JOLLT Journal of Languages and Language Teaching
Journal title JOLLT Journal of Languages and Language Teaching Initial jollt Grade SINTA 2, decree No. 79/E/KPT/2023 Citation Analysis Google Scholar Frequency 4 issues per year (January, April, July, and October) DOI Prefix 10.33394 by ISSN 2338-0810 (Print) | 2621-1378 (Online) Editor-in-chief Lalu Ari Irawan (laluariirawan@undikma.ac.id) Publisher Universitas Pendidikan Mandalika Indexed <a href="https://doaj.org/toc/2621-1378?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222338-0810%22%2C%222621-1378%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener">DOAJ |GARUDA|SINTA |DIMENSIONS |BASE JOLLT 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.
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The Role of Yaumul-Fannil-Lughawi in Promoting Multilingual Practices at Mahad Al Jamiah
The difficulty of bilingual practice at one of the Islamic Boarding Colleges (Mahad Al Jamiah) institutions in East Java is a clear indication of the mahasantri’s (students’) lack of confidence. The language policy known as “yaumul-fannil-lughawi” provides mahasantri with the chance to practice bilingualism in the Mahad environment. They have different perspectives and ways of thinking, and mahasantri can respond differently. These conditions cause resistance among the mahasantri in Mahad towards implementing multilingual practices. As such, it is imperative to scrutinize the language policy practices in Mahad, specifically, the conclusions and answers about positive, neutral, and negative language practices. According to this study, other factors have also contributed to the successful improvement of Mahad’s language environment, in addition to the implementation of yaumul-fannil-lughawi (language policy). There are still many mahasantri who lack confidence in their language skills. The fact that some mahasantri hide in the toilet as a means of protest shows that the (language policy) has not succeeded in ensuring that every mahasantri is satisfied. Hence, the multilingual practice in Mahad demonstrates that the bilingual language policy is not being correctly implemented, despite it being in place. There needs to be mature collaboration in designing a language program.
Copyright (c) 2026 Moh Nawalul Fawaid El Haqi, Ribut Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Task-Based Language Teaching Integrated with Digital Literacy in Improving Pre-Service Indonesian Language Learners’ Communicative Competences
This study investigates whether an integrated Task-Based Language Teaching (TBLT) and digital literacy sequence enhances pre-service Indonesian Language (PIL) teachers’ communicative competences and how they perceive and adapt the model under classroom constraints. Using an explanatory sequential mixed-methods design, researchers first conducted a quantitative pre–post evaluation with 25 PIL participants enrolled in an Indonesian Language Education program. Communicative performance was assessed through parallel speaking, writing, and multimodal tasks rated on four analytic dimensions—linguistic, pragmatic, discourse, and strategic—supplemented by a multimodal criterion. Descriptive statistics indicated overall gains to a proficient band, with discourse and strategic competences displaying the highest central tendency and the narrowest dispersion. Linguistic and pragmatic competences improved but showed wider between-learner variance, suggesting uneven consolidation of affixes, pronouns, particles, and register-appropriate choices. The qualitative follow-up (observations, interviews) explained these patterns: the pre-task → task → post-task cycle, combined with purpose-bound digital supports, stabilized interactional routines, made discourse organization visible, and prompted targeted focus-on-form. Participants adapted to assessment pressure, class size, and technology access through role rotation, offline-first drafting, low-bandwidth alternatives (audio + transcript), and a standardized “core trio” of tools, which reduced cognitive load and widened equitable participation.
Copyright (c) 2026 Ayu Puspita Indah Sari https://creativecommons.org/licenses/by-sa/4.0
Libyan EFL Teachers’ Perceptions of Written Corrective Feedback Methods: A Qualitative Exploration in Tripoli University
Writing in English is an essential skill for ESL learners, and qualified teachers play a key role in providing effective written corrective feedback (WCF). While much research has examined the general effectiveness of WCF, less attention has been given to teachers’ perceptions of WCF methods and expected outcomes. This qualitative study investigated Libyan university English teachers’ perceptions of their knowledge, experience, and training related to WCF. Data were collected through semi-structured interviews with four participants and were analyzed thematically to identify patterns in their beliefs and practices. Findings revealed that participants held clear views on providing writing corrections but showed inconsistencies in their understanding and use of specific WCF types, often due to limited training. These results underscore the need for targeted professional development programs that help teachers apply various feedback methods effectively. Such initiatives can strengthen EFL pedagogy by aligning teacher feedback practices with students’ learning needs and institutional writing objectives. Future research may explore the long-term effects of WCF on learners’ writing proficiency and feedback retention.
Copyright (c) 2026 Alhadi Bilban https://creativecommons.org/licenses/by-sa/4.0
Enhancing EFL Students’ Essay Writing Skills Through TPACK-Driven Flipped Learning: A Lesson from Lecture-Based Instruction
This study examines how TPACK-based flipped learning improves undergraduate EFL essay writing. Traditional lecture-based education has failed to address EFL students' academic essay challenges including coherence, grammatical precision, and argument organization. We employed a quasi-experimental mixed-methods approach with 60 undergraduate EFL students at a private university in Jakarta, Indonesia, randomly assigned to control or experimental groups for a 12-week intervention. The experimental group employed TPACK-based flipped learning, incorporating pre-class video lectures, online interactive quizzes, Google Docs collaborative writing, grammar-checking software, and scaffolded peer review, whereas the control group received traditional lectures. The experimental group demonstrated significant improvement across all writing skills, including coherence, grammar accuracy, and argumentation. Analysis of covariance revealed that the intervention accounted for nearly one-third of post-test performance differences, whereas the control group made minor, non-significant gains. Qualitative data revealed positive student responses: 89% reported a better understanding of essay structure, and 87% indicated significant improvement in writing skills. These findings provide EFL educators with a validated framework for meaningful technology integration into writing instruction, demonstrating that systematic TPACK implementation can transform traditional pedagogy into student-centered, collaborative learning environments. While limited to intermediate-level learners in a specific cultural context, this research offers scalable strategies for institutions seeking evidence-based approaches to enhance academic writing outcomes through purposeful technology integration.
Copyright (c) 2026 Nugroho Nugroho https://creativecommons.org/licenses/by-sa/4.0
Bridging Expectations and Experiences: Exploring Teacher–Learner Dynamics in the BIPA Program
This study explored the alignment between teacher expectations and learner experiences of the BIPA (Bahasa Indonesia for Foreign Speaker) program. Since the demand for BIPA is increasing, these dynamics have to be understood in order to improve language learning outcomes. The research employed a mixed methods approach in a university in Batam and involved eight teachers and nine learners of different cultural backgrounds. Interviews, questionnaires and observations were used to gather data. The partial alignment of teacher expectations and learner experiences were found. Both focus on speaking skills and give regular feedback, but they differ in how to teach, how fast they should pace the lesson, and how to engage learners. The challenges that were faced include grammar, pronunciation and understanding spoken instructions. The research concluded that these gaps are addressed through differentiated instruction, interactive activities and culturally responsive teaching. These changes might increase learner satisfaction and program effectiveness. Research findings made clear the need for more learner centered approaches and provide important guidance for stakeholders and future studies to improve BIPA programs.
Copyright (c) 2026 Nurlaily Nurlaily, Maya Marsevani, Yowina Trisannia, Rizky Putra https://creativecommons.org/licenses/by-sa/4.0
Enhanching Assessment as Learning: The Influence of Language Assessment Literacy on Indonesian EFL Students’ Writing
This study examines the impact of enhancing Language Assessment Literacy (LAL) on Indonesian EFL students’ writing development through Assessment as Learning (AaL) practices. Unlike most research that emphasizes teacher-focused LAL, this study shifts attention to learners, exploring how assessment knowledge, particularly through rubrics, can promote metacognitive awareness, autonomy, and improved writing outcomes. A mixed-methods design was employed with 84 senior high school students randomly assigned to experimental and control groups. Results showed no significant differences between groups prior to the intervention. However, post-test scores indicated a significant advantage for the experimental group (M = 16.69) compared to the control group (M = 8.91), with a large effect size (η² = .82), confirming the effectiveness of LAL-based pedagogy. Qualitative interview data revealed that students’ attitudes toward LAL strongly shaped its classroom integration. Although learners initially reported limited experience, low confidence, and concerns about the reliability of peer assessment, they ultimately expressed positive perceptions of LAL, highlighting its role in clarifying writing expectations, supporting reflection, and fostering learner autonomy. These findings suggest that embedding LAL in EFL writing instruction can transform assessment into a learner-centered process that enhances both writing performance and self-regulated learning. Pedagogically, the study underscores the importance of scaffolding and supportive implementation of student-centered assessment practices. However, the study is limited by its short intervention period and context-specific sample.
Copyright (c) 2026 Entika Fani Prastikawati, Samantha Curle, Pryla Rochmahwati, Maria Yosephin Widharti Lestari, Lusia Maryani Silitonga, Raveenthiran Vivekanantharasa https://creativecommons.org/licenses/by-sa/4.0
Kahoot! and Foreign Language Learning: A Study of Perception in a Military Context
The formal and structured nature of the military environment, coupled with mission-oriented learning objectives, often results in foreign language learning being less appealing to soldiers. These conditions require pedagogical innovations that can improve learning effectiveness without neglecting military educational values and culture. This study aims to explore teachers' and students' perceptions of the use of the Kahoot! gamification platform and identify challenges in its implementation in foreign language learning at the Indonesian Army's General Military Education Center (Pusdikpengmilum). This study uses a qualitative case study approach. Data were collected through semi-structured interviews with five teachers and ten students, and reinforced with questionnaires as a triangulation technique. The results show that teachers and students have very positive perceptions of the use of Kahoot!. Based on the Technology Acceptance Model (TAM), Kahoot! is considered useful in increasing motivation, engagement, and understanding of material, as well as being easy to use in the learning process. However, the implementation of Kahoot! faces several challenges, including technical and infrastructure constraints such as internet instability, limited technological competence among some teachers, and pedagogical challenges in managing the dynamics of competition in the classroom. This study concludes that Kahoot! is a relevant and effective learning medium in a military environment. The implications of the study emphasize the importance of institutional support in the form of providing reliable technological infrastructure and ongoing training for teachers so that gamification-based learning innovations can be implemented optimally and sustainably.
Copyright (c) 2026 Regina Priscylia Siswadie, Lea Santiar https://creativecommons.org/licenses/by-sa/4.0
Pre-Service English Teacher Identity Development through Reflective Practices: Insights from Kampus Mengajar Program
This qualitative case study explores reflective practice activities experienced by Indonesian pre-service teachers in teaching English for Young Learners during Kampus Mengajar Program initiated by the Goverment of Indonesia. Using Gibbs’ Reflective cycles framework, which includes description, feelings, evaluation, analysis, conclusion, and action plan, this study examines how reflective practice activities during the teaching practicum influence their teacher identity development. Five pre-service teachers were invited to join in this research. Data were collected through close-ended questionnaires and semi-structured interview, then analyzed with Miles and Huberman’s model. The findings indicate that reflective practice activities help them to develop their identity as a teacher, and Kampus Mengajar Program gives them opportunities to improve their teaching skills. The analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. This study highlight the importance of reflective practice activities in shaping the teacher identity and sustain the teacher professional development. The findings suggest that the policy in teacher education is essential to foster reflective practice activites during the teaching practicum.
Copyright (c) 2026 Maulidia Rachmawati Nur https://creativecommons.org/licenses/by-sa/4.0
Adverse Childhood Experiences and Criminal Motives: A Semantic Study of a Suicide Note
This research analyzes how traumatic childhood experiences shaped François Vérove's criminal motives through a semantic study of his suicide note. This study fills the gap in the relationship between the impact of trauma and crime motive and legal framework through the assertions in suicide letters. Using a qualitative approach, the research analyzed a suicide note written by François Vérove, a former French gendarme. Linguistic analysis using Leech's theory of meaning; psychological theory using adverse childhood experience by V.J. Felitti, and assisted by French laws—Code Pénal and Code de Procédure Pénale. Three stages of analysis were applied: trauma identification, meaning interpretation, and meaning relationship mapping. The findings show that word choice serves as a means of justification, emotional representation, and symbolic explanation for violent acts, while also indicating statements that violate French law. This study concludes that the application of linguistic analysis supported by psychological and legal perspectives can broaden our understanding of the perpetrator's motives and determine the appropriate punishment for perpetrators who commit suicide.
Copyright (c) 2026 Theda Priskila Ann, Bernadus Wahyudi Joko Santoso https://creativecommons.org/licenses/by-sa/4.0
A Critical Discourse Analysis on a Teenager’s with Progeria to Share an Empowering Life Philosophy: A Case Study on TEDX
This study aimed at investigating the strategy of a teenager with progeria to represent his identity and ideology through the analysis of transitivity and critical discourse analysis. This research applied a qualitative descriptive study. The data is taken from TEDx Talk https://www.youtube.com/watch?v=36m1o-tM05g entitled My philosophy for a happy life. The storyteller named Sam Bern told his life philosophy despite his disability due progeria disease. This study applied Fairclough’s approach (1989) on critical discourse analysis incorporating with Hallyday & Matthiessen’s SFL (2004) to the analysis of transitivity and discourse practice. The study found that the storyteller frequently used relational process with 39.79%, material process with 33.16%, and mental process with 24.62%. In relational process, the storyteller bravely defined himself, his condition, his sickness, and his struggle against progeria. Through material process, he represented himself as a dynamic and active person that even his disease or physical disability could not hinder him from doing what he could do. The study also found that Sam Bern showed his success in accepting himself as a child with progeria by trying to negotiate his identity and resilience. The implication of this study suggests that storytelling can be a powerful pedagogical resource for teachers and educators to promote resilience, identity formation, and positive values among students, particularly in contexts where personal challenges and diversity need to be addressed.
Copyright (c) 2026 Asnita Sirait, Budi Hermawan, Safrina Noorman, Chen Die https://creativecommons.org/licenses/by-sa/4.0
Ethnographic Study of Sasak Language and Culture as Local Wisdom in SDGs to Preserve Sustainability Knowledge and Noble Traditions
Pamali is a form of local wisdom that has been passed down from generation to generation and is still believed by some people today. Pamali reflects prohibitions or warnings that are believed to bring bad luck if violated. The purpose of this study is to determine the realization of Pamali words in Sasak culture as expressions and usage in pronouns, as well as the cultural values of Pamali words, and to describe Pamali in supporting the sustainability of knowledge and noble traditions within the framework of SDGs. This study is based on linguistic anthropology and ethnography theories. Data in this study were collected by applying participatory observation and in-depth interview methods, accompanied by recording and note-taking techniques. The data were analyzed using two methods: the Miles and Haberman analysis model (data collection, data reduction, data presentation, and conclusion) and the Spradley analysis model. The results of the analysis show that the Sasak people view pamali as a norm that, if upheld, can create peace and tranquility in life; conversely, if violated, it can lead to dehumanization. The word pamali is practiced by the Sasak people in the form of greetings, which are used in the form of nouns and are closely related to cultural and ethical norms. Pamali in Sasak society serves to regulate politeness and maintain social harmony through pronouns that are sensitive to age and status, where violations are considered to be a violation of honor. This practice also preserves cultural knowledge and supports the sustainability of local traditions within the framework of the SDGs.
Copyright (c) 2026 Rabiyatul Adawiyah https://creativecommons.org/licenses/by-sa/4.0
Power and Politeness: A Pragmatic Analysis of Managerial Hierarchies in School Settings
This study investigates how power relations influence the use of politeness strategies in direct communication within a hierarchical school environment. Grounded in Brown and Levinson’s (1987) politeness theory and the pragmatic perspective of speech acts, the research aims to identify the types and sub-strategies of politeness used by speakers, examine how hierarchical status affects linguistic choices, and interpret the implied meanings behind politeness in institutional interactions. Using a qualitative descriptive design, data were collected through natural conversations and contextual interviews involving participants at different managerial levels: headmaster, vice principals, teachers, students, and cleaning staff. The findings reveal a strong tendency toward negative politeness (82.70%), expressed through apology, hedging, deference, and indirectness, reflecting a heightened awareness of institutional hierarchy. Positive politeness (9.20%) appears in horizontal interactions emphasizing solidarity, while off-record politeness (8.10%) is used primarily by lower-status participants to minimize social risk. These patterns demonstrate that linguistic politeness functions as a pragmatic tool for negotiating power and maintaining harmony in the school context. The study contributes to a deeper understanding of language use in hierarchical educational environments and highlights the importance of strengthening pragmatic awareness among school personnel. Practically, the results imply the need for communication training programs that help teachers and school leaders develop respectful, effective, and context-sensitive communication practices.
Copyright (c) 2026 Lastri Wahyuni Manurung, Benya Lertsuwan, Eka Putri Saptari Wulan, Carolina Carolina https://creativecommons.org/licenses/by-sa/4.0
Evidence-Based Predictors of the Japanese Language Proficiency Test Succes: The Role of Kanji, Grammar, Reading, and Listening Skills
This study examined the relationship between core Japanese language competencies Kanji, Bunpou (grammar), Dokkai (reading comprehension), and Choukai (listening comprehension) and success on the Japanese Language Proficiency Test (JLPT). This quantitative, predictive correlational research involved 60 students enrolled in Universitas Negeri Semarang Japanese language program. Based on the structural equation modelling and binary logistic regression analysis, the combined effects of Kanji, Bunpou (grammar), Dokkai (reading), and Choukai (listening) on JLPT outcomes were highly significant (χ² (4) = 42.957, p < 0.001), accounting for 73.4% of the variance (Nagelkerke R2.734). The model correctly classified 95% of cases, has an 88% accuracy for failures, and has a 98% accuracy for passes, indicating its robust predictive power. All four competencies were also significantly related to JLPT performance when considered separately (all p < 0.001). However, only Kanji (p = 0.041, odds ratio ≈ 1.69) and Bunpou (p = 0.046, odds ratio ≈ 1.77) were significantly associated with JLPT performance in the simultaneous model, as the impacts of Dokkai and Choukai were not significant. These findings imply that grammar, vocabulary and Kanji are fundamental elements for Japanese language learning, with reading and listening comprehension being heavily reliant on these skills. Therefore, because mastery of both lexical and syntactic skills appears to be a prerequisite for other abilities to meaningfully influence JLPT performance, this study recommends refining the integrative linguistic threshold concept and adopting a more comprehensive ‘Foundational-First’ pedagogical framework. It further suggests structuring weekly learning cycles to prioritize intensive lexico-syntactic automatization as the essential gateway to developing higher-order reading and listening proficiency.
Copyright (c) 2026 Andy Moorad Oesman, Dany Buyung Yudha Prasetya, Setiyani Wardhaningtyas, Chiara Manno https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Narrative Writing Skills Through Peer Dynamic Assessment: A Classroom Action Research
This classroom action research aimed to improve students’ narrative writing skills through the implementation of Peer Dynamic Assessment (PDA). The study was conducted in three cycles involving 30 students of the eleventh grade. The data were collected through writing tests, observations, and interviews. The results showed continuous improvement in students’ writing performance. The mean scores increased from 66.5 in the pre-cycle to 73.2 in Cycle I, 78.6 in Cycle II, and 84.8 in Cycle III. The percentage of students achieving the minimum mastery criterion (KKM 75) also rose from 26.7% to 93.3%. Students demonstrated better control of text structure, grammar, vocabulary, and mechanics. Qualitative findings revealed that students were more motivated and aware of their errors through collaborative feedback. These findings indicate that Peer Dynamic Assessment is an effective approach to enhance both cognitive and affective aspects of writing instruction.
Copyright (c) 2026 Sri Sarwanti, Rimajon Sotlikova, Dwi Winarsih https://creativecommons.org/licenses/by-sa/4.0
Morphological and Cultural Perspectives on Acronyms Through Sundanese Snack Names for BIPA Learning
Acronyms in the Indonesian language function as tools for efficient communication and cultural expression. It's essential to introduce an acronym in Indonesian for Foreign Speakers (BIPA) learning to enhance learners’ understanding of language and culture. This study aims to describe the morphological patterns of acronyms in Sundanese snack names. It also examines their pedagogical relevance for BIPA learners. A qualitative descriptive method was used. The study analyzed a corpus of 39 acronyms of Sundanese snacks. Morphological approaches were applied to identify patterns of word formation. The analysis found that most acronyms are formed by combining nouns and incorporating active and passive verbs. The acronym word-formation includes the most common process of syllable merging. Specific acronyms use distinctive phonemes related to their ease of pronunciation. The acronym formation reflects both the linguistic structure and the cultural aspects of Sundanese society. These acronyms can enrich learners’ vocabulary and raise learners’ awareness of linguistic patterns. Moreover, using these acronyms in BIPA learning supports intercultural understanding. Integrating local cultural elements through acronyms provides authentic and meaningful learning experiences. It also contributes to Indonesia’s cultural diplomacy. This study highlights acronyms as both linguistic tools and cultural resources. Overall, these findings suggest practical insights for BIPA teachers in designing culturally responsive learning activities that integrate morphology, local culture, and contextual language use.
Copyright (c) 2026 Yeti Mulyati, Ananda Siti Khoirunnisa https://creativecommons.org/licenses/by-sa/4.0
Developing an OBE-Based Paragraph Writing E-Module to Improve Writing Skills
Innovation in education is essential, and higher education likewise undergoes a comparable phenomenon. The limited availability of learning materials and access to them for the Paragraph Writing course remained a challenge. It encourages lecturers to innovate and create optimal learning quality, and modules can facilitate students’ independent and flexible learning. Lecturers are expected to develop innovative and interactive learning modules, such as an E-Module. The current research aims to develop a Paragraph Writing E-Module based on the OBE curriculum and assess its quality. This research used an R&D design. To collect the data, the researchers employed document analysis, structured questionnaires, and semi-structured interviews. The collected data were then analyzed quantitatively and qualitatively. The E-Module has been developed according to the ADDIE stages, incorporating the results of the target and learning needs analysis. Besides, inputs from validators regarding design, content, and language have been followed up on. The E-Module trial results pointed out that students can follow it easily and flexibly, starting from understanding concepts and practicing writing, and so do lecturers. The design has been made as attractive as possible, and the learning materials are arranged to help students easily understand the material. Technology is incorporated to enhance interactivity, hence facilitating autonomous improvement of comprehension and writing skills. To sum up, the researcher determined that the Paragraph Writing E-Module is very viable as instructional material for the Paragraph Writing course. Additionally, it has been developed to align with the OBE curriculum, which can be applied to other language courses.
Copyright (c) 2026 I Komang Budiarta, Dewa Gede Agung Gana Kumara, Ni Made Wersi Murtini https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Adaptive Artificial Intelligence (AI)-Based Learning in Enhancing EFL Learners’ English Structure Mastery
The urgency of this study stems from the growing gap in English language learning, particularly in mastering English structures such as passive voice and complex sentences, which has widened in the aftermath of the COVID-19 pandemic. EFL students often struggle to comprehend complex grammatical forms, which adversely affects their writing and speaking proficiency. Adaptive AI-based technology presents a promising solution by offering personalized, interactive, and effective learning experiences. This study aims to experimentally investigate the effectiveness of adaptive AI technology in enhancing EFL students’ understanding of English structure, specifically by comparing it to conventional teaching methods. A quasi-experimental design with a pretest-posttest control group approach was employed. The population consisted of undergraduate students majoring in English, and the sample comprised 60 students divided equally into experimental and control groups. The experimental group received instruction using adaptive AI technology, while the control group was taught using conventional methods. Data were collected through pretests, posttests, questionnaires, and interviews. Inferential statistical analysis, including MANOVA, was conducted to determine significant differences in grammar mastery between groups. The results indicated a statistically significant improvement in the experimental group's posttest scores (M = 84.70) compared to the control group (M = 74.30), particularly in mastering passive voice and complex sentences. Students also reported positive perceptions of the AI-based learning experience. This study contributes to the advancement of English language teaching and offers a scalable model for integrating adaptive AI in language education.
Copyright (c) 2026 M. Wahyu Hadi, Hendra Suryadi, Suparlan Suparlan https://creativecommons.org/licenses/by-sa/4.0
Investigating Pedagogical Competences of PPG Students in Designing and Implementing English Language Learning Videos
Teacher professional competence is a critical element in ensuring effective teaching and learning, particularly in the context of English as a foreign language. In the In-service Teacher Professional Education Program (PPG Guru Tertentu), participants are expected not only to prepare lesson plans but also to translate them into pedagogically sound practices, including the development of English learning videos. This study therefore aimed to analyse the pedagogical competence of PPG Guru Tertentu students majoring in English by examining the quality of their lesson plan development and the implementation of pedagogical competence in teaching practices documented through instructional videos. Employing a qualitative descriptive design, data were collected from twenty participants’ lesson plans and teaching videos The data were analysed thematically following Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing, with triangulation between document analysis and video observation. The findings show that while participants produced lesson plans that met administrative requirements, learning indicators were often too general and only partially aligned with Bloom’s Taxonomy, and assessment tended to focus on recall. The videos further revealed inconsistencies between planning and practice, simplification of student-centred activities, limited creativity in media utilization, and a strong reliance on unmodified YouTube videos. These results suggest that pedagogical competence is developing but remains uneven, particularly in operationalizing objectives, maintaining alignment between lesson plans and classroom practice, and designing authentic assessments.
Copyright (c) 2026 Rahmawati Upa, Sri Damayanti, Reski Yusrini Islamiah Yunus https://creativecommons.org/licenses/by-sa/4.0
Assessing EFL Students' Translation Competence in Argumentative Texts: An Analysis of Accuracy, Acceptability, and Readability
This study investigates the translation competence of third-semester students in the English Education Program at Universitas Muhammadiyah Makassar, focusing on the translation of argumentative texts from English into Indonesian. While previous research has mainly examined narrative or descriptive genres, studies on argumentative texts remain limited, despite their prominence in academic contexts and their demanding linguistic and cognitive features. This study addresses the lack of empirical work on argumentative translation and contributes practical strategies for EFL teachers. A quantitative descriptive design was employed to evaluate students’ translation performance across three key dimensions: accuracy, acceptability, and readability. Data were collected through a performance-based translation test and assessed using a rubric adapted from Nababan (2012). Findings revealed that although most students produced translations that were acceptable and readable, accuracy emerged as the most problematic dimension. Only 53.3% of the students achieved fully accurate translations, compared with stronger performance in acceptability (66.7%) and moderate results in readability (40%). These outcomes indicate that while students demonstrated cultural and linguistic fluency, they struggled with semantic precision and logical coherence. The results highlight the pedagogical need for integrating genre-based translation tasks into EFL curricula and providing explicit instruction in strategies such as managing logical flow, coherence, and stylistic alignment.
Copyright (c) 2026 Ratu Yulianti Natsir, Farisha Andi Baso https://creativecommons.org/licenses/by-sa/4.0
Designing Bilingual and Culturally Inclusive Learning Materials: A Needs Analysis of Pop-Up Books in English Instruction
Inclusive education for Deaf students in Indonesia continues to face pedagogical challenges, particularly in English language instruction due to the limited availability of accessible and appropriate learning materials. Deaf learners often experience difficulties in vocabulary acquisition and comprehension when instruction relies heavily on text-based approaches. This study aims to conduct a needs analysis to inform the development of culturally inclusive and bilingual English learning materials for Deaf students. Using a qualitative research design, structured interviews were conducted with two English teachers and eight Deaf students at SLBB YPAC Palembang. The data were analyzed using Target Situation Analysis (TSA) and Present Situation Analysis (PSA) frameworks. The findings reveal that Deaf students require strong visual support and the integration of Indonesian Sign Language (BISINDO) to facilitate vocabulary learning and comprehension. Participants also emphasized the importance of incorporating local cultural elements from Palembang, such as traditional food, arts, and dance, to enhance engagement and strengthen cultural identity. Pop-up books emerged as effective multimodal learning media due to their visual, tactile, and interactive features that align with Deaf students’ learning preferences. In conclusion, this study highlights the urgent need for bilingual, multimodal, and culturally responsive English learning materials. The findings provide practical implications for the development of inclusive instructional resources that can reduce learning barriers and promote equitable English language education for Deaf learners.
Copyright (c) 2026 Rizky Amelia Putri, Sary Silvhiany, Machdalena Vianty https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence (AI) for Automated Writing Evaluation in TESOL: Effectiveness and Challenges
Artificial Intelligence (AI) is having a significant influence on language learning, primarily through Automated Writing Evaluation (AWE), which gives quick and personalized feedback to learners. However, there is not enough research on the effectiveness and challenges in establishing higher-order writing abilities in the TESOL context. This study reviews the available research on how AI-based AWE supports TESOL writing and what problems it might have. This research follows Braun and Clarke's (2006) thematic analysis of 55 peer-reviewed studies from academic sources (e.g., Scopus, Google Scholar, JSTORE, ERIC) published between 2018 and 2025 reporting findings on the effect of AWE on pedagogy in TESOL teaching. The findings focus on both the effectiveness and the challenges of AWE tools. The analysis highlights themes such as improved linguistic accuracy, enhanced learner motivation, and personalized learning experiences, which contrast with challenges like academic dishonesty, ethical concerns, over-reliance on AI, and limitations in addressing higher-order cognitive skills. These findings indicate that while AWE tools significantly improve grammar, vocabulary, and writing fluency, these are less effective in developing critical thinking and argumentation. The study suggests the need for blended feedback models that combine AI feedback and teacher guidance, the implementation of ethical guidelines, and the conduct of long-term research to see how AWE affects advanced writing skills over time.
Copyright (c) 2026 Husnul Jannath, Antura Akter https://creativecommons.org/licenses/by-sa/4.0
Ecological Resilience Among English Teachers: Navigating Institutional and Social Challenges
This study investigates the ecological resilience of English teachers as they navigate institutional and social challenges in a private English course in Palembang, Indonesia. Grounded in Bronfenbrenner's Ecological Systems Theory, the research examines how teachers maintain their professional commitment and well-being through the interplay between personal, institutional, and social systems. Using a qualitative case study design, data were collected from ten senior teachers at Gloria English Course through semi-structured interviews and documentation. Thematic analysis was employed to identify recurring themes related to teachers' resilience across ecological layers. The findings reveal that teachers encounter institutional challenges, including policy inconsistency, excessive workload demands, and limited resources, alongside social pressures from parental expectations and workplace dynamics. Despite these difficulties, teachers demonstrated a strong adaptive capacity through personal strategies, including emotional regulation, self-reflection, and spiritual coping. Social and managerial support, especially collegial collaboration, empathetic leadership, and professional trust, played a vital role in maintaining teachers' motivation and stability. The results emphasize that resilience is not a fixed individual trait but a dynamic process shaped by reciprocal interactions between teachers and their environments. This study enriches the understanding of teacher resilience by emphasizing ecological perspectives within private educational contexts, an area that remains underexplored in Indonesian EFL research. Promoting supportive institutional systems and fostering collaborative work cultures can enhance teachers' resilience, improve well-being, and sustain professional quality in private language education.
Copyright (c) 2026 Ayu Febiola, Soni Mirizon, Rita Inderawati https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of an AI-Based English e-Module for Digital Content Creation: An Explanatory Sequential Mixed-Methods Study
The integration of AI in EFL is increasingly vital to meet the demands of digital content creation, where English serves as a global medium for audience engagement. This study aims to investigate how students view the usefulness of an AI-based English e-module in improving their abilities and involvement in the production of digital content. An explanatory sequential mixed-method was used in this study. The data were gathered from 44 students of communication science study program at Universitas Ahmad Dahlan. Quantitative data were collected via a structured questionnaire grounded in the Technology Acceptance Model (TAM) and qualitative data were gathered through structured interviews with six purposively chosen participants. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analyses. Results revealed strong positive perceptions: the AI feature usefulness item recorded M = 3.98, the comparative effectiveness over conventional methods item yielded M = 3.89, and overall satisfaction achieved M = 3.91. Thematic analysis confirmed the value of real-time chatbot feedback and automated corrections in enhancing scriptwriting and confidence, though device incompatibilities and navigation issues emerged as barriers. These results suggest that in order to acquire real digital communication abilities, educators should incorporate AI-driven e-modules into task-based EFL curricula. Additionally, system design should give priority to multilingual support and cross-device optimization in order to guarantee equitable access.
Copyright (c) 2026 Dio Fahmi Alfaridhi, Prayudha Prayudha, Raden Muhammad Ali, Anang Masduki https://creativecommons.org/licenses/by-sa/4.0
Improving English Grammar Skills Through Islamic Content and Technology for Secondary School Students in Islamic Boarding Schools
Mastering English grammar is essential for effective communication, academic success, and professional growth. As one important language element, grammar helps learners in expressing ideas more clearly, avoiding misunderstanding, and engaging in meaningful interactions. Yet, many secondary school students in Islamic boarding schools (pesantren) face challenges in mastering grammar due to traditional teaching methods and a lack of engaging learning sources. This study examines the effectiveness of integrating Islamic content and technology into English grammar teaching to enhance students’ learning experiences and outcomes. In particular, the research investigates the impact of the Quizizz platform as an interactive gamified learning tool for grammar instruction. A pre-experimental design with pre- and post-tests was employed to measure the student's progress in grammar proficiency after exposure to Islamic content-based instruction and interactive digital platforms such as Quizizz. In its statistical analysis, the test results revealed a significant improvement in grammar proficiency, with an Asymp.Sig. (2-tailed) value of 0.000 < 0.05, confirming the hypothesis that using Quizizz positively impacts student learning outcomes. The findings demonstrate that integrating technology into grammar instruction can enhance engagement, understanding, and application of grammar concepts. This study underscores the potential integrating religious content with technology-driven instruction to facilitate effective grammar learning in Islamic boarding school settings. Future studies with broader sample sizes, long-term treatment, and control group comparison is needed to strengthen the generalizability of the research results.
Copyright (c) 2026 Rafika Rabba Farah, Jarum Jarum https://creativecommons.org/licenses/by-sa/4.0
Digital Impoliteness Strategies in Response to Finance Minister Purbaya’s Assertions on the High-Speed Whoosh Project: A Pragmatic Analysis
The phenomenon of impoliteness in digital spaces is gaining attention because it can affect the quality of public discourse, especially when it comes to national policy issues. This study aims to analyze the forms of impoliteness strategies used by netizens in responding to the attitude and statements of Finance Minister Purbaya regarding the project. Using a descriptive quantitative method, data was collected from netizen comments on the YouTube platform and classified based on Culpeper's impoliteness taxonomy. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. These findings indicate that netizens' responses tend to be evaluative-negative and are often realized through direct attacks on the self-image of public officials. This study concludes that netizens' rudeness is triggered by dissatisfaction with government statements and reinforced by the characteristics of digital communication, which allows for spontaneous expression without strong social control.
Copyright (c) 2026 Christina Natalina Saragi, Dewi Paulina Silalahi, Nurainun Hasibuan, Renita Br Saragih https://creativecommons.org/licenses/by-sa/4.0
Exploring the Impact of Students' Listening Needs on the Development of Lecturers’ Pedagogical Competence in Intensive Listening Courses
In the context of English as a Foreign Language (EFL) in higher education, Intensive Listening courses are expected to prepare students for the demands of academic listening yet teaching practices do not always align with students' actual needs. This study explores the impact of students' listening needs on the development of lecturers' pedagogical competencies in Intensive Listening courses. Using a mixed-methods needs analysis design, data were collected from 120 students in three classes through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observation and interview data were analyzed thematically and combined through triangulation. The research findings indicate that students prioritize academic listening as their primary goal, but still struggle with lexical density, high speech rate, accent variation, and note-taking when dealing with long spoken texts involving multiple speakers. Students also strongly prefer multimodal and scaffolded activities, particularly video-based materials supported by transcripts or subtitles and clear guidance at the pre-listening, during-listening, and post-listening stages. These needs point to specific areas where lecturers' pedagogical competencies need to be strengthened, including planning and designing academic listening tasks, implementing process-oriented instruction and strategies, and implementing assessments that truly reflect the demands of academic listening. This study proposes the EPMT (ESP-informed, Process-oriented, Metacognitive, and TPACK-supported) model as a practical framework for aligning Intensive Listening pedagogy with students' needs.
Copyright (c) 2026 Hasriani G Hasriani G, Rahmad Risan, Maemuna Muhayyang, Nur Aeni, Luís Cardoso https://creativecommons.org/licenses/by-sa/4.0
Differentiated Instruction in Improving Indonesian Language Learning Outcomes Based on Visual, Auditory, and Kinesthetic Learning Styles
Education plays a strategic role in developing students’ potential; however, low learning outcomes remain a persistent challenge, often resulting from teaching methods that fail to accommodate diverse learning styles. Recognizing that learners possess distinct preferences—visual, auditory, or kinesthetic—this study emphasizes the importance of adapting instructional approaches to align with these differences, thereby fostering more effective learning experiences. This research aimed to evaluate the effectiveness of differentiated instruction tailored to students’ learning styles in improving learning outcomes among third-grade students at SD Negeri Pao-Pao, Gowa Regency. Employing a quantitative approach with a one-group pretest–posttest experimental design, the study involved 29 students. Instruments included written tests and a VARK-based learning style questionnaire, and data were analyzed using normality and homogeneity tests, followed by one-way ANOVA to examine differences in learning outcomes across the three learning style groups. The results showed that while statistical differences among visual, auditory, and kinesthetic learners were not significant, each group exhibited notable gains in posttest scores. Visual learners benefited most from the use of diagrams and multimedia, auditory learners from discussion-based learning, and kinesthetic learners from hands-on activities. These findings indicate that differentiated instruction—when responsive to learning preferences—can significantly enhance students’ engagement and overall academic achievement. The study contributes to the growing body of evidence supporting inclusive and adaptive pedagogy in Indonesian elementary education and provides practical recommendations for teachers to incorporate multimodal strategies in lesson planning while encouraging policymakers to promote professional development programs focused on differentiated instruction as a pathway to improving learning equity and quality.
Copyright (c) 2026 Nur Asmi, Ulfah Rizki Afdilah, Aliem Bahri https://creativecommons.org/licenses/by-sa/4.0
The Use of Arabic Podcasts Integrated with Motivation to Learn in Improving Students’ Arabic Speaking Skills
The advancement of digital technology has transformed language learning media, with podcasts emerging as an alternative platform to enhance speaking skills. This study investigates the use of Arabic podcasts integrated with strong motivation to learn in improving students’ Arabic speaking skills (maharah al-kalam). The study applies a qualitative case study approach. Data were gathered through open-ended questionnaires and in-depth interviews with students actively engaging with Arabic-language podcast content. The data were analyzed using the Miles and Huberman model, including data reduction, display, and conclusion drawing. The findings reveal that podcasts significantly support the development of speaking fluency, vocabulary acquisition, pronunciation accuracy, and learner confidence in oral communication. Exposure to authentic and contextual input through podcasts facilitates meaningful learning experiences while promoting flexible and independent learning strategies. These outcomes reinforce the theoretical relevance of Communicative Language Teaching and Second Language Acquisition frameworks within Arabic language instruction supported by digital audio media. Importantly, this study addresses a gap in Arabic language pedagogy, as previous research has largely concentrated on EFL or younger learners, leaving higher education contexts underexplored. By situating Arabic podcasts within a university setting, the study provides empirical evidence for their role as an innovative alternative to enhance speaking proficiency. The study further recommends that educators incorporate podcasts into classroom practices, curriculum design, and independent learning activities to optimize student engagement and outcomes. It also opens pedagogical opportunities for integrating podcasts as an instructional strategy in higher education and calls for further research on their long-term impact on other language competencies.
Copyright (c) 2026 Haeruddin Haeruddin, Annisa Mutiara Putri Effendy, Ilham Ramadhan, Muhammad Anwar Bin Ahmad https://creativecommons.org/licenses/by-sa/4.0
Analyzing Higher and Lower Order Thinking Skills in the “English for Nusantara” Grade VIII Textbook Reading Comprehension Exercises
Textbooks serve an important impact in molding students' learning outcomes, especially in terms of reading comprehension and cognitive skills. Recent research on Indonesian EFL textbooks, however, indicates that comprehension tasks are frequently dominated by lower level thinking skills (LOTS), with few possibilities for higher order thinking skills (HOTS). The purpose of this study is to determine the extent to which LOTS and HOTS are reflected in the reading comprehension activities of the English for Nusantara textbook. A qualitative content analysis approach was used to assess 64 reading comprehension questions from five chapters using Bloom's Revised Taxonomy. The data suggest that LOTS are more prominently represented (64%), particularly at the remembering and comprehending levels, while HOTS appear to a lesser extent (36%) while analyzing and assessing activities. The generating level (C6) was missing from all chapters. Although the cognitive requirement gradually increased in later chapters, the overall distribution remained imbalanced, with LOTS dominating the majority of activities. Beyond description, these findings have practical ramifications. Teachers are encouraged to enhance their classroom practice by including HOTS-oriented activities such as debates, project-based learning, and creative writing projects to build evaluation and creation abilities. Textbook authors and curriculum developers, meanwhile, should redesign future editions to include a more balanced number of LOTS and HOTS, ensuring that comprehension exercises not only strengthen core literacy but also challenge students to think critically and creatively. By doing so, textbooks can better connect with the ideals of the Kurikulum Merdeka and the Profil Pelajar Pancasila.
Copyright (c) 2026 Nina Puspitaloka, Ermanto Ermanto, Yetti Zainil https://creativecommons.org/licenses/by-sa/4.0
Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification
English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Copyright (c) 2026 Tiara Noviarini, Mark Philip Castillo Paderan, Zohri Hamdani, Fini Widya Fransiska, Dhafiya Fitriani https://creativecommons.org/licenses/by-sa/4.0