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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Designing Instructional Materials for Strengthening Pancasila Student Profile Through Project-Based Learning in Senior High Schools
In Indonesia, PjBL is a key component of the Merdeka Curriculum, intended to integrate interdisciplinary learning outcomes with Pancasila values. However, many teachers—even experienced ones—still lack adequate preparation to design and manage PjBL. Integrating several subjects into one project and preparing suitable materials, methods, media, and assessment tools remain challenging tasks. This Research and Development study produced instructional materials for the Project of Strengthening the Pancasila Student Profile (PSPSP) for SMA students. Using the ADDIE framework, this study was conducted only up to the Design and Development stages. The resulting materials cover four project themes: Cultural Exchange and Diversity, Community Service Learning, Environmental Awareness Campaign, and Business Plan/Entrepreneurship. Each project includes detailed implementation steps, handouts and resources, and assessment rubrics with clear criteria and tools. All components were created based on a needs analysis of both teachers and students. The products developed in this study are expected to support SMA English teachers in preparing for PSPSP implementation. Future research that applies and evaluates these materials in real classroom contexts is recommended.
Copyright (c) 2026 Toyyibah Toyyibah, Ary Setya Budhi Ningrum, Dewi Nur Suci, Bahruddin Bahruddin, Marwa Mansour https://creativecommons.org/licenses/by-sa/4.0
Figurative Language in the Book of Isaiah: A Study of the Isindebele Bible (Ibhayibheli Elicwengileko)
The translation of biblical texts into South African indigenous languages was historically undertaken by missionaries who rendered scriptures from Greek and Hebrew into English and subsequently into local languages to facilitate evangelisation. Within this trajectory, isiNdebele remained marginalised and was among the last South African languages to receive a complete Bible translation, making the 2012 publication of IBhayibheli Elicwengileko both linguistically and historically significant. This context underscores the importance of examining how figurative language central to biblical meaning and interpretation is conveyed in an underrepresented African language beyond the missionary translation era. This study aims to identify, categorise, and analyse figurative expressions in relation to their contextual meaning. Employing a descriptive qualitative methodology, the study integrates Perrine’s Theory of Figurative Language with Pragmatic Theory to interpret meanings beyond literal sense, while purposive sampling isolates verses containing salient figurative usage. The analysis identified 50 similes, 38 metaphors, 34 instances of personification, 29 cases of hyperbole, 28 examples of irony, and 24 euphemisms. Findings indicate that these expressions largely preserve their connotative force in isiNdebele, demonstrating the translation’s effectiveness in maintaining figurative nuance. The study contributes to translation studies by illuminating strategies for conveying figurative meaning in underrepresented African languages, while also highlighting implications for biblical interpretation, language preservation, and the pedagogical use of indigenous-language scriptures. It also supports ongoing efforts in African language documentation, corpus development, and culturally grounded translation scholarship.
Copyright (c) 2026 Nomsa Skosana, Respect Mlambo https://creativecommons.org/licenses/by-sa/4.0
Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning
The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Copyright (c) 2026 Roswita Aboe, Naniek Jusnita, Asrul M. Syawal, Harriot Beazley https://creativecommons.org/licenses/by-sa/4.0
A Multi-Phase Study of Processing Depth: Attentional Mechanisms Underlying Effective Vocabulary Consolidation
Processing depth is multidimensional; its definition must not overlook the complex cognitive and affective processes involved and their influence in operating memory performance. A clarified account of the mechanisms driving processing depth is needed to extend its application in cognition and language learning. This understanding could provide insights into the effectiveness of language teaching materials and vocabulary learning strategies over others. To serve this purpose, this study investigated the effect of different types of processing depth on vocabulary consolidation, both structural and semantic. Specifically, this study used a mixed-methods approach with a sample of 167 students and progressed through three phases, each building on insights gained from the previous one. The first within-subjects experiment investigated the effect of structural processing and two types of semantic processing on vocabulary consolidation among participants, while semantic outputs produced during the different types of processing were examined to understand the governing principles behind each type. It was revealed that semantic processing was more effective, with distinctiveness particularly associated with improved performance. Building on these findings, the second between-subjects experiment was designed to examine strategy training using vocabulary consolidation strategies reflecting different processing types, complemented by post-training feedback. The third phase focused on model building, developing the Attentive Depth of Processing Model; it posits that attention serves as a pivotal axis around which depth orbits, governed by attentional principles that support long-term consolidation. Overall, this study seeks to understand deep processing principles and provide a basis to improve vocabulary acquisition.
Copyright (c) 2026 Manal Laaribi https://creativecommons.org/licenses/by-sa/4.0
Technology-Assisted Collaborative Writing: EFL Students’ Perceptions and Preferred AI Features for Literature Reviews
Despite technology-assisted and AI-based tools have been commonly used in supporting academic writing in English as a Foreign Language (EFL) context, particularly in collaborative learning environments, research on how EFL students perceive the use of integrated AI and collaborative platforms specifically in research-based writing, as well as which features they find most beneficial remain limited. This study fills in the gap by exploring EFL students’ perceptions of technology-assisted tools in collaborative literature review writing and to identify the AI-supported features they perceive as most helpful. Employing a descriptive qualitative design, data were collected through open-ended questionnaires administered to 33 students and follow-up semi-structured interviews with six selected participants. The findings revealed that students perceived technology-assisted tools positively as they enhanced efficiency, productivity, accessibility, collaboration, and their overall perspective on academic writing. Preferred AI features included information retrieval and research support, idea generation and content development, language improvement, and collaboration support. Despite these positive perceptions, students also expressed concerns regarding ethical issues, authorship, and over-reliance on AI. The findings suggest that technology-assisted collaborative tools help students improve their research writing by supporting the writing process, developing critical thinking skills, and teaching responsible technology use. To ensure the effective and ethical use of these tools, educational policies should include clear guidelines.
Copyright (c) 2026 Dwiansari Ramadhani, Roro Millatu Al Ghaniy, Ning Difani Wulan https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Ecological Literacy Through Place-Based Pedagogy in Indonesian EFL Classroom
Ecological literacy has emerged as a critical competency in the face of growing environmental challenges, yet English language instruction in many Indonesian EFL contexts continues to address ecological issues in decontextualized and abstract ways. Previous studies on place-based pedagogy (PBP) have largely concentrated on science education or Western school settings, leaving a significant empirical gap regarding its application in Indonesian secondary EFL classrooms. This study examined how place-based pedagogy enhances Grade XI students’ ecological literacy at senior high schools Palembang, South Sumatra, within a Participatory Action Research (PAR) framework. A mixed-methods design was employed involving 35 Grade XI students and one English teacher across eight instructional meetings. Quantitative data were collected through pre-test and post-test instruments measuring students’ reading ecological literacy and ecological knowledge, and analyzed using paired-sample t-tests. Qualitative data were gathered through classroom observations and semi-structured interviews with nine selected students and the English teacher, and analyzed thematically following Braun and Clarke’s (2006) framework. Results revealed statistically significant improvements in both reading ecological literacy (t(34) = −18.71, p < .001) and ecological knowledge (t(34) = −22.54, p < .001). Thematic analysis identified four student-centred mechanisms: real-life relevance, emotional engagement, improved ecological understanding, and active participation. Teacher findings demonstrated that collaborative PAR processes supported professional development, enabling the teacher to independently incorporate environmental themes into formal examinations in the subsequent academic year. This study concludes that place-based pedagogy constitutes an effective and contextually responsive approach for integrating ecological literacy into EFL instruction at the secondary school level in Indonesia.
Copyright (c) 2026 Amelia Kurniasari Farouk, Sary Silvhiany, Rita Inderawati https://creativecommons.org/licenses/by-sa/4.0
Integrating Critical Thinking Through Teachers’ Questioning Strategies in the Merdeka Curriculum for EFL Students of Islamic Senior High Schools
Critical thinking (CT) is determined as one of Indonesian senior high school’s graduate profiles in Merdeka Curriculum, and this policy suggests teachers to nurture students’ critical thinking, which focuses on students’ ability of analysing, evaluating and creating narrative and exposition texts. This qualitative study investigates on how the Pre-Service EFL Teachers’ (PSETs) inserted CT in their questioning strategies to teach narrative and exposition texts for the eleven graders of Islamic senior high school (Madrasah Aliyah) in Ponorogo. This qualitative case study captured PSETs’ questioning strategies implemented during their internship. Four PSETs were observed and interviewed to gather data about types of questioning strategies they implemented. The findings revealed that six types of questioning strategies have been implemented, namely structuring, directing, pitching, rhetorical, probing, and pausing. Then, the researchers identified six questioning strategy types and determined that four types of questioning strategies, such as directing, rhetorical, probing, and pausing effectively engaged students in higher-order cognitive processes aligned with critical thinking integration in learning activities such as, analyzing, evaluating, and creating narrative and exposition texts. In the process of creating narrative and exposition texts, the students hesitated to write their own and need scaffolding learning. The students always ensure their paragraph to PSETs. Hence, PSETs have to assist them optimally. In addition, the study also documents implementation challenges faced by pre-service teachers and proposes practical solutions.
Copyright (c) 2026 Dwindah Mar'ah Shoolihah, Siti Muniroh, Mirjam Anugerahwati https://creativecommons.org/licenses/by-sa/4.0
Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills
The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance students’ communicative competence and cognitive skills. This study investigated the effectiveness of integrating a flipped classroom approach with a conversational agent (Replika-AI) in improving students’ willingness to communicate (WTC), self-regulation (SR), and higher-order thinking skills (HOTS) in English-speaking learning. This research employed a mixed-method approach with a quasi-experimental design involving two groups of students from the English Language Education Study Program at Universitas PGRI Semarang. The control group implemented a traditional flipped classroom model, whereas the experimental group used a flipped classroom integrated with Replika-AI. Quantitative data were collected using Likert-scale questionnaires measuring WTC, SR, and HOTS and were analyzed using analysis of variance (ANOVA) through SPSS. Qualitative data on students’ speaking performance were analyzed using Brown’s speaking assessment framework and processed with MAXQDA software. The results indicated that students in the experimental group achieved significantly higher scores in all three variables compared to those in the control group. The integration of Replika-AI had a significant impact on students’ willingness to communicate, self-regulation, and higher-order thinking skills. Qualitative findings also revealed improvements in speaking components, including comprehension, vocabulary, fluency, pronunciation, and grammar. Overall, the findings showed that combining a flipped classroom with an AI conversational agent created a more interactive and independent learning environment, which contributed to the improvement in students’ English speaking skills.
Copyright (c) 2026 Shella Nabilla, Lusia Maryani Silitonga, Wiyaka Wiyaka https://creativecommons.org/licenses/by-sa/4.0
Investigating Types, Reasons, and Pedagogical Suggestions of Code-Switching in Teacher-Students’ Interaction in EFL Classroom
In EFL classrooms, particularly in bilingual contexts such as Indonesia, the use of code-switching has become an inevitable and pedagogically contested practice. While it is often employed to facilitate comprehension and classroom interaction, excessive reliance on code-switching may hinder students’ exposure to the target language and limit their communicative competence development. This research aims to explore the types, reasons, and pedagogical suggestions for implementing code-switching in the classroom by teachers and students. This study employed a qualitative method, including observation and interviews. It involves 5 participants, 1 teacher and 4 students in an English course. The instruments of this study consisted of non-participant classroom observation supported by field notes to capture real-time code-switching occurrences, and semi-structured interviews guided by validated question protocols to explore participants’ underlying reasons and pedagogical suggestions. The findings of the study indicated that teachers and students used inter-switching, intra-switching, and tag- switching. The inter-switching is a dominant switching used. Teachers use code-switching to accommodate the limits of students’ abilities, clarify, emphasize, and explain to ensure they understand the materials and feel comfortable in English learning. On the other hand, the main reasons for students’ lack of vocabulary are difficulty expressing thoughts and low speaking confidence in English. This study highlights suggestions from teachers that the teacher should appropriately select the vocabulary, learning method, and technology implementation for students, maintain confidence, and reduce code-switching in teaching English. The students suggest that they have to practice often and use applications such as Duolingo, Elsa Speak, and YouTube to support their speaking practice, so they can speak English fluently. In conclusion, code switching is a pedagogical and communicative strategy facilitating understanding and interaction in bilingual English classrooms.
Copyright (c) 2026 Thessa Siregar, Syafryadin Syafryadin https://creativecommons.org/licenses/by-sa/4.0
Structural and Functional Analysis of Four-Word Lexical Bundles in Academic Book Reviews Published in Q1-Indexed International Journals
Lexical bundles are an important feature of academic discourse, reflecting textual fluency, information density and rhetorical organization. While there is a massive frame of research on lexical bundles in academic genres, limited research has been done on lexical bundles in academic book reviews, especially in Q1-indexed international journals. The present corpus-based study explores the structural and functional distribution of four-word lexical bundles in academic book reviews published in Q1-indexed international journals. The corpus consists of twenty book reviews taken from ten Q1-indexed international journals. The analysis yielded 37 lexical bundles in this corpus. Structurally, fragments based on prepositional phrases and fragments based on noun phrases dominate the distribution, covering 78.38% of all lexical bundles. These patterns indicate a preference for compact packaging of information in terms of nominal and prepositional structures. In terms of function, the most frequently occurring category was referential bundles (56.75%), followed by discourse-organizing bundles (29.73%), and attitude bundles (13.51%). The prevalence of referential bundles reflects the focus of the genre on elaboration, description and academic evaluation of content, while the relatively low frequency of attitudinal bundles suggests adherence to academic objectivity. In general, the findings of the study reveal a close relationship between the structural patterns and the communicative functions of lexical bundles in the academic book reviews. The study demonstrates the benefits of corpus-based and genre-sensitive approaches for understanding academic discourse and has pedagogical implications for teaching academic writing, particularly in helping students to develop lexical patterns consistent with the standards of academic book reviews.
Copyright (c) 2026 Nur Ifadloh, Sri Wuli Fitriati, Widhiyanto, Dwi Rukmini https://creativecommons.org/licenses/by-sa/4.0
Depicting Life Through Conceptual Metaphor: an Art-Linguistic Analysis of Students’ Works in an Aesthetics Course
Metaphor is recognized in cognitive linguistics as a mechanism through which individuals conceptualize abstract experiences in concrete terms. While extensive research has examined metaphor in verbal discourse, comparatively less attention has been given to how conceptual metaphors work in students’ visual artworks, particularly within an aesthetics course, which is a mandatory university subject for all regular students. Investigating conceptual metaphors of ‘life’ in student artworks is valuable because it reveals how cognitive processes, disciplinary backgrounds, and multimodal resources interact in meaning-making practices. This study probes how students use visual metaphors in the aesthetics subject. Data collected from artworks, titles, essays, interviews, and discussions were analyzed; the analysis was conducted in two stages: CMT (Conceptual Metaphor Theory) was used to identify source–target mappings underlying students’ metaphors (e.g., Life is a Ladder, Life is a Reflection); MDA (Multimodal Discourse Analysis)was applied to examine how visual elements such as composition, colour, material choice, and spatial arrangement reinforced and expanded metaphorical meanings. The findings reveal a clear disciplinary pattern: students from scientific backgrounds tend to construct structured, linear metaphors, whereas students from social sciences and humanities produce more layered, abstract, and narrative-driven metaphors. This indicates the multiple cognitive structures of metaphor as an art form and their societal settings. These findings contribute to art education by demonstrating how metaphor-based pedagogy fosters reflective thinking, interdisciplinary awareness, and multimodal literacy. Moreover, the study provides empirical evidence that meaning-making of ‘life’ in art classrooms emerges through the interaction of cognitive mapping and semiotic resources.
Copyright (c) 2026 Kristining Seva, Ignatius Bambang Sugiharto, Asnita Sirait, Anniek Orye https://creativecommons.org/licenses/by-sa/4.0
The Effects of Inquiry-Based and Contextual Learning Strategies on English Writing Skills: A Prisma Systematic Review (2015–2025)
English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
Copyright (c) 2026 Sapto Sugiharto, Merry Lapasau, Widodo Widodo, Syahfitri Purnama, Bambang Sumadyo https://creativecommons.org/licenses/by-sa/4.0
Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Copyright (c) 2026 Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto https://creativecommons.org/licenses/by-sa/4.0
Improving Narrative Writing Skills Using the CIRC-Based Guided Writing Method: Empirical Evidence in Elementary School Environment
Indonesia's 71st ranking among 81 countries in the 2022 PISA assessment highlights persistent challenges in foundational literacy, particularly in writing, where elementary students struggle with organizing ideas coherently, constructing engaging narratives, and demonstrating creativity. Although writing proficiency is essential for academic success, no studies have systematically combined Guided Writing and Cooperative Integrated Reading and Composition (CIRC) to develop narrative writing skills and creativity among early elementary learners. This study aimed to investigate the effectiveness of integrating Guided Writing with CIRC compared to the Think Talk Write (TTW) model in enhancing narrative writing skills and creative attitudes among third-grade students. A quasi-experimental non-equivalent control group design was employed involving 52 third-grade students from two public elementary schools in Tegowanu, Grobogan Regency. The experimental group (n=35) received CIRC-based instruction, while the control group (n=17) used the TTW model. Data were collected using a narrative writing assessment rubric and a creative attitude scale, then analyzed through independent samples t-tests. Results demonstrated that the CIRC approach significantly outperformed TTW in both measures, with experimental students achieving higher narrative writing scores (M=84.71 vs. M=73.24, p<0.001) and creative attitude scores (M=81.00 vs. M=73.88, p<0.001). These findings confirm that integrating Guided Writing within CIRC's collaborative framework more effectively develops both technical writing proficiency and creative expression than TTW. Teachers of early elementary grades are encouraged to adopt this integrated approach as a structured pedagogical strategy for improving narrative writing outcomes.
Copyright (c) 2026 Nia A'isyah Septiarini, Panca Dewi Purwati https://creativecommons.org/licenses/by-sa/4.0
Developing Indonesian Language Teaching Materials Based on the Mime Model: A Lesson from It’s Validity, Practicality, and Effectiveness.
The growing demand for advanced literacy skills requires reading instruction at the junior high school level to move beyond surface comprehension toward integrative, analytical, and reflective reading practices. However, Indonesian language instruction remains largely dependent on conventional teaching materials that do not systematically integrate extensive and intensive reading strategies. This study aimed to develop Indonesian language teaching materials based on the Integrative Extensive–Intensive Reading (MIME) model to enhance students’ reading comprehension and text analysis skills. This research employed a R&D approach. Data were collected through classroom observations, interviews, document analysis, expert validation sheets, student response questionnaires, and reading comprehension tests. The study involved Indonesian language teachers and students at Malang, East Java, with 30 students participating in the limited field trial. The developed materials were evaluated by subject matter experts, instructional design experts, and graphic design experts before being implemented in an experimental class and compared with a control class to examine their effectiveness. The validation results indicated that the developed teaching materials achieved a very high level of validity. Effectiveness testing revealed a statistically significant difference between the experimental and control groups (p = 0.003 < 0.05). These findings demonstrate that the MIME-based teaching materials are valid, practical, and effective in improving students’ reading comprehension, text analysis skills, and learning engagement. Practically, the developed teaching materials can serve as an alternative instructional resource for Indonesian language teachers to implement integrative reading instruction and strengthen students’ higher-order literacy skills at the junior high school level.
Copyright (c) 2026 Hadi Wardoyo, Suryantoto Suryantoto, Riswanda Himawan, Heny Subandiyah https://creativecommons.org/licenses/by-sa/4.0
Integrating Local Culture and Digital Tools in Culturally Responsive English Teaching
This study explores the integration of local cultural content and digital tools in culturally responsive English teaching at UNIMUDA Sorong, West Papua. The study emerged from the challenges of teaching English in multicultural and resource-diverse classrooms where students come from different linguistic, cultural, and technological backgrounds. In this context, English is often learned as a third or fourth language, while unequal access to digital resources continues to shape classroom participation. This study aimed to investigate how lecturers integrate local culture and digital tools in English learning and how students respond to these practices. This study employed a descriptive qualitative design involving 30 second-semester students and five English lecturers in the General English course at UNIMUDA Sorong. Data were collected through questionnaires, semi-structured interviews, and classroom observations and analyzed using data condensation, data display, and conclusion drawing or verification. The findings revealed four major themes. First, the integration of Papuan cultural content increased students’ motivation and confidence across speaking, reading, listening, and writing activities. Second, digital platforms such as YouTube, Instagram, and TikTok supported student engagement and encouraged more interactive English learning experiences. Third, unequal internet access and differences in digital literacy limited some students’ participation in technology-based activities. Finally, lecturers played an important role as mediators who connected local culture with digital learning practices in multicultural classrooms. The study suggests that integrating local culture and digital tools can support more inclusive and meaningful English learning in culturally diverse contexts. However, institutional support and equitable digital access remain essential for the sustainable implementation of culturally responsive and technology-enhanced pedagogy in Eastern Indonesia.
Copyright (c) 2026 Nurteteng Nurteteng, Nursalim Nursalim, Melanie Bobert https://creativecommons.org/licenses/by-sa/4.0
Translanguaging in South African Primary Mathematics Education: A Semi-Systematic Review of Pedagogical Opportunities for Multilingual Learners
South African primary mathematics classrooms remain linguistically complex due to the mismatch between learners’ home languages and the dominant language of instruction. This mismatch continues to contribute to poor learner participation, conceptual misunderstanding, and low mathematics achievement. This semi-systematic review explores how translanguaging can be harnessed as a pedagogical resource in multilingual South African primary mathematics classrooms. Eight peer-reviewed studies published between 2020 and 2023 were selected following a structured search and screening process using predefined inclusion and exclusion criteria. Studies were retrieved from Google Scholar, Scopus, and ResearchGate and analysed thematically using Braun and Clarke’s six-phase framework. Findings reveal that translanguaging enhances classroom communication, supports conceptual meaning-making, strengthens learner participation, and improves mathematical proficiency by allowing learners to draw on their full linguistic repertoires. The review highlights the need for language-responsive pedagogies, teacher professional development, and multilingual classroom policies that promote equitable mathematics learning in South African schools.
Copyright (c) 2026 Erasmos Charamba, Shalom Nokuthula Ndhlovana https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Directed Reading Thinking Activity Assisted with Board Game Media on Fourth-Grade Reading Comprehension
Reading comprehension remains a persistent problem for Indonesian elementary students, as shown by the Computer-based National Assessment (ANBK) and the Progress in International Reading Literacy Study (PIRLS) outcomes. This situation calls for a reading strategy that can make students more active and engaged in constructing meaning from texts. Both Directed Reading Thinking Activity (DRTA) strategy and board game media have been proven effective separately and are potentially beneficial when integrated, yet studies on their combined use remain limited. This study aimed to examine the effectiveness of a DRTA strategy supported by board game media in improving fourth-grade students’ reading comprehension. The study employed a quantitative quasi-experimental design with a nonequivalent control group involving 38 fourth-grade students of SD Labschool UNNES. Data were collected through validated reading comprehension pre-test and post-test instruments and analyzed using the Wilcoxon Signed-Rank Test, Mann-Whitney U Test, and N-Gain analysis with SPSS 27. The findings showed that both groups improved, but the experimental group achieved stronger gains than the control group. Students taught through DRTA strategy supported by board game media were better able to make predictions, monitor understanding, confirm ideas with textual evidence, and develop responses across literal, inferential, and evaluative comprehension. These findings confirm that DRTA strategy supported by board game media is effective in improving fourth-grade students’ reading comprehension. This strategy also offers an interactive and meaningful alternative for elementary reading instruction.
Copyright (c) 2026 Nindhita Pradiningtyas, Andarini Permata Cahyaningtyas https://creativecommons.org/licenses/by-sa/4.0
Immediacy and Feedback in Instructional Communication in Shaping Translation Anxiety and Cognitive Engagement Among EFL Learners
This study aims to investigate the complex interplay between instructional communication, translation anxiety, and cognitive engagement among EFL university students participating in a translation course. The study employed an interpretive phenomenological analysis (IPA) design, involving 11 participants who contributed data via semi-structured interviews, classroom observations, and reflective journals. The findings demonstrate that communicative immediacy fosters emotional safety, thereby alleviating learners' translation anxiety and augmenting their cognitive engagement. When communication is dialogic and helpful, students feel empowered to articulate interpretations, justify linguistic choices, and engage in critical reflection on meaning production. On the other hand, limited or evaluative communication tends to make anxiety worse and make it harder for people to think about things. These results underscore the need to incorporate communication training into translator education to develop emotionally responsive and cognitively engaged learners. Overall, the results show that communication is an important part of translation pedagogy because it turns worry into contemplation and involvement into comprehension. This study concludes that effective instructional communication prioritizes immediacy, empathy, and dialogic interaction and is essential for alleviating translation anxiety and fostering cognitive engagement among EFL learners. The implications currently impact translator education by emphasizing the necessity for communication-focused training to assist teachers in developing more adaptive, reflective, and intellectually engaging translation sessions.
Copyright (c) 2026 Sujarwo Sujarwo, Nurdevi Bte Abdul, Asdar Asdar, Asia M Asia M, Fadilah Binti Zakaria https://creativecommons.org/licenses/by-sa/4.0
Code-Mixing in Gus Baha's Virtual Da'wah: Linguistic Forms and Communicative Functions
In digital da'wah, the strategic use of multiple languages has become increasingly significant for conveying religious messages effectively. However, previous studies have primarily emphasized the structural classification of code-mixing, while its communicative functions and sociolinguistic significance in virtual religious discourse remain underexplored. This study aims to analyze code-mixing practices in Gus Baha's virtual da'wah by examining their linguistic forms and communicative functions from a sociolinguistic perspective. This study employed a qualitative descriptive-interpretive approach. The data consisted of verbal utterances extracted from four Gus Baha da'wah videos published on YouTube. The data were transcribed verbatim and collected through observation, note-taking, and recording techniques. They were subsequently analyzed using an interactive model involving data reduction, categorization, contextual analysis, and interpretation. The findings reveal that word-level code-mixing is the predominant linguistic form. In terms of variation, internal code-mixing involving Javanese occurs most frequently, while external code-mixing involving Arabic is mainly employed to express religious concepts and scriptural references. Functionally, code-mixing serves as a strategy for emphasis, clarification, religious expression, and the construction of social intimacy between the preacher and the audience. These findings demonstrate that code-mixing is systematically employed as an adaptive communicative strategy to enhance the effectiveness of digital da'wah. The study contributes to sociolinguistic scholarship by extending the understanding of code-mixing beyond its structural forms to its communicative functions in digital religious discourse and provides insights for developing more audience-oriented communication strategies in contemporary online da'wah.
Copyright (c) 2026 Zultiyanti Zultiyanti, Sutrisno Gustiraja Alfarizi, Gatot Sarmidi https://creativecommons.org/licenses/by-sa/4.0
Understanding Kanji Memorization Strategies Among Native Japanese Speakers: A Psycholinguistic Phenomenological Perspective
Kanji is one of the most complex writing systems because it requires the integration of visual, phonological, semantic, and orthographic processing simultaneously. In the digital era, increasing reliance on smartphones and automatic typing systems has reduced handwriting practices among Japanese speakers, contributing to difficulties in recalling and reproducing kanji accurately. Therefore, this study aims to identify the kanji memorization strategies used by native Japanese speakers and examine the factors influencing those strategies. This study employed a qualitative approach with a descriptive phenomenological design within a psycholinguistic framework. Data were collected through semi-structured interviews and online questionnaires involving eight native Japanese speakers aged 17–62 who actively use kanji in daily life. The instruments consisted of an interview guide and a questionnaire developed from kanji learning strategy classifications. Data were analyzed using thematic analysis. The findings reveal that native Japanese speakers employ multiple strategies, particularly repetitive writing, radical analysis, visual recognition, meaning association, contextual learning, and technology-assisted practices. Strategy selection is influenced by educational experiences, literacy environment, kanji complexity, motivation, learning preferences, and technological adaptation. The findings also indicate generational differences in strategy use, especially regarding increasing dependence on digital technology and declining handwriting frequency. Furthermore, kanji memorization is interpreted not only as a cognitive activity but also as a sociocultural practice related to discipline, persistence, and literacy identity. These findings contribute to the development of more contextual and culturally grounded kanji learning models.
Copyright (c) 2026 Linna Meilia Rasiban, Mery Andriani, Nanami Takazawa, Neneng Sutjiati, Noviyanti Aneros https://creativecommons.org/licenses/by-sa/4.0
Graphic Novels for Multimodal Literacy and Reading Comprehension Development in an EFL Extensive Reading Course
EFL students in Extensive Reading course often encounter reading comprehension difficulties due to limited vocabulary, insufficient inferential skills, and restricted exposure to authentic English texts. Although graphic novels have been recognized as engaging reading materials, limited research has examined their role in fostering multimodal literacy and reading comprehension in EFL Extensive Reading contexts. This study aimed to explore how graphic novels support multimodal literacy and reading comprehension among EFL students enrolled in an Extensive Reading course. A qualitative descriptive design was employed involving three undergraduate students from the English Language Education Study Program at Universitas Ahmad Dahlan. Participants were selected through purposive sampling based on their experience in reading graphic novels during the course. Data were collected through semi-structured interviews and analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that graphic novels facilitated reading comprehension by providing visual support for understanding context, emotions, vocabulary, and narrative structure. The multimodal features of graphic novels also increased students’ engagement, supported contextual reading strategies, and promoted the integration of visual and textual information. However, challenges were identified, including students’ overreliance on visual elements and differing perceptions regarding the contribution of graphic novels to critical thinking. The study concludes that graphic novels are effective multimodal resources for supporting multimodal literacy and reading comprehension in EFL Extensive Reading contexts. The findings suggest that teachers are encouraged to integrate graphic novels into Extensive Reading course while providing explicit guidance on interpreting visual and textual elements to maximize learning outcomes.
Copyright (c) 2026 Rahmi Munfangati, Maman Suryaman https://creativecommons.org/licenses/by-sa/4.0
The Hypnoteaching Model in Teaching Javanese Speaking Skills to Generation Z High School Students
This study is motivated by the declining ability of senior high school students, as representatives of Generation Z, to speak Javanese fluently and confidently due to globalization, the dominance of Indonesian and foreign languages, changing communication patterns, and the continued use of conventional teacher-centered learning methods. These conditions reduce students’ interest, participation, and confidence in using Javanese in both formal and informal communication. Therefore, innovative and interactive learning approaches are needed to support speaking competence while also contributing to regional language preservation. This study aims to analyze the implementation of the hypnoteaching model and its contribution to improving students’ Javanese speaking skills. The research employed a qualitative descriptive approach through literature review and document analysis using journal articles, educational documents, learning modules, and previous studies related to hypnoteaching and language learning as data sources. The data were analyzed using descriptive content analysis supported by thematic categorization and source triangulation to ensure validity. The findings indicate that hypnoteaching creates a supportive and psychologically conducive learning environment through stages such as intention and motivation, pacing, leading, positive words, rewards, modeling, and yelling. These stages contribute to improving students’ motivation, confidence, participation, speaking fluency, vocabulary accuracy, and willingness to communicate in Javanese. Furthermore, hypnoteaching is considered relevant to the interactive and experience-based learning characteristics of Generation Z students.
Copyright (c) 2026 Eliza Naviana Damayanti, Suwardi Endraswara, Mulyana Mulyana https://creativecommons.org/licenses/by-sa/4.0
The Representation of Moral Values in Indonesian Grade 7 English Course Books: A Multimodal Content Analysis of Prescribed Student Profiles
Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
Copyright (c) 2026 Primita Arif Carabella, Ashadi Ashadi https://creativecommons.org/licenses/by-sa/4.0
Motivational Dimensions in Second Language Acquisition: A Bibliometric Analysis of Research Trends and Thematic Evolution
Motivation has long been recognized as a central determinant of success in second language acquisition (SLA); however, the development of motivation research over the last decade has not been comprehensively mapped. This study aims to examine publication trends, geographical distribution, thematic structure, and the conceptual evolution of research on motivation in second language learning through a bibliometric approach. Data were retrieved from the Scopus database for a ten-year period and analyzed using Biblioshiny and VOSviewer. These tools were employed to identify patterns of scientific productivity, country-level contributions, keyword co-occurrence, thematic clusters, and the evolution of dominant research themes. The findings reveal a steady increase in publications, indicating sustained scholarly attention to motivation in SLA. China emerged as the most productive country, followed by other major contributors from North America, Europe, the Middle East, and Asia. The keyword and thematic analyses show that current research is strongly centered on the L2 Motivational Self System, self-regulation, digital learning, learner engagement, anxiety, self-efficacy, and willingness to communicate. The thematic evolution further indicates a shift from attitude-based and static models of motivation toward more dynamic, contextual, and learner-centered frameworks that emphasize learning experiences, emotional factors, technological environments, and individual differences. This study contributes to the field by offering a systematic conceptual map of SLA motivation research and by identifying emerging directions for future inquiry. It recommends further longitudinal, cross-cultural, and technology-integrated studies to deepen understanding of how motivation develops across diverse second language learning contexts and across different stages of learner development over time.
Copyright (c) 2026 Nila Umi Salamah, Aura Bunga Tauhid, Nur Hidayanto Pancoro Setyo Putro https://creativecommons.org/licenses/by-sa/4.0
Unveiling Hidden Cognitive and Ideological Architectures in Language Teaching
Modern foreign language (MFL) teaching is informed by cognitive schemas, ideological discourse and technology-mediated instructional approaches, but these dimensions are often addressed separately. This study set out to explore how cognitive, ideological, and technical architectures affect experiences of language learning in the current digital environment and to advance an integrated model that repurposes language teaching as a multi-layered semiotic system. A mixed-methods design was employed using a tri-varied research framework that combined Cognitive Linguistics Analysis, Critical Discourse Analysis, and Technology-Enhanced Learning. Data were obtained from 120 hours of classroom discourse, 86 teaching materials, and 214 student responses collected between 2024 and 2026. Results reveal that classroom language is influenced by implicit mental schemas, discursive power relations, and algorithmic mediation. Quantitatively, the density of conceptual metaphors in classroom discourse positively correlated with learner understanding (r = .62, p < .05). Teacher explanation, measured by time spent on didactic instruction, decreased student engagement (β = .01), while dialogic discourse, measured by the frequency of teacher-student exchanges, increased engagement (β = .36, p < .05). Conversely, prescribed use of modality showed a negative association with engagement (β = -.29, p < .05). At the qualitative level, modality, transitivity and evaluative language indexed authority and transmitted vertical epistemic relations of knowledge. The AI-mediated feedback also exhibited tendencies toward standardisation; for instance, 83% of non-standard language forms were marked as incorrect. The authors argue that cognitive, ideological and technological dimensions are co-constitutive rather than separate. It has to do with more critical, responsive and equitable language pedagogy.
Copyright (c) 2026 Iskandarsyah Siregar https://creativecommons.org/licenses/by-sa/4.0
Developing a Social Constructivist Group Counseling Model to Support the Development of Senior High School Students’ Speaking Skills
Speaking skills are essential competencies that enable students to express ideas, opinions, and experiences clearly in academic and social contexts. However, many senior high school students still experience difficulties in organizing thoughts, speaking confidently, and participating actively in oral communication. This study aimed to develop a group counseling model based on a social constructivist approach to support students’ speaking skills. The research employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. In the needs analysis stage, participants included 79 students, three guidance and counseling teachers, and three Indonesian language teachers. The model trial involved 10 students selected through random sampling. Data were collected through interviews, questionnaires, observations, and a speaking skills rubric, then analyzed to determine feasibility and improvement in students’ performance. The results indicated that the developed model was considered feasible by expert validators and practical for implementation in school counseling services. During the trial, students showed increased participation, confidence, interaction, and speaking performance. These findings suggest that integrating social constructivist principles into group counseling can provide an effective alternative service for enhancing students’ speaking skills in senior high schools.
Copyright (c) 2026 Siska Kuamala Hatrianti, Abdul Rozak, Jimat Susilo https://creativecommons.org/licenses/by-sa/4.0
Alignment and Inconsistency between Textual Sentiment and Star Ratings in Online Product Reviews: A Reflexive Thematic Analysis
Online product reviews combine numerical star ratings with written reviews to communicate consumer evaluations. While recent studies highlight frequent mismatches between textual sentiment and numerical ratings, few have examined this phenomenon qualitatively. This research investigates how linguistic sentiment aligns or diverges from star ratings to understand the pragmatic functions behind these inconsistencies. The research analyzes 120 anonymized furniture reviews collected from the IKEA Australia website. A two-stage methodology was applied: a descriptive overview classifying sentiment-rating consistency, followed by Reflexive Thematic Analysis (RTA) to examine linguistic richness and rating alignment. The analysis reveals four dominant evaluative patterns: Polite Dissatisfaction, Understated Positivity, Expressive Dissatisfaction, and Low-Information Reviews. Reviewers frequently employ politeness strategies, contrastive structures, and evaluative restraint, resulting in partial or complete mismatches between expressed sentiment and numerical scores. These results indicate that star ratings and written texts serve distinct communicative purposes and should be interpreted together rather than in isolation. The research contributes to qualitative sentiment analysis and digital pragmatics by demonstrating that sentiment-rating inconsistency is a deliberate pragmatic strategy rather than an analytical measurement error.
Copyright (c) 2026 Sastika Seli, Yulfi Yulfi, Episiasi Episiasi https://creativecommons.org/licenses/by-sa/4.0
Linguistic Landscape and Place-Making Strategies in Internationalizing Islamic Higher Education: Evidence from UINSA Indonesia
The internationalization of higher education commonly examines issues related to curriculum reform, student mobility, or international partnership. However, its symbolic linguistic and spatial dimensions are rarely discussed. This article explores how the linguistic landscape and place-making strategies can help internationalizing an Islamic higher education institution. A qualitative descriptive-exploratory design was used to collect data from Universitas Islam Negeri Sunan Ampel Surabaya (UINSA), Indonesia. This study utilizes visual observation of 159 linguistic signs, survey, and the analysis of institutional documents. The results indicate that the linguistic landscape at UINSA is dominated by the monolingual (Indonesian) signs (79.87%), whereas English and Arabic are restricted and have symbolic purposes. The architecture, building nomenclature, and Islamic iconography reflect place-making strategies that are not yet fully integrated into space planning framework, multilingual policy, and international branding practices. Stakeholder involvement in the development of the linguistic and spatial international campus environment needs more attention. This article highlights the significance of balancing Islamic values with global strategies by incorporating multilingual and participatory policies that foster an inclusive, culturally grounded, and globally responsive academic environment.
Copyright (c) 2026 Kamal Yusuf, Sodikin Sodikin https://creativecommons.org/licenses/by-sa/4.0
Development of a Picture and Picture–Based Fable Book to Improve Elementary School Students’ Reading Comprehension
This study aimed to develop, validate, and examine the effectiveness of the Bintang Fauna fable book based on the Picture and Picture learning model in improving the reading comprehension skills of second-grade students at Semarang. The research employed a Research and Development (R&D) design using the Borg and Gall development model, which includes stages of needs analysis, product design, expert validation, revision, product trial, and effectiveness testing. The participants were second-grade elementary school students who were involved in the product trial. Data were collected through observation, interviews, questionnaires, expert validation sheets, and reading comprehension tests administered as pretests and posttests. The validation results showed that the developed fable book was highly feasible for classroom use, with material expert validation reaching 91.25% and media expert validation reaching 95%. These results indicate that the content, language, presentation, and visual design of the book were appropriate for young learners. The effectiveness test demonstrated a significant improvement in students’ reading comprehension after using the Bintang Fauna fable book, as shown by the paired sample t-test results and moderate N-Gain scores. Therefore, the Bintang Fauna fable book is feasible and effective as instructional material for improving elementary students’ reading comprehension.
Copyright (c) 2026 Risya Faiza Rizqi Wildan, Panca Dewi Purwati https://creativecommons.org/licenses/by-sa/4.0