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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 1,024 Documents
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Enhancing Students’ Narrative Writing Skills Through Peer Dynamic Assessment: A Classroom Action Research Sarwanti, Sri; Sotlikova, Rimajon; Winarsih , Dwi
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.v14i1.18351

Abstract

This classroom action research aimed to improve students’ narrative writing skills through the implementation of Peer Dynamic Assessment (PDA). The study was conducted in three cycles involving 30 students of the eleventh grade. The data were collected through writing tests, observations, and interviews. The results showed continuous improvement in students’ writing performance. The mean scores increased from 66.5 in the pre-cycle to 73.2 in Cycle I, 78.6 in Cycle II, and 84.8 in Cycle III. The percentage of students achieving the minimum mastery criterion (KKM 75) also rose from 26.7% to 93.3%. Students demonstrated better control of text structure, grammar, vocabulary, and mechanics. Qualitative findings revealed that students were more motivated and aware of their errors through collaborative feedback. These findings indicate that Peer Dynamic Assessment is an effective approach to enhance both cognitive and affective aspects of writing instruction.
Investigating Pedagogical Competences of PPG Students in Designing and Implementing English Language Learning Videos: - Upa, Rahmawati; Damayanti, Sri; Yunus, Reski Yusrini Islamiah
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.v14i1.18363

Abstract

Teacher professional competence is a critical element in ensuring effective teaching and learning, particularly in the context of English as a foreign language. In the In-service Teacher Professional Education Program (PPG Guru Tertentu), participants are expected not only to prepare lesson plans but also to translate them into pedagogically sound practices, including the development of English learning videos. This study therefore aimed to analyse the pedagogical competence of PPG Guru Tertentu students majoring in English by examining the quality of their lesson plan development and the implementation of pedagogical competence in teaching practices documented through instructional videos. Employing a qualitative descriptive design, data were collected from twenty participants’ lesson plans and teaching videos The data were analysed thematically following Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing, with triangulation between document analysis and video observation. The findings show that while participants produced lesson plans that met administrative requirements, learning indicators were often too general and only partially aligned with Bloom’s Taxonomy, and assessment tended to focus on recall. The videos further revealed inconsistencies between planning and practice, simplification of student-centred activities, limited creativity in media utilization, and a strong reliance on unmodified YouTube videos. These results suggest that pedagogical competence is developing but remains uneven, particularly in operationalizing objectives, maintaining alignment between lesson plans and classroom practice, and designing authentic assessments.
Power and Politeness: A Pragmatic Analysis of Managerial Hierarchies in School Settings Manurung, Lastri Wahyuni; Lertsuwan, Benya; Wulan, Eka Putri Saptari; Carolina, Carolina
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.v14i1.18377

Abstract

This study investigates how power relations influence the use of politeness strategies in direct communication within a hierarchical school environment. Grounded in Brown and Levinson’s (1987) politeness theory and the pragmatic perspective of speech acts, the research aims to identify the types and sub-strategies of politeness used by speakers, examine how hierarchical status affects linguistic choices, and interpret the implied meanings behind politeness in institutional interactions. Using a qualitative descriptive design, data were collected through natural conversations and contextual interviews involving participants at different managerial levels: headmaster, vice principals, teachers, students, and cleaning staff. The findings reveal a strong tendency toward negative politeness (82.70%), expressed through apology, hedging, deference, and indirectness, reflecting a heightened awareness of institutional hierarchy. Positive politeness (9.20%) appears in horizontal interactions emphasizing solidarity, while off-record politeness (8.10%) is used primarily by lower-status participants to minimize social risk. These patterns demonstrate that linguistic politeness functions as a pragmatic tool for negotiating power and maintaining harmony in the school context. The study contributes to a deeper understanding of language use in hierarchical educational environments and highlights the importance of strengthening pragmatic awareness among school personnel. Practically, the results imply the need for communication training programs that help teachers and school leaders develop respectful, effective, and context-sensitive communication practices.
Digital Impoliteness Strategies in Response to Finance Minister Purbaya’s Assertions on the High-Speed Whoosh Project: A Pragmatic Analysis Saragi, Christina Natalina; Silalahi, Dewi Paulina; Hasibuan, Nurainun; Saragih, Renita Br
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.v14i1.18410

Abstract

The phenomenon of impoliteness in digital spaces is gaining attention because it can affect the quality of public discourse, especially when it comes to national policy issues. This study aims to analyze the forms of impoliteness strategies used by netizens in responding to the attitude and statements of Finance Minister Purbaya regarding the project. Using a descriptive quantitative method, data was collected from netizen comments on the YouTube platform and classified based on Culpeper's impoliteness taxonomy. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. These findings indicate that netizens' responses tend to be evaluative-negative and are often realized through direct attacks on the self-image of public officials. This study concludes that netizens' rudeness is triggered by dissatisfaction with government statements and reinforced by the characteristics of digital communication, which allows for spontaneous expression without strong social control.

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