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Muhammad Hasyimsyah Batubara
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Journal of Linguistics, Literature and Language Teaching
Published by Asosiasi Dosen Perguruan Tinggi Islam
ISSN : 28278518     EISSN : 28278518     DOI : https://doi.org/10.37249/jlllt.v1i2
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
JLLLT is a double-blind peer-reviewed, published biannual on January-June, July- December. It is dedicated to promoting scholarly exchange among teachers, practitioners, and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well. The scope of JLLLT includes Linguistics and Applied Linguistics. The subject covers textual and fieldwork studies with various perspectives of Language, Language research, and innovation which can be related to History, Society, Humanity, Technology, Literature, and also various perspectives in Education interests.
Arjuna Subject : Umum - Umum
Articles 39 Documents
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Test-Taking Strategy Use and Reading Test Scores: Dire Dawa University Students in Focus Mamo, Mesfin; Regassa, Taye
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research delves into the utilization of metacognitive and cognitive strategies by Ethiopian test-takers during reading assessments. Specifically, the primary objective of this quantitative study is to explore the relationship between the employment of test-taking strategies and the achievement of reading comprehension scores. Furthermore, the study investigates the specific test-taking strategies that university students employ to succeed in reading comprehension tests. Data were collected via a questionnaire and the TOEFL test from 40 senior students at a university in Ethiopia. The findings indicate that the test takers predominantly employ metacognitive strategies, achieving a higher mean score of 3.12 compared to cognitive strategies, with a mean score of 2.73, in the context of reading comprehension tests. Additionally, the study uncovers a positive correlation between the use of test-taking strategies and reading comprehension scores.
Language Practices in Multilingual Ghanaian Nuclear Families: Exploring Mother-Child Interaction and L1 Transmission Lawer, Richard Ayertey
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.850

Abstract

Ghana is a country with about 79 indigenous languages. Some of these languages have become endangered through the phenomenon of language shift. This study explored the multilingual situation of homes of Ghanaian nuclear families, seeking to understand how the language practices of nuclear families impact language endangerment in the country. The study employed a qualitative approach to analyze two nuclear families as a sociolinguistic domain where members of the families make choices regarding language use and practices. Data for the study were obtained via participant observation of two nuclear families and interviews with the spouses of both families. The findings showed that in multilingual families, the language the children acquire as their L1 is often the language of mother-child interaction. The study showed further that fathers' L1 becomes endangered when that is not the language of interaction between mother and children. The findings revealed that even though parents wish to preserve their L1 and culture by passing on their L1 to their children, this goal becomes threatened when their L1 is not the language of mother-child interaction in the home. The findings reinforce the idea that language maintenance is not just an individual choice but broader sociolinguistic and cultural forces shape it. The endangered status of the parents' L1 in nuclear families demonstrates how family language policies, gendered linguistic roles, and societal pressure interact in influencing language endangerment. The study recommended that parents need to put in the effort to ensure that their L1 is used at home to help their children develop competence in it.
Harnessing Artificial Intelligence for English Language Learning: A Systematic Literature Review Batubara, Muhammad Hasyimsyah
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.853

Abstract

Integrating AI in education has transformed English language learning by offering personalized, adaptive, and interactive learning experiences. However, challenges such as technological accessibility, pedagogical integration, and maintaining human-centered learning approaches remain underexplored. This study aims to systematically review recent research on the use of AI-based adaptive platforms in ELL, focusing on their utilization, effectiveness, and overall impact. Employing the Systematic Literature Review method, 13 relevant studies published between 2020 and 2024 were analyzed using a structured protocol involving keyword identification, database selection, and strict inclusion-exclusion criteria. The findings reveal that AI technologies, such as chatbots, mobile applications, adaptive learning platforms, and virtual tutors, have significantly enhanced learners' language skills, engagement, motivation, and confidence. Challenges such as over-reliance on AI, critical thinking development, and digital inequalities were noted despite the benefits. The study implies that for AI to sustainably and effectively support ELL, balanced integration with human instruction, adequate technological infrastructure, and teacher training are essential. These insights offer valuable guidance for educators, policymakers, and technology developers in designing more inclusive, adaptive, and human-centered AI solutions for English education.
Exploring Digital Communication: Language Use by South African University Students Ndukwani, Tiyiselani; Muobeleheni, Shaun Livhuwani
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.854

Abstract

This study explores the use of language on social media. The researchers investigated the problems related to language that undergraduate students encounter when they socialize on cyber socializing platforms. The study also highlights the relationship between language and cyberbullying, incorporating AI tools used by cyber socializing platforms to explore their effectiveness in detecting improper linguistic communication on social media. The study employed a qualitative approach, which entailed semi-structured interviews to collect the desired data. Ten undergraduate students volunteered to be part of the interviews. The findings of this study showed that all 10 students encountered problems related to language, and for some students, these problems led to mental health issues. The following are some of the problems encountered by students when interacting on social media: slang, misinterpretation, grammar and spelling errors, informal language, fake news, language barriers, cyberbullying, discriminatory language, the difference between face-to-face communication and online communication, and AI tools such as natural language processing, having difficulties in detecting improper linguistic communication.
EFL Instructors' Attitudes Toward Technology Integration in Islamic Boarding School Contexts: A Survey-Based Study on Selected Pesantren Modern Aziz, Abdul
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.888

Abstract

This study investigates the attitudes of instructors teaching English as a Foreign Language (EFL) toward the integration of technology in the classroom. Drawing on data from 70 instructors working in modern Islamic boarding schools (pondok pesantren modern) across Jabodetabek and Banten during the 2024–2025 academic year, the study employs a descriptive survey design. It utilizes the Scale for Determining the Attitudes of Instructors Toward Technology in Teaching English as a Foreign Language, developed by ?pek and Kan (2019). The scale consists of three subdimensions—Avoidance, Willingness, and Adoption—and demonstrated strong reliability in the study (? = .83). Descriptive and inferential statistical analyses (t-tests and ANOVA) revealed that instructors generally exhibited low avoidance and high levels of willingness and adoption of technology in their pedagogical practices. No statistically significant differences were found based on gender, age, academic background, education level, teaching experience, or certification status. The findings highlight the critical need for continuous digital training and institutional support to sustain meaningful technology integration in EFL instruction, particularly within faith-based educational settings.
Need Analysis on English for Specific Purposes of Visual Communication Design Student at Vocational High School Saputro, Danang Aji; Savitri, Wiwiet Eva
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.892

Abstract

English for Specific Purposes (ESP) plays a vital role in preparing vocational students for effective workplace communication. However, many ESP programs do not fully address learners' actual needs due to the lack of a structured needs analysis. This study applies Hutchinson and Waters' (1987) framework: Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA) to examine the English language needs of Visual Communication Design (VCD) students at SMK PGRI 13 Surabaya. Employing a mixed-methods approach, data were collected from 89 students, 4 teachers, and 6 industry practitioners through questionnaires and interviews. Findings revealed that 46.5% of students identified speaking as the most essential skill, followed by reading (30.7%) and listening (13.9%), which aligns with the demands of professions such as motion graphic designer and content creator. Despite this, only 8.9% of students felt proficient in speaking, and 66.3% acknowledged their English skills were insufficient for future professional use. 44.6% reported that English was rarely integrated into their design-related subjects. Regarding learning preferences, 57.4% favoured design-based games, 54.5% preferred tutorial videos, and 63.4% were inclined toward visual materials such as infographics. These findings highlight the importance of creating a student-centred ESP curriculum that truly reflects what Visual Communication Design students need, including industry-relevant content, engaging visuals and digital media, and interactive activities to help them build their language skills and career readiness.
Demographic Factors Influencing Learner Autonomy among Indonesian EFL Students: A Quantitative Study Ashri, Nurul
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 5 No. 1 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v5i1.891

Abstract

This study explores how selected demographic factors, gender, language proficiency level, region of origin, faculty affiliation, and field of study relate to learner autonomy among English as a Foreign Language (EFL) students at Universitas Pamulang. Grounded in the constructivist view of learning and self-regulated learning theory, the research employed a quantitative survey using Biçer's (2017) Learner Autonomy Scale, with 80 students participating. Due to non-normal data distribution, non-parametric tests were used in the analysis. This study uniquely shows that only gender has a statistically significant effect on learner autonomy, with female students demonstrating higher autonomy in both planning and learning process dimensions. In contrast, no significant differences were found for the other demographic variables. These findings suggest that while some background characteristics like gender may influence learner autonomy, broader factors such as classroom practices, instructional design, and learner agency play a more central role. The study contributes to the EFL field by highlighting the limited role of static demographic factors and reaffirming the importance of pedagogical strategies that foster autonomy in diverse learner populations.
Grammatical and Lexical Errors in the Written English of Teacher Trainees: A Case Study of E.P. College of Education, Amedzofe Selasie, Akorli Innocent
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 5 No. 1 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v5i1.893

Abstract

This qualitative case study investigates the grammatical and lexical errors in the writing of fifty final-year students at the E.P. College of Education, Amedzofe. Drawing on Corder's Error Analysis framework, student essays were analyzed to identify error types, frequencies, and their potential causes. Data were collected by simple random sampling from scripts anonymized and supplemented with self-reports on reading habits and mother tongue usage. The most frequent errors involved vocabulary misuse, tense, and structural flaws. These findings highlight the implications for English instruction and teacher training curricula. We recommend enhanced writing practice, improved entry standards, and promotion of reading and spoken English to improve students' written proficiency. The study contributes to the field of second language acquisition and offers pedagogical implications that can improve English language teaching in the Colleges of Education.
Semantic Urgency and Illusion of Authority in Phishing Emails: A Corpus-Based Analysis Rosyidah, Rossy Halimatun
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 5 No. 1 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v5i1.908

Abstract

This study examines how urgency and authority are semantically framed in phishing emails to manipulate recipients’ behavior. Although linguistic features of deception have been widely studied, the semantic framing of phishing remains underexplored within the Frame Semantics framework. Using qualitative frame-semantic discourse analysis, ten phishing emails were purposively selected from the open-access corpus by Miltchev et al. (2024), focusing on scams related to account access and payment issues. The data were analyzed through Fillmore’s Frame Semantics to identify lexical units and frame elements (e.g., Agent, Goal, Instrument) that trigger urgency and authority. Results show that phishing messages use time-sensitive cues (e.g., immediately, within 24 hours) and institutional references (e.g., your account, verify your identity) to create a sense of crisis and compel compliance. These frames often co-occur, increasing cognitive pressure and reducing critical evaluation. By mapping manipulative strategies onto semantic frames such as Request, Threat scenario, and Commerce transfer, this study provides a structured approach to phishing analysis. It contributes to cyber linguistics and supports the development of frame-aware digital literacy, email security systems, and spam detection models based on semantic cues.

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