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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 1,084 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.
A Multi-Phase Study of Processing Depth: Attentional Mechanisms Underlying Effective Vocabulary Consolidation Manal Laaribi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.17283

Abstract

Processing depth is multidimensional; its definition must not overlook the complex cognitive and affective processes involved and their influence in operating memory performance. A clarified account of the mechanisms driving processing depth is needed to extend its application in cognition and language learning. This understanding could provide insights into the effectiveness of language teaching materials and vocabulary learning strategies over others. To serve this purpose, this study investigated the effect of different types of processing depth on vocabulary consolidation, both structural and semantic. Specifically, this study used a mixed-methods approach with a sample of 167 students and progressed through three phases, each building on insights gained from the previous one. The first within-subjects experiment investigated the effect of structural processing and two types of semantic processing on vocabulary consolidation among participants, while semantic outputs produced during the different types of processing were examined to understand the governing principles behind each type. It was revealed that semantic processing was more effective, with distinctiveness particularly associated with improved performance. Building on these findings, the second between-subjects experiment was designed to examine strategy training using vocabulary consolidation strategies reflecting different processing types, complemented by post-training feedback. The third phase focused on model building, developing the Attentive Depth of Processing Model; it posits that attention serves as a pivotal axis around which depth orbits, governed by attentional principles that support long-term consolidation. Overall, this study seeks to understand deep processing principles and provide a basis to improve vocabulary acquisition.
Immediacy and Feedback in Instructional Communication in Shaping Translation Anxiety and Cognitive Engagement Among EFL Learners Sujarwo Sujarwo; Nurdevi Bte Abdul; Asdar Asdar; Asia M Asia M; Fadilah Binti Zakaria
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18220

Abstract

This study aims to investigate the complex interplay between instructional communication, translation anxiety, and cognitive engagement among EFL university students participating in a translation course. The study employed an interpretive phenomenological analysis (IPA) design, involving 11 participants who contributed data via semi-structured interviews, classroom observations, and reflective journals. The findings demonstrate that communicative immediacy fosters emotional safety, thereby alleviating learners' translation anxiety and augmenting their cognitive engagement. When communication is dialogic and helpful, students feel empowered to articulate interpretations, justify linguistic choices, and engage in critical reflection on meaning production. On the other hand, limited or evaluative communication tends to make anxiety worse and make it harder for people to think about things. These results underscore the need to incorporate communication training into translator education to develop emotionally responsive and cognitively engaged learners. Overall, the results show that communication is an important part of translation pedagogy because it turns worry into contemplation and involvement into comprehension. This study concludes that effective instructional communication prioritizes immediacy, empathy, and dialogic interaction and is essential for alleviating translation anxiety and fostering cognitive engagement among EFL learners. The implications currently impact translator education by emphasizing the necessity for communication-focused training to assist teachers in developing more adaptive, reflective, and intellectually engaging translation sessions.
Integrating Critical Thinking Through Teachers’ Questioning Strategies in the Merdeka Curriculum for EFL Students of Islamic Senior High Schools Dwindah Mar'ah Shoolihah; Siti Muniroh; Mirjam Anugerahwati
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18514

Abstract

Critical thinking (CT) is determined as one of Indonesian senior high school’s graduate profiles in Merdeka Curriculum, and this policy suggests teachers to nurture students’ critical thinking, which focuses on students’ ability of analysing, evaluating and creating narrative and exposition texts. This qualitative study investigates on how the Pre-Service EFL Teachers’ (PSETs) inserted CT in their questioning strategies to teach narrative and exposition texts for the eleven graders of Islamic senior high school (Madrasah Aliyah) in Ponorogo. This qualitative case study captured PSETs’ questioning strategies implemented during their internship. Four PSETs were observed and interviewed to gather data about types of questioning strategies they implemented. The findings revealed that six types of questioning strategies have been implemented, namely structuring, directing, pitching, rhetorical, probing, and pausing. Then, the researchers identified six questioning strategy types and determined that four types of questioning strategies, such as directing, rhetorical, probing, and pausing effectively engaged students in higher-order cognitive processes aligned with critical thinking integration in learning activities such as, analyzing, evaluating, and creating narrative and exposition texts. In the process of creating narrative and exposition texts, the students hesitated to write their own and need scaffolding learning. The students always ensure their paragraph to PSETs. Hence, PSETs have to assist them optimally. In addition, the study also documents implementation challenges faced by pre-service teachers and proposes practical solutions.
Motivational Dimensions in Second Language Acquisition: A Bibliometric Analysis of Research Trends and Thematic Evolution Nila Umi Salamah; Aura Bunga Tauhid; Nur Hidayanto Pancoro Setyo Putro
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18554

Abstract

Motivation has long been recognized as a central determinant of success in second language acquisition (SLA); however, the development of motivation research over the last decade has not been comprehensively mapped. This study aims to examine publication trends, geographical distribution, thematic structure, and the conceptual evolution of research on motivation in second language learning through a bibliometric approach. Data were retrieved from the Scopus database for a ten-year period and analyzed using Biblioshiny and VOSviewer. These tools were employed to identify patterns of scientific productivity, country-level contributions, keyword co-occurrence, thematic clusters, and the evolution of dominant research themes. The findings reveal a steady increase in publications, indicating sustained scholarly attention to motivation in SLA. China emerged as the most productive country, followed by other major contributors from North America, Europe, the Middle East, and Asia. The keyword and thematic analyses show that current research is strongly centered on the L2 Motivational Self System, self-regulation, digital learning, learner engagement, anxiety, self-efficacy, and willingness to communicate. The thematic evolution further indicates a shift from attitude-based and static models of motivation toward more dynamic, contextual, and learner-centered frameworks that emphasize learning experiences, emotional factors, technological environments, and individual differences. This study contributes to the field by offering a systematic conceptual map of SLA motivation research and by identifying emerging directions for future inquiry. It recommends further longitudinal, cross-cultural, and technology-integrated studies to deepen understanding of how motivation develops across diverse second language learning contexts and across different stages of learner development over time.
Depicting Life Through Conceptual Metaphor: an Art-Linguistic Analysis of Students’ Works in an Aesthetics Course Kristining Seva; Ignatius Bambang Sugiharto; Asnita Sirait; Anniek Orye
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18561

Abstract

Metaphor is recognized in cognitive linguistics as a mechanism through which individuals conceptualize abstract experiences in concrete terms. While extensive research has examined metaphor in verbal discourse, comparatively less attention has been given to how conceptual metaphors work in students’ visual artworks, particularly within an aesthetics course, which is a mandatory university subject for all regular students. Investigating conceptual metaphors of ‘life’ in student artworks is valuable because it reveals how cognitive processes, disciplinary backgrounds, and multimodal resources interact in meaning-making practices. This study probes how students use visual metaphors in the aesthetics subject. Data collected from artworks, titles, essays, interviews, and discussions were analyzed; the analysis was conducted in two stages: CMT (Conceptual Metaphor Theory) was used to identify source–target mappings underlying students’ metaphors (e.g., Life is a Ladder, Life is a Reflection); MDA (Multimodal Discourse Analysis)was applied to examine how visual elements such as composition, colour, material choice, and spatial arrangement reinforced and expanded metaphorical meanings. The findings reveal a clear disciplinary pattern: students from scientific backgrounds tend to construct structured, linear metaphors, whereas students from social sciences and humanities produce more layered, abstract, and narrative-driven metaphors. This indicates the multiple cognitive structures of metaphor as an art form and their societal settings. These findings contribute to art education by demonstrating how metaphor-based pedagogy fosters reflective thinking, interdisciplinary awareness, and multimodal literacy. Moreover, the study provides empirical evidence that meaning-making of ‘life’ in art classrooms emerges through the interaction of cognitive mapping and semiotic resources.
Figurative Language in the Book of Isaiah: A Study of the Isindebele Bible (Ibhayibheli Elicwengileko) Nomsa Skosana; Respect Mlambo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18655

Abstract

The translation of biblical texts into South African indigenous languages was historically undertaken by missionaries who rendered scriptures from Greek and Hebrew into English and subsequently into local languages to facilitate evangelisation. Within this trajectory, isiNdebele remained marginalised and was among the last South African languages to receive a complete Bible translation, making the 2012 publication of IBhayibheli Elicwengileko both linguistically and historically significant. This context underscores the importance of examining how figurative language central to biblical meaning and interpretation is conveyed in an underrepresented African language beyond the missionary translation era. This study aims to identify, categorise, and analyse figurative expressions in relation to their contextual meaning. Employing a descriptive qualitative methodology, the study integrates Perrine’s Theory of Figurative Language with Pragmatic Theory to interpret meanings beyond literal sense, while purposive sampling isolates verses containing salient figurative usage. The analysis identified 50 similes, 38 metaphors, 34 instances of personification, 29 cases of hyperbole, 28 examples of irony, and 24 euphemisms. Findings indicate that these expressions largely preserve their connotative force in isiNdebele, demonstrating the translation’s effectiveness in maintaining figurative nuance. The study contributes to translation studies by illuminating strategies for conveying figurative meaning in underrepresented African languages, while also highlighting implications for biblical interpretation, language preservation, and the pedagogical use of indigenous-language scriptures. It also supports ongoing efforts in African language documentation, corpus development, and culturally grounded translation scholarship.

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