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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 46 Documents
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Search results for , issue "Vol. 13 No. 4 (2025): October" : 46 Documents clear
Novice Language Teachers’ Emotions in Team-Teaching Practice: A Higher Education Context Hidayatulloh, Sibakhul Milad Malik; Sudarmiati, Erli Wahyuningtiyas; Ramadhani, Alma Huwaida
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15145

Abstract

Since its presence, team-teaching becomes one of most preferable methods used in language teaching, particularly in higher education context. This current study aims to explore novice language university teacher emotions during the practice of team-teaching in higher education level. By inviting four novice lecturers in one of public universities in East Java, Indonesia, the data were obtained using an in-depth interview. Through several data analysis, dominant emotions and the source of it are identified. Dominant positive emotions were found like relaxed and confidents as the consequences of team-teaching. As for negative emotions, worried, boredom, and confusion appeared as the dominant negative emotions in the obtained data analysis results. Further, the source of positive emotions came from several events, for instance, the sufficient coordination with the team partner, the absence of team partner in the class, and the clear as well as equal distributions of the work inside and outside the class. Negative emotions’ sources, on the other hand, appeared in some events and sources, including the generation gaps between novice teachers and senior teachers as main teachers in the class, joining class without no participation, impromptu questions given by team partner, and the outdated teaching materials and methods. From the analysis, this research is able to give broader and detail context on the teacher emotions in higher education in team-teaching nuances. Finally, the findings from this current research also provides implications and suggestion to the future researchers.
Exploring Challenges and Opportunities in Online Learning Among EFL Students in Higher Education Isma, Adi; Suwandi, Edi; Sudewi, Putu Wahyu; Ridwan, Ridwan
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15209

Abstract

Online learning has become an essential part of higher education, offering flexibility and wider access to students worldwide. Yet, in practice, many learners, especially those in EFL contexts, continue to face significant challenges that are often overlooked in existing research. This descriptive quantitative study explores the challenges and opportunities of online learning for English as a Foreign Language (EFL) students in higher education, specifically focusing on the English Department at Universitas Sulawesi Barat, Indonesia. Using a cross-sectional survey of 85 students, the research aimed to identify common obstacles and advantages in online learning while uncovering students' expectations and suggestions. The results revealed that technical issues (87.1%), lack of social interaction (67.1%), and difficulty understanding course material (52.9%) were the primary obstacles faced by students. Conversely, cost-effectiveness (62.4%), unrestricted access to course materials (49.4%), and reduced social demands (42.4%) were identified as key advantages. Notably, 79% of respondents expressed reluctance to engage in future online learning. This sentiment reflects persistent structural and pedagogical gaps. To improve the online learning experience, students proposed enhanced technological infrastructure, more interactive engagement, and increased instructional support. The findings underscore the need for institutions to reevaluate their online education strategies to ensure student-centered and sustainable learning environments.
Contrastive Corpus Studies in Language Teaching: A Bibliometric and Systematic Review of Language Pairs Yulian, Yulia; Mulyati, Yeti; Widia, Ida
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15236

Abstract

Corpus-based contrastive studies have become increasingly vital in language education, offering empirical insights into cross-linguistic structures, discourse patterns, and semantic strategies. However, a comprehensive synthesis mapping recent developments and identifying existing research gaps has been lacking. This study addresses this need by conducting a systematic literature review and bibliometric analysis of 73 peer-reviewed articles published between 2014 and 2024. Using PRISMA 2020 guidelines and tools such as VOSviewer, the study maps dominant linguistic focuses, frequently analyzed language pairs, and collaboration networks. The findings reveal a strong emphasis on discourse and semantics, with English commonly paired with Spanish, Arabic, and Chinese. Pragmatic dimensions and underrepresented language pairs, particularly from Southeast Asia and Africa, remain largely overlooked. The study also highlights geographic disparities in global contributions, suggesting the need for more inclusive and collaborative research frameworks. The results offer practical implications for pedagogy, policy, and research. For pedagogy, integrating corpus-informed, contrastive materials into language instruction can enhance learners’ awareness of discourse conventions and intercultural variation. In terms of policy, stakeholders are encouraged to invest in open-access multilingual corpora and support cross-border collaboration, particularly involving underrepresented linguistic communities. For future research, this study underscores the need to explore pragmatic features, diversify language pairings, and build interdisciplinary networks to promote a more equitable and context-sensitive development of corpus-based contrastive inquiry in language education.
A Pragmatic Analysis of Politeness Maxims in Indonesian Online Customer Service Interactions Jawas, Effa Chalisah; Yanti, Dewi; Hizbullah , Nur
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15258

Abstract

This study aims to analyze the application of Leech's politeness principles (1983) in conversations between customer service agents and customers at a property rental company, TRV (company initials), conducted via live chat. Using a qualitative approach, the research identifies and classifies the politeness maxims used in 12 selected chat interactions over a three-month period. The findings reveal that all six of Leech's politeness maxims—tact, generosity, approbation, modesty, agreement, and sympathy—are present in the data. Among them, the modesty and sympathy maxims are the most frequently used found during the searching for the sources, highlighting the importance of humility and empathy in customer service communication. The agreement maxim also plays a significant role in facilitating mutual understanding, particularly regarding scheduling and service costs. Overall, the study demonstrates that the application of politeness principles contributes to improving communication quality, fostering harmonious relationships, and enhancing the overall customer experience. This implication provides for further recommendation in online customer service replies to be standardized by the company in terms of politeness.
ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives Tusino, Tusino; Dewi, Puspa; Hati, Mufid Lahiria Permata; Iglesia, Maria Joy C.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15293

Abstract

The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.
The Impact of a Youtube-Assisted Contextual-Based E-Module on EFL Learners’ Speaking Skills Ilyas, Muhammad; Putri, Miranti Eka
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15321

Abstract

The objective of this study is to create a YouTube-assisted contextual-based e-module that functions as a pedagogical component that can basically be applied to improve speaking skills. Contextual learning provides tools for teaching that can be developed and designed in an innovative way to increase learning for all students. This contextual-based e-module incorporates YouTube as an integrated resource, offering lecturers a valuable tool to enhance their teaching with a wide range of engaging and relevant content. The videos available on YouTube align well with the instructional material, providing both interesting and practical support to enrich the learning experience. This study employed the Borg and Gall research and development (R&D) model, which consists of six stages: needs analysis, objective planning, and development of the initial product, preliminary field testing, main product revision, and main field testing. A total of 50 students from the English Language Education Study Program at the Universitas Islam Riau, who were enrolled in the Speaking for General Communication course, participated in the study. This research used a mixed-methods approach, utilizing tests, questionnaires, and interview guides as data collection instruments. The results show that students responded positively to the use of the contextual-based e-module, which effectively improved their speaking skills. The e-module was also found to be practical, engaging, and supportive of independent learning. Importantly, the findings indicate that the module fosters greater student responsibility and autonomy in their learning. These results have practical implications for classroom instruction, suggesting that the integration of multimedia and contextual strategies can significantly enhance speaking pedagogy in higher education.
Assessing the Alignment of "English for Change" Textbook within the Merdeka Curriculum Framework Ameliana, Ameliana; Zahro, Syifa' Khuriyatuz
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15433

Abstract

With the introduction of the Merdeka Curriculum in the Indonesian educational system, new instructional materials were developed to support its implementation, including textbooks designed to align with the Curriculum's emphasis on global standards such as the Common European Framework for Reference for Languages (CEFR). Merdeka Curriculum-based textbooks require systematic evaluation to determine their alignment with both the Merdeka curriculum goals and CEFR proficiency levels. While existing studies do not focus on skill-specific material alignment with CEFR in English textbooks, this study fills a key gap by analyzing to what extent “Bahasa Inggris: English for Change” aligns with Merdeka Curriculum and the CEFR framework. This research aims to investigate the skill-specific alignment of the “Bahasa Inggris: English for Change” textbook for grade XI with the Merdeka Curriculum within the CEFR B1 framework. Using a descriptive qualitative content analysis approach and the adapted Tanto rubric, the textbook was evaluated across four language skills: listening, speaking, reading, and writing. The results indicate a high level of alignment, with overall 80% of the materials strongly conforming to CEFR B1 descriptors, and 20% showing moderate alignment with particular skills, such as reading, listening, and speaking. These results demonstrated that most of the specific-skill material in the textbook highly aligns with CEFR B1. This offers valuable insight for curriculum developers, textbook authors, and teachers by highlighting the alignment of textbook materials with both CEFR B1 and Merdeka Curriculum standards.
Blending Extensive and Intensive Reading to Enhance Critical Reading Skills in The EFL Context Ilyas, Hamzah Puadi; Istaryatiningtias, Istaryatiningtias
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15441

Abstract

This study explores the integration of extensive and intensive reading strategies and their impact on critical reading and critical thinking skills in an English as a Foreign Language (EFL) context. The research addresses two primary questions: What challenges do EFL students encounter when engaging in extensive and intensive reading? and In what ways does the integration of these reading strategies influence students' critical reading skills? A qualitative research design was employed, involving 19 EFL students in the fourth semester of a private university in Jakarta. Specifically, the study applied a thematic analysis approach to systematically interpret the data, ensuring that emerging categories captured the complexity of students’ experiences. Data were collected through student reflections, interviews, and classroom observations during a 14-session reading course. Key findings reveal that students face challenges in text selection, vocabulary constraints, time management, and critical analysis. However, the integration of both reading strategies enhanced students' comprehension strategies, analytical thinking, and motivation. Students demonstrated greater confidence in discussions, improved inferencing abilities, and the ability to connect ideas across texts. The results highlight important pedagogical implications, suggesting that teachers should adopt a balanced integration of extensive and intensive reading to foster critical literacy, while policymakers and curriculum designers can draw on these insights to strengthen reading components in EFL programs. These findings suggest that integrating extensive and intensive reading approaches can significantly enhance EFL students' critical reading skills, providing valuable insights for future teaching practices. The study contributes to the theoretical understanding of reading instruction in EFL settings and offers practical recommendations for integrating these strategies in classroom settings.
The Use of Conversational Implicature and Speech Acts in Tema Indonesia Youtube Channels Mulyani, Ani; Mubarok, Yasir; Nurhuda , Zamzam
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15449

Abstract

This study aims to describe the use of conversational implicature and types of speech acts in informal conversations in five episodes of the Tema Indonesia YouTube channel, namely DPN, Comedy Buddy, Gegerrr, Sekolah Ngawur, and Pods Tema. This study uses a qualitative descriptive approach with an interactive model data analysis technique from Miles and Huberman (1994). The theories used are Searle's Speech Acts Theory (1969) and Grice's Conversational Implicature Theory (1975). The results of the study showed that 30 conversational implicature data were found, consisting of 53% particularized conversational implicature and 47% generalized conversational implicature. Most of the utterances are expressive speech acts that function to convey social criticism, emotional evaluation, and light satire. In addition, representative and directive speech acts were also found, although with a lower frequency, functioning to provide information and suggestions in a subtle manner. No commissive or declarative speech acts were found in the data. These findings suggest that communication in Tema Indonesia is reflective, critical, and entertaining, relying on humor and implicature to strengthen the audience's emotional engagement and encourage active interpretation of implied meanings. This research confirms that digital communication not only forms entertainment, but also a space for social and political discussion packaged in a light-hearted style.
The Use of Poster-Making for Social Justice: Engaging Non-English Department Students in Visual Learning Rizqiani, Diyah Ayu; Roziah, Roziah; Idayani, Andi; Triastuti, Missi
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15486

Abstract

This research investigates the use of poster making to teach social justice issues to undergraduate students of Law and Criminology at a private Islamic university situated in Pekanbaru, Indonesia. Adopting a qualitative case study approach, the study focused on 54 students and their creation of posters on human trafficking, corruption, and cyber crimes. Data were gathered through a peer-assessment rubric with five major indicators: poster appeal, graphic support, slogan, delivery, and time management. Findings revealed that students’s scores for time management (M = 4.06) were the highest and for slogan writing (M = 3.69) were the lowest, suggesting that students were more proficient in collaboration than in persuasive expression. Poster qualitative analysis highlighted the students’ perception of injustice and their call to action through the use of symbolic and powerful imagery of chains, blindfolds, cuts of striking women in red, and simplistic, yet evocative, text. These elements illustrated a heightened sense of awareness, ethical reasoning, and empathy. The results highlight the feasibility of incorporating poster making as a form of instructional practice in social justice pedagogy in law and criminology alongside other non-humanities programs within Islamic universities in Indonesia.

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