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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 137 Documents
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Students’ Perception on the English for Economics Course: An ESP-Based Study Husnil Mubaraqah; Widya Syafitri; Loli Safitri; Irwandi Irwandi
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.5.1.2026.82-93

Abstract

This study examines students’ perceptions of the English for Economics course at the Faculty of Economics, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia, within the framework of English for Specific Purposes (ESP). The study aims to investigate students’ perceptions regarding the course’s relevance to academic and professional preparation. A quantitative descriptive design was employed using a survey approach. Data were collected from 89 fifth-semester Islamic Economics students through a 41-item closed-ended Likert-scale questionnaire. The instrument was validated using Aiken’s V coefficient and demonstrated strong internal consistency, with a Cronbach’s Alpha value of 0.875. Data were analyzed using descriptive statistical techniques to determine frequency distributions and perception categories. The findings indicate that students generally hold positive perceptions of the course. Approximately 85.4% of respondents perceived the course as relevant, with 79.8% confirming academic relevance and 77.5% acknowledging career relevance. In terms of language skill development, speaking showed the highest perceived improvement (67.4%), followed by listening (65.1%), reading (64.0%), and writing (61.1%). Overall, 84.3% of students reported positive perceptions of the English for Economics course. These results suggest that the course effectively operationalizes ESP principles by aligning instructional objectives with students’ disciplinary and professional needs. However, the unequal distribution of perceived skill development, particularly the comparatively lower improvement in writing, highlights the necessity for more systematic writing instruction and a more balanced pedagogical integration across language skills. In conclusion, the course is pedagogically effective; however, targeted instructional refinement is required to promote comprehensive language competence among economics students.
Improving English Vocabulary of the Fifth Grade Students at Santa Monica Elementary School Through YouTube English Songs Valentina Prawita Angkasa Pasaribu; Roihatul Millah; Widya Syafitri
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.5.1.2026.122-133

Abstract

This study examines the use of YouTube English Songs as a digital learning resource to enhance English vocabulary among fifth-grade students at Santa Monica Elementary School. Vocabulary mastery is a crucial component in English language learning, as it directly affects students’ ability to communicate and comprehend meaning. However, many students demonstrated limited vocabulary due to low engagement and passive participation during learning activities. This study aims to implement and evaluate YouTube English Songs as an instructional tool to improve students’ vocabulary. A Classroom Action Research (CAR) design with a qualitative approach was employed, involving 20 fifth-grade students across two cycles, each comprising the stages of planning, action, observation, and reflection. Data were collected through observation and pre-test and post-test instruments. The findings revealed that the use of YouTube English Songs significantly increased students’ engagement and motivation. Collaborative singing activities led to a substantial improvement in vocabulary knowledge, with average scores rising from 66.45 in the pre-test to 74.45 after Cycle 1, and further to 90.4 after Cycle 2. Challenges encountered included time management and the selection of songs aligned with learning themes. These findings indicate that learning vocabulary through English songs is an effective and enjoyable strategy that offers a dynamic alternative to conventional teaching methods. Educators are encouraged to integrate digital learning resources into their instructional practices, and further research is recommended to explore this approach across different educational contexts.
Teaching English Literature Based on Minahasa Local Wisdom through the Magiyan Folktale Merlin Maya Maukar
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.5.1.2026.134-151

Abstract

This research is motivated by the importance of teaching English literature that is not only oriented towards Western texts, but also able to integrate local wisdom as a learning resource relevant to students’ cultural identity. The Magiyan folktale from Minahasa is seen as having pedagogical potential because it contains narrative structures, cultural symbols, moral conflicts, and local values ​​such as obedience, forgiveness, divine justice, and cultural identity. The purpose of this study is to describe lecturers’ and students’ interpretations of the Magiyan folktale as a teaching material for English literature, identify the values ​​of local wisdom that emerge in the learning process, and formulate pedagogical strategies to recontextualize these values ​​to suit the needs of contemporary students. This study uses a qualitative approach with a descriptive-interpretive case study design. Data were obtained through semi-structured interviews with three lecturers and fifteen students, and supported by learning documents. Data were analyzed using reflective thematic analysis with reference to Alan Dundes’ folklore theory, Vladimir Propp’s folktale morphology, and culturally responsive pedagogy. The results show that Magiyan can increase student engagement, strengthen cultural identity awareness, and foster critical interpretation skills in English. However, learning requires support in the form of cultural context, a bilingual glossary, visual media, thematic discussions, and narrative structure mapping. In conclusion, Magiyan can be used as a local wisdom-based English literature teaching material that not only supports language competence but also develops students’ cultural literacy, ethical reflection, and critical thinking skills.
How Ready Are English Instructors for Multimodal Instruction in Vocational Colleges? Muhammad Isa; Elisa Ratih
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.4.3.2025.237-253

Abstract

In response to the growing importance of English for Specific Purposes (ESP) in vocational higher education, multimodal teaching strategies have emerged as essential approaches to address diverse learning needs in the 21st century. This study explores the preparedness of English instructors in Indonesian vocational colleges to integrate multimodal strategies into their instructional practices. Using a convergent mixed-method research design, the study collected data from ESP instructors across various majors via a semi-structured online questionnaire. The findings reveal that while most instructors demonstrate a positive disposition toward multimodal teaching and recognize its value in enhancing learner engagement, motivation, and 21st-century skills, significant challenges persist. These include limited access to digital tools, time constraints in lesson preparation, uneven student digital literacy, and difficulty in assessing multimodal outputs. Moreover, despite alignment with the Merdeka Curriculum, some instructors remain uncertain about the curriculum’s articulation of multimodal literacy. The study also highlights a preparedness gap stemming from inadequate training and institutional support. Nevertheless, instructors reported using a range of multimodal techniques, such as interactive media, group discussions, and digital projects, to foster communicative and task-based learning. The results underscore the necessity for structured professional development, institutional investment in digital infrastructure, and context-sensitive pedagogical models to enable sustainable multimodal integration. This research contributes to the growing body of literature on multimodal pedagogy by offering insights into instructors’ perceptions, challenges, and the enabling conditions needed to promote effective multimodal English teaching in vocational education settings.
Bridging Language Gaps in Rollingstock Engineering: An English for Specific Purposes (ESP) Perspective in Vocational Education Rizka Maulina Wulandari; Eda Maaliah; Halim Ahmad Faizin; Muhyiddin Aziz; Dian Palupi
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.4.3.2025.254-274

Abstract

As vocational education becomes increasingly connected to global industry demands, using English effectively is important for students preparing for professional careers. This study analyzes how English for Specific Purposes (ESP) learning can better support Rollingstock Engineering students to develop their communication skills and language knowledge. Using a descriptive qualitative approach, data were gathered through a structured questionnaire administered to 114 second-semester students at the State Polytechnic of Madiun. The questionnaire focused on students’ learning preferences, classroom experiences, perceptions of English learning, and expectations regarding English use in their future careers. The findings reveal that while students recognize English as essential for their professional development, current instruction remains too general and lacks authentic, industry-based content. Most students demonstrated strong career-oriented motivation and viewed English as an important tool for employability, technical communication, and workplace interaction. In addition, the data indicate that students prefer collaborative and experiential learning activities. Students also emphasized the importance of learning technical vocabulary, understanding engineering documents, and practicing communication relevant to maintenance, safety procedures, and industrial operations. These findings highlight the urgent need for a specialized ESP syllabus specifically designed for Rollingstock Engineering students. Developing teaching materials and textbooks that are combined with learning activities based on real workplace situations and authentic communication, is essential to reduce the gap between classroom instruction and the actual demands of the industry. The study suggests that aligning English instruction with real professional practices can better prepare vocational students to communicate effectively, confidently, and professionally in the global rollingstock engineering industry.
Authentic Professional Communication in ESP: A Press Release-Based Learning Model A’thi Fauzani Wisudawati; Jannatul Laily Noviabahari; Moh Farid Mafthuh; Yulius Harry Widodo; Intan Aulia Nastiti
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.4.3.2025.275-286

Abstract

The use of authentic materials has become increasingly important in English for Specific Purposes (ESP) instruction, particularly in preparing students for workplace communication contexts. This study investigates the implementation of press releases as authentic materials in teaching English for Business and Professional Communication and examines their impact on students’ communication skills and learning perceptions. The study employed a qualitative case study design involving undergraduate students. The participants were 19 students majoring Business and Professional Communication at a university in Indonesia. Data were collected through classroom observations, students’ writing assignments, and questionnaires. The findings reflect prior studies on authentic materials, which imply that real-world texts improve communicative skills by exposing learners to naturally occurring language and professional practices. It also reveals that press releases were effectively implemented through a genre-based instructional approach consisting of text analysis, collaborative writing, and independent writing activities. The use of authentic press releases contributed positively to students’ professional communication skills, particularly in organizing information, using formal language, developing audience awareness, and understanding workplace discourse conventions. In addition, students demonstrated positive perceptions toward the use of press releases, considering them relevant, engaging, and beneficial for future careers. Although students experienced challenges related to vocabulary and formal writing style, instructional scaffolding and collaborative learning activities helped facilitate comprehension and participation. The study concludes that press releases are valuable authentic materials for ESP classrooms as they bridge classroom learning and real-world professional communication practices.
Schema Conflict in Laufey’s “Promise”: A Cognitive Stylistic Analysis Dylan Adji Pratama; Mutiara Balqista Nurazmi; Rahmadsyah Rangkuti
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.5.1.2026.232-243

Abstract

This study explores the profound psychological tension that arises when rational cognitive patterns, such as a firm commitment to distance oneself after a romantic breakup, clash with sudden emotional impulses. This internal friction often disrupts a person’s ability to maintain commitments, leading to a profound struggle between cognitive control and emotional desires. To address this main issue, the objective of this study is to examine Laufey’s song “Promise” to investigate how various forms of figurative language interact with cognitive schemas to construct a complex representation of love characterised by ambiguity and emotional depth. Employing a descriptive qualitative method within the framework of cognitive stylistics, this research found 11 total data points that were divided into metaphor (5 data points), paradox (1 data point), irony (1 data point), hyperbole (3 data points), and repetition (1 data point). The findings reveal that figures of speech function far beyond mere aesthetic ornaments; they act as profound cognitive mechanisms that map the trajectory of the speaker’s psychological struggle. Specifically, metaphors of spatial distance actively establish a rational ‘distance schema’ to create a protective cognitive boundary. However, the subsequent use of hyperboles and paradoxes linguistically manifests the intense cognitive strain and dissonance experienced by the speaker. Ultimately, situational irony acts as the definitive catalyst for schema disruption, brilliantly mirroring the inevitable collapse of cognitive control and the onset of a spontaneous emotional relapse. Through this analysis, the research demonstrates that lyrical choices serve as deliberate cognitive reflections of human vulnerability within modern popular music.
Extensive Listening and Viewing in EFL Learning: A Systematic Literature Review Christin Natalia Pajow; Nengah Nita Loktika
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.5.1.2026.181-198

Abstract

The growing accessibility of digital technologies has transformed how English as a Foreign Language (EFL) learners engage with authentic language input, particularly through Extensive Listening (EL) and Extensive Viewing (EV). As input-based approaches, EL and EV provide sustained exposure to meaningful auditory and audiovisual materials that may facilitate language acquisition beyond traditional classroom instruction. However, despite growing interest in EL and EV, existing evidence remains fragmented, resulting in limited integrated understanding of their implementation, linguistic and affective outcomes, technology-mediated resources, and challenges and future research directions in EFL contexts. Therefore, this study systematically reviews and synthesizes recent research on EL and EV published between 2021 and 2026. Following the Systematic Literature Review (SLR) procedures proposed by Kitchenham et al. (2007) and the PRISMA guidelines, twelve peer-reviewed articles from Scopus-indexed and SINTA-accredited journals were selected and analyzed. The findings revealed that EL and EV were predominantly implemented among undergraduate EFL learners through sustained exposure to authentic and multimodal input. Positive outcomes were reported in listening comprehension, vocabulary acquisition, pronunciation awareness, listening fluency, motivation, confidence, engagement, and learner autonomy. Technology-mediated resources, particularly YouTube, supported flexible access to authentic language exposure, while future studies emphasized broader learner populations and longitudinal designs. To conclude, the findings suggest that EL and EV may support language acquisition in EFL contexts through sustained exposure to authentic and multimodal input within technology-mediated learning environments.
The Effect of the Implementation of Student Teams–Achievement Divisions (STAD) Cooperative Learning on Students’ English Learning Outcomes at SMK Negeri 1 Manado Iknasia Reiti Sompotan; Mister Gidion Maru; Ceisy Nita Wuntu
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.5.1.2026.221-231

Abstract

The increasing demand for English proficiency in vocational education requires the implementation of innovative teaching strategies that actively engage students in the learning process. This study investigates the effect of the Student Teams–Achievement Divisions (STAD) cooperative learning model on students’ English learning outcomes at SMK Negeri 1 Manado. The study employed a qualitative descriptive approach involving twenty eleventh-grade students and one English teacher as research participants. Data were collected through classroom observations, in-depth interviews, documentation, reflective journals, and learning records. The implementation of STAD was conducted through heterogeneous group formation, class presentations, team study activities, individual quizzes, and team recognition sessions. The findings revealed that the STAD model significantly improved students’ participation, motivation, confidence, and engagement in English learning. Students demonstrated greater willingness to communicate in English, increased collaboration skills, and improved understanding of vocabulary, grammar, reading comprehension, and speaking activities. The study further identified four major themes explaining the effectiveness of STAD: reduction of language anxiety, enhancement of intrinsic motivation, effectiveness of peer scaffolding, and development of social competencies. Despite challenges related to time management and unequal participation during the early stages of implementation, the model proved successful in creating a more interactive and student-centered learning environment. The findings suggest that STAD is an effective pedagogical approach for improving English learning outcomes in vocational schools while simultaneously fostering collaborative and communicative competencies required in contemporary workplaces. 
Enhancing Maritime ESP Reading Comprehension through Kahoot-Based Gamification: A Mixed-Methods Study among Maritime Cadets in Indonesia Nindy Nource Ganap; Tini Mogea; Ceisy Nita Wuntu
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.5.1.2026.199-220

Abstract

The integration of digital technology into English for Specific Purposes (ESP) instruction has become increasingly important in vocational and professional education. In maritime education, the ability to comprehend technical texts and master specialized vocabulary is essential for effective communication and operational safety. However, many maritime cadets continue to experience difficulties in reading comprehension due to limited vocabulary mastery, low learning motivation, and the predominance of conventional teacher-centered instructional approaches. This study investigated the effectiveness of Kahoot-based gamification in improving maritime cadets’ reading comprehension and technical vocabulary mastery in ESP classes. Employing a mixed-methods sequential explanatory design, the study involved 23 third-semester cadets from the Nautical Study Program at North Sulawesi Maritime Polytechnic. Quantitative data were collected through pre-tests, post-tests, and questionnaires, while qualitative data were obtained through classroom observations and semi-structured interviews. Statistical analysis revealed significant improvements in reading comprehension and maritime vocabulary mastery across three intervention sessions, with all paired-sample t-tests yielding significance levels below .001. Questionnaire results indicated highly positive perceptions regarding the ease of use, usefulness, and motivational impact of Kahoot. Qualitative findings further demonstrated increased engagement, reduced language anxiety, enhanced metacognitive awareness, and stronger peer collaboration. The findings suggest that Kahoot-based gamification provides an effective pedagogical approach for improving ESP reading instruction in maritime education. The study contributes to the growing literature on gamification in vocational ESP contexts and offers practical implications for technology-enhanced maritime language instruction.

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