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Journal of Language and Literature
Published by Universitas Bumigora
ISSN : 2472267     EISSN : 23389362     DOI : https://doi.org/10.30812/humanitatis
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Humanitatis : Journal of Language and Literature adalah salah satu Jurnal Ilmiah yang terdapat di Universitas Bumigora Mataram yang dikelola di bawah Lembaga Penelitian, Pengembangan dan Pengabadian kepada Masyarakat (LPPM). Jurnal ini bertujuan untuk memberikan wadah atau sarana publikasi bagi para dosen, peneliti dan praktisi baik di lingkungan internal maupun eksternal Universitas Bumigora Mataram. Jurnal Humanitatis memuat publikasi pada bidang Bahasa, Sastra, Budaya dan Pengajaran Bahasa dan Sastra.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 330 Documents
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The Ideological Choices in the English-Indonesian Translation of Imperative Utterances in Al-Quran Surah Al-Kahf Moh. Gufron Rajabul; Siti Wahyu Puji Anggraini Anggraini; Rospin Hidayati
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.v12i2.6021

Abstract

This study is grounded in the increasing need to understand how ideological perspectives shape the translation of sacred texts, particularly in the rendering of directive expressions across languages. The complexity of translating imperative utterances lies in preserving both their directive force and theological meaning. In Qur’anic discourse, imperative utterances carry not only linguistic meaning but also theological, cultural, and pragmatic significance, making their translation highly complex and ideologically sensitive. Therefore, this study aims to investigate the translation ideology underlying the English–Indonesian rendering of imperative utterances in Surah Al-Kahf, with a particular focus on identifying their thematic distribution and examining how they are translated through the frameworks of domestication and foreignization proposed by Lawrence Venuti. Employing a qualitative discourse analysis approach, this study analyzes 44 imperative utterances extracted from the English translation by Mustafa Khattab and the Indonesian translation issued by the Ministry of Religious Affairs. The data were systematically classified and analyzed based on thematic categories and translation ideology. The findings reveal that the imperative utterances are organized into three major thematic domains: theological orientation, moral-psychological formation, and pragmatic-life guidance. These imperatives function as complex directive speech acts, encompassing guidance, warnings, instructions, and ethical formation. In terms of translation ideology, 35 out of 44 utterances are translated using domestication, while 9 reflect foreignization. Domestication predominates in the moral and pragmatic domains, where clarity, naturalness, and cultural familiarity are prioritized. In contrast, foreignization is selectively applied in theological contexts to preserve the rhetorical structure, lexical specificity, and sacred tone of the source text.
Language Innovation and Identity: The Sociolinguistics of Gen Z Slang on TikTok Qotrunnada Shofiyah; Putri Nur Aulia; Euis Meinawati
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.v12i2.6030

Abstract

The rapid growth of social media has significantly influenced language use, particularly among Generation Z. One prominent linguistic phenomenon in digital communication is slang, which functions as a marker of identity, creativity, and social interaction. This study aims to analyze the use of slang by Generation Z on TikTok from a sociolinguistic perspective, focusing on forms, meanings, and contextual usage. This study employed a qualitative descriptive method to collect data from TikTok video captions and comment sections created by Generation Z users. The slang expressions were analyzed based on their linguistic characteristics, including semantic shift, code-switching, and lexical innovation, and were further interpreted using Halliday’s theory of register, which encompasses field, tenor, and mode. The findings indicate that semantic shift is the most dominant feature in Gen Z slang on TikTok, reflecting users’ creative reinterpretation of existing vocabulary. In addition, frequent code-switching between English and Indonesian highlights the influence of global digital culture on local language practices. Slang usage on TikTok is shaped by informal social relationships and multimodal communication, which encourage abbreviated forms and playful meaning construction. This study contributes to sociolinguistic research by providing insights into how slang functions in digital discourse and how Generation Z negotiates identity through language in social media environments, while also offering practical implications for educators and researchers seeking to understand contemporary youth language.
English as a Foreign Language Students’ Perception of the Emergence of Digital Platforms for Developing Listening Skills Rendi Rendi; Yek Amin Aziz; Najamuddin Najamuddin
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.v12i2.6056

Abstract

The emergence of digital platforms has transformed the way English as a Foreign Language (EFL) students develop their listening skills. These platforms provide authentic listening materials, flexible access, and interactive features that support autonomous learning. This study employed a qualitative descriptive research method to explore students’ perceptions of using digital platforms for developing listening skills. The participants were 10 seventh-semester students of the English Education Study Program at the State Islamic University of Mataram. Data were collected through semi-structured interviews, observation, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that students perceive listening as a fundamental skill that supports other language skills, including speaking and vocabulary acquisition. Students reported using digital platforms such as YouTube, Spotify, Duolingo, TikTok, and English-language movies to improve their listening skills. These platforms were perceived as effective. However, students also encountered challenges, including rapid speech delivery, unfamiliar accents, limited vocabulary, unstable internet connections, and distractions. To overcome these challenges, students employed strategies such as slowing the audio and using subtitles. Overall, digital platforms play a significant role in supporting EFL students’ listening development when integrated effectively into instruction.
Lecturing as Pedagogical Communication Practice in the Film Wild Child: A Flanders Interaction Analysis Categories Rizka Sakinatun Anisa; Yeny Prastiwi; Nur Hidayat
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.v12i2.6118

Abstract

Communication in the classroom is a fundamental aspect of the learning process. One of the dominant forms of communication used by teachers is teacher talk. Teacher talk is the language a teacher uses to interact with students. To better understand teacher talk, the study aims to examine the function of lecturing as a pedagogical communication practice in learning, as represented in the film Wild Child. Film was chosen as the data source for this study because it provides context for interactions between teachers and students, not only inside the classroom but also outside it. This study uses a descriptive qualitative method, with data sources consisting of teacher talk containing lecturing practices in the film. Data were collected through observation and dialogue recording, and then analyzed with a focus on the pedagogical function of lecturing across various interaction contexts. The results of the analysis show that lecturing consistently appears in various pedagogical contexts, such as explaining values and authority, introducing institutional rules, explaining procedures and norms, clarifying situations and teacher interpretation, conveying facts and opinions, and introducing learning activities. These findings indicate that lecturing does not merely serve as a means of conveying information. Lecturing also plays a role in asserting teachers’ pedagogical authority, guiding students’ interpretations of situations and applicable norms, and framing students’ understanding of acceptable behavior and learning expectations. Thus, the dominance of lecturing in the pedagogical interactions depicted in the film not only reflects a teacher-centered learning orientation but also demonstrates lecturing’s role as a pedagogical communication practice that shapes the meaning, values, and structure of classroom interactions. This study emphasizes the importance of understanding lecturing contextually as a complex and meaningful pedagogical communication practice.
The Form of Culture in East Kalimantan Folklore Larangan Mersapik: Literary Antrhopological Study Herlinda Wati; Nina Queena Hadi Putri; Alfian Rokhmansyah; Nia Novita Putri
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.v12i2.6233

Abstract

This study examines the cultural values contained in the folktale Larangan Mersapik through a literary anthropology approach. The main problem of this research is how cultural forms are represented in the story and how they reflect the community’s belief system and social life. This study aims to identify and analyze the cultural elements and cultural manifestations reflected in the folktale as a representation of local wisdom. The research uses a qualitative descriptive method with a literary anthropology approach. Data was obtained through documentation techniques by examining narrative units in the folktale that represent cultural values, social norms, belief systems, and traditional knowledge. The analysis is based on Koentjaraningrat’s concept of cultural forms, which includes ideal culture (values, ideas, and norms), social activities (patterned social actions), and physical culture (artifacts). The results show that the folktale Larangan Mersapik reflects three interconnected forms of culture. The ideal form is reflected in the belief that Mersapik is a spiritual entity related to ancestral spirits and environmental balance. The activity form appears in collective social actions such as customary deliberations and ritual ceremonies conducted to restore social harmony. Meanwhile, the physical form is represented through ritual objects and traditional tools that function not only as practical objects but also as symbolic media connecting humans with the spiritual world. These findings indicate that the folktale serves as a cultural medium that preserves traditional knowledge, moral values, and ecological awareness within the community.
A Semiotic Analysis of Cultural Values in British and American Game Shows Using Roland Barthes’ Theory M. Gian Fathi Priyatama; M Afifulloh
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.v12i2.6271

Abstract

This study examines game shows as a form of popular culture that functions not only as entertainment but also as a medium for reflecting and disseminating the social values of their countries of origin. In the context of globalization, the strong influence of British and American entertainment industries has enabled their game shows to reach global audiences while implicitly transmitting particular cultural ideologies. Using a descriptive qualitative method and Roland Barthes’s semiotic framework, this research analyzes the meanings of denotation, connotation, and myth in two iconic programs, Who Wants to Be a Millionaire? (UK) and Jeopardy! (US). The findings reveal that each show embodies distinct cultural values. The British program tends to emphasize self-control, politeness, and social hierarchy, reflected in the formal interactions between the host and contestants and in the game’s overall restrained structure. By contrast, the American show highlights individualism, aggressive competition, and materialism, as seen in its dramatic presentation and strong focus on personal achievement. At the mythic level, the American program is dominated by narratives of “instant success” and the “American Dream.” In contrast, the British program more strongly projects myths of “social justice” and a “dignified process.” These findings suggest that game shows operate as vehicles of cultural ideology, with the values they promote reflecting the social identity and structure of each nation.
Verbal and Visual Elements Found in Barenbliss Advertisement Ni Luh Sriyanti; Ni Wayan Kasni; Dewa Ayu Dyah Pertiwi Putri
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.v12i2.6289

Abstract

The aims of this research were to analyze the verbal and visual elements found in the Barenbliss advertisement. The method of this research is qualitative. The data were collected through observation and documentation. The data were obtained from Barenbliss’s official website and its official Instagram account. This research used the theory of phrases and the theory of colour meaning to define how different colours are used. The analysis of meaning in this research used the semantic theory. The findings show that the verbal elements primarily occur as noun and adjective phrases. These elements function to provide product information, emphasize product advantages, and attract consumer attention. Most verbal elements convey conceptual and connotative meanings that reflect beauty ideals, product effectiveness, and modern cosmetic trends. Meanwhile, the visual elements are dominated by soft and bright colours such as pink, yellow, and pastel tones. These colours symbolize softness, freshness, and youthfulness, reinforcing the brand image and strengthening the persuasive message. Their integration creates an effective communication strategy that enhances consumer attraction and builds brand identity.
Intergenerational Dialect Transmission in Sasak: Evidence from a Geo-Tagged Corpus Titik Ceriyani Miswaty; Fahry Fahry; Wahyu Kamil Syarifaturrahman
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.v12i2.6353

Abstract

The Sasak language of Lombok Island, Indonesia, faces increasing pressure due to urbanization, infrastructure expansion, and growing exposure to national media, raising concerns about intergenerational dialect attrition. Despite growing scholarly attention to Sasak linguistics, no prior study has systematically examined how dialectal features are transmitted across generational cohorts using spatially anchored corpus evidence. This study aims to investigate which phonological, lexical, and morphosyntactic features of Sasak exhibit the highest degree of intergenerational stability, and how geographic location modulates the fidelity of dialect transmission across three generational cohorts. A variationist sociolinguistic approach combined with corpus-based analysis and Geographic Information System (GIS) mapping was employed. Data were collected from 180 native Sasak speakers across 15 geo-tagged villages spanning all five dialect zones, using semi-structured interviews, word-list elicitation, and a dialect perception survey. Acoustic analysis, lexical frequency profiling, and morphosyntactic tagging were conducted using ELAN and Praat. Findings reveal that phonological features consistently exhibit higher intergenerational stability (mean Intergenerational Transmission Index/ITI = 0.78 for Generation 1 to Generation 2; 0.71 for Generation 2 to Generation 3) than lexical features (mean retention = 58.3% for Generation 3). Urban-peripheral zones exhibit accelerated lexical attrition and phonological convergence toward the Ngeno-Ngene prestige dialect, whereas rural-interior communities maintain higher dialectal fidelity. These results underscore the critical role of geographic and social factors in shaping dialect transmission, with implications for language documentation and revitalization in Nusa Tenggara Barat.
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.

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