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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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Diphtong Monophtongization in Japanese Loanwoards: An Acoustic and Sociolinguistic Analysis of Language Contact Effects Nursyifa Azzahro; Naelul Rohmah; Mauldina Permata Dewi; Alvyna Febrianti
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.v14i2.18880

Abstract

This study explores the monophthongization of diphthongs in Japanese loanwords, with a particular focus on the role of foreign language contact. Previous studies have failed to integrate acoustic evidence with sociolinguistic perception in explaining phonological adaptation in Japanese loanwards. This study fills this gap by integrating acoustic phonetic analysis and sociolinguistic perspectives. The dataset consists of 50 Japanese loanwords containing diphthongs (/ai/, /ei/, /oi/, /au/, /ou/), produced by 50 native speakers from two age groups (18–35 and 36–70). A total of 2,500 audio tokens were collected and analyzed using Praat to observe vowel duration and formant transitions. In addition, a perception survey was conducted to assess speakers' attitudes toward monophthongization. The findings indicate a systematic shift from dynamic vowel sequences toward stable long vowel nuclei, suggesting that Japanese speakers are not merely simplifying articulation but restructuring diphthongal sequences into phonologically unified segments. These findings challenge the traditional assumption that Japanese preserves vowel sequences without significant restructuring, suggesting instead that loanward phonology actively reshapes vowel organization under contact pressure. Sociolinguistic results show diverse perceptions: some consider this process natural, while others see it as an impact of media and globalization. The generational differences observed in this stud suggest that monophthongization is not a completed change but a stratified variation, where competing phonetic norms coexist across age groups. This study contributes to the understanding of sound changes in Japanese, supports language education, and provides a curated phonetic dataset for future linguistic and speech technology research.
Examining Consonant Fossilization in EFL Teachers’ Pronunciation: Insights from a Case Study of a Private High School in Yogyakarta Alya Savira; Surono Surono; Azwar Abbas
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.v14i2.18923

Abstract

Although fossilization is a well-studied aspect of interlanguage among learners and teachers, consonant fossilization in the context of EFL teachers’ classroom practices remains under-explored. Since, Existing literature has primarily focused on EFL students, while EFL teachers are often assumed to possess near-native pronunciation. Within in SLA, consonant fossilization is significant because the stabilization of non-target phonological patterns can shape learners’ interlanguage development. Moreover, in EFL contexts, where the EFL teachers serve as primary pronunciation models, fossilized consonant errors may affect comprehensibility and the quality of classroom input. This study drew on interlanguage theory, fossilization theory, and causal factors of fossilization theory, which provided a conceptual framework for analyzing the types of consonants fossilization and the causal factor. This qualitative case study aims to examine the types of consonant fossilization and the factors that cause these errors to persist. The collected data through classroom observation along with video recording and in-depth interview were analyzed using an interactive model by Miles et al., (2014) which includes data condensation, data display, and conclusion drawing & verification. The findings reveal that there are nine fossilized English consonants, namely /z/, /v/, /θ/, /ʒ/, /t/, /p/, /g/, /d/ and /b/. Environmental, cognitive, socio-cognitive, and habitual or automatized factors have contributed to the fossilization among EFL teachers. It suggests that by increasing their awareness of English pronunciation, particularly of fossilized consonant sounds, teachers improve their teaching effectiveness. It implies the importance of strengthening pronunciation competence through targeted training and ongoing professional development in EFL contexts.
Flipbook Poetry Goa Terawang Based on Cooperative Script: Development, Validation, and Effectiveness in Poetry Reading Skills Aulia Hasna Nur Syifa; 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.v14i2.19107

Abstract

The ability to read poetry is an essential competency in literary literacy in elementary schools, but students' mastery of intonation, articulation, and interpretation of meaning is often hampered by the limitations of interactive and contextual learning media. Although previous literature has partially explored the use of digital media and cooperative learning models, the integration of poetry based on local wisdom, audio models, and collaborative interactions in a single platform is still very limited. This study aims to develop the Goa Terawang Poetry Flipbook based on the Cooperative Script Model and to test its validity and effectiveness in improving the poetry reading skills of fourth-grade students at SDN Kediren, Blora. This research is a Research and Development (R&D) study adapted from Sugiyono's model through eight stages: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product testing, (7) product revision, and (8) field testing. The developed media integrates poetry texts containing local songs, visual illustrations, and expressive audio models accessed through QR codes, combined with a cooperative script model that includes paired activities so that children can practice more confidently with their peers. Expert validation results showed a very high level of feasibility, namely 92.8% for the material aspect and 94.6% for the media aspect. Effectiveness tests showed a significant increase in students' poetry reading skills, as evidenced by the results of the Paired Sample t-test (P < 0.05) in the product test and the Wilcoxon Signed-Rank test (P < 0.05) in the usage test. The improvement in learning outcomes was categorized as moderate, with N-Gain scores of 61.3% and 60.16%, respectively. In conclusion, the Goa Terawang Poetry Flipbook is declared valid and effective as an alternative learning medium to improve elementary school students' poetry reading skills.
Integrating World Englishes in English-Medium Instruction: A Systematic Literature Review for Inclusive Pedagogy Faiza Hawa; Rohmatillah; Basikin Basikin; Dyah Setyowati Ciptaningrum; Adjie Pradana Wibowo
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.v14i2.19190

Abstract

The speedy growth of English-Medium instruction (EMI) in higher education has brought more concern on language equity and inclusion. Following the situutation, some challenges concerning on persistent language standard ideology, native-speaker centering, internalization pressure, and and teachers’ lack preparation for multi language classroom existed. This study examined how WE is integrated within EMI and identified an insistent void between theory and classroom practice. While current studies progessively concentrate on inclusive and pluralistic approaches, a study on sustained pedagogical integration and its implication of integrating WE into EMI is lacking.  Adopting Systemic Literature Review (SLR), 22 articles issued in the year between 2014-2025 were examined. The results indicate that incorporating World Englishes into English Medium Instruction faces challenges related to idelogogical, institutional, stemming mostly from native-speakerism impact and lack of training support for lecturer. Nonetheless, positive trend is emerging in the acceptance of english variation among teacher and students, especially within intercultural communication setting. The findings bring wider implications for educators and policy makers aiming to connect internationalization objectives with inclusive pedagogies within higher education level like the need for adopting translanguaging strategies, developing context-sensitive curricula, and improving teachers’ intercultural competence. This study underlines that incorporating World English into English Medium Instruction goes beyond language proficiency, fostering more comprehensive, fair, and adaptable learning context in higher education globally.

Page 106 of 106 | Total Record : 1054

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