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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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Enhancing Student Engagement and Reading Comprehension of Twice-Exceptional Students with ADHD through Picture Books and Differentiated Instruction: A Classroom Action Research Ruth Stivenny Queen Renti; Tini Mogea; Nihta V. F. Liando
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

This study investigated the use of digital picture books supported by differentiated instruction to enhance student engagement and vocabulary-based reading comprehension in a Grade 1–2 inclusive English classroom. The study focused on twice-exceptional (2e) students with Attention Deficit Hyperactivity Disorder (ADHD) characteristics who experienced difficulties maintaining attention and understanding vocabulary during reading activities. This study employed Classroom Action Research (CAR). The participants were five students in a mixed Grade 1–2 inclusive classroom at SD Sinar Kasih Tomohon. Data were collected through a student engagement observation sheet and a vocabulary-based reading comprehension test. The findings showed improvements in both student engagement and vocabulary-based reading comprehension. The mean student engagement score increased from 2.04 in Cycle 1 to 2.84 in Cycle 2, indicating a higher level of participation, attention, and involvement in classroom activities. Students’ vocabulary-based reading comprehension also improved from 55% in Cycle 1 to 84% in Cycle 2. These improvements suggest that digital picture books provided meaningful visual support for vocabulary learning, while differentiated instruction helped address students’ diverse learning needs and encouraged active participation. The study concludes that the use of digital picture books supported by differentiated instruction can enhance student engagement and vocabulary-based reading comprehension among twice-exceptional (2e) students with ADHD characteristics in an inclusive English classroom. The study suggests that inclusive classrooms effectively support twice-exceptional (2e) students through differentiated instruction, visual materials, and individualized scaffolding, emphasizing responsive teaching rather than curriculum modification alone.
The Effectiveness of Using English Songs in Improving the Vocabulary of Eighth-Grade Students of MTs Nurul-Qur’an Patokan Wildatuzzahrany Wildatuzzahrany; Mery Silalahi; Widya Syafitri
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

This study evaluates the effectiveness of using English songs in developing the vocabulary mastery of eighth-grade students at MTs Nurul-Qur’an Patokan. The underlying problem motivating this research is students’ limited interest in and comprehension of English vocabulary, which constitutes a significant obstacle to learning. A quantitative method with a quasi-experimental pre-test-post-test control group design was adopted. The study population comprised all Grade VIII students, from which two classes were selected as samples: one as the experimental group, which received instruction through English songs, and one as the control group, which continued with conventional learning methods. Data were collected through pre-tests and post-tests and analyzed using an independent samples t-test. The results demonstrated that the use of English songs had a significant positive effect on the vocabulary mastery of students in the experimental group compared to the control group, with average scores rising from 58.3 to 82.6 in the experimental group versus 57.5 to 68.2 in the control group (p-value = 0.003). These findings indicate that the use of English songs is not only statistically effective but also has strong practical value in classroom instruction, as it can meaningfully enhance students’ vocabulary mastery while increasing engagement and motivation in learning English. Therefore, integrating songs into vocabulary teaching is recommended as an enjoyable, interactive, and pedagogically beneficial strategy that can be applied consistently to improve learning outcomes in junior high school settings.
Nasal Variability at the Contact Frontier: An Autosegmental-Moraic Analysis of Papuan Malay Denny Irjanto Siagian
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Researchers have recently started paying more attention to Papuan Malay (PM) because the language is widely used by people from different ethnic and linguistic backgrounds in Papua and beyond. Despite the growing number of studies on PM, in-depth phonological analyses remain limited. Previous studies have mainly discussed PM phonology descriptively, while analyses of nasal fluctuation from a moraic and autosegmental perspective remain limited. Using a qualitative contact-phonological approach, this study analyzes spontaneous PM speech collected through natural conversations, semi-structured interviews, and targeted elicitation from thirty-eight multilingual speakers in Manokwari, representing diverse first-language backgrounds across Papua. This article focuses on the conditioned fluctuation between the alveolar nasal [n] and the velar nasal [ŋ] in spoken discourse. The study analyzes this fluctuation using autosegmental moraic phonology to examine its underlying structure. The findings indicate that the alternation between [n] and [ŋ] is not arbitrary, but is mainly influenced by phonological assimilation. The analysis shows that sound changes occur more frequently in environments where nearby sounds influence one another. This study demonstrates that nasal fluctuation in PM is conditioned by prosodic and assimilatory environments rather than free variation alone. The findings suggest that variation in PM is not entirely unpredictable but follows systematic phonological patterns shaped by multilingual interaction and pronunciation habits. By integrating autosegmental, moraic, and contact phonological frameworks, this study advances a unified account of nasal variability in PM that treats phonetic variation not as noise, but as structured evidence of how multilingual systems negotiate phonological identity at the coda boundary. 
The Integration of Digital Literacy into Indonesian Language Instruction to Enhance Students’ Academic Skills Eli Eli; Ihwan Ridwan; Amaluddin Amaluddin; Andi Fadilah Humairah
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Rapid advances in information technology require universities to transform their approaches to integrating digital skills into learning. This study aims to analyze the level of digital literacy among students in Indonesian language courses at Universitas Muhammadiyah Parepare (UMPAR) and to identify its contribution to academic performance. Unlike previous studies, which generally only mapped levels of digital literacy, this study offers a new contribution by empirically linking the three dimensions of digital literacy to patterns of their integration into teaching practices and their impact on academic achievement. The study employed a quantitative descriptive approach with 120 students in their third through fifth semesters as respondents. Data were collected through structured questionnaires, participatory observation, and documentation of learning activities, with variables covering the three dimensions of digital literacy: information access, content evaluation, and digital content production. The results indicate that UMPAR students possess good foundational skills in accessing digital information sources but still face significant challenges in evaluating and verifying the accuracy of content. Practices in producing digital academic content, such as writing online academic essays and creating multimedia presentations, are also not yet optimal. Correlation analysis revealed a significant positive relationship between digital literacy and academic ability (r = 0.54, p < 0.01), confirming that strengthening digital literacy contributes significantly to academic achievement. These findings underscore the need for more systematic learning strategies to develop all dimensions of digital literacy evenly, while also promoting the development of an Indonesian language curriculum that explicitly integrates digital literacy competencies as learning outcomes.
Exploring NNests Instructional Competency in Teaching Writing Skills for Middle School Students Suryanti Suryanti; Hafni Hafsah; Ahmad Munawir; Petrus Jacob Pattiasina; Damon Wicaksi; Muta’allim Muta’allim
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Writing instruction remains a major challenge in English as a Foreign Language (EFL) contexts because students tend to prioritize speaking over writing, while limited research has examined the instructional competency of Non-Native English-Speaking Teachers (NNESTs) in teaching writing. This study aims to identify the instructional competence of NNESTs in an English language institution, LPBA Nurul Jadid. This study was a qualitative study with a learning style inventory approach. The focus of this study was on the components of NNESTS competencies in institutional units and NNESTS experiences which was obtained through questionnaires, structured interviews, classroom observations, institutional curriculum documents, and supporting language proficiency certificates. The experiences of NNESTS are based on Kolb's learning cycle, as NNESTS were active learners who have learned English language skills and taught Writing skills. The results of this study proved that NNESTS still encountered problems in technical, managerial and conceptual competencies. Some of them were still unable to mediate the conflicting concepts found during the class and find new models, methods, and current issues around writing that they could develop for the following year. The findings also indicate that instructional competency develops through continuous experiential learning, reflection, and professional practice. Therefore, English language institutions should strengthen curriculum design and provide continuous professional development to improve NNESTs' instructional competency in writing instruction.
Constructing Meaning through Deictic Expressions in EFL Student’s Poetry: A Pragmatic Analysis Egi Raputri; Eggi Pratama; Aulia Andhini; Rahma Widi; Annisa Tasyakurna; Hafni Hafsah; Ade Dwi Cahyanti
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
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This research investigated the use of deictic expressions in students’ poems. It also explored the interpretation of deictic expressions and identified the most dominant types used in the poems. Deixis plays an important role in language use because the interpretation of deictic expressions depends on contextual information. This research occupied a descriptive qualitative approach. The data were obtained from twelve poems written by students and analyzed using Levinson’s (1983) theory of deixis, which classifies deixis into five categories: person deixis, place deixis, time deixis, discourse deixis, and social deixis. The data analysis involved identifying deictic expressions, classifying them into their respective categories, interpreting their contextual meanings, and calculating the frequency of occurrence of each type. The findings revealed that all five types of deixis were identified in the students’ poems, with a total of 214 deictic expressions found in the data. Person deixis was identified as the most dominant type with 145 occurrences (67.76%), followed by place deixis with 27 occurrences (12.62%), while time deixis and discourse deixis each occurred 20 times (9.35%). Social deixis was identified as the least frequent type with only 2 occurrences (0.93%). The findings indicate that students tended to use poetry as a medium for expressing personal emotions, experiences, and perspectives. Furthermore, this study highlights that deictic expressions play a significant role in constructing contextual meaning and assisting readers in interpreting poetic texts effectively. This research contributes to pragmatic studies in EFL contexts by demonstrating how learners employ deictic resources to develop meaning, establish relationships between textual elements, and enhance their pragmatic competence in creative writing.
Gender Discourse on Social Media: A Systematic Synthesis Toward a Conceptual Model of Ideology, Performativity, and Platform Political Economy Aliyah Aliyah; Zainal Rafli; Miftahulkhairah Anwar
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Social media has transformed how gender issues are created, circulated, and contested in the digital public sphere, yet studies synthesizing gender discourse themes across platforms, cultural contexts, and theoretical perspectives remain limited, as most empirical research focuses on specific issues, communities, or individual platforms. This fragmentation has resulted in insufficient understanding of how ideological formations, gender performativity, and platform mechanisms interact in shaping contemporary digital gender meanings. This study aims to identify the dominant themes and patterns in gender discourse on social media and to develop a Conceptual Model of Ideology, Performativity, and Platform Political Economy (IPP Model) through systematic literature synthesis. The study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 Statement (Page et al., 2021) and thematic synthesis methodology (Thomas & Harden, 2008), applied to thirteen international peer-reviewed articles on gender discourse in social media published in 2026. The findings reveal four interdependent themes shaping the production, circulation, and legitimation of gender meanings in digital spaces: ideological polarization, gender performativity, body politics, and platform economy. Based on these findings, the study proposes the IPP Model as an integrative analytical framework explaining gender discourse as the outcome of interactions among ideological systems, multimodal performative practices, embodied representations, and algorithmically governed platform infrastructures. The model contributes to digital discourse analysis, multimodal studies, applied linguistics, and gender studies by repositioning social media from a passive communication medium into an active socio-technical actor that shapes the visibility, circulation, and legitimacy of gender meanings.

Page 14 of 14 | Total Record : 137

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