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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 1,024 Documents
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Schwa or Unstressed Vowel Sound in English Vocabulary Items from Surah Al-Baqarah of the Holy Quran Wahyuni, Hanna Irma; Bram, Barli; Upor, Rose A.
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11692

Abstract

The schwa sound [ə] in the English language remains challenging and  it appears to be overlooked by EFL learners. In practice, the word ‘submit’ is mispronounced by English learners: */sʌbˈmɪt/, instead of /səbˈmɪt/. Some studies have discussed schwa but their data sources were not the Holy Quran.  Hence, this article investigated the schwa sound in English vocabulary items collected from the Holy Quran and represented by the letters 'o' and 'u' as in ‘polite’ and ‘submit’. Employing a descriptive qualitative method, the researchers collected 97 vocabulary items containing schwa sounds taken from surah Al-Baqarah verses 1-286. The results indicate that the schwa term that represents the unstressed syllable can be renewed with the terms proposed in this study such as 'astressed' and 'disaccented'. In addition, to maintain the schwa term, a change of its pronunciation is proposed becoming /ʃwə/ and not /ʃwɑː/. Most of the written vowels 'o' and 'u' are pronounced in a strong form, and unstressed vowels 'o' and 'u' are pronounced as a schwa. The appearance of unstressed schwa in the vowels 'o' and 'u' is not determined by its location whether it is in the first or second syllable. Schwa could appear anywhere as long as he was not stressed. Schwa was not found in stressed syllables. Lastly, all -ion [ən] and -ous [əs] suffixes must be pronounced with a schwa. The results imply that EFL learners ought to consult an excellent dictionary to ensure correct pronunciation. Future researchers are expected to examine further patterns of a schwa sound in English vocabulary items to assist EFL learners in improving their pronunciation.
Teaching Reading Comprehension on Narrative Texts Through Whatsapp Group Features: An E-Learning Implementation in Junior Highs Schools Aniati, Aniati; Herman, Herman; Siregar, Christina Anita Elizabeth; Afrianti, Desi; Manurung, Rolan; Fatmawati, Endang; Saputra, Nanda
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12853

Abstract

The act of reading necessitates that student readers employ various cognitive and linguistic tactics to comprehend the meaning embedded within the text. Using an e-learning method through WhatsApp groups to teach reading comprehension on narrative texts can be a new breakthrough. Therefore, the present study aims to find out the effect of WhatsApp groups on narrative text in junior high school students to teach reading comprehension. To reach the research aims, the study used experimental research method. The population of this research was 330 students of grade 9 of junior high school in Pematangsiantar. The researchers divided the samples intor control group and experimental group. The data collection method used was the reading tests employed to the students which covered pre-test, treatment, and post-test. The statistical analysis employed t-test analysis. Comparison of data from both groups indicated superior performance by the experimental group. The findings unequivocally show that the experimental intervention employing WhatsApp have significant effect on students’ reading comprehension of narrative text compared to traditional approaches. While WhatsApp has proven to be an effective tool, researchers must consider the challenges of using it for reading instruction in remote areas with limited internet connectivity. Students cannot access WhatsApp-based reading lessons without internet access, though they can still search for information through text messages. Therefore, it is important to examine the limitations of utilizing WhatsApp for reading education in areas with poor internet infrastructure.
Moderation Role of Teacher-Student Relationships on Correlation between L2 Motivation and L2WTC Nugroho, Dhimas Cahyo; Fahri, Fahri; Zuhri, Fauris; Sumarniningsih, Sumarniningsih
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11367

Abstract

Large body of researches has been consistently linked L2 motivation to L2WTC, indicating a significant positive correlation between the two. Yet, the influence of teacher-student relationships on this correlation remains understudied. This research investigates how teacher-student relationships influences the correlation between L2 motivation and L2WTC, as well as to investigate the variations in this influence across varying qualities of teacher-student relationships. Utilizing established scales, questionnaires were distributed to the entire population of SMP Negeri 51 Surabaya, resulting in 222 responses for analysis. Moderation analysis via regression analysis was employed to analyse the data. The findings showed that teacher-student relationships do not significantly moderate the correlation between students' L2 motivation and their L2WTC, nor do they significantly differ in influence across varying qualities. Although statistical significance was not achieved at the conventional threshold, the study hints the potential significance of teacher-student relationships in sustaining L2WTC, particularly in contexts where L2 motivation may be lacking. Thus, while not meeting statistical significance at conventional thresholds, the results underscore the importance of fostering positive teacher-student relationships in language learning contexts.
Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation Fatimah, Siti Khusnul; Sumardi, Sumardi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12190

Abstract

Student-student interaction is often overlooked, yet it plays a crucial role in the learning process. Teachers’ guidance in facilitating these interactions can significantly influence students' attitudes toward the subject and their perceptions. This study investigates pre-service teachers’ perceptions of student interactions within a creative problem-solving (CPS) framework using the Initiation-Response-Feedback (IRF) model. Qualitative data were collected through in-depth interviews, artifacts, and voice recordngs, The study involved 46 pre-service teachers, 6 males and 40 females, they are undergraduate students enrolled in the Curriculum and Material Development course. The results indicate that the CPS and IRF models effectively enhanced interaction, collaboration, and critical thinking among pre-service teachers. The dynamic classroom environment fostered by these models encouraged students to engage actively with their peers, respond positively to challenges, and generate innovative ideas. Peer feedback was particularly valuable, allowing for the maturation of concepts and deeper exploration of project content and learning media. Overall, the integration of the IRF model with CPS not only improved student interaction but also facilitated a collaborative atmosphere conducive to intellectual growth in an English as a Foreign Language (EFL) classroom. This study highlights the importance of structured student interactions and provides insights into effective teaching strategies that can enrich the learning experience.
Creating Engaging Flashcard Materials for Young Learners: A Developmental Study on English Language Teaching in Primary Schools Paldy, Paldy; YR, Sthevaniocy; Baharuddin, M. Rusli; Yunus, Reski Yusrini Islamiyah
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13009

Abstract

Flashcards have long been recognized as effective tools for enhancing vocabulary acquisition, particularly among young learners. However, much of the existing research has focused on secondary or higher education, leaving a gap in understanding their impact on primary school students. This study addresses the need for a deeper exploration of flashcards as a teaching tool in elementary English language instruction. Specifically, the research focuses on the development and evaluation of flashcard-based instructional materials designed to improve vocabulary retention, student engagement, and motivation in young learners. The research utilized the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to develop flashcards tailored to young learners, emphasizing visually engaging and interactive materials. The findings demonstrated significant improvements in student engagement and vocabulary retention, with high effectiveness scores and positive feedback from both teachers and students. Data were analyzed using descriptive statistics to evaluate the results from the validity, practicality, and effectiveness tests. The findings reveal that the flashcards significantly enhanced students' vocabulary retention, engagement, and motivation, as demonstrated by high scores in effectiveness tests and positive feedback from both teachers and students. Teachers found the materials practical and easy to implement, while students responded favorably to the visual appeal and interactive nature of the flashcards. The findings highlight flashcards as an effective tool for improving vocabulary acquisition and engagement in primary education, offering a practical strategy for early language development.
Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study Ardiana, Fira Khasanah; Putra, Kristian Adi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12535

Abstract

Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.
Virtual Learning Stress: Addressing Anxiety In EFL Adult Learners at Indonesian Private Universities Sholeh, Agus; Muchibuddin, Muchibuddin
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12698

Abstract

The increasing reliance on virtual learning in higher education has supported the development of flexible and accessible learning environments, yet it may also heighten anxiety among students, particularly those studying English as a Foreign Language (EFL). Although virtual learning tools offer significant advantages, research on their psychological impact remains limited, highlighting a gap between technological advancements and understanding of their effects on student well-being. This study examines the relationship between virtual learning and student anxiety, exploring the strategies students use to manage this challenge. Employing a descriptive qualitative approach, data were collected through questionnaires and interviews with 22 English-major undergraduates. Findings indicate that students often experience anxiety due to technological distractions and comprehension difficulties in virtual classrooms. However, students mitigate this anxiety by adopting positive thinking and engaging in relaxing activities. These insights underscore the need for supportive virtual learning environments that prioritize students' emotional well-being alongside academic outcomes.
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
Strengthening Writing Literacy Based on Local Culture Through the “Dinoyo Ceramics and I” Strategy Zahro', Azizatuz; Sulistyorini, Dwi; @Mustaffa, Madiawati Mamat; Lestari, Nunik Martin; Mustayah, Mustayah; Jumain, Jumain
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13528

Abstract

Integrating writing instruction with local cultural elements is essential for improving literacy outcomes that resonate with students' lived experiences and cultural identities. However, field observations reveal that such integration remains underutilized in many educational contexts, including at SD Negeri Dinoyo 2 Malang, East Java—a school situated in a region known for its ceramic industry. This classroom action research aimed to enhance students' writing skills using the culturally rooted strategy titled "Dinoyo Ceramics and I." Conducted over two cycles with 25 students from Class 5A, the study began by introducing students to Dinoyo ceramic products through physical artifacts and visual media showcasing their historical significance. Students were then encouraged to describe these items in terms of their appeal, function, and value as souvenirs or treasured objects. Based on this exposure, students generated writing ideas under the theme "Dinoyo Ceramics and I," which they first organized into outlines and then developed into full compositions. In the second cycle, imaginative elements were incorporated to enrich the outlines, and students were guided to present each idea in a well-structured paragraph. This approach enabled students to creatively weave personal experiences into compelling narratives that retained Dinoyo ceramics as a central motif. The strategy sparked greater engagement, as students connected deeply with a topic rooted in their cultural environment. The findings highlight the importance of recognizing students’ everyday experiences as meaningful content for writing. Thus, educators should consider incorporating local cultural themes into writing instruction to build more relevant, motivating, and expressive learning experiences.
Scrutinizing English Academic Writing Skills: Indonesian Postgraduate Students' Challenges and Strategies in an AI-Empowered Era Andika, Jeffri Dian; Waly, Muchamad Muchibbuddin; Yulia, Yuyun; Reswari, Girindra Putri Ardana
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12884

Abstract

Indonesian postgraduate students encounter significant challenges in academic writing, particularly in areas such as clarity, coherence, organization, grammar, and plagiarism prevention. This study investigates these challenges and explores the potential of AI-driven strategies to enhance writing skills. Utilizing a mixed-methods approach, including quantitative surveys of 50 participants and qualitative interviews with six postgraduates, the research identified key obstacles such as difficulty in formulating clear research questions, using precise academic vocabulary, maintaining logical flow, and mastering citation practices. To address the issues, they employed several effective strategies employed      including seeking feedback, attending workshops, outlining, varying sentence structures, and thorough proofreading. AI tools like Grammarly, QuillBot, ChatGPT, and Mendeley are widely used for grammar checks, paraphrasing, citation management, and enhancing coherence, demonstrating their value in supporting academic writing. However, the study underscores the importance of human oversight to ensure originality and foster critical thinking. These findings have implications for both theoretical advancement and educational practice, particularly in the integration of AI tools in higher education. The findings hold significant implications for educational practice, suggesting that AI integration in higher education can serve as an effective support tool, provided it is accompanied by guidance on responsible usage.

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