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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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ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives Tusino, Tusino; Dewi, Puspa; Hati, Mufid Lahiria Permata; Iglesia, Maria Joy C.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15293

Abstract

The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.
The Impact of a Youtube-Assisted Contextual-Based E-Module on EFL Learners’ Speaking Skills Ilyas, Muhammad; Putri, Miranti Eka
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15321

Abstract

The objective of this study is to create a YouTube-assisted contextual-based e-module that functions as a pedagogical component that can basically be applied to improve speaking skills. Contextual learning provides tools for teaching that can be developed and designed in an innovative way to increase learning for all students. This contextual-based e-module incorporates YouTube as an integrated resource, offering lecturers a valuable tool to enhance their teaching with a wide range of engaging and relevant content. The videos available on YouTube align well with the instructional material, providing both interesting and practical support to enrich the learning experience. This study employed the Borg and Gall research and development (R&D) model, which consists of six stages: needs analysis, objective planning, and development of the initial product, preliminary field testing, main product revision, and main field testing. A total of 50 students from the English Language Education Study Program at the Universitas Islam Riau, who were enrolled in the Speaking for General Communication course, participated in the study. This research used a mixed-methods approach, utilizing tests, questionnaires, and interview guides as data collection instruments. The results show that students responded positively to the use of the contextual-based e-module, which effectively improved their speaking skills. The e-module was also found to be practical, engaging, and supportive of independent learning. Importantly, the findings indicate that the module fosters greater student responsibility and autonomy in their learning. These results have practical implications for classroom instruction, suggesting that the integration of multimedia and contextual strategies can significantly enhance speaking pedagogy in higher education.
An in-Depth Translation Assessment on Subtitling Strategies in Documentary Youtube Captions Baharuddin, Baharuddin; Putera, Lalu Jaswadi; Wardana, Lalu Ali; Herayana, Desi; Pramestya, I Gusti Agung Ayu Sasmitha Dewi Anggita; Camila, Alia Fitrida; Rahma, Auliya; Sazwan, M.; Wulandary, Duwi
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.v13i3.15426

Abstract

Subtitling has become a vital tool for disseminating ideas and information through online video. This study takes a deep dive into the translation strategies employed in the subtitling of the acclaimed Netflix documentary series “Our Planet.” Drawing on Gottlieb's established theory of translation techniques for subtitling, this research analyses the subtitling approaches within the episodes of the series. The findings reveal that the transfer strategy presenting direct lexical translation is the dominant approach (71%) used by subtitlers. However, the analysis also uncovers nuanced applications of other strategies, such as expansion, paraphrasing, and condensation, which work in tandem to enhance the clarity and naturalness of the target language subtitles. By examining this rich dataset of documentary video subtitles, this study provides valuable insights into the complex decision-making processes of professional subtitlers especially those that is related to cross-cultural comprehensio. The results suggest that while transfer is the primary technique, subtitlers thoughtfully employ a mix of strategies to deliver an optimal viewing experience to multilingual audiences. This study offers a groundbreaking exploration of the intricacies involved in translating educational and informative video content for global distribution.
Assessing the Alignment of "English for Change" Textbook within the Merdeka Curriculum Framework Ameliana, Ameliana; Zahro, Syifa' Khuriyatuz
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15433

Abstract

With the introduction of the Merdeka Curriculum in the Indonesian educational system, new instructional materials were developed to support its implementation, including textbooks designed to align with the Curriculum's emphasis on global standards such as the Common European Framework for Reference for Languages (CEFR). Merdeka Curriculum-based textbooks require systematic evaluation to determine their alignment with both the Merdeka curriculum goals and CEFR proficiency levels. While existing studies do not focus on skill-specific material alignment with CEFR in English textbooks, this study fills a key gap by analyzing to what extent “Bahasa Inggris: English for Change” aligns with Merdeka Curriculum and the CEFR framework. This research aims to investigate the skill-specific alignment of the “Bahasa Inggris: English for Change” textbook for grade XI with the Merdeka Curriculum within the CEFR B1 framework. Using a descriptive qualitative content analysis approach and the adapted Tanto rubric, the textbook was evaluated across four language skills: listening, speaking, reading, and writing. The results indicate a high level of alignment, with overall 80% of the materials strongly conforming to CEFR B1 descriptors, and 20% showing moderate alignment with particular skills, such as reading, listening, and speaking. These results demonstrated that most of the specific-skill material in the textbook highly aligns with CEFR B1. This offers valuable insight for curriculum developers, textbook authors, and teachers by highlighting the alignment of textbook materials with both CEFR B1 and Merdeka Curriculum standards.
Exploring Scaffolded Assessment in Research-Based Project Classes: A Qualitative Perspective on Student and Lecturer Experiences Santosa, Imam; Fadli, Muhammad Rijal; Sadikin, Irma Savitri; Iskandar, Ifan; Jonuzi, Vjollca
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.v13i3.15435

Abstract

This study investigates the benefits and challenges of implementing scaffolding strategies in research-based project classes at Esa Unggul University. The participants consisted of 37 undergraduate students enrolled in a research class focused on producing academic research articles. Using a qualitative case study approach, data were collected through semi-structured interviews and analyzed using thematic analysis to explore students' experiences with scaffolding throughout the research project process. The findings revealed that scaffolding enhanced students' critical thinking, time management, academic motivation, and ability to use feedback effectively. Structured support mechanisms—such as critical questioning, phased assignments, and staged feedback—enabled students to engage more deeply with complex research tasks and fostered the development of independent learning skills. However, several challenges emerged, including high cognitive load, unclear scaffolding instructions, difficulty applying feedback, and student overreliance on lecturer   guidance. These results suggest that while scaffolding is a powerful instructional strategy, its effectiveness depends on intentional, flexible, and well-sequenced design that supports both structure and autonomy. This study contributes to instructional design by offering practical insights into how scaffolding can be optimized to meet the diverse needs of learners in higher education research setting.
Blending Extensive and Intensive Reading to Enhance Critical Reading Skills in The EFL Context Ilyas, Hamzah Puadi; Istaryatiningtias, Istaryatiningtias
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15441

Abstract

This study explores the integration of extensive and intensive reading strategies and their impact on critical reading and critical thinking skills in an English as a Foreign Language (EFL) context. The research addresses two primary questions: What challenges do EFL students encounter when engaging in extensive and intensive reading? and In what ways does the integration of these reading strategies influence students' critical reading skills? A qualitative research design was employed, involving 19 EFL students in the fourth semester of a private university in Jakarta. Specifically, the study applied a thematic analysis approach to systematically interpret the data, ensuring that emerging categories captured the complexity of students’ experiences. Data were collected through student reflections, interviews, and classroom observations during a 14-session reading course. Key findings reveal that students face challenges in text selection, vocabulary constraints, time management, and critical analysis. However, the integration of both reading strategies enhanced students' comprehension strategies, analytical thinking, and motivation. Students demonstrated greater confidence in discussions, improved inferencing abilities, and the ability to connect ideas across texts. The results highlight important pedagogical implications, suggesting that teachers should adopt a balanced integration of extensive and intensive reading to foster critical literacy, while policymakers and curriculum designers can draw on these insights to strengthen reading components in EFL programs. These findings suggest that integrating extensive and intensive reading approaches can significantly enhance EFL students' critical reading skills, providing valuable insights for future teaching practices. The study contributes to the theoretical understanding of reading instruction in EFL settings and offers practical recommendations for integrating these strategies in classroom settings.
The Use of Conversational Implicature and Speech Acts in Tema Indonesia Youtube Channels Mulyani, Ani; Mubarok, Yasir; Nurhuda , Zamzam
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15449

Abstract

This study aims to describe the use of conversational implicature and types of speech acts in informal conversations in five episodes of the Tema Indonesia YouTube channel, namely DPN, Comedy Buddy, Gegerrr, Sekolah Ngawur, and Pods Tema. This study uses a qualitative descriptive approach with an interactive model data analysis technique from Miles and Huberman (1994). The theories used are Searle's Speech Acts Theory (1969) and Grice's Conversational Implicature Theory (1975). The results of the study showed that 30 conversational implicature data were found, consisting of 53% particularized conversational implicature and 47% generalized conversational implicature. Most of the utterances are expressive speech acts that function to convey social criticism, emotional evaluation, and light satire. In addition, representative and directive speech acts were also found, although with a lower frequency, functioning to provide information and suggestions in a subtle manner. No commissive or declarative speech acts were found in the data. These findings suggest that communication in Tema Indonesia is reflective, critical, and entertaining, relying on humor and implicature to strengthen the audience's emotional engagement and encourage active interpretation of implied meanings. This research confirms that digital communication not only forms entertainment, but also a space for social and political discussion packaged in a light-hearted style.
The Use of Poster-Making for Social Justice: Engaging Non-English Department Students in Visual Learning Rizqiani, Diyah Ayu; Roziah, Roziah; Idayani, Andi; Triastuti, Missi
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15486

Abstract

This research investigates the use of poster making to teach social justice issues to undergraduate students of Law and Criminology at a private Islamic university situated in Pekanbaru, Indonesia. Adopting a qualitative case study approach, the study focused on 54 students and their creation of posters on human trafficking, corruption, and cyber crimes. Data were gathered through a peer-assessment rubric with five major indicators: poster appeal, graphic support, slogan, delivery, and time management. Findings revealed that students’s scores for time management (M = 4.06) were the highest and for slogan writing (M = 3.69) were the lowest, suggesting that students were more proficient in collaboration than in persuasive expression. Poster qualitative analysis highlighted the students’ perception of injustice and their call to action through the use of symbolic and powerful imagery of chains, blindfolds, cuts of striking women in red, and simplistic, yet evocative, text. These elements illustrated a heightened sense of awareness, ethical reasoning, and empathy. The results highlight the feasibility of incorporating poster making as a form of instructional practice in social justice pedagogy in law and criminology alongside other non-humanities programs within Islamic universities in Indonesia.
Comparative Analysis of Grammatical Difficulties in TOEFL SWE Section Across Disciplinary Backgrounds: A Mixed-Methods Study of Indonesian EFL Learners Danuwijaya, Ari Arifin; Nawas, Abu
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15550

Abstract

Grammatical competence remains fundamental to English proficiency assessment, particularly in standardized tests such as the TOEFL ITP. The Structure and Written Expressions (SWE) section consistently challenges EFL learners, yet research has predominantly focused on English language majors, with limited comparative examination of how academic disciplinary background influences grammatical performance and learner perceptions. This mixed-methods study addressed this gap by investigating grammatical difficulties across three academic programs: Tourism Education, Japanese Language Education, and English Language Education. The study examined 163 Indonesian undergraduate students' performance on the TOEFL ITP SWE section and explored their self-perceived competence and test-related challenges. Quantitative data from a 40-item TOEFL SWE test were analyzed using Classical Test Theory and jMetrik software to calculate item difficulty indices. Qualitative data were collected through self-rating questionnaires and focus group discussions with 15 participants. Results revealed systematic performance differences across disciplines, with Tourism and Japanese Language students demonstrating significantly higher error rates than English majors. Six grammatical constructions consistently emerged as problematic: relative adverbs, causal expressions, inverted sentence structures, word forms, parallel structures, and redundancy. Qualitative analysis identified shared challenges including vocabulary limitations, test format unfamiliarity, and time management difficulties. Notably, English students, despite higher performance, showed unexpected weaknesses in error analysis. The findings demonstrate that grammatical performance in standardized contexts results from complex interactions between linguistic competence, test literacy, and academic background.
Perceived Fairness in English Language Assessment: Insights from EFL Students and Teachers Supartini, Ni Luh; Benu, Naniana; Mahendra, Wayan Eka
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15554

Abstract

This paper examines perceptions of fairness in English language assessment from both students’ and teachers’ perspectives through a descriptive literature review of five recent peer-reviewed studies. The review followed Snyder’s (2019) framework for literature reviews, encompassing the design, selection, analysis, and synthesis phases. Studies were selected based on their focus on fairness in the classroom and large-scale assessments, representation of both student and teacher perspectives, and publication within the last five years in reputable journals. The analysis synthesized findings across dimensions of distributive, procedural, and interactional fairness, as well as the influence of cultural and institutional contexts. The review reveals that students often value traditional assessment methods for their perceived learning support, yet express concerns about bias, transparency, and cultural relevance. Teachers, while generally aware of fairness principles, display variations in assessment literacy and implementation depending on training, experience, and organizational structures. The findings underscore the importance of strengthening Language Assessment Literacy (LAL), promoting culturally responsive assessment practices, and fostering Professional Learning Communities (PLCs) to bridge gaps between teacher and student perceptions. These insights carry practical implications for teacher education, institutional policy, and the design of fairer and more inclusive English language assessments.

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