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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 994 Documents
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The Effect of Estacoll and Reading Habit on the Eleventh Grade Students’ Writing Recount Text: A Lesson Learned from Private Schools Ilahi, Rahma Kurnia; Amna, Fitra Afrida
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.v13i1.12947

Abstract

Writing is a crucial skill that students need to develop. In the process of writing, both writing techniques and reading habits play significant roles in shaping students' writing abilities. Therefore, selecting an appropriate teaching method is essential. The Estacoll technique can be employed as an alternative approach in teaching writing. This study aimed to examine the impact of the Estacoll technique on students' ability to write recount texts. The research utilized a quasi-experimental design, targeting eleventh-grade students in senior high schools. Two classes were randomly selected as the study sample. During the intervention, the experimental group was taught using the Estacoll technique, while the control group participated in small group discussions. The objective was to enhance the recount text writing skills of eleventh-grade students through the application of the Estacoll technique. This method serves as a strategy to improve students' knowledge and ability to produce well-structured recount texts. The study employed quasi-experimental methods, collecting data through writing tests and questionnaires. Statistical analysis was conducted using a t-test to evaluate the results. The data analysis aimed to demonstrate the effect of the Estacoll technique and reading habits on the recount text writing skills of eleventh-grade students. The findings revealed significant differences in students' writing abilities after the application of the Estacoll technique. In conclusion, this research highlights the potential of the Estacoll technique to offer students more opportunities to enhance their writing skills.
Parents' Motivation for Choosing Bilingual Schools and the Role of English Day Programs in Indonesia Hanik, Asmah; Nurkamto, Joko; Setyaningsih, Endang
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.v13i1.12963

Abstract

In this era of globalization, equipping children with English language skills is very important. Bilingual schools have become a popular choice for parents, as they believe English is important because it is an international language. The English Day program plays a crucial role in creating a learning environment that supports structured language use, fostering a comfortable and enjoyable habit of using English. However, the specific reasons for choosing this school and the contribution of English Day to the linguistic and academic development of children still need to be researched further. Therefore, this research attempts to explore the reasons why parents enroll their children in bilingual schools and how the role of English Day in bilingual schools can help them become more proficient in English. This research uses a qualitative approach with a narrative inquiry method. The researcher used semi-structured interviews to collect data and analyzed it using Braun & Clarke's thematic analysis. From The research findings reveal the main motivations that parents enroll their kids in bilingual schools to make sure they learn English, enjoy a stimulating atmosphere, and become ready for college. Initiatives like English Day improve language proficiency, add enjoyment to the learning process, and encourage critical and creative thinking while offering useful real-world experience. The implications of this research emphasize the importance of delving deeper into parents' motivations to inform educational policies and practices; this research can assist parents in making more informed decisions regarding school choices for their children. This research contributes to the understanding of bilingual education choices, highlighting the practical value of English.
Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development Savitri, Wiwiet Eva; Nugroho, Him'mawan Adi; Munir, Ahmad; Pusparini, Ririn; Kurniasih, Esti; Arinda, Desi
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.v13i1.12964

Abstract

The current existence of AI is unstoppable. Many parties consider AI to be a serious threat to the world of education, including universities. The use of AI by students in doing tasks often causes anxiety among lecturers. There is concern that AI reduces students’ creativity in exploring their own ideas in making essays or designing learning materials (worksheets). One of the courses that require students to explore their creativity is ESP Material Development. In this course, students are required to learn to develop teaching materials in the form of worksheets in accordance with the needs analysis results identified in the ESP Program Design course. This research is designed to find out students' tendencies in using AI for developing ESP worksheet, while also finding out whether they think that AI chatbot is really useful for them so that they can yield an ESP worksheet whose activities are in accordance with the learning objectives and having an attractive and professional appearance in the same time. The methods used were questionnaires for and FGD with 40 ESP Material Development class students. It was found that most students tried to use AI chatbot for getting inspiration whenever they get stuck in finding more ideas for their worksheets. Most students admitted that AI helped them in that situation. However, they did not recommend the use of AI from the very beginning of developing worksheets. They confessed that using AI would cause confusion and reduce creativity when it is used since very beginning.
Creating Engaging Flashcard Materials for Young Learners: A Developmental Study on English Language Teaching in Primary Schools Paldy, Paldy; YR, Sthevaniocy; Baharuddin, M. Rusli; Yunus, Reski Yusrini Islamiyah
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.v13i1.13009

Abstract

Flashcards have long been recognized as effective tools for enhancing vocabulary acquisition, particularly among young learners. However, much of the existing research has focused on secondary or higher education, leaving a gap in understanding their impact on primary school students. This study addresses the need for a deeper exploration of flashcards as a teaching tool in elementary English language instruction. Specifically, the research focuses on the development and evaluation of flashcard-based instructional materials designed to improve vocabulary retention, student engagement, and motivation in young learners. The research utilized the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to develop flashcards tailored to young learners, emphasizing visually engaging and interactive materials. The findings demonstrated significant improvements in student engagement and vocabulary retention, with high effectiveness scores and positive feedback from both teachers and students. Data were analyzed using descriptive statistics to evaluate the results from the validity, practicality, and effectiveness tests. The findings reveal that the flashcards significantly enhanced students' vocabulary retention, engagement, and motivation, as demonstrated by high scores in effectiveness tests and positive feedback from both teachers and students. Teachers found the materials practical and easy to implement, while students responded favorably to the visual appeal and interactive nature of the flashcards. The findings highlight flashcards as an effective tool for improving vocabulary acquisition and engagement in primary education, offering a practical strategy for early language development.
Exploring Local Wisdom in Prohibitive Speech Acts: A Sociocultural Study of the Kerinci Community Sari, Ayu Permata; Susmita, Nelvia
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.v13i1.13012

Abstract

Research on speech acts has been extensively conducted by scholars; however, studies specifically focusing on prohibitive speech acts, especially regarding the forms and functions of local wisdom values within these acts, are still quite rare. This research is aimed at exploring the forms and functions of local wisdom values in the prohibitive speech acts of the Kerinci community. This research employed a descriptive qualitative method which involved ten informants from Pondok Tinggi Village and Sungai Penuh Village, Kerinci Regency, Jambi Province. The data were collected using observation, note-taking, and recording for two months. The data were analyzed qualitatively by using an interactive model. The results show that the forms of local wisdom values in the prohibitive speech acts of the Kerinci community were prohibitive speech acts with consequences and without consequences. These prohibitions encompass local wisdom values across moral, respectful behaviour, health, safety, social harmony, responsibility, ethics, and environmental stewardship. Moreover, the functions of local wisdom values in the prohibitive speech acts in the Kerinci community serve as a means of behaviour control and convey local wisdom values that support moral education and environmental preservation. Furthermore, the functions emphasize the importance of integrating local values into education to enhance community awareness of the environment and social relationships. Thus, integrating these local values into educational contexts could foster community awareness of environmental and social responsibilities, supporting cultural preservation and reinforcing the importance of these values for future generations. 
Integrating Pancasila Values in Listening-Speaking Materials for Junior High Students Jamilah, Radhiyatul; Priyana, Joko
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.v13i1.13015

Abstract

This study aims to address the need to promote the integration of Pancasila student profile values—specifically independence, critical thinking, and creativity—into listening-speaking supplementary materials for grade VII students at a state junior high school in Kolaka Utara. By understanding the target needs and learning needs, this research seeks to develop listening-speaking supplementary materials that are appropriate for promoting both English language proficiency and Pancasila values. This research employs a research and development (R&D) approach in education, utilizing the well-known ADDIE development model. Data collection methods included qualitative interviews and document analysis, as well as quantitative questionnaires. The needs analysis results indicated that students required materials for learning descriptive text in oral form but faced challenges with word pronunciation, grammar, vocabulary expansion, and understanding spoken information. Consequently, students desired materials that improved their vocabulary and pronunciation with an emphasis on multimedia elements. The listening-speaking supplementary materials integrated the values in implicitly and explicitly. These materials consisted of six units following a genre-based approach and used authentic materials with technology integration. The appropriateness of these materials was demonstrated through positive feedback from students and teachers, who found them engaging, well-aligned with learning objectives, relevant, and sufficient in exercises and tasks. Expert judgment rated the materials with a mean score of 3.9, categorized as “very appropriate” within the range of 3.26 < x ≤ 4.00. Furthermore, this research contributed to developing educational resources, and it is expected that students can engage with good value in their future lives. 
Exploring the Correlation between Students’ Perception of Translanguaging and Willingness to Communicate: A Mixed-Methods Study Zam, Fakhruddin Zam; Nurhayati, Lusi; Ashadi, Ashadi
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.v13i1.13024

Abstract

Translanguaging offers potential significance in assisting EFL students’ engagement in L2 communication, making it valuable to investigate whether students’ perception of translanguaging correlates with their willingness to communicate in a second language. This mixed-methods study explores the relationship between students’ perception and L2 willingness to communicate in classroom communicative settings. 65 participants from two universities enrolled in an English education program participated in this study. The quantitative data were collected using 5-Likert scale questionnaires and qualitative data through in-depth interviews with subset participants. The quantitative data, including descriptive statistics, correlation, and regression analysis, were formulated in SPSS 26. Meanwhile, the interviews were analyzed using thematic analysis. The findings showed that students’ perception of translanguaging correlates significantly and positively to their L2 WTC (r = .587). Based on the qualitative data, key themes related to the significance of translanguaging, such as facilitation of understanding, self-confidence improvement, reduced anxiety, and promotion of a positive classroom environment emerged as factors contributing to the students’ increased L2 WTC. These findings suggest that students’ perception of translanguaging influences their attitudes toward L2 communication, leading to a decreased or increased WTC level. Thus, translanguaging should be encouraged as an alternative strategy in L2 classrooms to enhance communication in EFL settings, particularly by maximizing L2 understanding and fostering an emotionally safe learning environment. 
Code-Switching and Translanguaging in Formative Assessment: Supporting ELT Development Pillay, Preya
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.v13i3.13080

Abstract

The implementation of English as the medium of instruction from Grade 4 in South African schools has necessitated that teachers explore effective strategies to support learners transitioning from mother tongue instruction, particularly through formative assessment practices. It is with this background in mind that this qualitative study aimed at gaining deeper insights into teachers' use of code-switching and translanguaging strategies to support Grade 4 learners' English language development through formative assessment in three Gauteng township schools. Data were collected through in-depth interviews with 6 English teachers and classroom observations. The accumulated data were integrated and analysed thematically according to Braun and Clarke's (2006) approach. The findings of the study indicate that teachers' application of code-switching and translanguaging in English lessons, particularly during oral questioning, feedback provision, and vocabulary explanation in formative assessment, contributed significantly to learners' comprehension and engagement in English language learning. However, challenges such as lack of formal training in multilingual assessment practices and pressure to prepare students for English-only summative assessments were also identified. The study concludes that effective formative assessment in Grade 4 English classrooms could be enhanced through the strategic use of learners' full linguistic repertoires and the integration of multilingual practices into English language teaching and assessment policies.
Developing CCU Instructional Materials Integrated with Local Cultures in Improving EFL Learners’ Communicative Competences Aristia, Erni Sona; Siswantara, Eka; Ismiati, Ismiati
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.v13i2.13082

Abstract

Cross-cultural understanding (CCU) is increasingly recognized as a crucial element in teaching English as a Foreign Language (EFL), as it not only enhances linguistic proficiency but also equips learners with the ability to navigate cultural nuances and social contexts. In response to this need, the current study developed instructional materials that integrate local cultural elements into CCU courses, aiming to improve EFL learners' communicative competences. Employing a Research and Development (R&D) approach, the study followed three stages: define, design, and develop. The resulting product was a prototype of instructional materials tailored to teach CCU effectively. The materials underwent rigorous quality assessments through expert validation and field testing in English classes. The findings revealed that the instructional materials are valid and appropriate for teaching CCU, demonstrating a significant positive impact on learners’ communicative competences. Specifically, the integration of local cultural contexts fostered a deeper understanding of both target language use and cross-cultural interaction, bridging gaps between learners' cultural frameworks and English-communication contexts. The implication of this study underscores the importance of incorporating local cultural elements in CCU courses, highlighting that such integration not only contextualizes language learning but also enhances learners’ engagement and adaptability in real-world communication. By promoting culturally responsive teaching, these materials provide a model for developing context-sensitive EFL curricula that address global communication demands while preserving local cultural identity.
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): April
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 "𝕏" (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.

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