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Journal of Language and Literature Studies
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28081099     DOI : https://doi.org/10.36312/jolls
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Language and Literature Studies is an open access journal which provides perspectives of languages, language teaching, and literature studies. This journal has the Focus and Scope at presenting and discussing outstanding contemporary issues in line with Applied Linguistics, English Language Teaching, Literatures, Literature in Teaching, and Curriculum Design of Language and Literature Teaching. Readers have the right to read, download, copy, distribute, print, or link to the full text of all articles in JoLLS. The aim of this journal is to promote outstanding language and literature issues to research by encouraging enquiry into relationship between theoretical and practical studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Search results for , issue "Vol. 5 No. 4 (2025): December" : 31 Documents clear
The Palestinian-Israeli Conflict in Tamim Al-Barghouti’s Nafsi Al-Fida’: A Sociological Study of Literature Naviza, Ummu Kultsum; Zawawi, Moh.
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/phhxzr80

Abstract

The prolonged conflict between Palestine and Israel, particularly in the Gaza Strip, has caused widespread humanitarian suffering and has become a recurring theme in contemporary Arabic literature. One prominent example is Tamim Al-Barghouti's poem Nafsi al-Fida', written in response to Israel's military aggression against Gaza in 2008-2009 (Operation Cast Lead). This study aims to explore how the poem represents the social reality of the Palestinian-Israeli conflict through a sociological approach to literature. Employing a qualitative descriptive method, the research combines textual analysis of the poem with triangulated sources from international media reports and humanitarian organization documents to ensure data validity. Using Alan Swingewood’s theory of literary sociology, the study interprets the poem as a social product that both reflects and critiques the lived experiences of society under conflict. The analysis reveals that Al-Barghouti’s use of vivid imagery, metaphors of resistance, and contrasts between life and death encapsulates the political and humanitarian dimensions of Gaza’s suffering, depicting Hamas’ political victory, armed resistance, underground defense strategies, white phosphorus bombings, and the devastation of civilian life. These aesthetic choices transform the poem into both an artistic and sociological document, bridging emotion with historical testimony. The findings conclude that Nafsi al-Fida’ not only serves as a record of Palestinian suffering but also contributes to shaping Palestinian literary identity and political discourse by asserting poetry as a form of cultural resistance.
The Shackles of Patriarchy in the Short Story Collection Sepotong Hati yang Baru by Tere Liye: A Feminist Literary Sudy Yunior, Az-Zahra Diva Rabbani; Hartono, Hartono; Wiyatmi, Wiyatmi
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/v7cc7z13

Abstract

This study aims to reveal the reflection of the patriarchal system and the social criticism of women’s oppression in three short stories by Tere Liye Kisah Sie Sie, Mimpi-Mimpi Sampek-Engtay, and Buat Apa Disesali. Using a feminist literary criticism approach, the study finds that patriarchy places women in a subordinate position through male dominance, social norms, and economic as well as cultural pressures. The female characters are portrayed as losing control over their own lives, becoming objects of social transactions, and being forced to submit to male authority. The findings indicate that patriarchy is not only physical and structural but also forms a symbolic power that instills obedience and dependency in women. Through his works, Tere Liye presents a sharp critique of gender inequality and calls for the importance of equality, legal protection, and social reform so that women can become subjects of their own lives. In this research, data were collected through a literature review method by closely examining the forms of patriarchy depicted in Tere Liye’s short story collection Sepotong Hati yang Baru. Overall, Tere Liye delivers a strong criticism of the patriarchal system, illustrating how women are often disadvantaged and denied the space to become active subjects in their own existence.
Enhancing Career Development for Engineering Students Through Role Play: Developing English Speaking Skills For Professional Settings Sakinah, Yanik Lailinas; Sari, Candrika Citra; Imron, Aly
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/79vns193

Abstract

This study explores the implementation of role-play activities in enhancing English speaking skills for engineering students, particularly in the context of career development. The research was conducted with 20 fifth-semester students enrolled in the Electrical Power System Engineering program at the State Polytechnic of Malang, who were enrolled in the English for Career Development (ECD) course. A descriptive qualitative design was employed, utilizing observation and questionnaires to assess the effectiveness of role-play in improving students' speaking abilities, focusing on areas such as vocabulary acquisition, confidence, and professional communication. The role-play activity centered around job interviews, where students took on the roles of both interviewer and interviewee, requiring them to engage with professional language and real-world scenarios. The results indicated that role-play significantly enhanced student participation, with the highest scores observed in the participation aspect. The students also showed notable improvements in vocabulary use, confirming the role-play's ability to activate and expand students' vocabulary in a professional context. However, the study also revealed challenges in grammar, particularly in tense usage, which impacted clarity and accuracy. The feedback provided to students helped address these issues. Additionally, the questionnaire results highlighted the positive impact of role-play on students' motivation, knowledge, skills, and attitudes, indicating that the technique fosters active engagement and enhances soft skills. The findings suggest that role-play is a valuable tool for improving English speaking skills among non-English major students, especially in technical fields, and can be effectively integrated into language curricula for career development.
Representation of Violence Against Women in the Novel Rumah untuk Alie by Leen Liu (An Existentialist Study of Simone de Beauvoir) Arina, Ukhtul Iffah Daat; Vardani, Eka Nova Ali; Citraningrum, Dina Merdeka
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ftsxdj17

Abstract

This study examines the representation of violence against women in Leen Liu’s novel Rumah untuk Alie, which reflects the persistence of patriarchal domination and gender inequality in Indonesian society. The research aims to describe the forms of violence physical, emotional, and sexual, experienced by the female character and to analyze how these acts of violence position women as “the Other” through Simone de Beauvoir’s existentialist feminist perspective. The study employs a descriptive qualitative method with textual analysis and data triangulation to ensure the validity of the findings. The results reveal that the female protagonist, Alie, experiences various forms of violence both in domestic and public spheres, such as physical abuse by her father, emotional neglect by her family, and sexual harassment in her social environment. These acts of violence symbolize systemic patriarchal control that confines women to a state of immanence, limiting their autonomy and subjectivity. Through Beauvoir’s theoretical lens, the novel exposes the philosophical significance of such oppression, how women’s bodies and existence are reduced by male dominance while still yearning for transcendence and self-liberation. This study contributes to a deeper understanding of women’s existential struggle and emphasizes the importance of gender awareness in literature as a means of promoting equality. Moreover, the findings hold broader societal implications by highlighting the structural nature of gender-based violence and underscoring the practical significance of these results in promoting gender equality and fostering social awareness to combat systemic oppression.
Referential Semantics of Coastal Toponyms: A Case Study Central Java Zulfa, Ilma; Hendrokumoro, Hendrokumoro
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/z9xrhk88

Abstract

Toponymy is a branch of linguistics that examines the interrelationship between language, culture, and environment through place naming. In coastal regions, place names often reflect geographical features, natural elements, and community perceptions of their surroundings. This study aims to uncover the referential meanings embedded in coastal toponyms by employing a referential semantics approach. The analysis interprets the relationship between the linguistic form of each toponym and its real-world referent, while classifying naming motivations using the Australian National Placenames Survey (ANPS) typology. The findings reveal that referential meanings predominantly represent denotative and ecological relations, indicating that coastal toponyms are grounded in physical and environmental features. This is evident from the dominance of the Descriptive category (50.0%), followed by the Associative (20.5%) and Evaluative (15.9%) categories. These categories reflect not only geographical and ecological characteristics but also cultural associations and value-laden expressions embedded in naming practices. Beyond its theoretical contribution, this study offers practical implications for cultural heritage preservation. The analysis of semantic motivations behind place naming can serve as a linguistic foundation for documenting traditional toponyms, supporting local government efforts to standardize and preserve place names, and strengthening intangible cultural heritage initiatives in coastal communities. The findings also highlight the need to safeguard environmentally based toponyms that encode ecological knowledge, particularly in areas undergoing environmental change and urban development.
Developing an AI and Generative AI Literacy Framework: A Lesson from an Islamic Higher Education Institution Rohadi, Tedi; Utami, Dini
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/7tjb1p58

Abstract

This study addresses this gap by developing and validating an AI and GAI literacy framework that aligns with the mission of Islamic higher education. Using a Research and Development (R&D) design guided by the ADDIE model, the study involved 25 fifth-semester students and 3 lecturers from the English Language Teaching Department at UIN Sunan Gunung Djati Bandung. Data were collected through questionnaires, semi-structured interviews, focus group discussions, classroom observations, and expert validation checklists. Quantitative analysis showed that students scored highest in ethical understanding (M = 4.0, SD = 0.55) but lowest in critical awareness (M = 2.8, SD = 0.70), while lecturers outperformed students across all dimensions, particularly in ethical understanding (M = 4.3, SD = 0.50) and pedagogical integration (M = 3.8, SD = 0.57). Qualitative findings revealed that students primarily used AI tools for basic academic tasks, whereas lecturers applied them in broader pedagogical contexts, with both groups emphasizing ethical responsibility. Expert validation confirmed the framework’s high validity (overall mean = 4.5/5), particularly in ethical-Islamic alignment. These findings suggest that AI and GAI literacy in Islamic higher education must extend beyond technical proficiency to include critical reflection and ethical integration, ensuring that the use of AI is both pedagogically meaningful and culturally contextualized. The resulting framework contributes to local practice while also enriching global discussions on culturally embedded approaches to AI literacy in higher education.
Gamification in Language Assessment: Challenges and Pedagogical Strategies Across Three Assessment Types in EFL Contexts Ayuningtryas, Vina; Emaliana, Ive
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sfczrj36

Abstract

Gamification has become a popular learning strategy that incorporates game elements such as points, levels, and badges into learning activities to enhance learners' participation and motivation. It has recently been extended beyond instruction to the field of assessment, where it transforms traditional testing into more interactive and engaging experiences. However, integrating gamification into assessment presents unique challenges that differ from its use in teaching. This narrative review aims to examine the challenges in integrating gamification elements into Assessment for Learning (AfL), Assessment of Learning (AoL), and Assessment as Learning (AaL), and to explore pedagogical strategies for addressing these challenges in EFL contexts. The study analyzed ten peer-reviewed journal articles published from 2014 to 2024 from ScienceDirect and Taylor & Francis, selected based on their relevance to gamification in language assessment. Each study was reviewed to identify recurring challenges and pedagogical strategies for language assessment practices. The results reveal that while gamification can foster learner engagement, challenges remain in aligning game elements with learning objectives, adapting materials to learners’ proficiency levels, and ensuring content validity. Reported pedagogical strategies for improvement include ensuring the contextual relevance of game elements and assessment purposes, aligning gamification with instructional goals, combining traditional and gamified components, providing transparent feedback systems, and integrating teacher guidance in reflective tasks. The study suggests that effective implementation of gamified assessment requires teachers’ strong language assessment literacy and continuous reflection. These insights offer practical implications for EFL educators in designing assessments that are not only engaging but also pedagogically sound and valid.
The Integration of Digital Tools in EFL Grammar Instruction in Indonesia’s Digital Age: Prospects and Challenges La Sunra, La Sunra; Amaliah, Suci; Syamsuddin, Muhammad Rifqi; Mansyur, Mansyur
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4n0c6g86

Abstract

Digital technologies are transforming grammar instruction within English as a Foreign Language (EFL) programs. However, limited knowledge exists regarding their implementation in Indonesian higher education, where access disparities and varying levels of instructor preparedness pose significant challenges. This research endeavours to bridge that gap by examining the opportunities and obstacles associated with digital grammar teaching across three undergraduate English education curricula. Employing a sequential explanatory mixed?methods approach, the study surveyed 180 undergraduate students (S1) to gather insights on their interactions with mobile grammar applications, artificial intelligence-based grammar checkers, and online quizzes. Subsequently, semi?structured interviews were conducted with ten English faculty members to contextualize the quantitative findings. The results indicate that 72?% of students experienced increased motivation when engaging with digital tools for grammar learning, 69?% reported greater autonomy in their practice, and 65?% perceived enhancements in accuracy. Nonetheless, 31?% of students relied on instructors to interpret automated feedback, and 41?% accepted corrections uncritically, reflecting an overdependence on technological solutions. The qualitative interviews revealed that while digital tools fostered greater engagement and facilitated differentiated assignments, concerns persisted regarding feedback reliability, unequal access to devices, and the necessity for instructor oversight. These findings imply that digital tools have the potential to bolster motivation, autonomy, and precision in Indonesian EFL grammar education when thoughtfully integrated within supportive infrastructural and professional development frameworks. The study underscores the critical need for equitable access, comprehensive instructor training, and deliberate curricular integration to maximize the benefits of digital grammar instruction.
The Read–Cover–Remember–Retell (RCRR) Technique in Enhancing EFL Learners’ Reading Comprehension: A Lesson from Junior High School Context Agusriani, Agusriani; Munir, Syahrul; Agussatriana, Agussatriana
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9m90mg56

Abstract

This study investigates the effectiveness of the Read–Cover–Remember–Retell (RCRR) technique in enhancing EFL learners’ reading comprehension of narrative texts in a junior high school context. The research was conducted with ninth-grade students of SMP Negeri 15 Palu using a quasi-experimental design involving two intact classes. One class was assigned as the experimental group, taught using the RCRR technique, while the other served as the control group and received conventional reading instruction. Data were collected through pre-test and post-test reading comprehension assessments consisting of multiple-choice items that measured students’ ability to identify main ideas, supporting details, vocabulary meaning, and inferences. Descriptive statistics were used to examine students’ initial and final performance, and an independent samples t-test was employed to determine the significance of differences between the two groups. The results showed that the experimental group’s mean post-test score increased substantially compared to its pre-test score and outperformed the control group, which demonstrated only modest improvement. The statistical analysis confirmed that the difference between the post-test scores of both groups was significant, indicating that the RCRR technique had a positive impact on students’ reading comprehension. The findings suggest that the structured stages of RCRR promote active engagement, deeper processing of textual information, and better recall, making reading a more interactive and meaningful activity. This study concludes that RCRR is an effective and practical strategy for improving reading comprehension in EFL classrooms and offers pedagogical implications for teachers seeking student-centered approaches aligned with curriculum demands.
Exploring the Effectivenss of Critical Thinking Skills in Speaking Skills: Insights from a Vocational School Context Setianingsih, Tri; Utama, I Made Permadi; Kamarudin, Kamarudin; Sumarni, Baiq
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/89pxa558

Abstract

This study explores the impact of the Talking Chips strategy on enhancing critical thinking during English speaking tasks among vocational students. While these students often excel in practical skills, they struggle with critical thinking in English, leading to a skills gap in English as a Foreign Language (EFL) education. Using a quasi-experimental design, two eleventh-grade classes from a Tourism and Travel Business program at vocational schools participated in a pretest-posttest speaking assessment. The experimental group (n = 25) used the Talking Chips strategy, while the control group (n = 25) followed conventional methods. The speaking assessments were evaluated using an analytic rubric, with high inter-rater reliability (0.87). Mann-Whitney U analysis revealed a significant treatment effect (U = [insert value], p = .001, r = [insert effect size]), indicating that the Talking Chips strategy effectively improved students’ analytical reasoning and reflective responses. These findings suggest that cooperative learning strategies, like Talking Chips, can enhance higher-order thinking skills in EFL speaking classrooms. The study concludes that incorporating turn-taking structures in speaking tasks helps foster deeper reasoning and encourages more purposeful argumentation, recommending that teachers use such techniques to promote critical thinking in vocational EFL settings.

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