cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 105   106   107   108   109 
Translanguaging in South African Primary Mathematics Education: A Semi-Systematic Review of Pedagogical Opportunities for Multilingual Learners Erasmos Charamba; Shalom Nokuthula Ndhlovana
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

Abstract

South African primary mathematics classrooms remain linguistically complex due to the mismatch between learners’ home languages and the dominant language of instruction. This mismatch continues to contribute to poor learner participation, conceptual misunderstanding, and low mathematics achievement. This semi-systematic review explores how translanguaging can be harnessed as a pedagogical resource in multilingual South African primary mathematics classrooms. Eight peer-reviewed studies published between 2020 and 2023 were selected following a structured search and screening process using predefined inclusion and exclusion criteria. Studies were retrieved from Google Scholar, Scopus, and ResearchGate and analysed thematically using Braun and Clarke’s six-phase framework. Findings reveal that translanguaging enhances classroom communication, supports conceptual meaning-making, strengthens learner participation, and improves mathematical proficiency by allowing learners to draw on their full linguistic repertoires. The review highlights the need for language-responsive pedagogies, teacher professional development, and multilingual classroom policies that promote equitable mathematics learning in South African schools.
The Effectiveness of Directed Reading Thinking Activity Assisted with Board Game Media on Fourth-Grade Reading Comprehension Nindhita Pradiningtyas; Andarini Permata Cahyaningtyas
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.v14i3.19661

Abstract

Reading comprehension remains a persistent problem for Indonesian elementary students, as shown by the Computer-based National Assessment (ANBK) and the Progress in International Reading Literacy Study (PIRLS) outcomes. This situation calls for a reading strategy that can make students more active and engaged in constructing meaning from texts. Both Directed Reading Thinking Activity (DRTA) strategy and board game media have been proven effective separately and are potentially beneficial when integrated, yet studies on their combined use remain limited. This study aimed to examine the effectiveness of a DRTA strategy supported by board game media in improving fourth-grade students’ reading comprehension. The study employed a quantitative quasi-experimental design with a nonequivalent control group involving 38 fourth-grade students of SD Labschool UNNES. Data were collected through validated reading comprehension pre-test and post-test instruments and analyzed using the Wilcoxon Signed-Rank Test, Mann-Whitney U Test, and N-Gain analysis with SPSS 27. The findings showed that both groups improved, but the experimental group achieved stronger gains than the control group. Students taught through DRTA strategy supported by board game media were better able to make predictions, monitor understanding, confirm ideas with textual evidence, and develop responses across literal, inferential, and evaluative comprehension. These findings confirm that DRTA strategy supported by board game media is effective in improving fourth-grade students’ reading comprehension. This strategy also offers an interactive and meaningful alternative for elementary reading instruction.
Investigating Types, Reasons, and Pedagogical Suggestions of Code-Switching in Teacher-Students’ Interaction in EFL Classroom Thessa Siregar; Syafryadin Syafryadin
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.v14i3.19961

Abstract

In EFL classrooms, particularly in bilingual contexts such as Indonesia, the use of code-switching has become an inevitable and pedagogically contested practice. While it is often employed to facilitate comprehension and classroom interaction, excessive reliance on code-switching may hinder students’ exposure to the target language and limit their communicative competence development. This research aims to explore the types, reasons, and pedagogical suggestions for implementing code-switching in the classroom by teachers and students. This study employed a qualitative method, including observation and interviews. It involves 5 participants, 1 teacher and 4 students in an English course. The instruments of this study consisted of non-participant classroom observation supported by field notes to capture real-time code-switching occurrences, and semi-structured interviews guided by validated question protocols to explore participants’ underlying reasons and pedagogical suggestions. The findings of the study indicated that teachers and students used inter-switching, intra-switching, and tag- switching. The inter-switching is a dominant switching used. Teachers use code-switching to accommodate the limits of students’ abilities, clarify, emphasize, and explain to ensure they understand the materials and feel comfortable in English learning. On the other hand, the main reasons for students’ lack of vocabulary are difficulty expressing thoughts and low speaking confidence in English. This study highlights suggestions from teachers that the teacher should appropriately select the vocabulary, learning method, and technology implementation for students, maintain confidence, and reduce code-switching in teaching English. The students suggest that they have to practice often and use applications such as Duolingo, Elsa Speak, and YouTube to support their speaking practice, so they can speak English fluently. In conclusion, code switching is a pedagogical and communicative strategy facilitating understanding and interaction in bilingual English classrooms.
Alignment and Inconsistency between Textual Sentiment and Star Ratings in Online Product Reviews: A Reflexive Thematic Analysis Sastika Seli; Yulfi Yulfi; Episiasi Episiasi
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.v14i3.19999

Abstract

Online product reviews combine numerical star ratings with written reviews to communicate consumer evaluations. While recent studies highlight frequent mismatches between textual sentiment and numerical ratings, few have examined this phenomenon qualitatively. This research investigates how linguistic sentiment aligns or diverges from star ratings to understand the pragmatic functions behind these inconsistencies. The research analyzes 120 anonymized furniture reviews collected from the IKEA Australia website. A two-stage methodology was applied: a descriptive overview classifying sentiment-rating consistency, followed by Reflexive Thematic Analysis (RTA) to examine linguistic richness and rating alignment. The analysis reveals four dominant evaluative patterns: Polite Dissatisfaction, Understated Positivity, Expressive Dissatisfaction, and Low-Information Reviews. Reviewers frequently employ politeness strategies, contrastive structures, and evaluative restraint, resulting in partial or complete mismatches between expressed sentiment and numerical scores. These results indicate that star ratings and written texts serve distinct communicative purposes and should be interpreted together rather than in isolation. The research contributes to qualitative sentiment analysis and digital pragmatics by demonstrating that sentiment-rating inconsistency is a deliberate pragmatic strategy rather than an analytical measurement error.
Structural and Functional Analysis of Four-Word Lexical Bundles in Academic Book Reviews Published in Q1-Indexed International Journals Nur Ifadloh; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Dwi Rukmini
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.v14i3.20011

Abstract

Lexical bundles are an important feature of academic discourse, reflecting textual fluency, information density and rhetorical organization. While there is a massive frame of research on lexical bundles in academic genres, limited research has been done on lexical bundles in academic book reviews, especially in Q1-indexed international journals. The present corpus-based study explores the structural and functional distribution of four-word lexical bundles in academic book reviews published in Q1-indexed international journals. The corpus consists of twenty book reviews taken from ten Q1-indexed international journals. The analysis yielded 37 lexical bundles in this corpus. Structurally, fragments based on prepositional phrases and fragments based on noun phrases dominate the distribution, covering 78.38% of all lexical bundles. These patterns indicate a preference for compact packaging of information in terms of nominal and prepositional structures. In terms of function, the most frequently occurring category was referential bundles (56.75%), followed by discourse-organizing bundles (29.73%), and attitude bundles (13.51%). The prevalence of referential bundles reflects the focus of the genre on elaboration, description and academic evaluation of content, while the relatively low frequency of attitudinal bundles suggests adherence to academic objectivity. In general, the findings of the study reveal a close relationship between the structural patterns and the communicative functions of lexical bundles in the academic book reviews. The study demonstrates the benefits of corpus-based and genre-sensitive approaches for understanding academic discourse and has pedagogical implications for teaching academic writing, particularly in helping students to develop lexical patterns consistent with the standards of academic book reviews.
Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills Shella Nabilla; Lusia Maryani Silitonga; Wiyaka Wiyaka
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.v14i3.20043

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance students’ communicative competence and cognitive skills. This study investigated the effectiveness of integrating a flipped classroom approach with a conversational agent (Replika-AI) in improving students’ willingness to communicate (WTC), self-regulation (SR), and higher-order thinking skills (HOTS) in English-speaking learning. This research employed a mixed-method approach with a quasi-experimental design involving two groups of students from the English Language Education Study Program at Universitas PGRI Semarang. The control group implemented a traditional flipped classroom model, whereas the experimental group used a flipped classroom integrated with Replika-AI. Quantitative data were collected using Likert-scale questionnaires measuring WTC, SR, and HOTS and were analyzed using analysis of variance (ANOVA) through SPSS. Qualitative data on students’ speaking performance were analyzed using Brown’s speaking assessment framework and processed with MAXQDA software. The results indicated that students in the experimental group achieved significantly higher scores in all three variables compared to those in the control group. The integration of Replika-AI had a significant impact on students’ willingness to communicate, self-regulation, and higher-order thinking skills. Qualitative findings also revealed improvements in speaking components, including comprehension, vocabulary, fluency, pronunciation, and grammar. Overall, the findings showed that combining a flipped classroom with an AI conversational agent created a more interactive and independent learning environment, which contributed to the improvement in students’ English speaking skills.
The Hypnoteaching Model in Teaching Javanese Speaking Skills to Generation Z High School Students Eliza Naviana Damayanti; Suwardi Endraswara; Mulyana Mulyana
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.v14i3.20045

Abstract

This study is motivated by the declining ability of senior high school students, as representatives of Generation Z, to speak Javanese fluently and confidently due to globalization, the dominance of Indonesian and foreign languages, changing communication patterns, and the continued use of conventional teacher-centered learning methods. These conditions reduce students’ interest, participation, and confidence in using Javanese in both formal and informal communication. Therefore, innovative and interactive learning approaches are needed to support speaking competence while also contributing to regional language preservation. This study aims to analyze the implementation of the hypnoteaching model and its contribution to improving students’ Javanese speaking skills. The research employed a qualitative descriptive approach through literature review and document analysis using journal articles, educational documents, learning modules, and previous studies related to hypnoteaching and language learning as data sources. The data were analyzed using descriptive content analysis supported by thematic categorization and source triangulation to ensure validity. The findings indicate that hypnoteaching creates a supportive and psychologically conducive learning environment through stages such as intention and motivation, pacing, leading, positive words, rewards, modeling, and yelling. These stages contribute to improving students’ motivation, confidence, participation, speaking fluency, vocabulary accuracy, and willingness to communicate in Javanese. Furthermore, hypnoteaching is considered relevant to the interactive and experience-based learning characteristics of Generation Z students.
Understanding Kanji Memorization Strategies Among Native Japanese Speakers: A Psycholinguistic Phenomenological Perspective Linna Meilia Rasiban; Mery Andriani; Nanami Takazawa; Neneng Sutjiati; Noviyanti Aneros
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.v14i3.20080

Abstract

Kanji is one of the most complex writing systems because it requires the integration of visual, phonological, semantic, and orthographic processing simultaneously. In the digital era, increasing reliance on smartphones and automatic typing systems has reduced handwriting practices among Japanese speakers, contributing to difficulties in recalling and reproducing kanji accurately. Therefore, this study aims to identify the kanji memorization strategies used by native Japanese speakers and examine the factors influencing those strategies. This study employed a qualitative approach with a descriptive phenomenological design within a psycholinguistic framework. Data were collected through semi-structured interviews and online questionnaires involving eight native Japanese speakers aged 17–62 who actively use kanji in daily life. The instruments consisted of an interview guide and a questionnaire developed from kanji learning strategy classifications. Data were analyzed using thematic analysis. The findings reveal that native Japanese speakers employ multiple strategies, particularly repetitive writing, radical analysis, visual recognition, meaning association, contextual learning, and technology-assisted practices. Strategy selection is influenced by educational experiences, literacy environment, kanji complexity, motivation, learning preferences, and technological adaptation. The findings also indicate generational differences in strategy use, especially regarding increasing dependence on digital technology and declining handwriting frequency. Furthermore, kanji memorization is interpreted not only as a cognitive activity but also as a sociocultural practice related to discipline, persistence, and literacy identity. These findings contribute to the development of more contextual and culturally grounded kanji learning models.
Developing a Social Constructivist Group Counseling Model to Support the Development of Senior High School Students’ Speaking Skills Siska Kuamala Hatrianti; Abdul Rozak; Jimat Susilo
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

Abstract

Speaking skills are essential competencies that enable students to express ideas, opinions, and experiences clearly in academic and social contexts. However, many senior high school students still experience difficulties in organizing thoughts, speaking confidently, and participating actively in oral communication. This study aimed to develop a group counseling model based on a social constructivist approach to support students’ speaking skills. The research employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. In the needs analysis stage, participants included 79 students, three guidance and counseling teachers, and three Indonesian language teachers. The model trial involved 10 students selected through random sampling. Data were collected through interviews, questionnaires, observations, and a speaking skills rubric, then analyzed to determine feasibility and improvement in students’ performance. The results indicated that the developed model was considered feasible by expert validators and practical for implementation in school counseling services. During the trial, students showed increased participation, confidence, interaction, and speaking performance. These findings suggest that integrating social constructivist principles into group counseling can provide an effective alternative service for enhancing students’ speaking skills in senior high schools.
Developing Indonesian Language Teaching Materials Based on the Mime Model: A Lesson from It’s Validity, Practicality, and Effectiveness. Hadi Wardoyo; Suryantoro Suryantoro; Riswanda Himawan; Heny Subandiyah
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.v14i3.20127

Abstract

The growing demand for advanced literacy skills requires reading instruction at the junior high school level to move beyond surface comprehension toward integrative, analytical, and reflective reading practices. However, Indonesian language instruction remains largely dependent on conventional teaching materials that do not systematically integrate extensive and intensive reading strategies. This study aimed to develop Indonesian language teaching materials based on the Integrative Extensive–Intensive Reading (MIME) model to enhance students’ reading comprehension and text analysis skills. This research employed a R&D approach. Data were collected through classroom observations, interviews, document analysis, expert validation sheets, student response questionnaires, and reading comprehension tests. The study involved Indonesian language teachers and students at Malang, East Java, with 30 students participating in the limited field trial. The developed materials were evaluated by subject matter experts, instructional design experts, and graphic design experts before being implemented in an experimental class and compared with a control class to examine their effectiveness. The validation results indicated that the developed teaching materials achieved a very high level of validity. Effectiveness testing revealed a statistically significant difference between the experimental and control groups (p = 0.003 < 0.05). These findings demonstrate that the MIME-based teaching materials are valid, practical, and effective in improving students’ reading comprehension, text analysis skills, and learning engagement. Practically, the developed teaching materials can serve as an alternative instructional resource for Indonesian language teachers to implement integrative reading instruction and strengthen students’ higher-order literacy skills at the junior high school level.

Page 108 of 109 | Total Record : 1084

 105   106   107   108   109 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2026): July Vol. 14 No. 2 (2026): April Vol. 14 No. 1 (2026): January Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol 13, No 2 (2025) Vol. 13 No. 2 (2025): April Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol. 12 No. 4 (2024): October Vol 12, No 4 (2024) Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol. 12 No. 2 (2024): April Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol 11, No 1 (2023) Vol. 11 No. 1 (2023): January Vol. 10 No. 4 (2022): October Vol 10, No 4 (2022) Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol. 10 No. 2 (2022): April Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue