Muhlisin Muhlisin
Universitas Bumigora, Mataram, Indonesia

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Conceptual Metaphors of Nature in Sasak Language: A Cognitive Semantic Analysis of Indigenous Environmental Knowledge Syamsurrijal Syamsurrijal; Erwin Suhendra; Wahyu Kamil Syarifaturrahman; Muhlisin Muhlisin
Humanitatis : Journal of Language and Literature Vol. 12 No. 2 (2026): Humanitatis: Journal of Language and Literature: In-Press
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i2.6485

Abstract

Indigenous languages have been shown to play a crucial role in preserving ecological knowledge, cultural memory, and community identity. However, the semantic dimensions through which environmental knowledge is encoded in many indigenous languages remain underexplored, particularly in underrepresented Austronesian languages such as Sasak. The specific aims of this study are threefold: first, to identify the semantic categories of environmental concepts; second, to examine the conceptual metaphors underlying indigenous ecological knowledge; and third, to explain how these semantic structures reflect Sasak cultural cognition and identity. The present research employed a qualitative descriptive method within an interpretive paradigm. Data were collected from 25 native Sasak speakers selected through purposive sampling from East, Central, and West Lombok. The data comprised environmental vocabulary, proverbs, folklore narratives, oral traditions, and customary expressions gathered through semi-structured interviews, participant observation, and documentary analysis. The findings reveal that environmental knowledge in the Sasak language is organised into five interconnected semantic domains: water resources, landscapes, flora, fauna, and environmental processes. Of these domains, the water-related domain is particularly prominent, reflecting the ecological and cultural significance of water in Sasak society. The study further identifies several conceptual metaphors in which environmental phenomena function as source domains for abstract cultural meanings, including social harmony as ecological balance, causes as natural forces, and human identity as a rooted tree. These metaphorical structures illustrate how environmental observations are transformed into cognitive models for interpreting social relationships, moral values, and collective responsibilities. Furthermore, the analysis of environmental concepts embedded in proverbs, folklore, and cultural narratives reveals shared conceptualisations that emphasise harmony, interdependence, environmental stewardship, and communal identity.
Empowering English Foreign Language Learners through Sasak Local Wisdom: Effects on Self-Directed Learning Dedi Aprianto; Muhlisin Muhlisin; Wahyu Kamil Syarifaturrahman; Agus Syahid; Sutarman Sutarman; Erwin Suhendra
Humanitatis : Journal of Language and Literature Vol. 12 No. 2 (2026): Humanitatis: Journal of Language and Literature: In-Press
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i2.6562

Abstract

The integration of local cultural knowledge into English as a Foreign Language (EFL) instruction has received increasing attention as an approach to creating more meaningful, relevant, and learner-centered educational experiences. This study aimed to investigate the effects of integrating Sasak local wisdom-based learning materials on students’ self-directed learning and to explore students’ perceptions regarding how such materials influenced their engagement and learning experiences in EFL contexts. This study employed an explanatory sequential mixed-methods design by combining quantitative and qualitative methods. The quantitative phase investigated the influence of Sasak local wisdom-based learning materials on students’ self-directed learning through questionnaires, while the qualitative phase explored students’ perceptions through semi-structured interviews. The study involved 89 second-year students from the Undergraduate Computer Science Program of Bumigora University, Mataram, selected through total sampling, with 50 students in the experimental group and 39 in the control group. Twelve students were purposively selected for the interview phase based on their questionnaire responses. The quantitative findings showed that students in the experimental group achieved a higher self-directed learning score (M = 84.70) compared to the control group (M = 62.72). The independent samples t-test confirmed a statistically significant difference between the two groups, with a Sig. (2-tailed) value of 0.000 (p < .05), indicating the positive effect of Sasak local wisdom-based learning materials on students’ self-directed learning. The qualitative findings further revealed that students perceived the materials as enhancing their learning autonomy, motivation, cultural identity, and engagement in independent English learning activities. These findings suggest that culturally responsive EFL materials can serve as an effective pedagogical approach to empowering learners while connecting global English competence with local cultural values.