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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 Experiential Analysis of Opinion Column Section Media Texts about Sexual Harrasment in Jakarta Post: A Systemic Fuctional Analysis Situmorang, Maria Clara Timorina; Rangkuti, Rahmadyah; Perangin-Angin, Alemina
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.v13i2.13491

Abstract

This study adopts an experiential analysis approach to examine how sexual harassment is represented in opinion columns published by The Jakarta Post. Utilizing Halliday’s Systemic Functional Linguistics (SFL) as the theoretical framework, the research focuses on exploring how language is structured to convey experiential meaning, particularly through the transitivity system. As a form of qualitative and descriptive research, this study investigates online news texts with the aim of uncovering how linguistic choices reflect and construct social realities. The central analytical focus lies in identifying types of processes, participant roles, and circumstantial elements within the clauses of the texts. These components are crucial for understanding how actions, events, and relationships are framed in relation to gender and power dynamics. Through the analysis of 436 clauses, the findings indicate that material and relational processes are the most frequently used. Material processes reflect actions and events, while relational processes emphasize classification, attribution, and identification. Their prevalence suggests that opinion columnists highlight both the concrete experiences of harassment and the ways individuals and groups are labeled or characterized. This dominance illustrates how language is strategically employed to both narrate and evaluate incidents of sexual harassment. By analyzing these linguistic features, the study sheds light on how media discourse contributes to shaping public understanding and societal attitudes toward gender-related issues. Ultimately, the study provides valuable insight into how opinion columns, as influential media texts, can reinforce or challenge dominant ideologies, thus playing a critical role in public discourse surrounding sexual harassment.
Examining the Appropriateness of Betawi Folklore as Literacy Reading Materials for Elementary Schools Hidayatullah, Syarif; Komara, Cahya
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.v13i2.14048

Abstract

Betawi folklore holds great potential as both a didactic and creative medium. Integrating Betawi folklore into literacy reading materials for elementary school students can yield positive educational benefits. However, due to the diversity of Betawi folklore, teachers must carefully select appropriate stories and implement effective learning strategies to ensure educational objectives are met. This study examines the appropriateness of Betawi folklore as literacy reading material for elementary school students. Employing a qualitative research approach, it utilizes content analysis techniques to assess intrinsic literary elements—such as themes, plots, characters, and settings—based on children's literature principles and cognitive development theories, particularly Piaget's concrete operational stage. The primary data sources include Cerita Rakyat Betawi 1 and Cerita Rakyat Betawi  by Rahmat Ali. To validate the content analysis findings, teachers were asked to evaluate the suitability of Betawi folklore through a questionnaire. The results indicate that teachers must exercise careful selection, as not all Betawi folklore align with children's literature criteria and cognitive development stages. This study recommends strategies for adapting Betawi folklore to enhance its suitability for literacy activities in elementary schools.
Values Education in China: A Critical Discourse Analysis of the People’s Education Press’s Seventh Grade English Textbook Wu, Lei; Wu, Lifu
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.v13i2.13753

Abstract

In the fall of 2024, the People’s Education Press (PEP) of China published the latest edition of its English as a foreign language (EFL) textbook for the first semester of seventh grade. This study conducted a content analysis of the EFL textbook for the first semester of seventh grade from the perspective of values. After content analysis, the researchers concluded that this EFL textbook includes two dimensions and five themes at the value level. Personal values include morality and identity, and social values include patriotism, collectivism, and cultural concepts. This study used critical discourse analysis to interpret the themes of content analysis. The researchers argued that patriotism, collectivism, Chinese culture, and the current state of education all influenced this EFL textbook. The researchers suggested that this EFL textbook should be further revised to be more diverse, inclusive, and critical. In addition, the researchers attached importance to the analysis of this EFL textbook from a global context perspective and suggested that global citizenship education should be included. This study provides corresponding suggestions for the compilation of EFL textbooks by PEP and education policymakers in China.
Teachers’ Perceptions of Translanguaging as a Decolonial Pedagogy in South African Multilingual Classrooms Sefotho, Malephole Philomena
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.v13i2.13591

Abstract

Majority of people, nowadays, are bi/multilingual due to mobility and globalisation. Consequently, this has brought about decolonisation of some colonial practices that were employed during the colonial period.  One of the colonial practices was the use of ‘one language at the time’ in classroom settings which was grounded on the colonial ‘monolingual-bias’ notion. In South Africa, teachers seem to employ this practice regardless of the bi/multilingual classroom contexts. For example, when it is time for English lesson, they only allow the use of English only and no other language to avoid ‘contamination’. The purpose of this study was to examine perceptions of teachers on the use of more than one language. It further explores the use of translanguaging as a pedagogy that could be used to do away with language boundaries that were created during the colonial era.  Participants were purposively sampled language teachers at bilingual primary schools in SOWETO, Johannesburg, South Africa.  The study adopted a qualitative research design from which semi-structured interviews and observations were used. Thematic analysis was employed to analyse data.  The findings demonstrate that teachers are reluctant to allow the use of more than one language at a time in their classrooms. Their reluctance is grounded on the belief of the monolingual bias theory to avoid language ‘contamination’.  This study recommends translanguaging as a practical approach for a decolonial move where bilingual learners will be allowed to use all their linguistic repertoires for better comprehension and meaning making.
Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective Widora, Intan; Armanda, Muhamad Laudy; Yulia, Yuyun; Manullang, Agatha Christiyanti
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.v13i2.13338

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.
Ecological Education in ELT; How Could It Promote Students’ Critical Thinking Skill and Sustainable Behaviour? Maghfiroh, Ana; Harmanto, Bambang; Prayitno, Harun Joko; Tamrin, Agusti; Lathifah, Lathifah
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.v13i2.14330

Abstract

Education has been recognised as a fundamental part of local, national and international efforts to bring about environmental sustainability. However, some schools are confused to integrate it in school program and to raise students awareness towards the environmental issues. The purpose of this study is to explore the integration of ecological education (Eco-Edu) in English Language Teaching (ELT) materials and its role in promoting students’ critical thinking and sustainable behaviour. This research employed a descriptive qualitative method. For triangulation data, the researchers combined qualitative data from interviews and quantitative data from questionnaires. The respondents of this study were teachers from five different schools which have integrated the ecological theme in ELT materials. Five informants from five schools were interviewed extensively to collect qualitative data. The interviews were analyzed through thematic analysis using ChatGPT application tools. The findings of this study indicated that teachers were able to integrate the environmental education by applying various ecological themes in ELT materials which could promote the students’ critical thinking and raise their sustainable behavior. Teachers noted that students became more proactive in environmental initiatives, such as waste management and tree planting, reflecting a greater awareness of ecological concerns. Moreover, the study highlighted the importance of institutional support and teacher preparedness in successfully implementing Eco-Edu. Ultimately, the integration of Eco-Edu in ELT not only improved language skills but also cultivated a sense of responsibility toward the environment, equipping students with the knowledge and motivation to address global ecological challenges.
Exploring Factors Influencing the Mental Preparedness of English Pre-Service Teachers for Professional Practice: A Mixed Methods Study Febria, Desty; Oinuma, Sachi; Zaki, Leil Badrah
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.v13i2.14065

Abstract

Effective teaching in various situations depends significantly on English pre-service teachers' mental readiness, impacted by motivation, self-efficacy, teaching experience, and institutional support. Qualitative and quantitative cases consider was conducted with 60 Englihs pre-service teachers from diverse backgrounds. Thematic analysis revealed that inherent motivation and practical teaching experiences are vital for adaptability and certainty. In spite of a high level of self-assurance, numerous English pre-service teachers still struggle with classroom management and adjusting to new learning settings. Roughly 60% detailed their practical teaching experiences significantly affected their planning. The study adjusts with Bandura's social cognitive theory, highlighting how behavioral, relevant, and individual variables shape availability. To reduce stress and improve self-efficacy, organization back such as support and assets is basic. The study underscores the significance of integrating professional improvement, and hands-on teaching experiences into teacher preparing programs to make strides readiness. These discoveries propose that educational module ought to address English pre-service teachers' needs, influencing both teachers and policymakers. This investigate contributes to improving teaching quality and results by cultivating key aptitudes, certainty, and procedures. It emphasizes the need to refine teacher preparation programs to superior support English pre-service teachers' mental readiness in different educational settings.
EFL Students' Use, Perceptions, and Reliance on Chat-GPT for Editing and Proofreading: A Technology Acceptance Model Perspective Setyaningsih, Endang; Zainnuri, Hasan; Wahyuni, Dewi Sri; Hariyanti, Yuni
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13484

Abstract

Rapid growth of studies on Chat-GPT acceptance within the broader context of AI in education (AIEd) has provided valuable insights into how participants across settings perceive and use this tool for teaching and learning. This study replicates earlier investigations on AI acceptance but narrows the focus to a specific task: editing and proofreading. It also expands the inquiry to address ethical concerns and overreliance-two recurring themes in AIEd research. A modified extended TAM questionnaire covering seven aspects was distributed to 71 first-year EFL university students enrolled in a writing course that permitted Chat-GPT only for editing and proofreading, with clear restrictions. Group interviews were also conducted. Quantitative data were analyzed using descriptive statistics; qualitative data were examined thematically. Findings reveal a consistent three-step use of Chat-GPT: prompting, pasting the manuscript, and reviewing. Students treated AI output as a draft for enhancement, not as final work. Variation emerged in how much students revised AI-suggested edits, suggesting differing levels of reliance. The study confirms that perceived usefulness and ease of use contribute to students’ attitudes and intentions, moderated by self-image and subjective norms. While long-term dependency remains unclear, students appeared cautious when boundaries were set. This study suggests that when lecturers provide clear guidelines, students tend to view Chat-GPT as a learning aid and show awareness of academic integrity and authorship. The findings underline the need for well-defined institutional policies on AI use in writing instruction, while acknowledging the study’s contextual limitations and the need for further research.
Exploring the Impact of Computer-Based Hybrid Dynamic Assessment on EFL Students' Academic Writing Development Dayat, Dayat; Mustiah, Mustiah; Meliasari, Rahayu
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13747

Abstract

Little attention has been paid to the computer-based hybrid dynamic assessment (C-HDA) in the context of English as a foreign language (EFL) academic writing. However, This study aimed to examine the impact of C-HDA in improving the writing skills of Indonesian higher education students. A sequential explanatory mixed-methods design was employed. To gather quantitative data, one-group pretest-posttest research design was employed. Qualitatively, semi-structured interviews with the experimental group were also conducted to investigate the extent to of mediation benefited the participants during the teaching session. The interview was conducted after the post-test was completed accordingly. Eleven of twenty-two aged 19-20 years old enrolled in the Writing for Academic Purposes course and participated in this research project. The participants were required to write an argumentative essay of 150-300 words consisting of three paragraphs (introduction, body, and conclusion) and their essays were then assessed by using the recent C-HDA. All essays were, then, scored (by three raters) based on five criteria of academic writing, content, organization, language use, mechanics, and style. T-test and the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The results showed that the the current C-HDA improved the participants' academic writing although no maximal score was achieved. In addition, the qualitative data found three themes, positive and negative perspectives, and suggestions that addressed the participants' perceptions toward the C-HDA. This study yields implications for academic writing teachers about the implementation of C-HDA in developing academic writing for low-competent students. 
Generative Artificial Intelligence in English Instruction: Indonesian EFL Vocational High School Teachers' Perspectives Apoko, Tri Wintolo
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14190

Abstract

Generative artificial intelligence (Gen-AI) tools havebeen widely used in English teaching and learning. However, in the context of EFL teachers in vocational high schools, not all the teachers are aware of the potential of Gen-AI for English instruction. This study aims to address the gap identified in previous research by investigating Indonesian EFL teachers' perceptions and challenges of integrating Gen-AI into their classrooms. The participants of this study were 37 EFL teachers from diverse vocational high schools in Eastern Jakarta, Indonesia. This study employed a sequential explanatory mixed-methods design, combining quantitative and qualitative data. A cross-sectional survey was conducted to identify the perceptions of teachers and the challenges they face when integrating Gen-AI in their teaching practices. A semi-structured interview was conducted with a subset of participants to gather qualitative data on their experiences and challenges in utilizing Gen-AI. The results of the survey reveal positive perceptionsamong EFL teachers regarding the use of Gen-AI in English classes (Mean=4.00, SD=0.53). The findings also reveal that teachers are confident and willing to adopt Gen-AI tools (Mean=3.92, SD=0.49) acknowledging their ease of use and practicality in daily teaching practices (Mean=3.92, SD=0.60) and aligning with industry-specific needs (Mean=3.95, SD=0.52).The study underscores the need for equitable access and professional development to support the effective use of Gen-AI in vocational EFL context, ultimately enabling more innovative and future-ready English instruction.

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