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
 84   85   86   87   88 
Integrating Climate Change Education in English Lessons and P5 Projects in Junior High Schools Nurhaliza, Salsabila; Silvhiany, Sary; Inderawati, Rita
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.v12i4.12622

Abstract

English lessons are being used to teach about climate change, combining language learning with environmental education. This aligns with the Pancasila Student Profile (P5) framework, which focuses on character development and global awareness. This research investigates the integration of climate change education into the P5 Project and English language lessons in junior high schools in South Sumatra, Indonesia. It examines the familiarity and willingness of teachers to incorporate climate change topics into their teaching. The study uses a qualitative research design, conducting interviews with 11 English teachers to explore their perspectives and experiences. The findings reveal that while some schools have implemented projects that promote environmental awareness and sustainability, such as recycling initiatives, there is a lack of systematic integration of climate change education into the English curriculum. Teachers expressed a willingness to teach about climate change but lacked  formal training. The research highlights the need for comprehensive strategies to integrate environmental literacy into language learning and the importance of teacher preparation in effectively implementing climate change curricula. The study contributes to the understanding of how to enhance climate change education at the junior high school level, particularly in the context of South Sumatra, and emphasizes the role of teachers in fostering environmental stewardship among students.
The Impact of the Think Pair Share Learning Model Assisted by Audiovisual Media on High School Learners’ Indonesian Speaking Skills Sunarya, Erlin; Atmazaki, Atmazaki
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.v12i4.12638

Abstract

Think-pair-share is a collaborative learning strategy where students think individually about a topic, pair up to discuss their thoughts, and then share their ideas with the larger group. This model encourages active participation, critical thinking, and effective communication. One effective medium is audiovisual media, which combines both visual and auditory elements to create a more engaging learning experience. Therefore, this study aims to investigate the impact of think-pair-share (TPS) learning model assisted by audiovidual media on speaking skills. To attain the research purposes, the study is designed in experimental study with using one group pretest-posttest design. The population of this research is class The sample in this research was class X E.2 students, totaling 35 people. The instruments of this research were speaking skills tests. To analyze this data, the researchers utilized SPSS software. To ascertain the significant impact of the learning model assisted by audiovisual media, the researchers employed the t-test analysis. Based on the data analysis, the mean score of students’ indonesian speaking skills assissted by audiovisual in pretest is 68.97 and in posttest is 84.16. The TPS learning model has demonstrated remarkable effectiveness in enhancing students' speaking skills and overall language proficiency. The stages create a dynamic and supportive learning environment that fosters individual cognitive development and promotes active communication. By encouraging students to first reflect on their ideas, then discuss them with a peer, and finally articulate them in front of the larger group, TPS not only builds confidence in verbal expression but also reinforces essential language competencies such as fluency, active listening, and critical thinking.
Experiences of Teachers and Learners Transitioning from Isixhosa to English Instruction in Grade 4 Zano, Kufakunesu; Mgijima, Lungelwa; Mpiti, Pretty Thandiswa
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.v13i1.12654

Abstract

The South African Language in Education Policy stipulates that African languages shall be employed as languages of learning and teaching in South African schools, at least from Grades 1 to 3. After that, there must be a switch to an additional language - in most cases, English first additional language (EFAL), as is the case with most schools in Matatiele, Alfred Nzo West District, South Africa. The topicality of this transition has led to this study, which explores the experiences of Grade 4 EFAL teachers and learners in Alfred Nzo West District transitioning from isiXhosa to EFAL as a medium of instruction in Grade 4. Data for the study was collected from participants drawn from a school in the rural Eastern Cape Province, Alfred Nzo West District. The sample comprised two Grade 4 EFAL teachers and ten learners. Qualitative data was collected through semi-structured interviews and observations while reading English texts. The findings revealed that the learners struggle to read because they were accustomed to using their home language, isiXhosa, in Grades 1-3. Now, they are using English as their Language of Teaching and Learning (LoTl), a language hardly spoken outside of the classroom. Besides, the findings showed that learners who were doing English home language in their previous schools, Grades 1-3, did not battle much with Grade 4 EFAL, since they relied on their prior linguistic knowledge accrued in these grades. To overcome Grade 4 EFAL learners’ barriers to reading, the teachers rely on parental involvement, phonics, collaborative learning and learners’ prior linguistic background. The study is important in underscoring the need to give Grade 4 EFAL learners age-appropriate reading materials because their comprehension is naturally developed as they acquire new vocabulary, and learners are cognitively engaged in less challenging texts.
Developing A Culturally Responsive Reading Module For First-Grade Islamic Junior High School Students Rahman, Arif; Wahyudiantari, Ni Wayan Prami; Sugianto, Riris
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.v12i4.12664

Abstract

Reading instruction plays a fundamental role in shaping students' academic success, particularly in culturally diverse contexts. In Islamic educational institutions, there is a critical need for materials that resonate with students' cultural and religious backgrounds. This study aimed to develop a culturally responsive reading instructional module tailored to the specific needs of first-grade students at an Islamic Junior High School in Mataram, Indonesia. Grounded in constructivist learning theory, which emphasizes the importance of contextual relevance in education, the study integrates Islamic cultural and religious themes to foster student engagement and improve reading comprehension. A mixed-methods approach was utilized, involving surveys, interviews, and pre- and post-assessments. The study included 60 first-grade students and their teachers. The results demonstrated significant improvements in students’ reading comprehension and engagement. The mean test scores increased notably, and students expressed higher levels of enjoyment with the culturally aligned materials. These findings underscore the importance of integrating cultural and religious content into instructional materials, creating more inclusive and effective educational experiences. The study offers practical insights for educators in similar settings, highlighting the potential of culturally responsive pedagogy to bridge the gap between students' home and school environments, while also fostering a deeper appreciation of their cultural heritage. This contribution provides valuable guidance for the future development of culturally tailored educational strategies in Islamic contexts.
Testing Language Vitality Instuments: Falsification and Language Status Evaluation Budiono, Satwiko
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.v13i1.12680

Abstract

Different instruments for language vitality are used to determine language status. However, doing so raises problems regarding the correctness of an instrument, especially in terms of differences in instruments among qualitative, quantitative, and mixed methods. This aspect exerts an impact on differences in the svariables of respondent criteria, data collection techniques, and the categorization of results. Moreover, a few of these instruments cannot necessarily be applied to all languages in Indonesia due to complex conditions. Moreover, this research is novel because it is the first to discuss linguistic theory using a philosophical approach, especially falsification approach. This aims to test validity of language vitality instruments. Furthermore, it attempts to identify instruments that can be applied to languages in Indonesia. The reason is that Indonesia features many local languages, which leads to complex linguistic situations and conditions. This research uses a descriptive qualitative methods. Research techniques use data taken from previous studies and observations. Data analysis uses Popper’s falsification theory. The result indicated that language vitality instruments require several new alternative theories to address the complex linguistic conditions in Indonesia. The principle of falsification can add truth value in determining language status, such that it can be accepted for all languages in Indonesia. However, the falsification is still required for minority languages and strengthens the truth value of languages that are extinct. This notion exerts a contribution on the deepening of language policy in Indonesia, such that all languages can undergo language vitality testing according to the characteristics of their languages.
Potential Effects of Urban Contact Varieties in Teaching Home Language: A Case Study of Setswana Home Language Teachers Botlholo, Koketso; Makgato, Mary Moshidi
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12681

Abstract

This study explores the impact of urban contact varieties (UCVs) on the teaching of Setswana Home Language (HL) in Grade 10, focusing on the interference of UCVs and strategies to enhance. The study was conducted at two high schools where four participants were selected two Setswana educators from each school. The study employed a qualitative method. In this regard, four Setswana educators were interviewed.The qualitative approach aimed to expand and strengthen data collection. This article examines the potential effects of urban contact varieties (UCVs) on teaching Grade 10 learners at the two selected high schools in Winterveldt speaking and writing Setswana. The motivation for the research arose because of the observations made during the researcher`s years of study in one of the high schools and as one of the residents of Winterveldt. These observations suggest that teachers use UCVs to communicate at home and at school instead of the standard Setswana. As a result, many learners tend to perform poorly in Setswana Home Language (HL) and fail when they do not attain the required marks in their exams, mainly because they fail their home language subject because they are taught in UCVs.
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): January
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.
Building Prestige Values for Eatsambel Products through Instagram Advertising: A Critical Discourse Analysis Nadia, Intan; Basri, Irfani
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.v13i1.12708

Abstract

This study aims to analyze how prestige value is built through Eatsambel product advertisements on Instagram, focusing on thematic, schematic, and semantic aspects. A qualitative approach is used, where Teun A. van Dijk's critical discourse analysis is applied to explore the key elements used in the advertisement. The data was taken from Eatsambel's Instagram posts in the period from November 2023 to January 2024, covering various advertising campaigns. The results show that themes such as quality of ingredients, authenticity of the manufacturing process, and rich culinary culture are used to build a prestigious image. Elegant visual schemes and narratives relevant to everyday life were also found to be strategies to reinforce the image of exclusivity. Semantic aspects, such as word choice that emphasizes the superiority of taste, also play a role in shaping the perception of the product's prestige in the eyes of the audience. The combination of these elements creates a comprehensive marketing approach, where prestige value is not only built through exclusivity, but also through proximity to the audience. The findings have important implications for marketing strategies in the culinary industry, demonstrating that the integration between digital elements and prestige imagery can increase product appeal and strengthen emotional connections with consumers. The research encourages the development of dynamic and relevant advertising narratives, combining traditional and innovative elements to reach a wider market segment.
EFL Students' Attitudes Towards Translanguaging Practice: Its Implications for Willingness to Communicate in Indonesian Vocational Classrooms Kuncoroningtyas, Feby Sekar Ayu; Sumardi, Sumardi; Putra, Kristian Adi
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.v13i1.12711

Abstract

Translanguaging has been recognized to help students learn a second language, yet many lecturers still see it as a problem rather than a useful educational tool. This study looks at the impact of translanguaging approaches on the confidence of Indonesian vocational college students in using English, with a focus mainly on the students' perspectives. The research used a qualitative case study to observe a class of 30 students (13 male and 17 female) in an English for Vocational Purposes (EVP) course. Four students, two females and two males were purposefully chosen for semi-structured interviews to get deeper perspectives. Data from these observations and interviews were evaluated thematically to better understand how translanguaging improves communication, strengthens teacher-student relationships, and assists in the processing of instructional materials. The findings indicate that students hold a positive attitude toward translanguaging pedagogies, citing benefits such as improved knowledge development, enhanced vocabulary acquisition, stronger relationships with lecturers, and increased Willingness to Communicate (WTC) in English. The study emphasizes that translanguaging facilitates English language learning and acknowledges and embraces the linguistic diversity of Indonesian classrooms. This research provides important information for policymakers, educators, and researchers on how utilizing translanguaging in EFL teaching approaches can be essential in creating a more inclusive and effective learning atmosphere, especially in diverse educational settings.
The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners Adam, Sutisno; Sailuddin, Sartika Putri
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.v13i1.12737

Abstract

One of the challenges that language teachers face is developing the language competence of Foreign Language learners so that they can use language correctly and appropriately in a variety of social contexts. This study aims to observe whether there is an effect of pragmatic instruction in EFL classroom to learners’ grammatical and pragmatic competence. The data collected were from year 2 English students by using grammatical and pragmatic pre-tests and post-test for students to answer. Students were divided into two groups of the treatment group which receive pragmatic instructions of implied meanings and the control group which received regular teaching. Students’ answers in the tests were analysed quantitatively to obtain the mean score and further will be compared. The results show that: 1) students perform low on both aspects in both pretest and posttest (m1.1=3.63, m1.2=4.83, m2.1=4.27, and m2.2=3.47), 2) there is a moderate positive effect of pragmatic instruction on students’ grammatical competence (t(60)=-3.73, p=0.000), and 3) there’s no effect of pragmatic instruction on students’ pragmatic competence (t(65)=1.73, p=0.089). This finding indicates the role that explicit pragmatic instruction may play in boosting EFL learners’ grammatical development, along with the extensive grammar learning that learners received. It suggests the need EFL curricula revision through incorporating pragmatic features in grammatical subjects. In this way, grammar learning can be improved, and pragmatic teaching model can also be created.

Page 86 of 100 | Total Record : 994

 84   85   86   87   88 

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): January Vol 13, No 1 (2025) Vol 12, No 4 (2024) Vol. 12 No. 4 (2024): October 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) Vol. 11 No. 4 (2023): October 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): January Vol 11, No 1 (2023) 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