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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
Resolving Structural Ambiguity in English Relative Clauses and Prepositional Phrases Tarihoran, Irfan Hamonangan; Jazadi, Iwan; Solihin, Solihin
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.v13i4.16456

Abstract

Structural ambiguity remains a persistent challenge in English comprehension, particularly when relative clauses (RCs) and prepositional phrases (PPs) admit multiple interpretations. While much research has examined native speakers or beginning L2 learners, little is known about how advanced learners apply formal syntactic knowledge to disambiguate such structures. This study addresses that gap by investigating how Indonesian EFL undergraduates resolve ambiguity using structural relation patterns—dominance, precedence, and c-command. A qualitative design was employed with 30 English Education majors who had completed a syntax course. Data were collected through tree-diagram tasks and a structured questionnaire, enabling structural and reflective insights. Findings revealed three main strategies: sorting by node, ignoring non-potential nodes, and using punctuation, with late closure as the most dominant approach. Structural analysis showed that while dominance and precedence guided parsing partially, c-command consistently supported accurate disambiguation when reinforced by semantic plausibility. Frequent reactivation also indicated that learners revised their interpretations when implausibility arose, demonstrating interactive rather than strictly structural parsing. The study contributes to syntactic theory by extending the role of c-command to advanced L2 contexts, parsing research by showing interactive strategy use, and pedagogy by advocating explicit instruction on structural relations combined with cognitive strategy training. These insights inform advanced grammar curricula and highlight the need for integrated approaches to ambiguity resolution in academic English.
Challenges and Opportunities: EFL Teachers' Teaching Experiences with ICT-Enhanced Professional Development in Higher Education Kusrini, Endang; Wardani, Niasisca Agustia; Sotlikova, Rimajon
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.v13i4.16549

Abstract

The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) instruction has become increasingly significant in higher education. While ICT offers clear opportunities for enhancing teaching and learning, little research has specifically examined how ICT-enhanced professional development shapes classroom practices in this context. This study aimed to investigate how higher education EFL teachers’ professional development experiences influenced their use of ICT in the classroom and what challenges and opportunities they perceived for their professional growth. A qualitative case study design was employed, involving classroom observations and semi-structured interviews with eight teachers in a university settings. The findings indicate that professional development plays a crucial role in shaping ICT integration, though its impact was uneven across teachers. At the same time, teachers’ experiences revealed a dual reality. While the teachers faced persistent barriers such as limited infrastructure, time constraints, and lack of sustained support, they also recognize clear opportunities for enhancing student engagement, collaboration, and their own professional development. The study underscores the need for institutions to move beyond one-off workshops by developing sustainable, context-sensitive, creating collaborative communities of practice, and embedding continuous mentorship into policy frameworks are critical to bridging the gap between ICT’s potential and its classroom reality. These implications highlight how higher education institutions can design professional development and policy initiatives that not only build teachers’ digital competence but also foster long-term innovation and improved learning outcomes.
Slangs in Gen Alpha–Z: A Natural Language Processing Analysis and Its Impact in Educational Context Fadlilah, Afi; Diani, Irma; Kusumah, Encep; Sugiharyanti, Eni; Miswaty, Titik Ceriyani
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.v13i4.16575

Abstract

Slang, especially among Generations Alpha and Z, functions as a dynamic tool for expressing identity, group belonging, creativity, and resistance to norms, shaped by digital platforms and used to signal cultural affiliation, shared values, and emotional stance in everyday communication. This study aims at evaluating the forms of slang language used by Generations Alpha and Z, linguistic patterns indirectly represent or construct social identity the influence of those slangs in educational context. This study followed a rigorous process to ensure data relevance, validity, and ethics by collecting publicly available Instagram texts from Generations Alpha and Z using purposive sampling. Data from public accounts were anonymized, scraped manually and automatically, then preprocessed through cleaning, tokenization, and normalization. NLP techniques and qualitative content analysis were applied to identify slang patterns and interpret their social meanings, revealing how slang reflects identity and cultural practices in digital youth communication. The analysis concludes that slang usage among Generations Alpha and Z on digital platforms like Instagram serves not merely as casual expression but as a communicative strategy that reflects social identity, group affiliation, and cultural values. Through a combination of computational and qualitative analysis, the study reveals that slang functions to assert community membership, convey emotional attitudes, and construct self-image in digital spaces. The emerging linguistic patterns highlight the significant role of informal language in digital literacy practices and educational interactions, underscoring the need for greater attention to youth language in both academic and cultural contexts. Previous studies have examined youth slang, but few have explored its role across digital platforms in shaping identity, especially using both computational and sociolinguistic approaches. The influence of slang in educational contexts also remains underexplored. This study addresses these gaps by analyzing slang's forms, functions, and meanings in digital youth communication.
Pre-service English Teachers’ Perceptions of Artificial Intelligence (AI) in Project Based Learning in Teaching English for Young Learners Soviyah, Soviyah; Margana, Margana; Canape, Lorralie F.; Febriyanti, Febriyanti
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.v13i4.16688

Abstract

This study investigates how pre-service teachers specializing in Teaching English to Young Learners (TEYL) perceive and utilize Artificial Intelligence (AI) tools within Project-Based Learning (PBL), a context that remains underexplored in teacher education research. While AI adoption in education is growing, little is known about its role in supporting pre-service teachers’ creativity, pedagogical decision-making, and reflective practice in TEYL settings. To address this gap, a sequential explanatory mixed-methods design was employed, combining a survey of 50 Indonesian pre-service TEYL teachers with follow-up interviews with six purposively selected participants. This design was chosen to capture broad patterns of perception and then enrich them with contextualized insights. Data were collected using a questionnaire grounded in the Technology Acceptance Model (TAM) and semi-structured interviews, with quantitative analysis conducted through descriptive statistics and qualitative data analyzed thematically. Findings indicate high acceptance of AI, with participants valuing its ease of use and positive contribution to project work, particularly in brainstorming ideas and supporting design. At the same time, concerns emerged regarding overreliance, reduced critical thinking, and occasional unreliability of AI-generated content. These results highlight both the opportunities and risks of AI integration in TEYL teacher education. The study concludes that teacher education programs should embed AI literacy, promote reflective pedagogy, and design scaffolded PBL activities that balance technological support with the development of creativity, ethical awareness, and learner autonomy.
Analyzing Learner Needs for Developing Task-Based English Teaching Materials with Character Education Values for Young Learners Inawati, Iin; Ikhsanudin, Ikhsanudin; Santosa, Hardi; Kustini, Siti
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.v13i4.16695

Abstract

This study investigates young learners’ needs in developing task-based English teaching materials that embed character education values. Although task-based language teaching (TBLT) has gained broad recognition, limited research in the Indonesian context has examined how character education values can be systematically integrated into TBLT materials for primary school students. To address this gap, a mixed-methods design was employed, combining quantitative data from student questionnaires with qualitative insights from teacher and principal interviews. This methodological triangulation ensured a more valid and comprehensive understanding of learners’ personal and instructional needs. Participants included 424 elementary students, three English teachers, and three principals from Muhammadiyah schools in Yogyakarta, Indonesia. The findings indicate that students’ personal needs are influenced by age, gender, cultural background, and attitudes toward English learning, while their learning needs reflect preferences in learning styles, teaching media, instructional techniques, thematic choices, language proficiency, and the inclusion of character-related content. The study provides empirically grounded insights to guide English curriculum design in Muhammadiyah schools, fostering the integration of moral and linguistic goals within task-based instruction, and offering a transferable framework for English language education in Indonesia and comparable contexts.
Artificial Intelligence in ELT: Advancing Adaptive and Personalized Language Learning Budiyanto, Darmawan; Tridinanti, Gaya; Saputri, Kurnia; Apriani, Eka; Sartika, Dewi
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.v13i4.16713

Abstract

This study investigates the pedagogical benefits and challenges of integrating Artificial Intelligence (AI) technologies in English Language Teaching (ELT) classrooms. With the rapid advancement of AI, its application in education, particularly in language learning, has generated increasing scholarly and practical interest. A mixed-methods approach was adopted, combining quantitative data from a survey of 120 English teachers in Palembang with qualitative insights from in-depth interviews with 10 teachers. The survey employed a Likert-scale questionnaire to assess the perceived impact of AI, while thematic analysis was applied to the interview data. The findings indicate that 78% of respondents agreed AI supports personalized learning, 82% believed it enhances student engagement, and 75% reported increased student motivation. Nevertheless, 45% of teachers identified technical barriers such as unreliable internet access, and 52% expressed concerns over insufficient teacher training. Qualitative evidence reinforced these perspectives, with teachers highlighting the irreplaceable role of human interaction and warning against excessive reliance on AI tools. Overall, the study suggests that AI can enrich ELT by providing tailored content and real-time feedback, but its effective integration depends on addressing infrastructural limitations and strengthening teacher preparedness. Teachers also emphasized balancing AI with traditional pedagogies to preserve the essential human dimension of language learning. Beyond the classroom, these findings carry broader implications for policy and practice. They highlight the need for systemic reforms in infrastructure, sustained professional development, and stronger alignment between AI tools and curriculum goals. If strategically implemented, AI has the potential not only to enhance ELT practices but also to advance equitable, future-ready education systems.
The Role of Microteaching Course in Enhanching Pre-Service Teachers’ Self-Confidence During the Teaching Practice Istiqomah, Annisa Nur; Karim, Sayit Abdul; Radjaban, R.Yohanes; Matas, Gordan
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.v13i4.16850

Abstract

Microteaching courses are crucial for equipping pre-service teachers with foundational skills through simulated teaching experiences before they enter actual classrooms. This mixed-methods study investigated how English Language Education Study Program (ELESP) pre-service teachers perceive the influence of microteaching courses on their self-confidence during PLP II teaching practice, and identified contributing factors. The study involved 27 ELESP pre-service teachers (9 male, 18 female) from Universitas Teknologi Yogyakarta, all of whom had completed microteaching courses and PLP II teaching practice. For the qualitative phase, six students were purposively selected for semi-structured interviews based on their high, middle, and low questionnaire scores, ensuring diverse perspectives on self-confidence during PLP II. Quantitative data was collected using a 4-point Likert Scale Scoring Rubric and analyzed, while qualitative interview data was analyzed using the interactive model adapted from Miles & Huberman (1994). Questionnaire results indicated that pre-service teachers' self-confidence related to microteaching courses in PLP II teaching practice was in a "Good" category, with an average score of 78. Interviews revealed that self-concept was the most dominant influencing factor. This was shaped by internal aspects like material preparation and external elements such as peer and mentor-teacher feedback. Additionally, self-esteem was significantly impacted by external factors including student enthusiasm, attention, and mentor appreciation. This study distinguishes itself by focusing specifically on the role of microteaching in fostering pre-service teachers' self-confidence. The implication is study may enhance pre-service teachers' teaching skills and self-cconfidence, and serves as a reflection for the teacher educators to highlight the crucial role of microteaching in preparing pre-service teachers for school-based practice.
Code-Mixing in Digital Communication Among EFL Students in Eastern Indonesia Ibrahim, Ibrahim; Astini, Fitri Fatika; Saputra, Dian; Hakim, Lukman
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

Abstract

In today’s digitally connected world, code-mixing is a key feature of multilingual communication, particularly among English as a Foreign Language (EFL) students in informal online interactions. While digital multilingualism has gained scholarly attention, little is known about how students in peripheral regions such as Eastern Indonesia engage in code-mixing in their daily digital practices. This study investigates how EFL students at Universitas Muhammadiyah Sorong use code-mixing on WhatsApp, Instagram, and Facebook. Employing a qualitative descriptive approach, data were collected through social media observation, screenshot analysis, and semi-structured interviews with purposively selected students from the 3rd, 5th, and 7th semesters. Findings reveal frequent integration of Indonesian, English, and local languages in captions, comments, text messages, and status updates. Code-mixing serves functional and stylistic purposes, such as expressing emotions, narrating experiences, and shaping modern identities, with English use linked to prestige and global trends. Rather than random, it is context-dependent, influenced by audience, topic, and platform. The study highlights code-mixing as a strategic communicative resource and offers implications for pedagogy, digital literacy policy, and future research.
Address Terms and Addresser-Addressee Relations in Javanese Morning Greetings Pawiro, Muhammad Ali; Risnawaty, Risnawaty; Hasibuan, Annim; Suhery, Dedy; Raza, Mohd Hamid
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.v13i4.16882

Abstract

Greetings are always discussed in terms of sociolinguistics, semantics, pragmatics, and communication separately; however, this paper attempts to examine holistic perspectives. The research is especially aimed at discussing Javanese morning greetings which remain important and crucial in the modern era and technology that any Javanese speakers do not switch to using Indonesian or other international languages in communication. This research is qualitative in which data were retrieved from four online websites and four contributors. The population was 130 written utterances, and of that amount, 39 ones were taken as samples using purposive sampling. Data collection was carried out from November 2 to 10, 2022 involving online observation and data were analyzed descriptively. The research shows that, referring to social interactions, morning greetings keep Javanese away from individualism or individualist characteristics and the addressers assume the addressees understand Javanese. Morning greetings have high speech level or high Javanese (kromo inggil) and are not influenced by weather and routine. Only harmony and respect play a role since greetings are written in high speech level. All addressers also assume they feel “at homes” by the use of native language. Kinship titles and names are unavailable or Ф and do not relate to region difference, and sex and race variation. About mode of communication, all greetings use visual channel and involve anonymous addressers and addressees. The addressees’ reception cannot be measured and the greetings fall under linguistic, but not interactional, routines and consist of ‘recounting of one’s mission’ (without apology, gratitude, and thanksgiving as well as non-verbal behavior). It is concluded morning greetings symbolize the honor and do not always specify words concerning the attributes of participants, except the occupation and socioeconomic status, and are not preceded by God’s blessing or shouts.
Ecoliteracy-Based Teaching Strategies in English Language Teaching for Elementary School Students Adam, Samsudin Hi.; Ali, Silvani Umar
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.v13i4.17000

Abstract

Environmental degradation, particularly in regions like Ternate, Indonesia, underscores the urgency of embedding sustainability education in early schooling. While ecoliteracy has gained global recognition, its integration into English language teaching (ELT) at the elementary level remains underexplored, especially in underrepresented contexts. This study investigates the strategies used by English teachers in Ternate to incorporate ecoliteracy into classroom practice. Adopting a qualitative case study design, data were gathered from ten teachers across five schools through interviews, observations, questionnaires, and document analysis, and analyzed thematically. Findings reveal six approaches, with three emerging as most dominant: embedding environmental themes in lessons, employing project-based learning, and modeling eco-behavioral English instructions. These strategies demonstrate how language instruction can simultaneously foster communicative competence and ecological responsibility. Beyond documenting classroom practices, the study highlights the potential of ELT as a platform for sustainability education, even in resource-limited settings. It contributes to theory by linking ecolinguistics to pedagogy, and to practice by offering context-sensitive models for ecoliteracy integration. Implications extend to teacher training, curriculum design, and education policy, underscoring the need for systematic inclusion of sustainability in ELT. Ultimately, the study positions ecoliteracy not as an enrichment but as a transformative approach that unites language learning with sustainable development.

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