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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 1,054 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.
Traversing the Transcendent for Literary Exploration and Creative Translation of the Quran's First Revelatory Clot Baharuddin, Baharuddin; Putera, Lalu Jaswadi
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 Zuhda, Tazkia Fathia; Purwati, Panca Dewi
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 Putra, I Dewa Gede Rat Dwiyana; Saukah, Ali; Basthomi, Yazid; Astuti, Utari Praba; Suharja, Anggi Auliyani
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 Hamdi, Muhamad Zulpiani; Annuri, Nur Hairunnisa; Putri, Jingga Sulistia; Muawanah, Siti; Alfin, Rahmat; Ariawan, Soni; Suhandra, Ika Rama; Lee, Dong Bae; Rahmat, Heri
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 Khetoa, Soyiso Godsave
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 Fitriyah, Ima; Widiati, Utami; Maboa, Rachel Mmapitso; Ningrum, Ary Setya Budhi
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.

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