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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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Integrating Local Culture and Digital Tools in Culturally Responsive English Teaching Nurteteng Nurteteng; Nursalim Nursalim; Melanie Bobert
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.v14i3.18719

Abstract

This study explores the integration of local cultural content and digital tools in culturally responsive English teaching at UNIMUDA Sorong, West Papua.The study emerged from the challenges of teaching English in multicultural and resource-diverse classrooms where students come from different linguistic, cultural, and technological backgrounds. In this context, English is often learned as a third or fourth language, while unequal access to digital resources continues to shape classroom participation. This study aimed to investigate how lecturers integrate local culture and digital tools in English learning and how students respond to these practices. This study employed a descriptive qualitative design involving 30 second-semester students and five English lecturers in the General English course at UNIMUDA Sorong. Data were collected through questionnaires, semi-structured interviews, and classroom observations and analyzed using data condensation, data display, and conclusion drawing or verification. The findings revealed four major themes. First, the integration of Papuan cultural content increased students’ motivation and confidence across speaking, reading, listening, and writing activities. Second, digital platforms such as YouTube, Instagram, and TikTok supported student engagement and encouraged more interactive English learning experiences. Third, unequal internet access and differences in digital literacy limited some students’ participation in technology-based activities. Finally, lecturers played an important role as mediators who connected local culture with digital learning practices in multicultural classrooms. The study suggests that integrating local culture and digital tools can support more inclusive and meaningful English learning in culturally diverse contexts. However, institutional support and equitable digital access remain essential for the sustainable implementation of culturally responsive and technology-enhanced pedagogy in Eastern Indonesia.
The Effects of Inquiry-Based and Contextual Learning Strategies on English Writing Skills: A Prisma Systematic Review (2015–2025) Sapto Sugiharto; Merry Lapasau; Widodo Widodo; Syahfitri Purnama; Bambang Sumadyo
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.v14i3.18870

Abstract

English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
Technology-Assisted Collaborative Writing: EFL Students’ Perceptions and Preferred AI Features for Literature Reviews Dwiansari Ramadhani; Roro Millatu Al Ghaniy; Ning Difani Wulan
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.v14i3.18974

Abstract

Despite technology-assisted and AI-based tools have been commonly used in supporting academic writing in English as a Foreign Language (EFL) context, particularly in collaborative learning environments, research on how EFL students perceive the use of integrated AI and collaborative platforms specifically in research-based writing, as well as which features they find most beneficial remain limited. This study fills in the gap by exploring EFL students’ perceptions of technology-assisted tools in collaborative literature review writing and to identify the AI-supported features they perceive as most helpful. Employing a descriptive qualitative design, data were collected through open-ended questionnaires administered to 33 students and follow-up semi-structured interviews with six selected participants. The findings revealed that students perceived technology-assisted tools positively as they enhanced efficiency, productivity, accessibility, collaboration, and their overall perspective on academic writing. Preferred AI features included information retrieval and research support, idea generation and content development, language improvement, and collaboration support. Despite these positive perceptions, students also expressed concerns regarding ethical issues, authorship, and over-reliance on AI. The findings suggest that technology-assisted collaborative tools help students improve their research writing by supporting the writing process, developing critical thinking skills, and teaching responsible technology use. To ensure the effective and ethical use of these tools, educational policies should include clear guidelines.
Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning Roswita Aboe; Naniek Jusnita; Asrul M. Syawal; Harriot Beazley
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.v14i3.18986

Abstract

The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
The Representation of Moral Values in Indonesian Grade 7 English Course Books: A Multimodal Content Analysis of Prescribed Student Profiles Primita Arif Carabella; Ashadi Ashadi
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.v14i3.19294

Abstract

Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
Development of a Picture and Picture–Based Fable Book to Improve Elementary School Students’ Reading Comprehension: Pengembangan Buku Fabel Berbasis Picture and Picture untuk Meningkatkan Pemahaman Membaca Risya Faiza Rizqi Wildan; Panca Dewi Purwati
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.v14i3.19308

Abstract

This study aimed to develop, validate, and examine the effectiveness of the Bintang Fauna fable book based on the Picture and Picture learning model in improving the reading comprehension skills of second-grade students at Semarang. The research employed a Research and Development (R&D) design using the Borg and Gall development model, which includes stages of needs analysis, product design, expert validation, revision, product trial, and effectiveness testing. The participants were second-grade elementary school students who were involved in the product trial. Data were collected through observation, interviews, questionnaires, expert validation sheets, and reading comprehension tests administered as pretests and posttests. The validation results showed that the developed fable book was highly feasible for classroom use, with material expert validation reaching 91.25% and media expert validation reaching 95%. These results indicate that the content, language, presentation, and visual design of the book were appropriate for young learners. The effectiveness test demonstrated a significant improvement in students’ reading comprehension after using the Bintang Fauna fable book, as shown by the paired sample t-test results and moderate N-Gain scores. Therefore, the Bintang Fauna fable book is feasible and effective as instructional material for improving elementary students’ reading comprehension.
Designing Instructional Materials for Strengthening Pancasila Student Profile Through Project-Based Learning in Senior High Schools Toyyibah Toyyibah; Ary Setya Budhi Ningrum; Dewi Nur Suci; Bahruddin Bahruddin; Marwa Mansour
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.v14i3.19345

Abstract

In Indonesia, PjBL is a key component of the Merdeka Curriculum, intended to integrate interdisciplinary learning outcomes with Pancasila values. However, many teachers—even experienced ones—still lack adequate preparation to design and manage PjBL. Integrating several subjects into one project and preparing suitable materials, methods, media, and assessment tools remain challenging tasks. This Research and Development study produced instructional materials for the Project of Strengthening the Pancasila Student Profile (PSPSP) for SMA students. Using the ADDIE framework, this study was conducted only up to the Design and Development stages. The resulting materials cover four project themes: Cultural Exchange and Diversity, Community Service Learning, Environmental Awareness Campaign, and Business Plan/Entrepreneurship. Each project includes detailed implementation steps, handouts and resources, and assessment rubrics with clear criteria and tools. All components were created based on a needs analysis of both teachers and students. The products developed in this study are expected to support SMA English teachers in preparing for PSPSP implementation. Future research that applies and evaluates these materials in real classroom contexts is recommended.
Improving Narrative Writing Skills Using the CIRC-Based Guided Writing Method: Empirical Evidence in Elementary School Environment Nia A'isyah Septiarini; Panca Dewi Purwati
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.v14i3.19471

Abstract

Indonesia's 71st ranking among 81 countries in the 2022 PISA assessment highlights persistent challenges in foundational literacy, particularly in writing, where elementary students struggle with organizing ideas coherently, constructing engaging narratives, and demonstrating creativity. Although writing proficiency is essential for academic success, no studies have systematically combined Guided Writing and Cooperative Integrated Reading and Composition (CIRC) to develop narrative writing skills and creativity among early elementary learners. This study aimed to investigate the effectiveness of integrating Guided Writing with CIRC compared to the Think Talk Write (TTW) model in enhancing narrative writing skills and creative attitudes among third-grade students. A quasi-experimental non-equivalent control group design was employed involving 52 third-grade students from two public elementary schools in Tegowanu, Grobogan Regency. The experimental group (n=35) received CIRC-based instruction, while the control group (n=17) used the TTW model. Data were collected using a narrative writing assessment rubric and a creative attitude scale, then analyzed through independent samples t-tests. Results demonstrated that the CIRC approach significantly outperformed TTW in both measures, with experimental students achieving higher narrative writing scores (M=84.71 vs. M=73.24, p<0.001) and creative attitude scores (M=81.00 vs. M=73.88, p<0.001). These findings confirm that integrating Guided Writing within CIRC's collaborative framework more effectively develops both technical writing proficiency and creative expression than TTW. Teachers of early elementary grades are encouraged to adopt this integrated approach as a structured pedagogical strategy for improving narrative writing outcomes.
Linguistic Landscape and Place-Making Strategies in Internationalizing Islamic Higher Education: Evidence from UINSA Indonesia Kamal Yusuf; Sodikin Sodikin
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.v14i3.19475

Abstract

The internationalization of higher education commonly examines issues related to curriculum reform, student mobility, or international partnership. However, its symbolic linguistic and spatial dimensions are rarely discussed. This article explores how the linguistic landscape and place-making strategies can help internationalizing an Islamic higher education institution. A qualitative descriptive-exploratory design was used to collect data from Universitas Islam Negeri Sunan Ampel Surabaya (UINSA), Indonesia. This study utilizes visual observation of 159 linguistic signs, survey, and the analysis of institutional documents. The results indicate that the linguistic landscape at UINSA is dominated by the monolingual (Indonesian) signs (79.87%), whereas English and Arabic are restricted and have symbolic purposes. The architecture, building nomenclature, and Islamic iconography reflect place-making strategies that are not yet fully integrated into space planning framework, multilingual policy, and international branding practices. Stakeholder involvement in the development of the linguistic and spatial international campus environment needs more attention. This article highlights the significance of balancing Islamic values with global strategies by incorporating multilingual and participatory policies that foster an inclusive, culturally grounded, and globally responsive academic environment.
Enhancing Students’ Ecological Literacy Through Place-Based Pedagogy in Indonesian EFL Classroom Amelia Kurniasari Farouk; Sary Silvhiany; Rita Inderawati
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.v14i3.19566

Abstract

Ecological literacy has emerged as a critical competency in the face of growing environmental challenges, yet English language instruction in many Indonesian EFL contexts continues to address ecological issues in decontextualized and abstract ways. Previous studies on place-based pedagogy (PBP) have largely concentrated on science education or Western school settings, leaving a significant empirical gap regarding its application in Indonesian secondary EFL classrooms. This study examined how place-based pedagogy enhances Grade XI students’ ecological literacy at senior high schools Palembang, South Sumatra, within a Participatory Action Research (PAR) framework. A mixed-methods design was employed involving 35 Grade XI students and one English teacher across eight instructional meetings. Quantitative data were collected through pre-test and post-test instruments measuring students’ reading ecological literacy and ecological knowledge, and analyzed using paired-sample t-tests. Qualitative data were gathered through classroom observations and semi-structured interviews with nine selected students and the English teacher, and analyzed thematically following Braun and Clarke’s (2006) framework. Results revealed statistically significant improvements in both reading ecological literacy (t(34) = −18.71, p < .001) and ecological knowledge (t(34) = −22.54, p < .001). Thematic analysis identified four student-centred mechanisms: real-life relevance, emotional engagement, improved ecological understanding, and active participation. Teacher findings demonstrated that collaborative PAR processes supported professional development, enabling the teacher to independently incorporate environmental themes into formal examinations in the subsequent academic year. This study concludes that place-based pedagogy constitutes an effective and contextually responsive approach for integrating ecological literacy into EFL instruction at the secondary school level in Indonesia.

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