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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 30 Documents
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Search results for , issue "Vol. 14 No. 2 (2026): April" : 30 Documents clear
Traversing the Transcendent for Literary Exploration and Creative Translation of the Quran's First Revelatory Clot Baharuddin Baharuddin; Lalu Jaswadi Putera
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15030

Abstract

Scholars and translators have a complicated and multi-faceted problem when attempting to translate the Quranic text, especially the opening lines of Surah Al-'Alaq (The Clot). With its foundation in the illustrious history of Islamic scholarship, this research delves into the methods used by three renowned translators, Marmaduke Pickthall, Yusuf Ali, and Mustafa Khattab, to bring these passages into English. This study explores the cultural, linguistic, and religious constraints involved in translating the Quran. It emphasizes the need of finding an equilibrium between literal and idiomatic translations, preserving the text's musicality and poetic qualities, and effectively conveying its profound spiritual and theological significance. The research examines the translators' strategies, drawing on theories of cultural and linguistic translation, to understand how they worked. These strategies included working with Islamic scholars, including multiple cultural viewpoints, and using explanatory notes. The results highlight the complex nature of translating the Quran and the constant attempts to improve translation methodologies via iterative review, technical developments, and multidisciplinary cooperation. The conclusion emphasizes the importance of maintaining the integrity of the Quranic text while making sure it's accessible and relevant to people all over the world.
Developing an E-Busy Big Book Based on the CIRC Model to Improve Elementary Students’ Understanding of New Vocabulary Tazkia Fathia Zuhda; Panca Dewi Purwati
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15481

Abstract

This study aims to develop an E-Busy Big Book based on the Cooperative Integrated Reading and Composition (CIRC) model to improve the understanding of new vocabulary among second-grade elementary students. Using a Research and Development (R&D) approach with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), the study involved 6 students for a small-scale trial and 18 second-grade students for a large-scale trial selected through purposive sampling from SD Negeri Bentul and SD Negeri 1 Kebasen. Data were collected through expert validation questionnaires, pre-tests, post-tests, and teacher–student response forms. Quantitative data were analyzed descriptively to determine media feasibility and learning outcome improvements, while qualitative data captured user responses. The media achieved a feasibility score of 91%, categorized as “very feasible.” Learning outcome analysis showed a significant increase in vocabulary understanding, with the average score rising from 66.10 (pre-test) to 84.80 (post-test). Students demonstrated increased motivation and engagement, while teachers noted the practicality and effectiveness of the media. The study highlights the potential of integrating CIRC-based digital Big Book media to support vocabulary learning in early-grade elementary settings and offers practical implications for improving literacy instruction in Indonesian primary schools.
The Effects of Pair Collaboration and Self-Efficacy on EFL College Students’ Writing Quality I Dewa Gede Rat Dwiyana Putra; Ali Saukah; Yazid Basthomi; Utari Praba Astuti; Anggi Auliyani Suharja
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15483

Abstract

Pair collaboration might contribute to students’ writing quality, but that effect might differ across students with different levels of writing self-efficacy. This study aimed to explain how different kinds of writing self-efficacy-based pair formations affect the students’ writing quality in the aspect of content, organization, and language use. The participants in this study were college students majoring in English language teaching (N= 135). This experimental study consisted of three phases, where in each phase, different combinations of comparison were investigated through counter-balanced experimental design. The main inferential statistical analysis employed in this study were including Two-way repeated measure ANOVA, Friedman’s ANOVA and Wilcoxon Signed Rank Test to provide evidences on the simple effect of the comparisons. The findings showed that: first, students who write collaboratively in a homogeneous pair produce a significantly better writing quality than those who write individually regardless of their writing self-efficacy level. Second, high levels of self-efficacy students writing individually produce better writing quality than heterogeneous (high-low) pairs. Third, homogeneous pairs of high self-efficacy students outperformed heterogeneous pairs in terms of their writing quality.  These findings implied that heterogeneous pairs are recommended for learning purposes. However, homogenous pairs are recommended for assessment to minimize evaluation errors. Consequently, these results advocate for a differentiated pedagogical approach where instructors strategically shift from heterogeneous "growth-oriented" scaffolding during writing instructions to homogeneous "performance-oriented" grouping for summative tasks, ensuring that individual accountability is preserved without stifling the social benefits of peer collaboration.
Exploring EFL Students’ Perceptions and Learning Experiences in Utilizing Smalltalk2me Media in Enhancing Speaking Skills Muhamad Zulpiani Hamdi; Nur Hairunnisa Annuri; Jingga Sulistia Putri; Siti Muawanah; Rahmat Alfin; Soni Ariawan; Ika Rama Suhandra; Dong Bae Lee; Heri Rahmat
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15682

Abstract

This study investigates EFL students’ perceptions and learning experiences in using SmallTalk2Me, an AI powered speaking platform, to support speaking development. Employing a descriptive qualitative design, the study involved ten students from the English Education Study Program at the State Islamic University of Mataram, selected through purposive sampling. Data were collected through classroom observation during a mini workshop and semi structured interviews. The findings reveal that students generally perceived SmallTalk2Me positively because it provided immediate and useful feedback on fluency, pronunciation, grammar, and vocabulary. Contextualized prompts, interactive features, and CEFR based evaluations increased learners’ confidence, motivation, and willingness to speak more spontaneously. Participants also appreciated the platform’s natural conversational practice and its support for self directed learning. However, several challenges emerged, including limited access to free features, unstable internet connections, difficulty understanding some features, and a lack of topic variety, especially for beginners. Students suggested expanding conversation topics, providing more detailed corrective feedback, and making premium services more affordable. Overall, SmallTalk2Me shows strong potential as an adaptive medium for enhancing EFL speaking practice, although further development is needed to improve accessibility, inclusivity, and effectiveness in broader instructional contexts.
Multilingual Practices in Higher Education: The Effectiveness of Ubuntu Translanguaging for Language Acquisition Soyiso Godsave Khetoa
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15684

Abstract

Monolingual approaches to language learning proves inconsequential in teaching an African language to a cohort of students who have limited access to the language of teaching and learning. This study aims to examine the effectiveness of students’ repertoires in L2 classroom. The study further seeks to establish how students make use of non-target languages to support language learning. This study is underpinned by ubuntu translanguaging as a pedagogical approach which is applied in the classroom setting to enhance learning. This study employs a qualitative approach by applying a document analysis approach. The findings indicate that the use of non-target languages in the classroom is used as a resource for meaning making, provides ontological access to disciplinary content, and that this approach empowers students within the language learning context. Therefore, the use of non-target languages is an inescapable reality in a time sensitive learning environment. Moreover, it has been determined that the use of non-target language(s) are an important component in the process of meaning-making. This study promotes the use of ubuntu translanguaging as a decolonial pedagogy which enhances access, meaning making, and student empowerment in an African language classroom. The study actively advocates for pedagogical transformation and a curriculum design rethink in the teaching and learning of an African languages as an additional language.  
Exploring the Impact of Assessment as Learning on EFL Learners' Writing Performance: A Study of Varying Levels of Writing Engagement Ima Fitriyah; Utami Widiati; Rachel Mmapitso Maboa; Ary Setya Budhi Ningrum
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.16872

Abstract

In English as a Foreign Language (EFL) higher education, writing ability requires effective assessment. This study investigates the effect of Assessment as Learning (AaL) on students' argumentative writing performance. While AaL has been recognized for improving writing, limited research has explored its effects in relation to students' writing engagement (WE). This study examines (a) whether students taught through AaL perform better in writing than those given teacher feedback, (b) whether different WE level lead to different performance outcomes, and (c) whether there is an interaction between assessment type and WE level. Using a quasi-experimental 2x2 factorial design, the study involved two fourth-semester classes at an Islamic university in Kediri, Indonesia. One class (15 students) received AaL, while the other (13 students) received teacher feedback over 12 sessions. The AaL group followed Lee’s (2016) framework, incorporating personal goals, writing criteria, descriptive feedback, self- and peer assessment, and learning logs. Writing performance was measured through pre- and post-tests assessed by two raters, and WE levels were determined using a 27-item Writing Engagement Scale. Results from a two-way ANOVA showed a significant effect of AaL on students' writing performance. However, WE level and their interaction with the assessment method did not significantly affect outcomes. The findings suggest that AaL, particularly when adapted through Lee’s principles, enhances writing performance regardless of WE level. While engagement may not be the primary determinant of the success of AaL, EFL instruction could utilize AaL to enhance students writing outcomes and engagement in the classroom.
Investigating EFL Students’ Learning Styles in English for Specific Purposes: A Vark-Based Study on the Fashion Education Context Sita Nurmasitah; Pudji Astuti; Nabila Luthfionaura; Atika Atika; Joe-Bren L. Consuelo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17072

Abstract

English for Specific Purposes (ESP) instruction in vocational contexts—particularly in fields such as Fashion Education—has often overlooked students’ diverse learning style preferences, creating a gap between pedagogical approaches and learners’ needs. This study addresses that gap by investigating the learning styles of 40 Fashion Education students using the VARK (Visual, Aural, Read/Write, Kinesthetic) model to inform differentiated ESP pedagogy. Employing a descriptive quantitative method, the study utilized the VARK questionnaire to assess individual learning preferences. Results revealed that 65% of participants demonstrated kinesthetic learning tendencies, while 70% exhibited multimodal profiles. These findings indicate a predominant preference for experiential and blended learning approaches, underscoring the limitations of traditional, text-heavy ESP instruction in vocational settings. The novelty of this study lies in its focus on Fashion Education, a creative and practice-based discipline where learning style alignment is crucial yet underexplored in ESP research. Beyond the local context, the results contribute to international ESP discourse by offering evidence that differentiated and learner-responsive approaches can enhance both engagement and communicative competence. For educators, the study highlights the need to integrate more task-based, hands-on, and multimodal strategies into ESP classrooms to ensure instruction is both industry-relevant and inclusive, thereby improving learning outcomes across vocational education.
Enhancing Students' Listening Skills Using Extensive Reading Central in an Extensive Listening Program Stella Prancisca; Cary Chappell
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17083

Abstract

This study explores the effectiveness of an Extensive Listening (EL) program using ER Central in improving university students' TOEFL listening comprehension. The program was implemented for one semester with 61 English course students, who underwent pre- and post-tests using the TOEFL listening section. The EL program, inspired by Extensive Reading (ER), emphasized regular exposure to authentic audio materials supplemented with text support. ER Central facilitated material delivery, progress tracking, and quiz administration. Findings revealed a significant improvement in students' listening scores, with an average increase of 26.89 points from pre-test (378.52) to post-test (405.41). A paired t-test confirmed the statistical significance of this improvement (t = -5.085, p < 0.001). However, correlations between the number of quizzes completed, average quiz scores, and score improvements were weak and insignificant, suggesting that frequent quizzes alone may not directly enhance listening comprehension. Pedagogically, the findings suggest that technology-supported extensive listening can promote learner autonomy and consistent practice, especially when aligned with standardized test formats such as TOEFL. Despite its success, limitations include the absence of a control group and the restricted generalizability of results. The findings underscore the need for tailored materials aligned with TOEFL question formats and a holistic approach integrating diverse listening strategies. This research contributes to understanding how technology-enhanced EL programs can optimize language learning outcomes.
Investigating Students’ Perceptions of Project-Based Learning (PBL) in a TEFL Course: A Case Study in Indonesian Higher Education Jessica Febrina Haryanto; Siti Mina Tamah; Razanawati Nordin
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17714

Abstract

This study explores the implementation of Project-Based Learning in a Teaching English as a Foreign Language (TEFL) course. Employing a qualitative case study methodology, the research aims to answer two primary research questions: (1) How is TEFL class instruction changed from individual-oriented project learning to group-oriented project learning? and (2) How is the PBL-infused TEFL class instruction perceived by the students? Data were collected through course documentation, classroom observation, and questionnaires distributed to 13 students enrolled in the TEFL course at a faculty of teacher education. Using ADDIE model, the one-semester TEFL course originally constructed with individual-oriented approach was reshaped to emphasize collaborative learning tasks and authentic project outputs. The findings suggest that integrating PBL into the TEFL course provided more diverse learning opportunities for the students to increase their engagement with real-world issues and foster their autonomy, creativity, and active participation. As the transformed course outline gives more time and opportunities for group work, iterative feedback, and authentic assignments, the students perceived collaboration more positively, improved problem-solving skills, and developed professional identity as future educators. Thus, PBL is seen as an alternative pedagogical framework that can support both cognitive and social aspects of the students’ learning. The future implementation of PBL is to be equipped with clear scaffolding strategies to maintain students’ comprehension of the learning processes and maximize the PBL-based instructions. Not only for pedagogical classes, other courses teaching English language skills and components can also implement PBL to give more authentic assignments for the students’ collaborative learning.
Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study Dedi Aprianto; Sutarman Sutarman
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18102

Abstract

In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.

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