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Austronesian: Journal of Language Science & Literature
Published by CV Wahana Publikasi
ISSN : 29631548     EISSN : 29619947     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Austronesian: Journal of Language Science & Literature is an open access journal, single blind peer-reviewed, published by CV Wahana Publikasi. This journal is an area studies journal that publishes research articles, especially in the field of linguistics and literature covering all regions or groups of Austronesian languages. Austronesian: Journal of Language Science & Literature aims to disseminate information and/or research results on Austronesian languages so that the characteristics (identity) of the Austronesian language are maintained and of course increasingly developed. This is done as an effort or preventive measure against the influence of science and technology developments that can destroy the function of language as the identity of a region. Austronesian: Journal of Language Science & Literature publishes original research articles and book reviews that are open to academics, researchers, students, practitioners and all language observers. Austronesian: Journal of Language Science & Literature focus on the field of language, linguistics, and literature covering all regions or groups of Austronesian languages. Specifically, the scopes of the journal are: - Pragmatics, Semantics, Syntax, Morphology, Phonology - Translation & Interpreting - Literature - Discourse Analysis - Sociolinguistics - Psycholinguistics - Computational Linguistics - Corpus Linguistics - Comparative Study - Education
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 126 Documents
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Analysis of Ecolexicons Tuo (Tuak) in Nias Language Oktober Tafonao; Mirsa Umiyati; I Nyoman Muliana
Austronesian: Journal of Language Science & Literature Vol. 4 No. 3 (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.4.3.2025.217-236

Abstract

This study examines the ecolexicon of tuo (palm wine) in the Nias language as a reflection of the close relationship between language, environment, and culture in Nias Island, Indonesia. This stud employs qualitative approach to analyze the data. All data were collected in Nias Regency and Gunungsitoli City through observations and interviews with sap tappers and tuo consumers, and other documents such as dictionaries, books, article related study were used as supporting data. The analysis applies the grammatical framework of Bundasgaard (2000)   (2000) to classify tuo lexical items into grammatical categories and to interpret their cultural and ecological meanings. The findings reveal 61 tuo lexical items in the Nias language. These include 19 lexical items for types of tuo, 26 lexical items referring to its natural sources (particularly coconut and aren palm), and 39 lexical items related to tools and the management of tuo. Grammatically, the ecolexicon consists of seven nouns, nineteen verbs, and eight adjectives that describe the qualities, processes, and functions of tuo in daily life. The study also shows that tuo lexical items are embedded in Nias proverbs and song lyrics, which encode moral teachings, social norms, and communal values such as self-control, solidarity, prudence, and respect for others. Overall, the tuo ecolexicon functions not only as a linguistic resource but also as a carrier of cultural identity and ecological knowledge. The study underscores the urgency of documenting and preserving this ecolexicon in the face of modernization and the declining use of traditional vocabulary among younger generations.
A Psycholinguistic Study on the Influence of Verbal Communication Dynamics of Employees at Bali Business School Dakhi, Epos Sister Krismon Selan
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.5.1.2026.16-28

Abstract

This study examines the dynamics of verbal communication among employees at Bali Business School (BBS) from a psycholinguistic perspective. It aims to identify the factors influencing communication processes, particularly in relation to information delivery and feedback reception, and to analyze how these dynamics affect the effectiveness of workplace interactions. The study adopts a qualitative case study design involving purposively selected participants from various organizational roles. Data were collected through participant observation, in-depth interviews, and analysis of recorded interactions to ensure triangulation and contextual depth. The findings indicate that verbal communication dynamics are influenced by a combination of psychological, sociocultural, and situational factors, including mood, emotional control, perception, cultural background, work pressure, and individual communication styles. These factors shape how messages are constructed, conveyed, and interpreted in workplace interactions. The study also finds that communication effectiveness depends on employees’ ability to adapt their communication strategies, interpret contextual cues, and regulate emotions during interaction. However, communication barriers remain evident, particularly due to differences in perception and communication styles, especially in multicultural contexts. Reflective communication strategies, emotional regulation, and intercultural awareness are identified as key elements in enhancing interaction effectiveness and maintaining professional relationships. This study contributes by integrating psycholinguistic perspectives into workplace communication research and provides practical implications for developing communication training programs in training and human resource development settings.
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.
Manipulative Language and Power in Intimate Relationships: A Forensic Linguistic Analysis of Victim Testimony Narratives in ‘Luka dan Saksi’ (Chapter 21) of Broken Strings by Aurélie Moeremans Rehiraky, Niken Ardila
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.5.1.2026.29-43

Abstract

Research on intimate partner violence has shown that abuse is not only physical but also constructed through language; however, previous studies have largely focused on institutional discourse and have not systematically examined manipulative language in literary victim testimony. This study aims to analyze the linguistic strategies of manipulation and control in perpetrator discourse as reconstructed in the victim’s narrative in Chapter 21 (“Luka dan Saksi”) of Broken Strings (2023) by Aurélie Moeremans, and to examine how these strategies construct power asymmetry. This study adopts a qualitative approach integrating critical discourse analysis and forensic linguistics, focusing on micro linguistic features and macro social meanings. The data consist of 23 perpetrator utterances analyzed through a thematic and interpretive framework. The results reveal six recurrent patterns of manipulative strategies, namely threats and coercion, interrogative control, suicidal threats, gaslighting, victim blaming discourse, and emotional manipulation. These patterns demonstrate an observable escalation from implicit intimidation to more explicit forms of coercion. The findings show that linguistic features function to construct manipulation and sustain unequal power relations within intimate relationships. The study concludes that manipulative language operates as a form of discursive violence that reinforces coercive control. This research contributes to forensic linguistics by highlighting literary testimony as a valuable data source and by offering an integrative approach to analyzing manipulative discourse in non institutional contexts.
Grammatical Structure and Semantic Role Alignment of Verbal Arguments in South Nias Gaho, Rahmat
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.5.1.2026.1-15

Abstract

This study aims to investigate the grammatical form of verbs, the function of verbs and the role of arguments for verbs in South Nias Language. This research was conducted in Telukdalam District, South Nias Regency. The research method used is descriptive qualitative. The main data is utterance or oral spoken which is then transcribed into written data. The results of the analysis show that there are two forms of grammatical verbs in South Nias Language, namely basic verb (free morphem) and derivative verb. The basic form of South Nias language verbs consists of the root form and the bound root form. The productivity of transitive and intransitive verb formation is influenced by morphological processes such as prefixes, suffixes, reduplication processes. Several types of prefixes were found to function as markers such as the prefix {a-} which is attached to the basic form, and semantically forms a passive meaning. The prefixes {fa-}, {fe-}, {f-}, and {fo-} form causative verbs. In addition, the prefixes {te-} and {to} form a resultative verb. Likewise, several types of suffixes form causative verbs such as suffix {-i}, {-ö}, {-fi}, {-ni}, {-si}, {-khi}, {-mi}, {-gö}, {-i’ö}, {-content} and {-ini}. Then, the function of verb of South Nias Language can become the core of the imperative clause. In addition, according to the transitivity nature of South Nias Language verbs it can form intransitive clauses which generally have one argument, namely S which acts as an AGENT (actor) such as the words me’e ‘cry’, mosindro ‘stand’, miwo ‘crow’, döröfö ‘sleepy’.
An Analysis of Translation Shifts in Indonesian - English Film Subtitles: A Study of Comic 8 Trisnamayuni, A.A.I. Mas
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.5.1.2026.44-57

Abstract

This study aims to analyze translation shifts and language style in the Indonesian - English subtitles of the film Comic 8. The research focuses on identifying the types of translation shifts and examining how language style influences the translation process in an audiovisual context. A descriptive qualitative method was employed, using Catford’s theory of translation shifts as the main analytical framework. The data consist of selected subtitle excerpts that represent the shifts occurring between the source language (Indonesian) and the target language (English). The findings indicate that unit shift is the most dominant type of translation shift identified in the data. Most shifts involve changes in rank, particularly from clauses or phrases in the source language into sentences in the target language. These shifts are influenced by structural differences between Indonesian and English, as well as the need to achieve clarity, naturalness, and acceptability in the target language. In addition, unit shifts are also found to occur from higher to lower ranks, demonstrating that shifts are flexible and context-dependent. Category shift is identified in only one case, involving both structure shift and class shift, which function to produce more appropriate and natural expressions in the target language. In terms of language style, the results show that casual style is predominantly used, reflecting the informal nature of film dialogue. The translator tends to maintain this style to preserve the communicative tone and social meaning of the original text. In conclusion, translation shifts, particularly unit shifts, play a crucial role in ensuring effective subtitle translation, while language style contributes to maintaining the naturalness and communicative function of the translated text.
Analysis of Adjacency Pairs in the Conversations of the Movie Spider-Man: Into the Spider-Verse Vananda, I Putu Yona; Kasni, Ni Wayan; Muliawan, Made Sani Damayanthi
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.5.1.2026.106-121

Abstract

This study examines adjacency pairs in the conversations of the animated movie Spider-Man: Into the Spider-Verse (2018). The study focuses on identifying the types of adjacency pairs and explaining their interactional functions in the dialogue. This research applies a descriptive qualitative method using movie dialogue and official script as data sources. Data were collected through observation and note-taking and analyzed using Conversation Analysis by Schegloff and Sacks (1973), Preference Organization by Levinson, and discourse analysis by Paltridge (2012). The findings show ten adjacency pair types, namely question–answer, request–acceptance, request–refusal, assessment–agreement, assessment–disagreement, greeting–greeting, offer–acceptance, offer–refusal, apology–acceptance, and compliment–acceptance. The question–answer pattern appeared most dominantly because many interactions demanded clarification from Miles. Adjacency pairs not only regulate the order of conversation but also indicate power relations and emotional states. The results indicate that adjacency pairs organize turn-taking, reveal power relations, express emotional pressure, and support character development. Miles Morales appears as a reactive participant who gradually becomes confident and independent through interaction patterns. Changes in response patterns indicate character development. Miles initially avoids, gives minimal answers, and uses indirect refusals. As the story progresses, he gives acceptance, agreement, and clearer responses. Nonverbal responses such as silence, nods, and facial expressions also function as part of the conversation pair and reinforce the meaning of the interaction. The study concludes that adjacency pairs function as a linguistic mechanism shaping conversational flow and narrative meaning in animated movie dialogue.
Effectiveness of Video-Assisted Task-Based Learning to Improve Students’ English Speaking and Listening Skills Sartipa, Dewi
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.5.1.2026.94-105

Abstract

This study examines the effectiveness of video-assisted Task-Based Learning (TBL) in enhancing students’ English speaking and listening skills, particularly in the context of job interviews. Employing a pre-test and post-test experimental design, the research involved two groups of 20 students from the English Study Program at the University of Muhammadiyah Kotabumi. The experimental group utilized videos as part of TBL, while the control group engaged in conventional learning methods. The independent t-test was used to analyze differences in skill improvement between the two groups. The results indicated that the experimental group, using video-based TBL, demonstrated significantly higher improvements in both speaking and listening skills. Post-test scores revealed an average of 78.7 in speaking and 80.3 in listening for the experimental group, compared to 68.4 and 70.9 for the control group, respectively. Statistical analysis revealed significant differences with p-values of 0.0001 for speaking and 0.0003 for listening, respectively. These findings suggest that video-assisted TBL is an effective method for improving English skills, particularly for professional contexts like job interviews. The study highlights the potential of incorporating multimodal resources like video into language learning, offering students a more authentic and engaging learning experience. The implications for teaching practices emphasize the need for integrating technology to enhance language learning and better prepare students for real-world communication challenges.
Gamifying Heritage: The Bali Banjar Card Game as a Cultural Vocabulary and Speaking Medium Dewi, Ni Putu Dilia; Putri, Dian Rahmani
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.5.1.2026.165-180

Abstract

English Club students at SMK TI Bali Global Denpasar the majority Balinese by birth demonstrated a critical gap in Balinese cultural vocabulary in English, reflecting a broader erosion of cultural literacy among Generation Z learners and underscoring the urgency of culturally grounded EFL intervention. This study investigates the implementation of the Bali Banjar card game as an instructional medium for improving English vocabulary acquisition, speaking motivation, and cultural identity awareness. The core problem is twofold: students' limited command of Balinese cultural vocabulary in English, and their diminishing engagement with local cultural heritage inseparable from their identity, character education (pendidikan karakter), and the preservation of Balinese local wisdom (kearifan lokal). This study employs a qualitative descriptive methodology. Data were collected through classroom observation, pre- and post-game questionnaires, semi-structured interviews, and document analysis, and were analysed using a narrative descriptive approach. Five key findings emerged: (1) a critical pre-game gap in Balinese cultural vocabulary, with most participants rating their knowledge as “low” or “very low”; (2) enhanced vocabulary acquisition through competitive card-matching gameplay and repeated contextualised encounters with target lexis; (3) cultural literacy development and identity affirmation, particularly through the Sacred Calendar & Time category, converting passive cultural experience into active linguistic knowledge; (4) increased speaking motivation and oral confidence, evidenced by grammatically varied, culturally embedded student output; and (5) a post-game shift in cultural responsibility, with students expressing heightened motivation to preserve Balinese heritage and aspirations to create English-language cultural content, including tourism videos and digital tour guide scripts. This study affirms that reclaiming cultural vocabulary is an act of identity, character formation, and local wisdom preservation for future generations.
An Analysis of Students’ Speaking Performance Difficulties in Video Task at 8th Grade of SMPN 3 Ampek Angkek Abdillah, Muhammad; Syahrul, Syahrul; Irwandi, Irwandi; Syafitri, Widya
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.5.1.2026.152-164

Abstract

Student video-based tasks have become an essential medium in language learning, particularly in improving students’ speaking performance, as they provide opportunities to practice pronunciation, fluency, and confidence through recording, reviewing, and refining speech. Despite these benefits, preliminary research at SMPN 3 Ampek Angkek revealed that many students experienced difficulties when completing video-based speaking tasks, including pronunciation errors, low confidence, nervousness, and lack of fluency. Some students appeared hesitant, avoided eye contact, spoke in a low tone, and struggled with articulation and clarity. This study employed a qualitative research design to explore these problems in depth, using observations and structured interviews as data collection methods. The data were obtained from students’ video assignments and interviews with students who experienced speaking difficulties. The findings indicated that three main factors contributed to students’ speaking problems: inhibition, nothing to say, and mother tongue interference. Inhibition was reflected in students’ anxiety, fear of making mistakes, and lack of self-confidence, which caused them to limit their speech and hesitate while speaking. The “nothing to say” factor was evident in students’ limited vocabulary mastery and insufficient understanding of the given topics, resulting in frequent pauses and disrupted fluency. Meanwhile, mother tongue interference negatively affected students’ pronunciation and sentence patterns and led to frequent code-switching between English and their first language. These findings suggest that teachers need to provide more structured speaking practice, strengthen students’ vocabulary and topic comprehension, apply confidence-building strategies, and offer focused pronunciation training to improve students’ speaking performance in video-based speaking tasks.

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