autoethnographic approach to describe lived experiences of monolingualism. It contributes to understanding how monolingual policies in educational spaces affect the students directly. There is very little research about the monolinguistic perceptions of students studying in multilinguistic contexts. Thus, this study examines the autoethnographic experiences of two educational contexts, secondary school and university, through the eyes of the first author. Thematic analysis is used to analyse these experiences regarding the challenges of monolingualism and the need for multilingualism in a diverse context. Findings show that monolingualism causes barriers to communication and affects students’ academic success. They struggle to navigate through educational spaces where the medium of instruction is a language other than their home language. They are limited in their interactions when they cannot speak the language being used. A diverse educational space needs multilingualism to benefit individuals, academically and socially. This has implications for educational policies and practices. In order to help students benefit from their educational experience and to prepare them for a multilingual society, focused attention should be given to inclusive language policies and the implementation thereof. In addition, there is a dire need to change negative language attitudes, since positive language attitudes promote multilingualism.

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