cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 1,024 Documents
 99   100   101   102   103 
Bridging Expectations and Experiences: Exploring Teacher–Learner Dynamics in the BIPA Program Nurlaily, Nurlaily; Marsevani, Maya; Trisannia, Yowina; Putra, Rizky
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18044

Abstract

This study explored the alignment between teacher expectations and learner experiences of the BIPA (Bahasa Indonesia for Foreign Speaker) program. Since the demand for BIPA is increasing, these dynamics have to be understood in order to improve language learning outcomes. The research employed a mixed methods approach in a university in Batam and involved eight teachers and nine learners of different cultural backgrounds. Interviews, questionnaires and observations were used to gather data. The partial alignment of teacher expectations and learner experiences were found. Both focus on speaking skills and give regular feedback, but they differ in how to teach, how fast they should pace the lesson, and how to engage learners. The challenges that were faced include grammar, pronunciation and understanding spoken instructions. The research concluded that these gaps are addressed through differentiated instruction, interactive activities and culturally responsive teaching. These changes might increase learner satisfaction and program effectiveness. Research findings made clear the need for more learner centered approaches and provide important guidance for stakeholders and future studies to improve BIPA programs.
Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification Noviarini, Tiara; Paderan, Mark Philip Castillo; Hamdani, Zohri; Fransiska, Fini Widya; Fitriani, Dhafiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18045

Abstract

English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Task-Based Language Teaching Integrated with Digital Literacy in Improving Pre-Service Indonesian Language Learners’ Communicative Competences Sari, Ayu Puspita Indah; Ernawati, Yeni; Hidajati, Enny
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18149

Abstract

This study investigates whether an integrated Task-Based Language Teaching (TBLT) and digital literacy sequence enhances pre-service Indonesian Language (PIL) teachers’ communicative competences and how they perceive and adapt the model under classroom constraints. Using an explanatory sequential mixed-methods design, researchers first conducted a quantitative pre–post evaluation with 25 PIL participants enrolled in an Indonesian Language Education program. Communicative performance was assessed through parallel speaking, writing, and multimodal tasks rated on four analytic dimensions—linguistic, pragmatic, discourse, and strategic—supplemented by a multimodal criterion. Descriptive statistics indicated overall gains to a proficient band, with discourse and strategic competences displaying the highest central tendency and the narrowest dispersion. Linguistic and pragmatic competences improved but showed wider between-learner variance, suggesting uneven consolidation of affixes, pronouns, particles, and register-appropriate choices. The qualitative follow-up (observations, interviews) explained these patterns: the pre-task → task → post-task cycle, combined with purpose-bound digital supports, stabilized interactional routines, made discourse organization visible, and prompted targeted focus-on-form. Participants adapted to assessment pressure, class size, and technology access through role rotation, offline-first drafting, low-bandwidth alternatives (audio + transcript), and a standardized “core trio” of tools, which reduced cognitive load and widened equitable participation.
Artificial Intelligence (AI) for Automated Writing Evaluation in TESOL: Effectiveness and Challenges Jannath, Husnul; Akter, Antura
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18165

Abstract

Artificial Intelligence (AI) is having a significant influence on language learning, primarily through Automated Writing Evaluation (AWE), which gives quick and personalized feedback to learners. However, there is not enough research on the effectiveness and challenges in establishing higher-order writing abilities in the TESOL context. This study reviews the available research on how AI-based AWE supports TESOL writing and what problems it might have. This research follows Braun and Clarke's (2006) thematic analysis of 55 peer-reviewed studies from academic sources (e.g., Scopus, Google Scholar, JSTORE, ERIC) published between 2018 and 2025 reporting findings on the effect of AWE on pedagogy in TESOL teaching. The findings focus on both the effectiveness and the challenges of AWE tools. The analysis highlights themes such as improved linguistic accuracy, enhanced learner motivation, and personalized learning experiences, which contrast with challenges like academic dishonesty, ethical concerns, over-reliance on AI, and limitations in addressing higher-order cognitive skills. These findings indicate that while AWE tools significantly improve grammar, vocabulary, and writing fluency, these are less effective in developing critical thinking and argumentation. The study suggests the need for blended feedback models that combine AI feedback and teacher guidance, the implementation of ethical guidelines, and the conduct of long-term research to see how AWE affects advanced writing skills over time.
Developing an OBE-Based Paragraph Writing E-Module to Improve Writing Skills Budiarta, I Komang; Kumara, Dewa Gede Agung Gana; Murtini, Ni Made Wersi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18178

Abstract

Innovation in education is essential, and higher education likewise undergoes a comparable phenomenon. The limited availability of learning materials and access to them for the Paragraph Writing course remained a challenge. It encourages lecturers to innovate and create optimal learning quality, and modules can facilitate students’ independent and flexible learning. Lecturers are expected to develop innovative and interactive learning modules, such as an E-Module. The current research aims to develop a Paragraph Writing E-Module based on the OBE curriculum and assess its quality. This research used an R&D design. To collect the data, the researchers employed document analysis, structured questionnaires, and semi-structured interviews. The collected data were then analyzed quantitatively and qualitatively. The E-Module has been developed according to the ADDIE stages, incorporating the results of the target and learning needs analysis. Besides, inputs from validators regarding design, content, and language have been followed up on. The E-Module trial results pointed out that students can follow it easily and flexibly, starting from understanding concepts and practicing writing, and so do lecturers. The design has been made as attractive as possible, and the learning materials are arranged to help students easily understand the material. Technology is incorporated to enhance interactivity, hence facilitating autonomous improvement of comprehension and writing skills. To sum up, the researcher determined that the Paragraph Writing E-Module is very viable as instructional material for the Paragraph Writing course. Additionally, it has been developed to align with the OBE curriculum, which can be applied to other language courses.
Enhanching Assessment as Learning: The Influence of Language Assessment Literacy on Indonesian EFL Students’ Writing Prastikawati, Entika Fani; Curle, Samantha; Rochmahwati, Pryla; Lestari, Maria Yosephin Widharti; Silitonga, Lusia Maryani; Vivekanantharasa, Raveenthiran
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18181

Abstract

This study examines the impact of enhancing Language Assessment Literacy (LAL) on Indonesian EFL students’ writing development through Assessment as Learning (AaL) practices. Unlike most research that emphasizes teacher-focused LAL, this study shifts attention to learners, exploring how assessment knowledge, particularly through rubrics, can promote metacognitive awareness, autonomy, and improved writing outcomes. A mixed-methods design was employed with 84 senior high school students randomly assigned to experimental and control groups. Results showed no significant differences between groups prior to the intervention. However, post-test scores indicated a significant advantage for the experimental group (M = 16.69) compared to the control group (M = 8.91), with a large effect size (η² = .82), confirming the effectiveness of LAL-based pedagogy. Qualitative interview data revealed that students’ attitudes toward LAL strongly shaped its classroom integration. Although learners initially reported limited experience, low confidence, and concerns about the reliability of peer assessment, they ultimately expressed positive perceptions of LAL, highlighting its role in clarifying writing expectations, supporting reflection, and fostering learner autonomy. These findings suggest that embedding LAL in EFL writing instruction can transform assessment into a learner-centered process that enhances both writing performance and self-regulated learning. Pedagogically, the study underscores the importance of scaffolding and supportive implementation of student-centered assessment practices. However, the study is limited by its short intervention period and context-specific sample. Future research should adopt longitudinal designs, involve diverse contexts, and explore digital tools to support sustainable LAL integration.
Adverse Childhood Experiences and Criminal Motives: A Semantic Study of a Suicide Note Theda Priskila Ann; Santoso, Bernadus Wahyudi Joko
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18263

Abstract

This research analyzes how traumatic childhood experiences shaped François Vérove's criminal motives through a semantic study of his suicide note. This study fills the gap in the relationship between the impact of trauma and crime motive and legal framework through the assertions in suicide letters. Using a qualitative approach, the research analyzed a suicide note written by François Vérove, a former French gendarme. Linguistic analysis using Leech's theory of meaning; psychological theory using adverse childhood experience by V.J. Felitti, and assisted by French laws—Code Pénal and Code de Procédure Pénale. Three stages of analysis were applied: trauma identification, meaning interpretation, and meaning relationship mapping. The findings show that word choice serves as a means of justification, emotional representation, and symbolic explanation for violent acts, while also indicating statements that violate French law. This study concludes that the application of linguistic analysis supported by psychological and legal perspectives can broaden our understanding of the perpetrator's motives and determine the appropriate punishment for perpetrators who commit suicide.
Morphological and Cultural Perspectives on Acronyms Through Sundanese Snack Names for BIPA Learning Mulyati, Yeti; Khoirunnisa, Ananda Siti
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18279

Abstract

Acronyms in the Indonesian language function as tools for efficient communication and cultural expression. It's essential to introduce an acronym in Indonesian for Foreign Speakers (BIPA) learning to enhance learners’ understanding of language and culture. This study aims to describe the morphological patterns of acronyms in Sundanese snack names. It also examines their pedagogical relevance for BIPA learners. A qualitative descriptive method was used. The study analyzed a corpus of 39 acronyms of Sundanese snacks. Morphological approaches were applied to identify patterns of word formation. The analysis found that most acronyms are formed by combining nouns and incorporating active and passive verbs. The acronym word-formation includes the most common process of syllable merging. Specific acronyms use distinctive phonemes related to their ease of pronunciation. The acronym formation reflects both the linguistic structure and the cultural aspects of Sundanese society. These acronyms can enrich learners’ vocabulary and raise learners’ awareness of linguistic patterns. Moreover, using these acronyms in BIPA learning supports intercultural understanding. Integrating local cultural elements through acronyms provides authentic and meaningful learning experiences. It also contributes to Indonesia’s cultural diplomacy. This study highlights acronyms as both linguistic tools and cultural resources. Overall, these findings suggest practical insights for BIPA teachers in designing culturally responsive learning activities that integrate morphology, local culture, and contextual language use.
Kahoot! and Foreign Language Learning: A Study of Perception in a Military Context Siswadie, Regina Priscylia; Santiar, Lea
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18289

Abstract

The formal and structured nature of the military environment, coupled with mission-oriented learning objectives, often results in foreign language learning being less appealing to soldiers. These conditions require pedagogical innovations that can improve learning effectiveness without neglecting military educational values and culture. This study aims to explore teachers' and students' perceptions of the use of the Kahoot! gamification platform and identify challenges in its implementation in foreign language learning at the Indonesian Army's General Military Education Center (Pusdikpengmilum). This study uses a qualitative case study approach. Data were collected through semi-structured interviews with five teachers and ten students, and reinforced with questionnaires as a triangulation technique. The results show that teachers and students have very positive perceptions of the use of Kahoot!. Based on the Technology Acceptance Model (TAM), Kahoot! is considered useful in increasing motivation, engagement, and understanding of material, as well as being easy to use in the learning process. However, the implementation of Kahoot! faces several challenges, including technical and infrastructure constraints such as internet instability, limited technological competence among some teachers, and pedagogical challenges in managing the dynamics of competition in the classroom. This study concludes that Kahoot! is a relevant and effective learning medium in a military environment. The implications of the study emphasize the importance of institutional support in the form of providing reliable technological infrastructure and ongoing training for teachers so that gamification-based learning innovations can be implemented optimally and sustainably.
Ecological Resilience Among English Teachers: Navigating Institutional and Social Challenges Febiola, Ayu; Mirizon, Soni; Inderawati, Rita
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18306

Abstract

This study investigates the ecological resilience of English teachers as they navigate institutional and social challenges in a private English course in Palembang, Indonesia. Grounded in Bronfenbrenner's Ecological Systems Theory, the research examines how teachers maintain their professional commitment and well-being through the interplay between personal, institutional, and social systems. Using a qualitative case study design, data were collected from ten senior teachers at Gloria English Course through semi-structured interviews and documentation. Thematic analysis was employed to identify recurring themes related to teachers' resilience across ecological layers. The findings reveal that teachers encounter institutional challenges, including policy inconsistency, excessive workload demands, and limited resources, alongside social pressures from parental expectations and workplace dynamics. Despite these difficulties, teachers demonstrated a strong adaptive capacity through personal strategies, including emotional regulation, self-reflection, and spiritual coping. Social and managerial support, especially collegial collaboration, empathetic leadership, and professional trust, played a vital role in maintaining teachers' motivation and stability. The results emphasize that resilience is not a fixed individual trait but a dynamic process shaped by reciprocal interactions between teachers and their environments. This study enriches the understanding of teacher resilience by emphasizing ecological perspectives within private educational contexts, an area that remains underexplored in Indonesian EFL research. Promoting supportive institutional systems and fostering collaborative work cultures can enhance teachers' resilience, improve well-being, and sustain professional quality in private language education.

Page 102 of 103 | Total Record : 1024

 99   100   101   102   103 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): January Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol. 13 No. 2 (2025): April Vol 13, No 2 (2025) Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol 12, No 4 (2024) Vol. 12 No. 4 (2024): October Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol. 12 No. 2 (2024): April Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol. 11 No. 1 (2023): January Vol 11, No 1 (2023) Vol 10, No 4 (2022) Vol. 10 No. 4 (2022): October Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol. 10 No. 2 (2022): April Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue