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Lalu Ari Irawan
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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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Exploring Neuro-Linguistic Programming (NLP) to Support EFL Students in Thesis Proposal Writing Daulay, Irma Khoirot; Suci, Dewi Nur; Al Azis, Edwin Nuvianto; Perrodin, David D.; Makasara, Hanis Ribut
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.v13i2.13656

Abstract

The aim of the current research was to explore how the lecturer uses neurolinguistic programming (NPL) to maximize the students' potential when creating thesis proposals. This study poses two research questions: 1) What challenges do students have when writing their thesis proposals? and 2) How may NLP communication help students write their thesis proposals. A case study design that was employed in this study. Open-ended questionnaire was distributed to the students of English education department. The results of this study firstly highlight that the students’ difficulties in writing involved their lack of knowledge, psychological aspect and both of them. ability in writing skills, understanding contents, motivation. Another finding showed that the NLP communication in the form of teachers’ affirmations can bring the positive influence on the student’s perspectives and attitudes to write their proposal.  This study concludes that teachers can establish a more encouraging and productive learning environment by using ideas from positive psychology and neuro-linguistic programming (NLP). 
Appraisal of Teachers’ Comments on Primary Students’ Reports: A Systemic Functional Linguistics Sihombing, Indah Andriyani; Sinar, Silvana; Zein, Thyrhaya
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.v13i2.13447

Abstract

This study investigates how teachers employ appraisal attitude resources—specifically affect, judgment, and appreciation—in their written comments on primary students' report cards, using the analytical lens of Systemic Functional Linguistics (SFL). Drawing on a qualitative phenomenological case study design, the research analyzed 30 teacher comments drawn from three subject areas: Mathematics, Language Arts, and Mandarin. The data collection also involved unstructured interviews with teachers to gain deeper insight into their comment-writing practices and underlying intentions. The analysis revealed a marked dominance of judgment resources, with 69 instances noted, which primarily conveyed evaluations of students' capabilities, behaviors, and attitudes toward learning. This was followed by 32 instances of appreciation, used to recognize the quality of students' work or learning outcomes. The least frequent were affect resources, with only 15 instances, indicating that emotional engagement or references to students' feelings were not a central focus in most comments. This distribution underscores a pedagogical emphasis on assessing students through their actions and academic performances rather than their emotional experiences. The study concludes by emphasizing the need for greater awareness of the linguistic resources teachers use in feedback and suggests that professional development in appraisal language could help teachers craft more holistic, meaningful, and student-centered evaluations.
Students’ Digital Technology Access and Utilization for Learning Listening Skills Tesfaye W, Betelhem; Banteyerga A, Hailom
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.v13i2.10415

Abstract

This study examined the access and use of digital technology and the approach preference and experience in learning listening skills among undergraduate students at Addis Ababa Science and Technology University (AASTU). The researchers conducted a case study with a randomized sample of students. They collected data through a questionnaire (292 students) and focus group discussions. The data was analyzed using descriptive statistics and thematic analysis. Though students possessed smartphones, computers, and internet access, inconsistent Wi-Fi coverage presented challenges. A mixed-methods approach revealed a preference for technology-enhanced learning, with students appreciating its potential for authentic accents and fluency practice. However, traditional teacher-read approaches remained valuable for comprehension and familiarity. While comfortable with technology, students had not fully explored its potential for language learning. Limited listening practice and exposure to diverse accents were highlighted. Integrating diverse listening materials, technology-assisted practice, and differentiated instruction based on English language proficiency is recommended to create a more effective and engaging language learning environment that harnesses the power of technology without neglecting the comfort of familiar methods. The research urges teachers to leverage students' tech savvy and access to enhance listening instruction by intentionally embracing diverse digital tools and materials beyond classic classroom limitations.
Enhancing English Grammar Mastery through Gamification: The Impact of Scrambled Games on Secondary School Students' Writing Skills Ramadhanti, Safhira Fauzia; Pratiwi, Dwiyani
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.v13i2.14440

Abstract

Grammar mastery is a fundamental component of language proficiency, yet many EFL students struggle with learning grammar through conventional methods, which are often perceived as monotonous and ineffective. Gamification has emerged as a promising instructional strategy to enhance student engagement and learning outcomes. This study investigates the effectiveness of Scrambled Games in improving grammar mastery among 11th-grade students at SMAN 1 Depok, particularly in hortatory exposition writing. A Classroom Action Research (CAR) design was employed, as it allows for iterative implementation and direct observation of students’ progress in a real classroom setting. The study involved 33 students, with data collected through pre-tests, post-tests, and classroom observations. Statistical analysis using paired sample t-tests revealed a significant improvement in student performance, with the mean pre-test score increasing from 61.49 to 73.15 post-intervention (p < 0.05). Monitoring protocol results indicated moderate to high engagement levels, with notable gains in problem-solving, active participation, and grammatical accuracy. The findings suggest that Scrambled Games can serve as an effective alternative to traditional grammar instruction, fostering active learning and student motivation. However, implementation challenges, such as varying proficiency levels and time constraints, highlight the need for differentiated instruction and supplementary digital resources. These results underscore the potential of game-based learning in enhancing EFL instruction, providing educators with a dynamic approach to teaching grammar. Future research should explore long-term effects, digital adaptations, and variations in game design to optimize its impact on language learning.
Parental Strategies in Managing L1 Interference in Early Second Language Acquisition: An Intrinsic Case Study Jaelani, Alan; Rafli, Zainal; Murtadho, Fathiaty
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.v13i2.13704

Abstract

Drawing upon naturalistic data since the intake of English at the age of two, this longitudinal intrinsic case study examines the developmental trajectories of bilingual subject realization in an Early Second Language Acquisition (ESLA). Early bilingual exposure is widely recognized for its cognitive and linguistic benefits, yet challenges such as first language (L1) interference remain underexplored. This study focuses on a single child’s unique language learning journey which offers an in-depth exploration of how specific parental strategies, including exclusive use of English at home, curated media exposure, and interactive language use, contribute to the child reaching a CEFR B2 level by age seven. Despite the supportive language environment, this study identifies consistent patterns of L1 interference in areas such as syntax, word order, and morphology. Using qualitative analyses of spontaneous speech data, this study identifies recurring error patterns and their implications for bilingual language development. The findings emphasize the dual role of parental influence in fostering second language (L2) proficiency while also revealing structural challenges that necessitate personalized corrective strategies. This research offers practical insights for parents and educators in emphasizing the need for targeted interventions to mitigate L1 interference and optimize bilingual acquisition outcomes.
A Conceptual Framework for Enhancing Academic Research Writing: Integrating Context-Specific Guidance and Swale’s CARs Model Paramboor, Jafar; Effendi Kamaruddin, Ahmad Kamal; Al-Hudawi, Shafeeq Hussain Vazhathodi
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.v13i2.13579

Abstract

Academic research writing (ARW) is a complex, epistemic, and disciplinary practice fundamental to postgraduate scholarship. Despite its centrality in higher education, novice researchers (NRs) often face persistent challenges, including limited epistemological awareness, difficulties with disciplinary conventions, and inadequate pedagogical support. This study addresses these gaps by proposing a conceptual framework that integrates Swales’ Create a Research Space (CARS) model with context-specific guidance to enhance ARW instruction. A narrative review methodology was employed to synthesize research on four core domains: content, context, language and structure, and cognitive ability. These constituent characteristics were mapped against common difficulties experienced by NRs and aligned with pedagogical strategies for scaffolding academic writing. The findings underscore the need for inclusive and responsive writing instruction that supports epistemic development and academic identity formation. The framework offers practical implications for writing curriculum design, mentoring, and instructional interventions. It also lays the groundwork for future empirical research to test its efficacy across varied educational contexts.
Expressive Speech Acts and Public Sentiments in Netizen Responses to Political Posts on X Darmawan, Asy Syams Wahyu; Degaf, Agwin; Anggrisia, Nur 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.v13i2.13167

Abstract

The rise of online platforms like "????" (formerly Twitter) has transformed political discourse, where netizens frequently use expressive speech acts to communicate emotions and opinions. This study examines how expressive speech acts are used in netizen comments responding to President Joe Biden's post about U.S. economic growth, focusing on emotional expressions that reflect public sentiment. Through the application of Searle's theory of speech acts and Austin's felicity conditions, the research analyzes 46 comments using content analysis. The findings show a predominant use of literal and direct speech acts to express negative emotions, particularly dissatisfaction with Biden's economic policies. Additionally, the presence of sarcasm and irony demonstrates the complexity of online discourse, where non-literal speech acts convey more nuanced forms of criticism. These insights emphasize the evolving role of digital communication in political engagement and suggest the need for further research on how speech acts shape public opinion.
Forms and Functions of Foreign Language Centres in Indonesian Higher Education Institutions Kaslan, Iswandany; Karim, Sayit Abdul; Dwiyana Putra, I Dewa Gede Rat
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.v13i2.13889

Abstract

This research investigates language centres within Indonesia’s higher education institutions, aiming to examine their forms, functions, and the challenges they face. Drawing on responses from 109 participants across 14 universities, the study highlights the legal basis of their establishment, with most centres relying on rector-issued regulations. The management structure emphasizes the central role of the Head of Language Centre, responsible for both administrative coordination and academic leadership. Findings reveal a broad range of language services, with Indonesian and English as core languages, supported by various regional and international languages. Educational functions feature prominently, including language training and certification. Language centres also contribute to research by managing language-related data and serve as key hubs for community service, extending their impact beyond the university setting. However, several challenges persist, including limited infrastructure and funding, repetitive programming, and human resource limitations. Future research should expand institutional coverage, apply diverse methodologies, and examine the influence of technological developments. To strengthen the strategic role of language centres, policymakers are encouraged to implement a standardized classification and accreditation system based on their varied forms and functions. Such a framework would promote quality assurance, institutional accountability, and allow universities to leverage accredited centres for academic advancement and eligibility for government-existing research grant schemes.
Listen to Me: Transforming Learning Accessibility with an Audio-Based Android App for Visually Impaired Children Pratiwi, Dian; Triraharjo, Bambang; Qori'ah, Aisyatul Vidyah; Surya, Ridho Pamungkas Ibnu; Aulia, Mega
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.v13i2.14210

Abstract

This research aims to design and develop an audio-based Android application, Listen to Me app, specifically designed to support the learning needs of visually impaired children. The application seeks to enhance accessibility to educational content by providing audio-based materials, enabling users to engage with learning resources independently. The study adopts a Research and Development (RnD) approach, utilizing the Waterfall Method development model. This structured approach consists of four main stages: conducting a user needs analysis, designing the application, developing a prototype based on inclusive design principles, and testing the usability of the application with visually impaired children. Each stage is meticulously aligned with the goal of creating a user-friendly and effective learning tool. The findings reveal that the app significantly improves learning accessibility through its interactive features, such as voice-guided navigation and customizable audio content tailored to user preferences. These results highlight the potential of Listen to Me app to empower visually impaired children by fostering their independence in accessing and engaging with educational content. The primary contribution of this research is the development of an innovative and inclusive audio-based learning platform. It provides a technological solution that addresses the unique learning challenges faced by visually impaired children, offering them greater autonomy and opportunities in education.
Leveraging Generative AI in ELT: Teachers’ Integration Strategies and Pedagogical Adaptations Dewi, Finita
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.v13i2.13670

Abstract

This study investigates how English teachers integrate Generative AI—ChatGPT, Diffit, and Brisk—into their instructional practices, focusing on their strategies, challenges and pedagogical adaptations. These tools were selected based on their distinctive functionalities: ChatGPT for content generation, Diffit for text simplification, and Brisk for creating multimedia presentations and teaching aids. Using a qualitative multiple case study approach, data were collected from twelve primary and junior high school ELT teachers, setting through reflective journals, focus group discussions, and document analysis. The findings of this study showed that although GAI offered strengths such as fostering creativity, enhancing accessibility, and engaging students, the tools also have some limitations in terms of content inaccuracy, oversimplification, and lack of contextual adaptability. Therefore, teacher intervention is required in its implementation. In this study, teachers used reflection-in-action to make real-time adjustments, reflection-on-action to refine the integration strategies, and collaborative reflection to exchange best practices. Additionally, findings highlight teacher agency’s importance in leveraging AI for lesson planning and differentiated instruction. It further highlights the need for professional development in AI literacy to equip educators with skills to evaluate and adapt AI-generated content critically. This research contributes to the growing discourse on AI in Education, demonstrating how generative AI can function as a teaching aid rather than a replacement for pedagogical experts.

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