cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 994 Documents
 82   83   84   85   86 
Harnessing Wordwall for Enhanced Vocabulary Acquisition and Engagement in Non-Formal Elementary Education Arsyad, Muhammad
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12020

Abstract

This study explored the effectiveness of the Wordwall application in enhancing vocabulary acquisition and engagement among students in non-formal educational settings. A qualitative case study approach was employed, involving semi-structured interviews with 16 students. The research investigated students' perceptions of Wordwall, focusing on its interactive features and their impact on motivation and learning outcomes. Findings revealed that Wordwall significantly increases student engagement by providing a dynamic and visually stimulating learning environment. Wordwall features and multimedia elements make vocabulary learning more enjoyable, which helps maintain student interest and facilitates better vocabulary retention. However, challenges such as difficulties with longer questions and unfamiliar vocabulary were noted, indicating areas where instructional design could be improved. This study highlighted the importance of incorporating interactive digital tools in non-formal education to enhance vocabulary learning. It suggested that Wordwall innovative approach can address the unique challenges faced by students, promoting more effective and engaging vocabulary acquisition. The research contributed valuable insights into the role of digital technologies in non-traditional educational contexts, emphasizing the need for adaptive learning tools that cater to diverse learning styles and cognitive levels, ultimately fostering a more inclusive and effective learning environment.
Analysis of Police Investigation Interviews in Defamation Cases: A Forensic Linguistics Perspective Sholihatin, Endang; Sukirmiyadi, Sukirmiyadi; Haryono, Nanang
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.12064

Abstract

Police interviews with suspects often face criticism due to distortions in the preparation of examination reports. These distortions arise from a lack of understanding of the basic linguistic principles governing oral discourse production and the differences between spoken and written language. This study addresses the following research questions: (a) What is the structure of interrogative sentences?; (b) What strategies are employed in the formulation of interrogative sentences?; (c) How are investigative interview questions classified? The objectives of this study are to elucidate: (a) the structure of interrogative sentences; (b) strategies for formulating interrogative sentences; (c) the classification of investigative interview questions. This qualitative study utilizes a case study approach. Primary data sources include interviews with five police investigators from the East Java Regional Police and secondary data from ten examination reports in defamation cases from local police departments in East Java, Indonesia. Primary data were collected using semi-structured interview techniques. The study employs an interactive model of qualitative data analysis. This research reveals: (a) clear, precise, logical, and unambiguous sentence structures that enable suspects to provide complete and structured information; (b) current strategies used by investigators in information elicitation, utilizing the SI-A-DI DE-MEN BA-BI model; (c) the classification of police investigative interview questions into broad open-ended questions and narrow open-ended questions. The application of forensic linguistics techniques in police investigative interviews contributes new insights by developing adaptive and contextual interview methods. These methods effectively and accurately elicit information related to defamation cases, promoting justice in legal processes.
Analysis of Interjections in the Film 同桌的你 (My Old Classmate) and the Implications for Mandarin Language Learning Rhesia, Naomi; Sitaresmi, Dhatu
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12091

Abstract

Interjections are a type of word that has the main function of emphasizing human emotions and intent or purpose. This research aims to expand the exploration of Mandarin interjections and also to reveal the types and meanings of interjections by classifying them into categories according to the sentence context and tone. The data used in this research is the dialogue in the film My Old Classmate. Based on the meaning and purpose, interjections can generally be divided into several categories, namely emotive interjections, cognitive interjections and volitive interjections. This research uses a descriptive method, namely by accurately describing the types and meanings of interjections. Interjection forms found include 哦，哎，嗯，啊，我靠，哎呀，噢，嗨，哇，哇哦，喂，嘿，啊 天啊，哎呦，唉，唉呀，哎呦喂，and 哟. Based on the research results, it was found that the meaning of interjections that fall into the emotive category are expressions of anger, disappointment, surprise, joy; while those included in the cognitive category include expressing cognition or thoughts such as correcting an opinion, giving an assessment about someone, answering someone's call, questioning the truth of an assumption, and so on; Furthermore, those included in the volitive category include expressions that aim to persuade someone, such as asking someone to speak, asking someone to listen, asking someone to pay attention to something and so on. As for this study, teaching interjections in Mandarin language learning is very important and must be developed further.
Development of a Joyful Learning-Based Instructional Model in Javanese Script Sukoyo, Joko; Kurniati, Endang; Utami, Esti Sudi
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12161

Abstract

Learning Javanese script is considered an outdated and boring lesson. This paradigm of boring and obsolete Javanese script lessons must be changed into a modern, interesting, and enjoyable learning experience. One way to do this is by developing a Joyful Learning-based model for Javanese language instruction. Joyful Learning is a concept of enjoyable learning. The development of a Joyful Learning-based model for Javanese language instruction is urgent and necessary because the learning model currently used by students needs to employ the principles of Joyful Learning, resulting in students feeling bored, tired, and unmotivated to learn. Additionally, Javanese language instruction is viewed as a good means to develop the character of the nation's children, as it contains values of morality and politeness. The research design used is the ADDIE Research and Development design, with the steps of analyzing, designing, developing, implementing, and evaluating. This study uniquely integrates traditional games into the Joyful Learning model. The result of the study is creating a Joyful Learning-based model for Javanese script instruction. The components of this model include the social system, reaction principles, support system, instructional and incidental impacts, and syntagmatic. The syntagmatic model of Joyful Learning-based Javanese script instruction includes an introduction, material delivery, games for writing sentences, games for reading paragraphs in Javanese script, formative assessment, and reflection. The learning model has been tested at SMPN 12 Semarang. The results of the school trial indicate that the Joyful Learning-based Javanese script instruction model is effective for learning.
Parental Involvement in Young Learners’ Speaking: A Qualitative Study on Learner Performance and Classroom Instruction Rowiyah, Siti; Fitriani, Aries; Anam, Khoirul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12173

Abstract

Parental involvement can be seen in parental practices to help children’s academic and intellectual activities. There is a correlation between parental engagement and motivation enhancement, favorable views toward language acquisition, and improved self-confidence in children. Therefore, the present study investigates the impact of parental involvement on young learners' speaking performance and classroom instruction in English as a Foreign Language. Using a qualitative, grounded theory approach, the study involves English teachers of young learners and parents of children aged seven to ten years old who learn English as a foreign language. Findings reveal that students with parental supervision demonstrated increased engagement and superior English pronunciation skills. Parents primarily employ a parenting style supported by Mobile Assisted Language Learning (MALL), using verbal communication, drilling exercises, and digital materials. Interestingly, parents often rely on teachers' autonomy in selecting appropriate instruction due to psychological considerations, fearing inconvenience if they intervene in teaching strategies. In response, teachers incorporate novel strategies to meet parents' expectations and address their concerns. The study suggests that engaging parental involvement in young learners' language learning brings beneficial effects for optimum child language acquisition. These findings highlight the complex interplay between parental involvement, teaching strategies, and young learners' language development, emphasizing the importance of collaborative efforts between parents and teachers in fostering effective English language learning environments.
Trends and Innovation in Digital Reading Assessment: A Decade of Bibliometric Insights Saputra, Wendi; Cahyani, Isah; Sastromiharjo, Andoyo
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12182

Abstract

The digitalization of reading assessment has become inevitable. The emergence of technology in reading assessment should be seen as an opportunity to improve the quality of students' reading. This study aims to compile various research conducted on digital reading assessment. The method used in this research is a literature review, where the researcher gathers information through literature studies including books, articles, research findings, and others. The researcher then analyzes the collected data using bibliometric analysis. Bibliometric analysis is an approach that employs a range of quantitative methods to measure, analyze, and track scientific literature. The results of this research found 29 articles related to digital-based reading assessment from 2013 to 2023. After analysis, several topics were frequently discussed in these articles, including assessment, computer-based assessment, technology, online testing, and open book. However, there are still some topics that need further development, such as computation design, reading comprehension assessment, cooperative/collaborative learning, and active reading. This research will be highly beneficial for researchers looking to develop digital reading assessments, ensuring that this form of assessment advances in the future and produces the best digital-based reading evaluations.
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): October
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.
Representations of Public Perceptions on Indonesia’s 2024 Presidential Candidates: A Semiotic Analysis of Memes on Social Media Darlius, Adilla Nadya Soraya; Aprilia, Fitria; Neisya, Neisya
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12219

Abstract

In the context of the 2024 Indonesian presidential election, a new phenomenon has emerged among social media users: the creativity in making memes. These memes, which can take the form of text or images, address issues and events in an evocative style, becoming widely discussed due to their rapid dissemination and commentary on social media. This research aims to describe the signifiers and signifieds in memes related to the 2024 Indonesian presidential and vice-presidential candidates, elucidate the meanings contained in these memes, and explore the connection between memes on social media and the representation of public perception. This study employs a qualitative approach with a case study design by employing semiotic analysis. The markers in these memes include snippets of cartoon and film scenes. The allusions in the memes align with the reality of the Indonesian 2024 presidential and vice-presidential candidate debates. These memes convey statements that contain information and public perceptions regarding the behavior, attitudes, and outcomes of the 2024 Indonesian presidential candidates. The results indicate that public perceptions are represented in the memes of the 2024 presidential candidates, encompassing expressions, perceptions, criticisms, humor, and satire. Furthermore, signifiers and signifieds are identified in each meme. This study reveals that memes play a crucial role in reflecting and shaping public perceptions during the 2024 Indonesian presidential election. Through creative expressions of humour, criticism, and satire, memes capture and communicate public sentiments about the candidates, highlighting their influence as a powerful tool in modern political discourse and public engagement.
Enhancing EFL Students’ Writing Skills: The Impact of Deepl Translation Payung, Naftalia Fany; Sukarno, Sukarno
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12301

Abstract

The integration of the DeepL translation tool as a method to enhance students' writing skills in EFL classrooms holds great potential. Its capability to provide accurate, context-sensitive translations can aid students in expanding their vocabulary and understanding sentence structures. This study investigated the impact of using DeepL translation on EFL learners’ writing proficiency through an experimental approach. Two groups of senior high school students participated: an experimental group utilizing DeepL as a writing aid and a control group that did not. Both groups underwent pre-tests and post-tests to evaluate the effectiveness of the intervention. Conducted during the second semester of the 2023/2024 academic year, the quasi-experimental study involved 20 students as subjects. Data collection methods included tests focused on descriptive text writing and a questionnaire to gauge students’ responses. Instrument validity and reliability were verified, and the data were analyzed using SPSS 25.0. The findings revealed a significant improvement in the writing skills of students in both groups, indicating that while DeepL translation played a role in enhancing writing proficiency, other factors also contributed. Notably, the experimental group demonstrated a greater improvement compared to the control group, suggesting that DeepL translation provided a unique advantage. However, the results also highlighted the importance of combining digital tools like DeepL with effective teaching strategies to optimize learning outcomes. Overall, the study underscores the value of integrating technology in EFL classrooms while emphasizing the need for a holistic approach to writing instruction.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 

Page 84 of 100 | Total Record : 994

 82   83   84   85   86 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol. 13 No. 2 (2025): April Vol 13, No 2 (2025) Vol 13, No 1 (2025) Vol. 13 No. 1 (2025): January Vol. 12 No. 4 (2024): October Vol 12, No 4 (2024) Vol. 12 No. 3 (2024): July Vol 12, No 3 (2024) Vol 12, No 2 (2024) Vol. 12 No. 2 (2024): April Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol. 11 No. 4 (2023): October Vol 11, No 4 (2023) Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol 11, No 1 (2023) Vol. 11 No. 1 (2023): January Vol. 10 No. 4 (2022): October Vol 10, No 4 (2022) Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol 10, No 2 (2022) Vol. 10 No. 2 (2022): April Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue