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All Journal BASIS (BAHASA DAN SASTRA INGGRIS) LINGUA LITERA : journal of english linguistics and literature English Language and Literature International Conference (ELLiC) Proceedings Journal of Language, Literature, and Teaching SALEE: Study of Applied Linguistics and English Education Austronesian: Journal of Language Science & Literature LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra Journal of Literature and Education Journal of Linguistics and Social Studies ELite Journal: International Journal of Education, Language and Literature Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Firdaus, Saiyidinal
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Austronesian: Journal of Language Science

 1 
Indonesian and World Folklore from a Critical Literacy Perspective: A Comparative Analysis of Cultural Values and Social Identity Firdaus, Saiyidinal
Austronesian: Journal of Language Science & Literature Vol. 4 No. 2 (2025): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.4.2.2025.135-151

Abstract

Folklore plays a crucial role in preserving cultural identity and serves as a medium for transmitting moral, ecological, and social values across generations. This article examines Indonesian (Nusantara) and world folklore from a critical literacy perspective, emphasizing how narratives function as cultural texts laden with ideology, representation, and power relations. Employing a qualitative descriptive approach, the study purposively selected ten folklore texts—five from Indonesia and five from global traditions (European, African, Greek, and Norse)—to ensure thematic and cultural comparability. Data analysis followed four stages: narrative structure and symbolism, contextual interpretation, critical interrogation of ideological positioning, and comparative synthesis. Findings reveal that Indonesian folklore highlights ecological wisdom, local spirituality, and communal values, whereas global folklore tends to stress moral order, universal justice, and cosmological struggles. Both traditions, however, converge in their role as instruments of moral education and cultural preservation, though with divergent orientations. Gender representations across cultures show ambivalence, reflecting both marginalization and symbolic empowerment. The study underscores the pedagogical potential of folklore in formal education and advocates for its revitalization through digital media and community participation. Ultimately, folklore is conceptualized as a living, adaptive tradition that negotiates values and identities, sustaining its relevance in contemporary globalized contexts.
Psycholinguistic Representation of Dyslexia and Intervention Strategies in the Documentary Film Left Behind (2025) Firdaus, Saiyidinal
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.58-81

Abstract

This study examines the representation of dyslexia and its intervention strategies in the documentary film Left Behind (2025) through a multimodal psycholinguistic framework. While previous research on dyslexia has predominantly focused on clinical and educational contexts, limited attention has been given to how dyslexia is constructed and communicated in audiovisual media. Addressing this gap, the study aims to analyze how cognitive, linguistic, and social dimensions of dyslexia are represented through verbal, audio, and visual modes. This research adopts a qualitative descriptive approach with a systematically operationalized analytical framework that integrates phonological processing, visual–linguistic integration, and sociocultural interaction. Data were collected from selected scenes in the documentary, including dialogue, narration, on-screen text, and cinematic representations of reading practices. The analysis employs explicit coding procedures based on psycholinguistic indicators and multimodal categories, supported by verbatim excerpts and detailed visual descriptions to ensure analytical transparency. The findings reveal that the film represents dyslexia as a multidimensional phenomenon. At the micro-linguistic level, dyslexia is constructed through phonological processing difficulties, such as hesitation, sound repetition, and disrupted decoding. At the cognitive level, visual–linguistic integration challenges are depicted through unstable text tracking and perceptual disorientation. At the sociocultural level, dyslexia is framed as a socially mediated experience shaped by scaffolding, interaction, and affective support. The film also portrays intervention strategies through multisensory learning, assistive technologies, and inclusive pedagogical practices, reflecting the principles of the Active View of Reading. This study contributes to applied linguistics by demonstrating how psycholinguistic constructs can be operationalized within multimodal media analysis, thereby bridging cognitive theory and audiovisual representation.
Co-Authors Muchlas Suseno Munibi, Ahmad Zaki Nuruddin, Nuruddin Ramadhan, Saiyidinal Futhra