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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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Developing a Self-Study E-Module for English Medical Terminology: A Need Analysis of Health Science Students Rohmah, Farida Noor
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/05akn595

Abstract

Mastery in English medical terminology is crucial for health science students to engage with academic material, comprehend clinical information, and communicate successfully in professional settings. Many learners have ongoing challenges due to the lack of specialized, self-directed learning tools designed for their specific discipline and contextual requirements. This study performed the needs analysis phase of the ADDIE instructional design paradigm to examine the unique requirements for a self-learning e-module in English medical terminology. Data were gathered from 64 students participating in nursing, midwifery, and medical programs via a validated online questionnaire and semi-structured interviews with two faculty lecturers. The analysis investigated three dimensions: learners' needs, existing shortcomings, and favored learning modalities. The findings indicated that students necessitate terminology proficiency mainly for comprehending lectures, interpreting medical literature, and fulfilling academic tasks; encounter significant difficulties in contextual understanding, precise application, and pronunciation; and favor multimedia learning incorporating visual aids, interactive activities, and self-evaluation components. Instructors verified the absence of digital resources tailored to various disciplines that facilitate independent study. The results encourage the development of a mobile-compatible, multimedia-enhanced e-module to connect passive recognition with active application of medical terminology, promoting vocabulary proficiency and learner autonomy in English for Medical Purposes.
The Examining Code Choice and Speech Acts in Six Indonesian Cosmetic Taglines: A Comparative Analysis of Local Authenticity and Global Aspiration Brands Hafsari, Rafika; Suhandono, Suhandano
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3776

Abstract

The intense competition in the Indonesian cosmetics market is a factor in analyzing the linguistic strategies used to compete in this increasingly fierce market. Besides emphasizing product quality, taglines are the primary selling point and consumer attraction. This phenomenon has created two situations. Firstly brands that initially emphasized history and local culture have shifted to adopting foreign languages ​​in their taglines. Secondly local brands that directly adopting foreign languages, not only in their brand names but also in their taglines. The methodology used in this research is a comparative discourse. That focuses on three core elements (the choice of language code, its function (indexicality), and its speech acts). This study consists of six brand taglines and 12 product taglines. All were collected from Instagram and e-commerce platforms in June 2025. The data were classified into two groups: 'Local Authenticity' (Sariayu, Mustika Ratu, Viva) and 'Global Aspiration' (Somethinc, Scarlett, Make Over). The findings of this study indicate that the 'Local Authenticity' group predominantly uses Indonesian in 55.56% of their taglines. This group is also dominant in assertive actions to index the values ​​of trust and practicality.In contrast, ‘Global Aspiration’ group favored English in 77,78% of cases, predominantly using assertive and expressive act to build an identity indexing global trends and innovation. The conclusion of this study confirms that the choice of language in a beauty product tagline is a fundamental strategic step in market segmentation and building a brand identity that aligns with target consumers in the digital age. This provides brand writers and marketers with actionable insights into strategically indexing language codes to align brand identity with target market expectations.
Exploring the Pedagogical Potentials and Limitations of TikTok in Language Learning Hartono, Wira Jaya; Ramadhan, Syahrul; Tiarina, Yuli; Oktadela, Resy
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4086

Abstract

TikTok has quickly become one of the most widely used short-form video platforms worldwide, and its presence in language learning continues to grow. Although many digital-native learners engage with the platform daily, there is still limited research that brings together its pedagogical strengths and structural challenges in a systematic way. This study examines how TikTok can be integrated into language-learning contexts and what factors may limit its effective use. A systematic review of twenty peer-reviewed studies published between 2022 and 2024 was conducted to capture recent developments in post-pandemic digital learning. The selected studies focused on TikTok’s use in formal or semi-formal language-learning settings and were analyzed using qualitative thematic synthesis. The findings show that TikTok’s short-form and multimodal features support vocabulary development, speaking practice, pronunciation awareness, and learner engagement. Its brief and repeatable content encourages frequent exposure to language input. However, the platform’s entertainment-driven algorithm, limited capacity for deeper explanation, unequal digital access, and varying levels of teacher readiness pose challenges for structured classroom integration. Overall, TikTok offers meaningful pedagogical value when used intentionally within clear instructional frameworks. Its effectiveness depends on thoughtful alignment with learning objectives and careful integration into broader teaching strategies.
Remembering, Writing, and Women's Agency in Postcolonial Contexts: An Analysis of Embroideries by Marjane Satrapi Rahmasari, Rifka Alif; Priyatna , Aquarini; Adipurwawidjana, Ari Jogaiswara
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4352

Abstract

In contemporary discussions of Iranian women’s writing, Embroideries (2005) by Marjane Satrapi is often read primarily as a humorous or subversive critique of patriarchy. However, less attention has been given to how the memoir constructs memory as a performative and collective site of agency within postcolonial feminist discourse. Set during an afternoon domestic gathering, the graphic narrative depicts Iranian women negotiating identity, sexuality, and honor through storytelling across three generations. Drawing on feminist narratology and postcolonial feminist theory, this study examines how narrative voice, dialogic exchange, and graphic sequencing work together to produce agency as a relational process rather than an individual attribute. Butler’s theory of performativity is applied to recurring speech acts such as gossip, confession, and teasing, showing how agency emerges through repetition, citation, and collective participation. Cixous’s concept of écriture féminine further illuminates how Satrapi’s fragmented visual style and intimate domestic dialogue transform everyday experience into a gendered mode of writing. Rather than presenting memory as passive recollection, the memoir figures remembering as an embodied and dialogic practice shaped by classed and domestic contexts. By displacing politics from spectacular historical rupture to intimate domestic interaction, the memoir reconceptualizes the collective as inherently political, demonstrating how shared storytelling operates as a mode of critique, negotiation, and survival. These findings contribute to feminist and postcolonial scholarship by expanding approaches to graphic memoir beyond trauma and autobiography, and by rethinking Iranian women’s agency as relational, performative, and grounded in everyday social practice.
An Analysis of Feminism in Brave Movie: A Perspective on Gender Construction and Woman's Independence Sari, Nur Ramidah; Adam, Adam; Dewi, Desi Surlitasari
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4353

Abstract

This study analyzes the representation of gender constructs and female independence in the film Brave (2012) from a feminist perspective. This Pixar film is important to study because it presents a narrative that differs from traditional Disney princess films, in which female characters tend to be portrayed as passive, waiting to be rescued, and their happiness dependent on male characters. Brave, on the other hand, presents female characters who actively determine their own destinies, making it an interesting case for feminist analysis in children's animated films. The research uses a descriptive qualitative method with documentation techniques through observation of scenes and dialogues relevant to gender issues. The data is analyzed through the stages of identification, thematic classification, and interpretation using bell hooks' (2000) feminist theoretical framework, particularly the concept of feminism as a transformative movement and the importance of solidarity between generations of women.. The results of the study show three main findings. First, the film depicts a rejection of traditional gender constructs through Merida's refusal to be married off and her claim to the right to determine her own destiny. Second, female independence is represented as the ability to make decisions and take responsibility, rather than dependence on men. Third, the mother-daughter relationship becomes a space for negotiating gender values between generations. The film emphasizes that women's independence can be achieved through dialogue and relationship transformation, not isolation from the family. These findings have important implications for media representation and gender equality, showing that animated children's films can be a medium for spreading accessible feminist values and influencing the way children, especially girls, understand gender roles and develop expectations about women's independence from an early age. Brave offers a more inclusive feminist perspective in the discourse on gender in popular media. 
Integration of Mobile Assisted Language Learning in Arabic Language Education: A Systematic Literature Review Nurazizah, Ai; Aedi, Khasan; Wahyudin, Wahyudin
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4356

Abstract

Arabic language learning in Indonesia is facing a critical transformation in the 21st century, shifting from conventional teacher-centered models to technology-integrated ecosystems. Despite the potential of mobile technology, there is a significant gap in empirical validation regarding which specific applications are effective and how they can be pedagogically integrated within the Indonesian curriculum . This study aims to fill this gap by identifying prior research, analyzing the effectiveness of mobile applications, and providing evidence-based recommendations for Arabic language educators. This study employs a Systematic Literature Review (SLR) design following the PRISMA framework. Data were systematically retrieved from DOAJ and Semantic Scholar databases using PICOS criteria and strictly limited to the 2021-2025 publication period. Study quality was rigorously assessed using the Mixed Methods Appraisal Tool (MMAT). The findings reveal that mobile applications significantly enhance learning outcomes, particularly in vocabulary retention, motivation, and specific skills such as reading, listening, and vocabulary mastery. Key tools identified include Lectora Inspire, Duolingo, Memrise, and Plotagon Studio. The study concludes that while highly effective, implementation is hindered by technical barriers and low teacher digital competency. Practical implications suggest that for direct classroom application, educators must transition from traditional models to facilitator roles, integrating gamified features like leaderboards and interactive feedback to foster student engagement . Furthermore, successful integration requires curriculum-aligned content and the adoption of offline-capable applications to bridge the digital divide in diverse educational settings.
Phonological Error in Korean Plosives by Indonesian Learners: A Generative Phonology Approach Azzahra, Adinda Ayu; Subiyanto, Agus
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4416

Abstract

This study examines the Korean plosives phonological errors uttered by self-taught Korean language learners from Indonesia who have Javanese as their L1. This study reveal systematic difficulties learners face in perceiving and producing target-language sounds that often influenced by their first language. Analyzing these errors helps explain developmental patterns in pronunciation learning and informs effective teaching strategies. This study uses a qualitative descriptive approach and uses distinctive features by Schane (1973) from generative phonology transformational theory to identify the phonological process that happened in those errors and explain speech sounds using systematic features. The data from this study is collected from observing the pronunciation of fifteen Korean language learners through video calls by providing them texts to read in hangeul (the Korean writing system). We recorded the data, transcribed the phonetic transcriptions, analyzed and classified the phonological processes, discovered, and concluded the analysis. As a result, the findings show that learners produced twenty Korean plosives errors. These errors can be grouped into three main phonological processes, all of which are influenced by interference from Javanese phonology. This findings suggest that Korean pronunciation teaching for Indonesian learners should focus more on plosives and deal with the influence of the first language.
Investigating Instrumental Values of The Main Character in Moana 2 Movie: A Literary Analysis Pakpahan, Sirintin; Siahaan, Safnidar; Wilany, Eka
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4421

Abstract

Animated films play a crucial role in conveying moral messages and shaping character, especially for young audiences. Although there have been previous studies examining Moana (2016) from perspectives such as gender roles or cultural representation, there has been a lack of focus on the analysis of instrumental values, especially for the sequel, Moana 2. Therefore, this study aims to identify the instrumental values represented by the main character, Moana, in Moana 2, while analyzing how these values are reflected through the narrative and her interactions with other characters. This study uses a qualitative descriptive approach with content analysis, where the data comes from Moana's dialogues throughout the film, which were coded and interpreted using Rokeach's 1973 instrumental values framework. The results reveal that 17 out of 18 instrumental values are represented. These values are evident in her decision-making process, her leadership role, her way of resolving conflicts, and her interpersonal interactions, which show that these values serve as ethical guidelines that shape her character development. Ultimately, the conclusion is that Moana 2 depicts Moana as a morally mature leader, with her instrumental values integrated into the storyline, thereby reinforcing the function of animated films as an effective tool for character education and moral development.
Developing a Digital Pop-Culture Zone Media Based on STAD Models to Improve Students’ Reading Comprehension Nadia, Isna Ahsanu; Purwati, Panca Dewi
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4470

Abstract

Reading skills are very important for elementary school students to master in order to improve their learning outcomes. Lack of reading comprehension skills is a problem for fifth graders. Therefore, this study was conducted to help students improve their reading comprehension skills. The purpose of this study was to develop, test the feasibility, and test the effectiveness of digital pop culture zone media based on the student team achievement division (STAD) model to improve the reading comprehension of fifth graders. This study used the Research and Development (R&D) method by Borg and Gall in Sugiyono's book, which is abbreviated into eight stages, including potential and problems; data collection; product design; design validation; design revision; preliminary testing; product revision; and usage testing. This study developed digital pop-culture zone media based on the STAD model. Digital pop-culture zone media is highly suitable for application with the six steps of the STAD model because it helps students become more active in group discussions as a way to improve their reading comprehension. The results of the expert assessment of the media and materials reached 91.67% and 95% with a very feasible criterion, and obtained scores of 92.85% and 96% for the results of the teacher and student response questionnaires with a very feasible criterion for the media and model used. Therefore, STAD-based digital pop culture zone media is declared to be very feasible and effective for improving reading comprehension.
Developing the D’Las Lembah Asri Flipbook: Integrating the CIRC Model to Improve Elementary Students’ Descriptive Writing Skills Nirwasita, Paramesti; Purwati, Panca Dewi
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4471

Abstract

Elementary school students’ descriptive writing skills still face various challenges, particularly in generating, organizing, and expressing ideas coherently. Although cooperative learning models and digital media have been shown to support writing development, the integration of local wisdom into digital teaching materials remains limited. This gap highlights the need for contextual and culturally relevant instructional media to enhance students’ descriptive writing skills. This study aims to develop the D’las Lembah Asri digital flipbook based on local wisdom integrated with the Cooperative Integrated Reading and Composition (CIRC) model and to examine its feasibility and effectiveness in improving the descriptive writing skills of fourth-grade students at SDN 3 Kutabawa. The research employed a Research and Development (R&D) approach using the ADDIE model, which systematically guided the analysis, design, development, implementation, and evaluation stages of the flipbook. The results of expert validation indicated that the flipbook was categorized as highly feasible, with an average score of 91.67%. The effectiveness test demonstrated an improvement in students’ writing skills, as reflected in the increase from a pre-test average score of 62.05 to a post-test score of 77.27, with an N-gain of 0.40 (moderate category). These findings suggest that integrating local wisdom into digital learning media through the CIRC model can enhance students’ engagement and writing performance. The developed flipbook can serve as a contextual and practical digital learning resource for elementary education.

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