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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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Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students Mochammad Nur Faqih Khalilullah; Mochlis Ekowijayanto
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.v14i3.20259

Abstract

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Unveiling Hidden Cognitive and Ideological Architectures in Language Teaching Iskandarsyah Siregar
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.v14i3.20356

Abstract

Modern foreign language (MFL) teaching is informed by cognitive schemas, ideological discourse and technology-mediated instructional approaches, but these dimensions are often addressed separately. This study set out to explore how cognitive, ideological, and technical architectures affect experiences of language learning in the current digital environment and to advance an integrated model that repurposes language teaching as a multi-layered semiotic system. A mixed-methods design was employed using a tri-varied research framework that combined Cognitive Linguistics Analysis, Critical Discourse Analysis, and Technology-Enhanced Learning. Data were obtained from 120 hours of classroom discourse, 86 teaching materials, and 214 student responses collected between 2024 and 2026. Results reveal that classroom language is influenced by implicit mental schemas, discursive power relations, and algorithmic mediation. Quantitatively, the density of conceptual metaphors in classroom discourse positively correlated with learner understanding (r = .62, p < .05). Teacher explanation, measured by time spent on didactic instruction, decreased student engagement (β = .01), while dialogic discourse, measured by the frequency of teacher-student exchanges, increased engagement (β = .36, p < .05). Conversely, prescribed use of modality showed a negative association with engagement (β = -.29, p < .05). At the qualitative level, modality, transitivity and evaluative language indexed authority and transmitted vertical epistemic relations of knowledge. The AI-mediated feedback also exhibited tendencies toward standardisation; for instance, 83% of non-standard language forms were marked as incorrect. The authors argue that cognitive, ideological and technological dimensions are co-constitutive rather than separate. It has to do with more critical, responsive and equitable language pedagogy.
Code-Mixing in Gus Baha's Virtual Da'wah: Linguistic Forms and Communicative Functions Zultiyanti Zultiyanti; Sutrisno Gustiraja Alfarizi; Gatot Sarmidi
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.v14i3.20447

Abstract

In digital da'wah, the strategic use of multiple languages has become increasingly significant for conveying religious messages effectively. However, previous studies have primarily emphasized the structural classification of code-mixing, while its communicative functions and sociolinguistic significance in virtual religious discourse remain underexplored. This study aims to analyze code-mixing practices in Gus Baha's virtual da'wah by examining their linguistic forms and communicative functions from a sociolinguistic perspective. This study employed a qualitative descriptive-interpretive approach. The data consisted of verbal utterances extracted from four Gus Baha da'wah videos published on YouTube. The data were transcribed verbatim and collected through observation, note-taking, and recording techniques. They were subsequently analyzed using an interactive model involving data reduction, categorization, contextual analysis, and interpretation. The findings reveal that word-level code-mixing is the predominant linguistic form. In terms of variation, internal code-mixing involving Javanese occurs most frequently, while external code-mixing involving Arabic is mainly employed to express religious concepts and scriptural references. Functionally, code-mixing serves as a strategy for emphasis, clarification, religious expression, and the construction of social intimacy between the preacher and the audience. These findings demonstrate that code-mixing is systematically employed as an adaptive communicative strategy to enhance the effectiveness of digital da'wah. The study contributes to sociolinguistic scholarship by extending the understanding of code-mixing beyond its structural forms to its communicative functions in digital religious discourse and provides insights for developing more audience-oriented communication strategies in contemporary online da'wah.
Graphic Novels for Multimodal Literacy and Reading Comprehension Development in an EFL Extensive Reading Course Rahmi Munfangati; Maman Suryaman
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.v14i3.20468

Abstract

EFL students in Extensive Reading course often encounter reading comprehension difficulties due to limited vocabulary, insufficient inferential skills, and restricted exposure to authentic English texts. Although graphic novels have been recognized as engaging reading materials, limited research has examined their role in fostering multimodal literacy and reading comprehension in EFL Extensive Reading contexts. This study aimed to explore how graphic novels support multimodal literacy and reading comprehension among EFL students enrolled in an Extensive Reading course. A qualitative descriptive design was employed involving three undergraduate students from the English Language Education Study Program at Universitas Ahmad Dahlan. Participants were selected through purposive sampling based on their experience in reading graphic novels during the course. Data were collected through semi-structured interviews and analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that graphic novels facilitated reading comprehension by providing visual support for understanding context, emotions, vocabulary, and narrative structure. The multimodal features of graphic novels also increased students’ engagement, supported contextual reading strategies, and promoted the integration of visual and textual information. However, challenges were identified, including students’ overreliance on visual elements and differing perceptions regarding the contribution of graphic novels to critical thinking. The study concludes that graphic novels are effective multimodal resources for supporting multimodal literacy and reading comprehension in EFL Extensive Reading contexts. The findings suggest that teachers are encouraged to integrate graphic novels into Extensive Reading course while providing explicit guidance on interpreting visual and textual elements to maximize learning outcomes.

Page 109 of 109 | Total Record : 1084

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