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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
The Power of Visual Literacy: Affirmation Comics to Build English Motivation in Senior High Students Reyandri, Dezla Borja; Aunurrahman, Aunurrahman; Putra, Muhammad Iqbal Ripo
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.v13i4.17012

Abstract

This study aims to analyze the implementation of affirmation comics in fostering students’ motivation in English language learning. Using a classroom action research (CAR) design, the study followed four stages: planning, action, observation, and reflection. A total of 15 students participated in two cycles of intervention. Data were collected through observations and questionnaires, which included both closed-ended and open-ended items, and analyzed using descriptive statistics and thematic analysis. The results showed an increase in students’ learning motivation, particularly in terms of self-efficacy and appreciation for English learning. The classroom atmosphere shifted from being negative and unfocused in Cycle 1 to more positive and collaborative in Cycle 2. Students responded positively to the visuals and emotional messages in the comics, although challenges remained in comprehending the vocabulary. Unlike previous studies that primarily used comics to enhance linguistic skills, this study highlights the novelty of affirmation comics as a motivational tool that directly addresses students’ psychological and affective needs. This indicates that affirmation comics function not only as visual aids but also as affective scaffolds to reduce anxiety, strengthen self-efficacy, and build a positive classroom climate. Practically, teachers can integrate short, linguistically accessible affirmation comics with guided reflections or collaborative tasks to sustain students’ motivation and engagement in English learning.
The Doctoral Journey of a Yemeni Student in Indonesia: A Narrative Inquiry into the Experiences of Pursuing English Language Education Mustagis, R Muhammad Satria Gyas
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.v13i4.17020

Abstract

The internationalization of higher education has generated unique opportunities for cross-cultural doctoral experiences; however, notable gaps exist in understanding the experiences of Middle Eastern students within Southeast Asian academic environments. Yemeni students pursuing advanced degrees in Indonesia, particularly in English Language Teaching programs, have been largely overlooked in international education research despite the increasing trends in educational migration. This research examines the experiences of Yemeni doctoral student enrolled in English Language Teaching programs in Indonesia, employing a narrative inquiry methodology. A qualitative narrative inquiry method was employed, using semi-structured interviews conducted with a 33-year-old Yemeni doctoral student enrolled at Universitas Negeri Malang. The analysis of data utilized the Labov framework, focusing on the components of abstract, background, key events, outcome, reflection, and closing statement. Findings indicated strategic patterns of academic mobility, wherein students utilized prior educational experiences to facilitate systematic academic advancement. Cultural identity has emerged as a catalyst for academic excellence, challenging deficit-oriented perspectives in the literature on international education. Students encountered various challenges across linguistic, temporal, and cultural domains, necessitating ongoing adaptation strategies. The study concludes that Indonesia is an effective destination for Middle Eastern doctoral candidates when comprehensive institutional support systems are in place. These findings mandate immediate policy interventions requiring universities to implement culturally responsive supervision frameworks, establish specialized support infrastructures, and develop assessment protocols measuring institutional effectiveness in fostering international doctoral success across diverse demographic populations.
One Goal, Many Roads: Investigating Individual Differences in L2 Willingness to Communicate Among University Freshmen Purba, Hilarius Raditya Priambada; Togatorop, Sarah Ayuandri; Pratiwi, Theodesia Lady; Prasodjo, Pandu; Zaki , Leil Badrah
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.v13i4.17081

Abstract

This study examines the influence of Individual Differences (ID) on freshmen’s L2 Willingness to Communicate (WTC) in English as a Foreign Language (EFL) learning context. The study you provided explores the role of ID in determining WTC in EFL learners, emphasizing how these differences affect language proficiency and communicative competence. The main gap addressed in this study is the lack of focus on personalized language learning strategies that take into account individual differences in WTC and proficiency among EFL learners The study employs a qualitative method, data were collected through questionnaires for selective the participants by using the purposive sampling and semi-structured interviews were driven with the selected participants. The result has showed that factors such as self-confidence, motivation, language anxiety, classroom atmosphere, and peer support significantly shaped students’ WTC. Students with positive self-perception and supportive environment were likely have the L2 willingness to communicate in English. On the other hand, anxiety, fear of making mistakes, and unsupportive settings hindered participation. An effective strategy identified was personal preparation that gradually facilitated the students to the speaking opportunities and fostering a supportive and non-judgmental classroom environment. The research highlights the importance of considering individual learning characteristics in designing communicative language learning strategies to improve students speaking confidence and language acquisition outcomes. The further implications of teaching and learning process should be more open to facilitate student’s IDs and to be more personalized.
Integration of AI-Based Inquiry Based Learning Model in Cultural Arts Education on Appreciative Attitudes and Traditional Music Skills Nurmalinda, Nurmalinda
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.v13i4.17241

Abstract

his study aims to explore the effect of the Artificial Intelligence (AI)-based Inquiry Based Learning (IBL) model on appreciative attitudes towards traditional music and traditional music skills among language learners. This study used a quasi-experimental design with a non-equivalent control group design. The research sample consisted of 60 language learners divided into two groups: an experimental group that used the AI-based IBL learning model and a control group that followed conventional learning. The data were analysed using multivariate analysis of variance (MANOVA) to test the effect of the learning model on the two dependent variables. The findings indicate that the AI-based IBL model has a significant effect on both dependent variables. The experimental group experienced a greater increase in appreciative attitudes and traditional music skills compared to the control group. These findings suggest that the application of AI in arts education can increase student engagement and learning outcomes. In addition, the use of AI in the IBL model allows for instant feedback, which accelerates learning and improves students' practical skills. This study has significant pedagogical implications, showing that AI-based technology can transform the way arts learning is conducted by creating a more personalised and adaptive learning experience. These findings contribute to the development of technology-based education, particularly in the context of traditional music learning, and open up opportunities for the wider use of smart technology in arts education in the future.
The Effect of Using Bamboozle on Students’ Speaking Skills in Thailand’s EFL Classroom Yuliyanto, Slamet; Sukmaningrum, Rahmawati; Adi, A. B. Prabowo Kusumo; Waewchimplee, Waewalee
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.v13i4.17287

Abstract

Improving students’ speaking skills is essential in English language learning, yet many students continue to struggle with vocabulary, pronunciation, and confidence in speaking. This study aims to investigate the effectiveness of Bamboozle, a game-based digital learning platform, in enhancing the speaking skills of third-grade students at Suranaree Wittaya School, Thailand, during the 2022/2023 academic year. Employing a quantitative pre-experimental design, the study involved 29 students who were assessed using a pre-test and post-test. The speaking performance was measured based on a rubric covering segmental and suprasegmental aspects. The results showed a significant increase in students’ speaking scores, with the mean score rising from 55.93 to 79.76. The Wilcoxon Signed Rank Test confirmed the statistical significance of the improvement (p = 0.000). Beyond statistical significance, the results highlight the pedagogical value of integrating game-based digital tools into EFL instruction. Bamboozle’s interactive features such as competitive gameplay, visually engaging design, and real-time teacher feedback proved effective in stimulating motivation, encouraging participation, and reinforcing pronunciation practice. These outcomes suggest that Bamboozle can serve not only as a supplementary activity but also as a structured component of communicative language teaching. The study further implies that similar digital platforms hold potential for improving speaking accuracy and fluency in diverse EFL contexts. Accordingly, this research contributes to the growing evidence that game-based learning can bridge the gap between student engagement and measurable learning outcomes in language education.
Exploring Speech Strategies in Directive Speech Acts in Contemporary Indonesian Novels Rejeki, Winda Putri; Manaf, Ngusman Abdul
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.v13i4.17390

Abstract

One prominent type of speech act found in communication and literary texts is the commanding speech act. This type of speech act consists of utterances that express commands, often characterized by imperative sentence structures. Commanding speech acts are commonly found in prose literary works, including novels. Therefore, this study aims to analyze speech act strategies in contemporary novels with themes of urban adolescent life, focusing on the distribution of speech act types, the relationship between the speaker and listener, and the pragmatic functions of the utterances. The study applied a qualitative study using observation and note-taking techniques to analyze dialogue data from the novels' characters. Data were collected from three novels: Hanna, Transit, and Malioboro at Midnight. The analysis results show that direct, no-nonsense strategies are the most dominant type, followed by direct strategies with positive politeness and direct strategies with negative politeness. Indirect or ambiguous strategies are rarely used, while internal monologue strategies are not found. The choice of speech act strategies is influenced by relational closeness and social hierarchy, with the context of equal status and familiarity being predominant. Speech act strategies support the narrative by strengthening character relationships, creating tension, or introducing humor, ultimately enriching the reader's experience in understanding the conflicts and dynamics of the characters' interactions. This research contributes to pragmatic studies, particularly in understanding speech act strategies in contemporary literary works.    

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