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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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Investigating the Readiness of EFL Pre-Service Teachers in Implementing Technology-Based Teaching: A Phenomenological Study Alaka, Anta; Nurhayati, Lusi; Widayanti, Eka; Habiburrahman, Habiburrahman; Kurniawan, Ilham; Amin, Muhammad Safiul
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.v13i3.14326

Abstract

This study aims to investigate EFL pre-service teachers' readiness to use technology in English Language Teaching (ELT) classrooms and identify the factors that influence their readiness. A phenomenological research design was employed, involving 30 final-semester EFL pre-service teachers enrolled in a teacher education program, selected through purposive sampling. Data were collected through open-ended surveys and interviews and analyzed thematically to extract key themes related to readiness, technological competence, and influencing factors. Findings demonstrated a high level of readiness among participants, supported by strong technological competence and confidence. Participants showed proficiency in using Learning Management Systems (LMS), Canva, and game-based applications like Kahoot to create interactive and engaging learning environments. Internal factors (such as self-confidence and technological skills) and external factors (such as institutional support, courses, and workshops) influenced their readiness. The findings provide a framework for enhancing teacher training curricula and suggest ways to improve student engagement and learning outcomes through effective technology integration. This study contributes to the limited literature on technology integration readiness among EFL pre-service teachers in Indonesia.
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): April
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.
Narrating Local Wisdom Through Hypertext: A Study on Cultural Values in Digital Short Stories Juanda, Juanda; Azis, Azis; Djumingin, Sulastriningsih
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.v13i3.14370

Abstract

Local wisdom plays a crucial role in bridging tradition and cultural innovation amid dynamic social change. This study aims to uncover the values of local wisdom embedded in selected hypertext short stories, focusing on themes such as race, nationalism, eugenic norms, cultural stability, education, and the tension between modern life and primitive culture. Employing a qualitative descriptive method within the framework of literary anthropology, this study analyzed four digital short stories: Ngaben Sederhana by I Made Sugianto (2024), Pulang tanpa Kampung Halaman by Artie Ahmad (2024), Laut Mengambil Cintaku by Jemmy Piran (2022), and Ikan Sungai Bejoe by Dul Abdul Rahman (2020). NVivo 14 software was used to conduct thematic coding, identify recurring cultural patterns, and map the interrelationships among thematic categories. The findings reveal dominant representations of community cooperation, respect for diversity, cultural preservation, critiques of social injustice, and the recontextualization of traditional values in modern settings. Notably, the role of indigenous education emerges as vital in transmitting local values and reinforcing cultural identity. Practically, the results offer valuable insights for educators and curriculum developers seeking to integrate culturally relevant content into teaching materials. This research also provides a foundation for future interdisciplinary studies on the role of local wisdom in sustaining cultural heritage in the digital era.
Exploring the Language Attitudes of the Tolaki Community in Kendari: A Comprehensive Sociolinguistic Analysis Sain, Yuliyanah; Hermansyah, Sam
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.v13i2.14415

Abstract

This study explores the language attitudes of the Tolaki people in Kendari City, Southeast Sulawesi, focusing on their perceptions of the Tolaki language in comparison to immigrant or dominant languages such as Indonesian. As a sociolinguistic investigation, the research examines how language pride, loyalty, and awareness influence language maintenance or contribute to language shift. The study targets all native speakers of the Tolaki language residing in Kendari, a city administratively divided into 10 sub-districts. A multi-stage sampling technique was adopted to ensure a representative sample. Stratified sampling was employed to select participants based on demographic factors such as age, gender, education, and occupation. In the first stage, six sub-districts—Abeli, Kendari, Poasia, Puwatu, Kambu, and Wua-wua—were chosen due to their high concentration of Tolaki speakers. A total of 322 respondents participated in the study. Data were collected using structured questionnaires to measure language attitudes, semi-structured interviews to explore deeper personal and cultural insights, and direct observation to assess actual language use in daily contexts. The quantitative data were processed using SPSS, while qualitative data were analyzed thematically. The findings revealed that language attitudes among Tolaki speakers—especially concerning pride in using the language, loyalty to its use, and awareness of its norms—were generally low. This decline in positive language attitudes, particularly among younger generations, has contributed to a noticeable language shift. The Tolaki language is increasingly marginalized in daily communication, indicating a weakening intergenerational transmission and a growing dominance of Indonesian in informal and public domains.
Students' Preferences for Video Genres and Their Relationship to English Proficiency: Evidence from Indonesian University EFL Context Prancisca, Stella; Rizqi, Muhammad Ainur; Aminullah, Fajar; Ningsih, Endah Setya
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.v13i3.14420

Abstract

This study investigates the relationship between English proficiency levels and video genre preferences in the Extensive Viewing (EV) program. The research aimed to understand how students' language abilities influence their choice of video content, focusing on genres such as Folklore, Educational Video/Learning, Comedy, Drama Series, and General Knowledge/Science. The study involved 30 undergraduate students, and the data were collected through a post-program survey and viewing logs from the Canvas platform. A Chi-Square test was conducted to to determine the statistical significance of the relationship between genre preference and English proficiency. The results reveal that students with lower English proficiency tend to favor simpler genres, such as Comedy, which are easier to understand, while students with higher proficiency prefer more complex genres like Drama Series and General Knowledge/Science. The Chi-Square test confirmed a significant relationship between language proficiency and genre choice (p < 0.05). This suggests that video content should be selected based on students’ language abilities to enhance comprehension and engagement. The study supports the theory of comprehensible input and differentiated instruction, highlighting the importance of tailoring materials to match students' proficiency levels. The results have important implications for designing effective language learning programs, ensuring that the content is both accessible and challenging based on students' individual needs. Further research with a larger sample and broader genre selection is recommended to deepen the understanding of students' viewing preferences.
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): April
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.
Developing Bowling Letters Media Through NHT Learning Model in Interpreting New Indonesian Vocabulary: A Lesson from Primary Schools Learners Nurfahada, Afina; SB, Nugraheti Sismulyasih
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.v13i3.14447

Abstract

This research introduces a learning media for javelin letters using wooden boards developed with the Number Head Together (NHT) model to interpret new vocabulary for grade 1 elementary school students. This problem occurs due to low concentration and mastery of understanding in grade 1 elementary school students, thus encouraging researchers to develop effective learning media. This study aims to develop, validate, and test the effectiveness of javelin letters media in interpreting new vocabulary. This study uses a development approach that combines product design stages, feasibility validation by expert validators, and effectiveness testing through small-scale and large-scale trials involving 17 male students and 8 female students in grade 1 of AL HIKMAH Elementary School, Semarang City. The feasibility assessment conducted by experts showed a high level of suitability for the use of the media, with a significant increase in student learning outcomes during the trial. The small-scale trial showed an increase in the average pretest score to the posttest from 52.5 to 77.5 with a significant difference of 25. The large-scale trial showed an increase in the average from 60.2 to 81 with a difference of 20.8. The results of the N-Gain test showed a moderate effect, with a value of 0.5356 for small-scale testing and 0.5437 for large-scale testing. This study concludes that the letter throwing media through the Number Head Together (NHT) model is a very important learning medium for improving understanding of new vocabulary. Positive feedback from teachers and students confirms its effectiveness in generating student engagement to improve learning outcomes in the classroom to be more optimal.
Being Monolingual in a Multilingual Space: An Autoethnographic Exploration of Educational Experiences Mathabata, Colleen Ashlin; Munir, Fouzia
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.v13i3.14500

Abstract

This study aims to explore the challenges of being monolingual in multilingual spaces, regardless of which language is an individual’s home language. The study focuses on South African educational institutions. South Africa is a multilingual country with a monolingual history. During the apartheid era in South Africa, Afrikaans was imposed as the official language; post-apartheid, English is the dominant language in the country. This is problematic because South Africa is a diverse country with 12 official languages, yet monolingualism still prevails, causing language barriers in different spaces. The study utilises a qualitative, autoethnographic approach to describe lived experiences of monolingualism. It contributes to understanding how monolingual policies in educational spaces affect the students directly. There is very little research about the monolinguistic perceptions of students studying in multilinguistic contexts. Thus, this study examines the autoethnographic experiences of two educational contexts, secondary school and university, through the eyes of the first author. Thematic analysis is used to analyse these experiences regarding the challenges of monolingualism and the need for multilingualism in a diverse context. Findings show that monolingualism causes barriers to communication and affects students’ academic success. They struggle to navigate through educational spaces where the medium of instruction is a language other than their home language. They are limited in their interactions when they cannot speak the language being used. A diverse educational space needs multilingualism to benefit individuals, academically and socially. This has implications for educational policies and practices. In order to help students benefit from their educational experience and to prepare them for a multilingual society, focused attention should be given to inclusive language policies and the implementation thereof. In addition, there is a dire need to change negative language attitudes, since positive language attitudes promote multilingualism.
The Impact of Reading Aloud on Students’ Pronunciation Awareness to Improve Silent Letters: Perceptions & Recognition Kustila, Anugerah Wiji; Ardini, Sukma Nur; Adi, Adi Bambang Prabowo Kusumo
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.v13i2.14517

Abstract

Reading aloud is closely related to students' pronunciation awareness. The study explores the impact of reading aloud on students' pronunciation awareness, focusing on their perceptions and the recognition. Silent letters pose a significant challenge in English pronunciation, often leading to difficulties in understanding and communication. A qualitative design that involved students by practicing the pronunciation of silent letters by reading aloud was employed within nineteen students of the eleventh-grade students at SMK N 2 Semarang using questionnaire and interview focusing on students' ability to correctly pronounce words with silent letters and their overall awareness. The findings revealed that students' pronunciation accuracy and students' awareness who practiced using reading aloud showed a noticeable improvement. The students’ perception of using reading aloud achieved an agreement percentage of 89.5%, indicating that it could improve their silent letter pronunciation. Additionally, it heightened the students' awareness of proper pronunciation and phonetic nuances, contributing to their overall linguistic competence. The second objective referring to the recognition that revealed a mix of positive and negative perceptions, highlighting the complexity of pronunciation strategies in EFL (English as a Foreign Language) education. This research offers valuable insights into how active speaking practices can effectively address specific phonological challenges in language learning. 
The Role of AI in Supporting Independent Writing: A Qualitative Case Study Faizhal, Rahmat; Ilham, Ilham; Irwandi, Irwandi; Rahmaniah, Rima
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.v13i3.14555

Abstract

This qualitative descriptive case study investigates the role of Artificial Intelligence (AI) in supporting independent English writing learning at the University of Muhammadiyah Mataram. Sixteen students using AI-based tools, like Grammarly and ChatGPT, were selected via purposive sampling to provide detailed insights. Data were collected through open-ended and closed-ended questionnaires, supplemented by interviews. The findings indicate that AI tools significantly assist in grammar correction, sentence structuring, and idea generation, enhancing learners’ autonomy and confidence in writing. However, challenges such as overreliance, reduced creativity, and diminished originality underscore the importance of integrating AI thoughfully, highlighting the need for balanced integration of AI into learning processes. The study emphasizes developing pedagogical strategies that promote AI as a supplementary resource rather than a primary tool, ensuring students maintain critical thinking and creative expression. Additionally, ethical considerations were discussed, including data privacy and the potential cognitive effects of AI usage. Implications for curriculum design suggest incorporating guided AI usage and reflective writing activities to balance technological support with skill development. Future research should explore adaptive AI systems for personalized feedback and strategies to enhance writing skills without fostering dependency.

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