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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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The Effect of Flashcard-Assisted Congklak Game Innovation on Reading Literacy of 5-6 Years Old Children: An Experimental Study Maharani, Aprilia Devita; Tasuah, Neneng
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.v13i2.14064

Abstract

Development in reading literacy is the most important thing in the process of child development at an early age.  For this reason, there is a need for innovation in learning to improve students' reading literacy learning process. One of them is by using the traditional game media congklak. This study aims to increase the level of reading literacy learning of students at the age of 5-6 years. The approach used in this study is a quantitative approach with a Pre-Experimental Designs design where this method uses one class to be given treatment. The subjects used were all children aged 5-6 years with a total of 36 children. Data collection was carried out by researchers by means of observation, interviews, as well as documentation. Then the test carried out is by using validity test, reliability test, normality test, and N-Gain. The results showed that, with the learning media, the game of congklak can increase students' interest in learning. Not only that, but it also makes learning so varied and fun. This can provide an opportunity to develop children's literacy at an early age.
Comparative Study of Cultural Content Integration in English Teaching Materials for High School Students in Indonesia and the Philippines Muhsinin, Muhsinin; Chua, Bernardo U; Assapari, Muhammad Mugni
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.v13i2.13815

Abstract

This study investigates the incorporation of cultural information in English teaching materials utilised in high schools in Indonesia and the Philippines. This research utilises a qualitative content analysis methodology to assess two textbooks: Bahasa Inggris English for Change (Indonesia) and Oral Communication in Context for Senior High School (Philippines). The analysis employs Cortazzi and Jin’s cultural content categories (source, target, international culture) alongside Adaskou, Britten, and Fahsi's four dimensions of culture (aesthetic, sociological, semantic, pragmatic). The findings indicate a common focus on local (source) culture, substantial representation of English- speaking nations (target culture), and initiatives to incorporate worldwide viewpoints. Nevertheless, there are notable differences in the methodologies and thematic emphasis that reflect specific sociocultural situations. The study emphasises the significance of culturally responsive pedagogy and provides recommendations for curriculum developers to enhance intercultural competency in English language instruction.
The Effect of Interactive Multimedia on Students' Early Reading Skills: A Lesson from Remote Schools Pujiariani, Asih; Cathrin, Shely
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.v13i2.13596

Abstract

Amidst growing concerns over early literacy challenges in rural Indonesia, this study examines the impact of interactive multimedia on improving early reading skills among first-grade students at Banaran 2 Public Elementary School, in Temanggung Regency. The research adopts a Research and Development approach using the ADDIE model and employs a quasi-experimental time-series design. A purposive sampling method was used to select 21 first-grade students based on their early reading difficulties and access to computer facilities. Data collection methods included expert validation, questionnaires, interviews, observations, and reading tests. Findings indicate that the developed multimedia is highly suitable (91.67%) and practical (94.87%) for early reading instruction. Statistical analysis (p < 0.005) confirms its significant impact on students' reading abilities. These results suggest that interactive multimedia can serve as an effective tool for enhancing early literacy in elementary education, particularly in resource-limited settings. To maximize its potential, future research should explore its long-term effects and adaptation in diverse linguistic and educational contexts, providing valuable insights for curriculum development and technology integration in early childhood education.
Evaluating Hots and Lots in ‘English for Nusantara’: A Content Analysis af A Grade VII English Textbook Fakhrillah, Agvy Rena; Suharyadi, Suharyadi
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.v13i2.13391

Abstract

In the 21st century, fostering critical thinking and problem-solving skills is essential for students. This study analyzes the manifestation of Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) in the English textbook ‘English for Nusantara’ for Grade VII. HOTS involves higher-level cognitive processes such as analysis, evaluation, and creation, while LOTS focuses on recall and comprehension. Involving a qualitative research design with a content analysis approach, this study applied Revised Bloom’s Taxonomy, which categorize exercises into LOTS (remember, understand, and apply) and HOTS (analyze, evaluate, and create). A total of 116 exercises in the form of instructions and 67 exercises in the form of questions from listening, speaking, reading, and writing tasks were analyzed. To maintain consistency, inter-rater reliability was ensured, where the analysis was cross-verified through discussions with a validator. The findings show that LOTS dominates the exercises, with 81% of the exercises are in the form of instructions and 89% in the form of questions. This indicates a heavy emphasis on LOTS and suggests an opportunity for more HOTS integration. Based on these findings, the study recommends that teachers incorporate more HOTS-focused activities, and textbook authors should design future editions with a stronger emphasis on HOTS exercises to foster critical thinking skills. Such adjustments would better equip students to meet the demands of the 21st century.
TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
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.v13i2.13833

Abstract

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.  The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes.  The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.
Types of Speech Strategies in Critical Speech Acts by Urban Society in Indonesian Metropop Novels Febrianto, Yoko; Manaf, Ngusman Abdul
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.v13i2.14201

Abstract

Communicating in activities is an activity that can never be separated from human life. Inappropriate communication can make the other person interpret the conversation with a different meaning, including the wrong meaning. The use of critical language must be clarified with its intent. The use of this speech act is carried out not only verbally but also in writing. Thus, in speaking, it is not only found in oral communication but also in written communication, for example novels. Therefore, it is necessary to explain the types of speech strategies in speech acts of criticizing urban society in Indonesian metropop novels. This study is about speech strategies in the form of speech acts criticizing urban society in metropop novels using a mixed method research type. The research instrument is the researcher himself who is equipped with an inventory format, identification, and data classification. The results of this study are that the most common speech strategy found is the strategy of speaking without further ado. Meanwhile, the least is in the strategy of speaking frankly with positive politeness. The implications of this study can be applied in the learning process, namely in the related basic competencies, namely commenting on original or translated youth novel excerpts (KD 14.1) in junior high school class VIII semester two.
EFL Teachers’ Best Practices of Merdeka Curriculum Implementation in Batam Senior High Schools: Challenges and Opportunities Zaki, Leil Badrah; Wiwit, Jennifer; Marsevani, Maya; Pratiwi, Theodesia Lady
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.v13i2.14031

Abstract

The Merdeka Curriculum was introduced to address the need for a more flexible and responsive education system, which is crucial in a diverse country like Indonesia. Educational challenges vary significantly between urban and rural areas and public and private schools. This study investigates the factors that hinder the implementation of the Merdeka Curriculum and examines how English teachers apply it in senior high schools located in inland and hinterland areas of the Riau Islands region.. The methodology used a mixed-method approach. The research involved 30 English teachers—23 from island schools and 7 from hinterland schools. Data were gathered through questionnaires and semi-structured interviews, with 5 teachers providing in-depth insights during interviews. The results reveal significant gaps in implementation, particularly among hinterland teachers, where 42.9% reported limited adaptability. The finding shows that each teacher faces unique challenges, which include: 1) administrative costs, 2) adjustments to new curricular components, and 3) a lack of government support, all of which hinder successful integration of the curriculum. To successfully implement the Merdeka curriculum, the following are essential: 1) involvement and support from all parties, 2) comprehensive teacher training, and 3) teachers' readiness. This study emphasizes that the successful implementation of the Merdeka Curriculum depends on the active participation of every school, ensuring that there is readiness, support, and adaptation to the new educational framework.
Gendered Language and Workspace Segregation in SMEs: A Case Study of Unpacking Stereotypes in Pempek 26 Ilir Palembang Neisya, Neisya; Trisninawati, Trisninawati; Aprilia, Fitria
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.v13i2.13536

Abstract

This research investigates how language use and gender segregation in the SMes of Pempek 26 Ilir Palembang contribute to the representation of gender identity. This phenomenon is significant, as workplaces in Indonesia, especially in Palembang, persistently display notable gender segregation. In the quest for gender parity, employees’ identities are continuously replicated, with language being a crucial role. This qualitative research utilizes documentation, observation, and interviews for data collection. Meanwhile, the Miles and Huberman approach, that entails data reduction, presentation, and conclusion drawing, is used for data analysis. Butler’s theory of gender performativity serves as the analytical lens, adopting a case study approach. The results show that most of employees and managers of SMEs in the Pempek 26 Ilir area aware the existing gender segregation. Stereotypes are the cause of this segregation. This division results from assumptions that say women belong in jobs requiring endurance and attention to detail, while males belong in jobs that are more physically demanding. The language used by employees is courteous but informal, and the subjects of conversation differ greatly. Male and female employees typically focus on work or interests, while female employees are more talkative about personal and family problems. Overall, these findings show that heteronormative gender performativity is reinforced in the work environment of Indonesian SMEs, especially in Pempek 26 Ilir Palembang, where males are seen as stronger and more reserved and women as weaker but more communicative.
Implementing the Merdeka Curriculum in English Language Teaching at Rumah Belajar Aksi-Inspirasi: A Case Study of Strategies and Challenges Haan, Videlindah Ani Sophiandry; Margana, Margana; Apriliani, Maria Kanisia
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.v13i2.12867

Abstract

The primary aim of this study was to explore the implementation of the Merdeka Curriculum in English language teaching at Rumah Belajar-Aksi Inspirasi, focusing specifically on the development of lesson plans, the instructional process, and the assessment strategies employed by three English teachers in Sleman, Yogyakarta, Indonesia. This qualitative case study utilized descriptive analysis, employing structured interviews, classroom observations, and an analysis of instructional documents for data collection. The findings reveal that teachers implement the Merdeka Curriculum through three primary strategies: CERIA, Game-Based Learning (GBL), and Jigsaw. They adapt textbooks provided by the Indonesian Ministry of Education and Culture to fit their classroom context and incorporate a range of educational tools, including laptops, cell phones, and interactive websites such as Wordwall, Gemary, and Quiz. Both formative and summative assessments are conducted at the end of each session, resulting in 85% of students demonstrating increased engagement and comprehension. The study highlights the significance of these strategies in enhancing the teaching and learning process and offers insights into the effective implementation of the Merdeka Curriculum in English language education. 
The Impact of Reading Aloud on Students’ Pronunciation Awareness to Improve Silent Letters: Perceptions & Recognition Kustila, Anugerah Wiji; Ardini, Sukma Nur; Adi, Adi Bambang Prabowo Kusumo
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.v13i2.14517

Abstract

Reading aloud is closely related to students' pronunciation awareness. The study explores the impact of reading aloud on students' pronunciation awareness, focusing on their perceptions and the recognition. Silent letters pose a significant challenge in English pronunciation, often leading to difficulties in understanding and communication. A qualitative design that involved students by practicing the pronunciation of silent letters by reading aloud was employed within nineteen students of the eleventh-grade students at SMK N 2 Semarang using questionnaire and interview focusing on students' ability to correctly pronounce words with silent letters and their overall awareness. The findings revealed that students' pronunciation accuracy and students' awareness who practiced using reading aloud showed a noticeable improvement. The students’ perception of using reading aloud achieved an agreement percentage of 89.5%, indicating that it could improve their silent letter pronunciation. Additionally, it heightened the students' awareness of proper pronunciation and phonetic nuances, contributing to their overall linguistic competence. The second objective referring to the recognition that revealed a mix of positive and negative perceptions, highlighting the complexity of pronunciation strategies in EFL (English as a Foreign Language) education. This research offers valuable insights into how active speaking practices can effectively address specific phonological challenges in language learning. 

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