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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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From Challenges to Success: Supporting an Autism Spectrum Disorder Student's Final Project Journey in English Language Education Mega Wati; Adaninggar Septi Subekti
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.v14i2.18249

Abstract

The study intends to explore the dynamics of a student with autism spectrum disorder in completing his product-based final project to graduate from an English education department and to identify the strategies that effectively facilitated this student to do so. It was conducted due to the scarcity of research studies reporting the step-by-step sucess journey of students with ASD in completing their degrees. It employed teacher action research using the final project advisor’s observation of the participant during all consultation sessions, her journal detailing her reflections on the participant's step-by-step progress and the participant's consultation log. The study was conducted from February 15 to February 2, 2024. Regarding the participant's dynamic in completing his final project, this study found that seventeen consultation meetings in one semester were needed to create the instructional video, while it took twenty consultation meetings in the next semester to guide him to write his final project report. The study found six strategies to help the participant complete his final project. These were allowing him to do one thing at a time, focusing on tasks within his competence, using repetition techniques for his comprehension, using oral feedback and tutorials instead of written ones, giving onsite consultation instead of online, and accompanying him in challenging tasks. Educators in other contexts may implement or adapt these strategies to facilitate the learning of students with ASD, taking into account both the similarities to and differences from the participant in the present study.
Impact of SGBs' Language Policy Decisions on Language of Instruction in Primary Schools in Hammanskraal Mmamoyahabo Constance Makgabo
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.v14i2.18346

Abstract

This study examines the consequences of School Governing Bodies’ (SGBs) decisions regarding the Language of Learning and Teaching (LoLT) in primary schools in Hammanskraal, a linguistically diverse context where most learners are not home-language speakers of English. Despite extensive evidence supporting mother-tongue-based education, SGBs continue to prioritise English as the medium of instruction. Anchored in a qualitative interpretive paradigm, the study draws on semi-structured interviews with SGB members, classroom observations, and document analysis of learners’ written work. Vygotsky’s sociocultural theory and Piaget’s cognitive development theory frame the analysis, highlighting the central role of language in cognitive development and meaning-making. The findings reveal that English-medium instruction, when introduced without sufficient linguistic scaffolding, leads to difficulties in comprehension, participation, and vocabulary acquisition, as well as subject-specific language, particularly in conceptually demanding subjects such as the Natural Sciences. Teachers often resort to code-switching, underscoring the continued relevance of the mother tongue. The study further demonstrates a misalignment between language policy, governance decisions, and classroom realities. Furthermore, it contributes to broader debates on English-medium instruction in multilingual contexts and provides evidence-based insights to inform language policy reform, including the implementation of the Basic Education Laws Amendment (BELA) Act. Finally, the study recommends an additive bilingual approach that balances mother-tongue instruction with the gradual development of English academic proficiency to promote equitable educational outcomes.
Illocutionary Speech Acts and Kinesics: An Analysis of President BBM’s Selected Speeches Hans Bonotan; Lyka Dela Cerna; Ave Marie Dongallo; Mary Joy Galon; Joemar Minoza
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.v14i2.18393

Abstract

This study analyzes the illocutionary acts and nonverbal cues in President BBM's speeches, employing Illocutionary Speech Act Theory to categorize speech acts and Kinesics Theory to examine nonverbal communication. Three speeches are analyzed: Miting de Avance, the Inaugural Speech, and the State of the Nation Address (SONA). Expressive acts are most common in Miting de Avance, while representative acts dominate the Inaugural Speech and SONA. President BBM uses expressive acts to demonstrate affection for Filipinos and representative acts to assert facts or beliefs. Nonverbal analysis reveals that facial expressions are prominent in Miting de Avance, conveying a wide range of emotions, whereas head movements are more common in the Inaugural Speech and SONA, facilitating communication and social interaction. These findings highlight how the interplay between illocutionary acts and nonverbal cues shapes political communication, offering insights into how leaders strategically engage audiences and influence public speaking practices. However, the study is limited to three speeches, which may not fully capture the breadth of the president’s communicative repertoire. Future research could expand to comparative analyses across multiple political figures or contexts to deepen understanding of how speech acts and kinesics jointly affect audience perception and political discourse.
Team Games Tournament Implementation in Enhancing Students’ Arabic Vocabulary: A Lesson from Islamic High Schools Winda Sari; Haeruddin Haeruddin; Muhammad Ridwan; Haeriyyah
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.v14i2.18464

Abstract

Mastery of Arabic vocabulary is a fundamental requirement that supports students’ abilities in listening, speaking, reading, and writing. However, many learners continue to struggle due to limited instructional variety and teacher-centered practices that reduce engagement and learning motivation. This issue is particularly evident among Grade XI students at MA PPM Tana Toraja, whose low vocabulary mastery negatively affects their ability to comprehend texts and use Arabic actively. While previous studies have emphasized the potential of cooperative learning strategies, limited empirical research focuses on the application of the Team Games Tournament (TGT) method in Arabic vocabulary instruction within boarding school contexts. To address this gap, the present study examines the effectiveness of the TGT method in enhancing students’ Arabic vocabulary mastery. Employing a pre-experimental one-group pre-test and post-test design, the study involved 17 students selected through purposive sampling. Data were collected using vocabulary tests, observation sheets, and student perception questionnaires, and analyzed through descriptive statistics, normality testing, and paired-samples t-test. The findings show a substantial improvement, with the mean score increasing from 47.06 on the pre-test to 84.41 on the post-test, and the t-test indicating a statistically significant difference (p < 0.001). These results demonstrate that the collaborative, game-oriented, and competitive elements of TGT effectively increase students’ motivation, participation, and vocabulary retention. Overall, the study concludes that the TGT method is an effective, engaging, and practical approach for improving students’ Arabic vocabulary mastery.
BERT-Based Grammatical Error Analysis in Indonesia Senior High School Essays Syarifuddin Tundreng; Heri Alfian; Parsya Kartika; Azka Airin Nisa
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.v14i2.18551

Abstract

In high-resource languages, automated grammatical error detection has rapidly evolved; however, there are still few technologies that are comparable for Bahasa Indonesia, especially in secondary school settings. Although spelling, morphology, syntax, and diction are common problems for Indonesian senior high school students, AI-assisted feedback systems specifically designed for Indonesian writing are still in their infancy. The use of IndoBERT-base for grammatical error analysis in 82 senior high school student essays totaling 10,911 words is examined in this work. Following two expert raters' hand annotation, 1,872 grammatical mistakes were found in four different categories. Prior to analysis utilizing a refined IndoBERT-base model, the essays underwent pre-processing procedures including as tokenization, normalization, and alignment with gold-standard annotations. F1-score, which is calculated by comparing predicted labels with teacher-validated error tags, accuracy, precision, and recall were used to assess the model's performance. The model demonstrated good agreement (80%) with human raters and correctly identified 1,594 mistakes, yielding a detection rate of 85.1%. Due to their contextual and semantic complexity, syntax and diction showed reduced accuracy, whereas spelling and morphology identification showed especially good performance. These results suggest that automated grammatical analysis of Indonesian student writing can be successfully supported by transformer-based models. Nonetheless, shortcomings in managing discourse-level interdependence underscore the ongoing significance of human assessment. The study supports the incorporation of hybrid human–AI feedback systems to improve writing teaching in the classroom and advances the development of AI-assisted grammar tools for Indonesian education.
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Nur Ina Syam; Ahmad Arkam Ramadhani; Sri Wahyuni Thamrin; Fahmi Room; Andi Yurni Ulfa; Suraiya Chapakiya
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.v14i2.18575

Abstract

The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Adaptive Interactive Features in the 'Listen To Me' Application to Support Independent Learning for Visually Impaired Children Dian Pratiwi; Bambang Triraharjo; Aisyatul Vidyah Qori'ah; Ridho Pamungkas Ibnu Surya; Syifa Miftahunnajah
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.v14i2.18746

Abstract

Advancements in information and communication technology have created new opportunities for developing accessible and adaptive learning systems. One promising approach is the use of audio-based learning applications, which substitute visual information with structured auditory instructions. This research aims to develop adaptive interactive features in the ‘Listen to Me” application to enhance the independent learning skills of visually impaired children. The features are designed with three main characteristics: automatic adaptation of material difficulty levels; an audio-based interface that delivers clear instructions and feedback; and dynamic responses that adjust to users’ interaction patterns. The study employed a Research and Development (R&D) approach with a waterfall model, executed through the stages of needs analysis, design, implementation, testing, and evaluation. Expert evaluations of the developed features indicated a very high level of feasibility. Furthermore, the results of limited trials involving the target users (visually impaired children) demonstrated the features’ effectiveness in improving content comprehension, facilitating navigation, and fostering motivation for independent learning. The findings conclude that the adaptive interactive features within the Listen to Me application are feasible, effective, and accessible as a self-learning medium, offering strong potential to support the expansion of inclusive education for visually impaired children.
Bridging Technology and Pedagogy: AI Integration in ESP Teaching and Lecturer Readiness in Higher Education Institutions Fitria Nur Hamidah; Veri Hardinansyah Dja'far
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.v14i2.18761

Abstract

Although the integration of Artificial Intelligence (AI) in higher education is increasingly developing, research that simultaneously examines student perceptions, classroom practices, and lecturer readiness in the ESP context in developing countries remains limited. This study aims to analyze the effect of AI integration on ESP learning effectiveness, identify implementation challenges, and evaluate lecturers’ pedagogical and ethical readiness. Using an explanatory sequential mixed-method design, this study involved 57 non-English major students in the quantitative phase, followed by interviews with 6 ESP lecturers and learning observations. The results show a strong and significant positive correlation between perceptions of AI use and ESP learning effectiveness (r = 0.712; p < 0.01). AI has the most impact on reading comprehension (M = 4.00) and ease of access to materials (M = 3.98). Qualitative findings identified four main themes: low critical digital literacy among students, minimal ethical awareness, suboptimal pedagogical readiness of lecturers, and limitations in institutional policies and infrastructure. These findings confirm the importance of institutional AI policies, ethics-based lecturer training, and strengthening digital literacy to support effective and responsible AI integration in ESP learning.
Exploring the Development of Teachers’ Competences in Technology-Based EMI Practices in an Indonesian Islamic School Anugrah Imani; Muhammad Aminuddin; Ega Nur Fadillah; ⁠Dedi Sulaeman; Tedi Rohadi
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.v14i2.18816

Abstract

This study aims to describe how technology-enhanced learning with an English as a Medium of Instruction (EMI) approach is implemented at an Islamis school and to explore how teachers respond to the program. In Indonesian Islamic schools, EMI is seen as a strategic effort to strengthen students’ global readiness; therefore, integrating EMI with technology supports modernization. Using a qualitative participatory design, the research involved around 50 teachers from various subjects and was carried out in three stages: training, classroom implementation, and reflection. Data were collected through observations, interviews, and documentation, then analyzed thematically using NVivo 14 with EMI, TPACK, and SWOT as analytical lenses. The findings show that technology-based EMI is progressing but still not fully effective; teachers use technology mainly for visual support and basic English exposure, but EMI practices remain limited because of frequent code-switching, technical problems, time constraints, and minimal use of interactive digital tools. Interviews reveal that teachers respond positively yet realistically: they appreciate the increased student engagement, modernized learning atmosphere, and growing professional confidence, but also acknowledge challenges such as low digital skills, limited English proficiency, and insufficient structured training. The SWOT mapping shows opportunities in institutional branding and global readiness, and threats in inadequate infrastructure, inconsistent policies, and low parental digital literacy. The study concludes that technology-based EMI in MTs Cijangkar has strong potential but is still in transition, requiring sustained professional development, better facilities, and consistent institutional support for EMI to become a stable and effective instructional practice.
Cultural Representation in Erlangga Arabic Textbooks (Phases D–F): A Multimodal Discourse Analysis for the Merdeka Curriculum Shofwan Sholahudin; Mazin Abdelrazig Eljack Farag Alla; Mohamad Zaka Al Farisi
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.v14i2.18826

Abstract

Despite the Merdeka Curriculum’s emphasis on intercultural competence, the limited number of multimodal analyses of cultural representation in Arabic-language textbooks in Indonesia remains a concern. This study investigates how local, Arab–Islamic, and global cultural elements are represented in three Erlangga Arabic textbooks for Phases D–F using Multimodal Discourse Analysis (MDA) and the Multimodal Content Analysis (MMCA) template proposed by Serafini and Reid (2023). A total of 32 multimodal units were analysed. The findings reveal a clear imbalance in cultural representation. Local culture dominates across phases (75% in Phase D; 69.23% in Phase E; 72.73% in Phase F), while Arab–Islamic and global cultures are minimally represented. Big C cultural elements account for the vast majority of representations (over 85% within local culture), whereas small c elements appear only sporadically and exclusively within local contexts. Furthermore, most cultural representations are presented implicitly through visual–verbal integration rather than through explicit cultural explanation. These findings suggest that current Arabic language textbooks underrepresent cultural diversity and offer limited support for the development of intercultural communicative competence. The study recommends more balanced inclusion of local, Arab–Islamic, and global cultures, greater integration of small c cultural practices, and more explicit cultural framing to support teachers’ pedagogical mediation.

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