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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 186 Documents
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Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption Fradana, Ahmad Nurefendi; Suwarta, Nyoman; Sotlikova, Rimajon
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2635

Abstract

The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in three urban-based senior high schools, participatory observation of digital platforms (interactive e-books, literary webtoons, and short-story podcasts), and in-depth interviews with teachers and students. The analysis utilized Kress & van Leeuwen’s multimodal literacy theory and Paul Gilster’s digital pedagogy framework. Findings reveal that integrating multimodal elements—such as animated illustrations in poetry, hyperlinks in interactive narratives, and dramatic audio effects—significantly enhances students’ critical deconstruction of textual meanings and fosters learning motivation. However, disparities in digital infrastructure access and teachers’ limited technological proficiency emerge as primary barriers. The study recommends training programs for teachers in designing digital literature lessons using accessible tools (e.g., Canva, Book Creator) and fostering school-community partnerships with digital literacy initiatives. This research contributes to developing disruption-responsive literacy strategies and enriches Indonesian literary heritage through digital adaptation.
Designing English Speaking Materials Based on EFL Students’ Learning Needs: A Needs Analysis at Vocational Schools Sipayung, Kammer; Tampubolon, Sahlan; Pasaribu, Arsen Nahum; Fadhila, Fara; Zamorano, Alex
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2639

Abstract

The English Day program is an extracurricular program and an alternative process to improve students ability on speaking. English day able to amuse students and teacher to learn English.  The objectives of this research were to describe the students’ need for speaking materials and to design a Syllabus For the English Day Program at SMK Negeri 1 Satuatap.  The researchers used qualitative research design by using some instruments like questionnaires, observation, and interviews. The data of this study are information from these instruments; in other words, sources of data are the result of interviews, questionnaires, and observation.  The research respondents or sample of this study were 10 students, 10 teachers who guided the English Day Program, and 1 English Supervisor from the Education Department at Nias Barat to validate the syllabus design for the English Day Program. The findings showed that the students needed materials for speaking that were attractive and interesting, with a score 2,6 on the scale 1-4, and based on their daily and social life context, most students need speaking practice. The product of this study was a syllabus and supplementary speaking materials for the English Day Program. The contextual teaching and learning supplementary book consisted of three units. The result of the data computation of the book evaluation from the expert showed that the developed contextual teaching and learning speaking materials were categorized as good. The implication of this study, the English teacher must add more speaking practice in the English day materials.
Variations of Arabic-Indonesian Translation Strategies in Automatic Machine Translation: A Comparative Study Mustofa, Rifki; Mustofa, Arif; Surur, Misbahus
Journal of Language and Literature Studies Vol. 5 No. 3 (2025): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i3.3075

Abstract

In the era of Society 5.0, the phenomenon of automatic translation is getting more attention as communication technology advances, especially with the presence of translation engines such as Auto Translation and ChatGPT. Both are widely used in language transfer, including for official texts such as diplomatic speeches. This study aims to identify and compare the translation strategies used by Auto Translation and ChatGPT in translating the Arabic speech delivered by Indonesian Deputy Foreign Minister Anis Matta during the OIC Summit in Riyadh on November 11, 2024. This research uses a descriptive qualitative approach with a comparative method. Primary data is obtained from Arabic speech transcripts and the results of the translation of the two machines, while secondary data comes from various relevant literatures. Data collection techniques were carried out through observation and note-taking, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing/verification. The results show that the most dominant strategy used by both is Transcription (34% Auto Translation, 42% ChatGPT). The Harfiyyah strategy was found 18% in Auto Translation and 19% in ChatGPT. The Ziyadah strategy appeared 12% in Auto Translation and 8% in ChatGPT. The Transposition strategy was found 6% in Auto Translation and 11% in ChatGPT. The Description strategy was used more by ChatGPT at 12% than Auto Translation with 3%). Taqdim wa ta'khir strategy appears equally at 6%, while Tabdil (9%) and Hazf (12%) strategies are only found in Auto Translation. The results show a significant difference in that Auto Translation is more flexible in replacing or omitting text elements, while ChatGPT is more descriptive and contextual. This research contributes to the study of technology-based translation, especially Arabic-Indonesian diplomatic texts.
Exploring the Structure and Language Features of Successful Business Letters: A Case Study of a Tour Travel Agency Witono, Hudan Ahmad Dardiri; Nuriadi, Nuriadi; Mahyuni, Mahyuni
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/vts8bw64

Abstract

Business letters play crucial roles in exchanging information, maintaining relationships, and creating markets in organizations. However, the gap between academic research and practical workplace application in business letter writing remains underexplored. This study analyzes the generic structure and linguistic features of successful English business letters—defined as those achieving their communicative and business objectives—in authentic professional contexts. Using a genre-based approach, fifty original business letters from a travel agent in West Nusa Tenggara (2021-2022) were examined. Results revealed that successful business letters follow a systematic structure: sender's address, recipient's address, opening greeting, body (2-3 focused paragraphs), and closing greeting, notably omitting the subject line. Four key linguistic features characterize these letters: formality (using formal vocabulary), practicality-professionalism (employing technical terminology), informativeness (using business-specific language to prevent misunderstandings), and politeness (utilizing modal verbs and courteous expressions). These findings bridge the gap between ESP theory and real-world practice, demonstrating that successful business letters adapt academic formats to meet practical business demands. The study provides evidence-based recommendations for business practitioners and ESP educators, contributing to effective business communication practices in authentic professional environments.
Understanding Students’ Experiences with Project-Based Assessment across Educational Levels and Contexts Radita, Cindy; Widiati, Utami; Hayati, Nur
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: 10.36312/7bxak004

Abstract

Project-based assessment (PBA) is often highlighted as a more authentic, engaging, practical, and student-centered approach compared to traditional exams. However, despite its growing use, there is limited and unified understanding of how students actually experience PBA across different educational levels and learning contexts. This gap in the literature is crucial, as student experiences are central to determining the effectiveness and inclusiveness of assessment practices in diverse classroom settings. It is crucial to understand how students experience PBA to ensure that this assessment approach fulfills its potential of meaningful, equitable, and effective learning. This article aims to systematically review empirical studies that explore students’ experiences with PBA, focusing on how these experiences vary across primary, secondary, and tertiary education as well as cultural and institutional contexts. The study is grounded in qualitative data drawn from published research articles, analyzed using thematic synthesis under the PRISMA framework. Inclusion criteria targeted peer-reviewed studies that foreground student voices and were published within the last 10 years. Findings indicate a combination of positive experiences, such as increased engagement, collaboration, and real-world skill development, alongside persistent challenges, including perceived workload imbalance and unclear assessment criteria. The review underscores the significance of adapting PBA to specific contexts and advises that future research systematically include student perspectives to refine assessment methods better and promote fairness. Implications of these findings for practice for educators and policy makers are that more nuanced and responsive assessment strategies have the potential to improve inclusiveness and instruction. Future research should also look into how school support, teacher support, and cultural contexts influence the efficacy of PBA interventions.
A Jungian Psychological Study of Nora Seed’s Introverted Personality in The Midnight Library: A Literary Analysis Siregar, Namira Az Zahra; 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/a8xx5n25

Abstract

The phenomenon of introverted personality represents a significant area of inquiry in both psychology and literary studies, as it captures the complexity of individuals characterized by introspection and emotional sensitivity. In Matt Haig’s The Midnight Library, the protagonist Nora Seed embodies introverted tendencies through her inner conflicts and existential pursuit of meaning. This study aims to examine the representation of Nora Seed’s introverted personality by employing Carl Gustav Jung’s psychological typology, with a specific focus on the four primary functions: thinking, feeling, sensing, and intuition. Jung’s framework is employed in this analysis because it offers a comprehensive theoretical lens for understanding the internal dynamics of literary characters, in contrast to other psychological approaches that predominantly emphasize observable behavior. Methodologically, this research adopts a qualitative descriptive-analytical design, involving close reading, systematic note-taking, and thematic coding of relevant textual evidence from the novel. The findings demonstrate that Nora exhibits all four introverted functions: a proclivity for logical reflection prior to action (thinking), the deep and nuanced processing of emotions (feeling), heightened attentiveness to sensory detail (sensing), and the interpretation of lived experiences through symbolic and abstract possibilities (intuition). The study concludes that Nora Seed represents the individuation process of an introverted subject, a portrayal that not only advances psychological literary criticism but also contributes to broader scholarly discourse on mental health and self-acceptance within contemporary society.
Using TikTok for English Language Learning in Indonesian Formal Education: A Systematic Literature Review Ahen, Christina Novita Apriliana Pascha; Ikhsanudin, Ikhsanudin; Rosnija, Eni
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/yz1k8196

Abstract

This study aims to synthesize findings on the uses, benefits, and challenges of using TikTok for English language learning in the Indonesian formal education context through a systematic literature review. Following the PRISMA guidelines, relevant studies published between 2021-2025 were systematically retrieved from Google Scholar and SINTA. Studies were screened by title and abstract, and full texts were assessed for eligibility. In total, 39 articles met the criteria for review. The review found that TikTok was frequently used as a source of learning materials, a medium for creating learner-generated videos, and a reference for tasks. The use of features such as duet and save facilitated interaction, engagement, and review. Key benefits included improvements in speaking, vocabulary, motivation, confidence, and a more enjoyable learning environment, along with other reported benefits related to the skills and engagement outcomes. However, challenges included distractions from entertainment content, difficulties with features, irrelevant or low-quality content, limited internet access, and video creation difficulties, in addition to other less frequent technical and pedagogical issues. Despite challenges, these highlight the importance of content quality, effective facilitation, and purposeful platform integration to ensure meaningful and engaging learning experiences. Therefore, these findings provide practical implications for the management and integration of TikTok in English language learning within Indonesia’s formal education system. 
A Critical Look into the Language Ideologies of Filipino ESL Teachers in Korean-run ESL Centers in the Philippines de Guia, Rowell
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: 10.36312/4v1ayf92

Abstract

This study delves into the language ideologies of Filipino teachers of English as a second language (ESL) who work at an ESL center for Korean students in the Philippines. Using a critical discourse analysis (CDA) framework, the research examines the teachers’ written accounts of their work experiences to uncover their core beliefs about English language proficiency. A key goal of the study is to identify the political and economic interests that shape their ideologies. The data analysis was structured around CDA's three-dimensional approach: description, interpretation, and explanation. The description phase focused on the linguistic features of the teachers’ written accounts, identifying the specific language choices that pointed to their underlying ideologies. The interpretation phase critically examined the broader social, political, and economic contexts of the teachers’ workplace to understand how these realities influenced their experiences and shaped their beliefs. Finally, the explanation phase explored how these ideologies reflect and reinforce existing practices and power dynamics within the field of ESL teaching. The findings of this study revealed three dominant language ideologies held by the teachers: grammar supremacy, non-native linguistic flexibility and autonomy, and language as economic and social capital. These ideologies are not isolated but are a direct result of the political forces present in Korean society, as well as the socio-economic conditions both within and outside the Philippines, and significantly influence the ESL teachers’ instructional orientation, self-valuation, their valuation of English language skills, and social positioning. Thus, the study recommends academic institutions and ESL centers around the world to actively counter inequalities in ESL teaching by formally recognizing and valuing the linguistic and cultural capital that non-native English-speaking teachers bring to the classroom.
The Efficacy of the Anagram Technique in Stimulating EFL Learners’ Creativity and Enhancing Vocabulary Mastery: An Empirical Evidence Lamadjido, Muhammad Reski; Suriaman, Aminah; 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/ty2ws452

Abstract

This study investigates the effectiveness of the Anagram technique in enhancing vocabulary mastery among tenth-grade students of Islamic High Schools. Vocabulary acquisition plays a pivotal role in mastering English, yet many students struggle with retention and application. This quasi-experimental research aimed to assess whether the Anagram technique, which involves rearranging scrambled letters to form meaningful words, could improve students’ mastery of nouns, verbs, and adjectives. The study involved two groups: an experimental group, which received instruction using the Anagram technique, and a control group, which followed conventional vocabulary instruction. A pre-test and post-test were administered to both groups to measure improvements in vocabulary proficiency. The results showed that the experimental group exhibited a significant improvement in vocabulary mastery, with their mean score increasing from 65 to 74, while the control group showed only a minimal increase from 69 to 70. The t-test analysis confirmed the statistical significance of the difference (t-count = 11.298 > t-table = 1.995), indicating that the Anagram technique was more effective than traditional methods. These findings highlight the potential of using interactive, puzzle-based activities in language instruction to enhance students' cognitive engagement and retention of vocabulary. The study suggests that integrating word-play strategies like Anagram into EFL classrooms can foster active learning and provide an engaging alternative to traditional vocabulary teaching methods, benefiting students’ long-term vocabulary development.
Maxim Violations and Humor in Trevor Noah’s Stand-Up Comedy: A Pragmatic Analysis Pratama, Joseph Colin Impian; Ayomi, Putu Nur; Lumabas, Baby Lyn Aquino
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: 10.36312/220ac891

Abstract

This study aims to analyze the violation of conversational maxims in Trevor Noah’s stand-up comedy performance entitled “How to Not Order at an Indian Restaurant”. This study uses a qualitative descriptive method with Grice’s Principle of Cooperation theory as the main analytical framework. Data in the form of video transcripts were analyzed to identify the types of maxim violations that occur, as well as to understand how these violations function in building humorous effects. The results showed that all four types of maxims-quantity, quality, relevance, and manner-were violated in the performance, with the violation of the maxim of relevance being the most dominant. The findings show that maxim violations do not necessarily hinder communication, but can be creatively used to create humor and convey cultural messages implicitly to the audience. This study contributes to the broader field of pragmatics by demonstrating how non-cooperative language use can enhance audience engagement and meaning-making. It also advances humor theory by highlighting the pragmatic mechanisms through which linguistic deviation fosters comedic effect and cross-cultural understanding.

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