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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 Visual Word Book Media Integrated with Structural Synthetic Analytics (SAS) Method in Improving Elementary School Students’ Early Reading Skills Musyarofah, Musta'inatul; 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.v6i1.4487

Abstract

Reading comprehension is a basic skill for lower grade students as a foundation for further learning. The students at Elementary schools in Semarang still have difficulty recognizing the letters ‘b, d, and p’, so appropriate learning media are needed to support their early reading skills.  This study aims to describe the design of the Visual Word Book learning media development assisted by the SAS method, reveal the results of validation tests conducted by experts, and test the effectiveness of the developed media in improving the early reading skills of first-grade elementary school students. This study used the RnD method with the Borg and Gall model, which was implemented in eight of ten stages. The research subjects consisted of first-grade students and teachers at SDN Plumutan Kab Semarang. Data collection techniques in this study included observation, interviews, questionnaires, as well as pre-tests and post-tests. Data analysis was performed using normality tests, paired sample t-tests, and N-Gain tests. The results showed that the development of the Visual Word Book media, designed based on the SAS method stages, was deemed highly feasible, with media experts scoring 97% and subject matter experts scoring 95% in the validation results. In addition, the effectiveness test results showed an improvement in early reading skills among first-grade elementary school students, as indicated by N-Gain scores in the moderate category. Thus, the Visual Word Book media assisted by the SAS method is effective and feasible for use as an early reading learning medium.
Feminist and Intersectional Analysis of Healthcare and Gender Oppression in Alice Walker's Strong Horse Tea: A Feminist Literary Criticism Hussain, Syed Muzamil; Zahra, Syeda Tehzeeb
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.v6i1.4490

Abstract

The short story "Strong Horse Tea" by Alice Walker is examined critically in this article through a feminist and intersectional lens.  Set in the mid-twentieth-century rural American South, the short story chronicles the difficult life of Rannie Toomer, a poor Black woman whose frantic attempts to save her ailing child reveal the interconnected effects of class, gender, race, and health care inequalities.  This study, which is based on qualitative textual analysis, uses contextual interpretation, thematic analysis, and close reading to analyze Walker's story. It pays special attention to how systemic neglect, illiteracy, silence, and limited access to education are represented. The theoretical framework draws on feminist literary criticism, intersectionality, and Black feminist thought to interpret her experiences. The analysis shows that Rannie Toomer's repeated physical journeys to seek help symbolize embodied resistance within limited social structures. In contrast, her silence in medical and social settings reflects internalized discrimination shaped by racial and socioeconomic exclusion. By situating the story within the broader tradition of African American women's literature and health humanities scholarship.By showing how mobility, caregiving labor, and silence function as entwined methods of helplessness and resistance in the lives of marginalized women, the article advances Black feminist literary criticism.
Analyzing Language Stylistics of Metaphors in “Lesson Learned” Album by Aziz Hedra: A Literary Study of Metaphors in Song Lyrics Simanjuntak, Azzura Annisa; 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.v6i1.4492

Abstract

This study examines the metaphorical language style in Aziz Hedra's album "Lesson Learned" through the Conceptual Metaphor Theory as articulated by Lakoff and Johnson (1980), using the MIPVU as an analytical instrument in a qualitative descriptive methodology. The investigation focused on five carefully selected songs, from which forty-two distinct metaphorical expressions were extracted and systematically categorized according to ontological, structural, and orientational classifications. The findings indicate that ontological metaphors occupy a dominant position, conceptualizing emotional states as real entities and constructing a unified emotional trajectory that progresses from suffering to healing. The study ultimately argues that metaphors operate as fundamental cognitive mechanisms rather than merely decorative linguistic features, thus advancing the analysis of both cognitive linguistics and musicology through an increased understanding of emotional significance in lyrical compositions.
The Relationship Between Digital Literacy and Self-Perceived Academic Writing Ability Among EFL University Students Angguni, Putri Elia; Saputri, Maulidarni; Sugesti, Nunik
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.v6i1.4496

Abstract

Digital literacy has become an essential competence in higher education, particularly for EFL (English as a Foreign Language) students who must not only develop linguistic proficiency but also effectively access, evaluate, and utilize digital academic resources to support academic writing. This study aimed to examine the relationship between digital literacy and self-perceived academic writing ability among master’s students in an English Language Education program at Yogyakarta State University. Employing a quantitative descriptive correlational design, the study involved 66 postgraduate EFL students as participants. Data were collected using a structured Likert-scale questionnaire measuring students’ digital literacy skills, including the use of academic databases, digital writing applications, and reference management tools, as well as their perceptions of academic writing ability in terms of idea organization, academic vocabulary, and writing coherence. The collected data were analyzed through descriptive statistics and Pearson correlation analysis. The findings revealed that students demonstrated high levels of digital literacy and self-perceived academic writing ability. Furthermore, the analysis showed a very strong and statistically significant positive correlation between digital literacy and academic writing ability (r = 0.985, p < 0.001). These results suggest that students with stronger digital literacy skills tend to perceive their academic writing competence more positively. The study underscores the importance of integrating digital literacy instruction into academic writing courses to enhance students’ writing confidence, learning autonomy, and overall academic performance in higher education contexts.
Intertextual Ecologies through Mapping the Spiritual Dialogue of Nature in Rumi and Emerson: A Systematic Literature Review Juliastuti, Juliastuti; Zamrud, Mardliyah Pratiwi; Thayyib, Magfirah
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.v6i1.4536

Abstract

This article investigates the eco-spiritual poetics of nature by tracing the intertextual resonance between Jalāl al-Dīn Rumi’s Sufi mysticism and Ralph Waldo Emerson’s transcendentalism, demonstrating that both traditions conceptualize nature not as a passive backdrop but as a sacred medium through which divine consciousness is continuously disclosed. The thematic analysis reveals three interrelated findings that collectively clarify the study’s contribution. First, the EcoPoetics and Nature cluster shows that elemental imagery earth, water, wind, and sky functions as a shared poetic grammar through which spiritual meaning is ecologically encoded, echoing broader ecopoetic arguments that language itself mediates human nature relationships (e.g., Knickerbocker’s ecopoetics of sensory engagement and Marland’s ecological literary frameworks). Second, the Spiritual Resonance cluster demonstrates that silence, love, and voice operate as ecological metaphors across both traditions, suggesting that inner spiritual transformation and environmental awareness are mutually reinforcing processes rather than separate ethical domains; this finding aligns with influential ecocritical critiques that reposition affect, ethics, and spirituality at the center of environmental humanities discourse (Cohen; James). Third, the Intercultural Dialogue cluster provides the most conceptually significant insight: by mapping convergences between tawḥīd (divine unity) and transcendental unity, the study evidences a transcultural eco spiritual cosmology that unsettles rigid East West binaries and reframes comparative literature as a site of ethical planetary dialogue. Methodologically, the study’s adoption of a PRISMA-guided Systematic Literature Review marks a substantive advancement for literary and comparative studies. By synthesizing 34 rigorously selected studies from an initial corpus of 312 records, the research demonstrates that SLR-based literary synthesis can move ecocriticism beyond impressionistic comparison toward a replicable, evidence-driven analytical model. The findings collectively imply that literature functions as a mediating bridge between sacred ecology and contemporary environmental ethics, offering humanities scholarships a structured pathway to engage global ecological crises without sacrificing interpretive depth. In this sense, the study not only contributes substantively to Rumi–Emerson scholarship but also establishes a transferable methodological template for 21st-century comparative ecocriticism, particularly in spiritually inflected literary traditions.
Ritual Language and Social Meaning in Tiwah: A Semiotics Study Qalyubi, Imam; Misrita, Misrita; Li, Huli
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.v6i1.4545

Abstract

Despite extensive scholarship on ritual symbolism, studies of Indonesian indigenous rituals have largely treated material objects as culturally meaningful entities without explaining how their meanings are structurally produced, authorized, and stabilized within ritual systems. In particular, the application of Roland Barthes’ structural semiotics to ritual language remains underdeveloped. This study investigates how linguistic authorization functions as a mechanism of semiotic closure through which material objects acquire ritual efficacy within a structured sign system. Employing a qualitative ethnographic design, data were collected through participant observation, interviews with ritual specialists (Basir and Telun), and documentation of ritual utterances and material practices in the Tiwah mortuary ceremony among Kaharingan adherents in Central Kalimantan. The analysis applies Barthes’ Expression-Relation-Content (E-R-C) framework to trace how denotative meanings are transformed into culturally regulated connotations through ritual sequencing and authorized speech. The findings demonstrate that ritual objects do not possess inherent efficacy; rather, their meanings emerge from the structured alignment of material form, ritual position, and linguistically sanctioned authority. Gold (bulau) is reconstituted from a precious metal into a cosmological mediator, while rice (behas) functions as a relational semiotic resource whose meaning is generated through ordered deployment and sequential address. By foregrounding linguistic authorization as a structural mechanism that stabilizes connotation and limits interpretive variability, this study extends Barthesian structural semiotics and offers a transferable analytical model for examining how ritual meaning is produced and governed across diverse cultural contexts of ritual language and symbolism.
Teachers’ and Language Learners’ Perceptions and Challenges of the Panrita English Village: A Lesson from English Global Maritime Limbong, Sunarlia; Susanto, Rudy; Sulistiana, Oktavera; Rohman, Moh. Aziz; Idris, Zainal Yahya
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.v6i1.4581

Abstract

The study aims to investigate how cadets and teachers perceive and explore the main challenges faced in joining the Panrita English Village program. This study used a qualitative approach to gain an in-depth understanding of cadets’ and teachers’ perceptions and the main challenges of the program, with nine cadets and three lecturers. The techniques of data analysis used semi-structured interviews, participant observation, and document analysis. Findings show that most cadets and teachers loved the program since it was not monotonous, gave good chances for every participant to speak, and used a small class structure with one teacher handling just 10–12 cadets. Thoughts to boost confidence in English included role-playing, group debates, and language games. The interview results reveal significant challenges faced by cadets participating program. These challenges typically arise from scheduling conflicts caused by academic commitments, mandatory university activities, and unplanned extracurricular engagements. The responses provide insight into how these constraints influence participation and suggest potential improvements to enhance engagement and learning outcomes. This concludes that the program has successfully improved cadets' English speaking skills through interactive activities such as role-playing, debates, and language games, but its sustainability and broader impact depend on addressing scheduling constraints and implementing more flexible learning. The implication needs to be developed with a more flexible learning approach so that its success in improving cadets' English-speaking skills can be sustained despite facing academic schedule constraints. Further research needs to involve more institutions and longitudinal designs to strengthen the program's impact and sustainability.
Reenvisioning ELT through an English as an International Language’s Lens: Indonesian-Thai Pre-Service English Teachers’ Voices Purba, Hilarius Raditya Priambada; Kaur, Bal Janatte Raj; Pratiwi, Theodesia Lady; Murillo, Filmor J.; Prasodjo, Pandu Prasodjo
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.v6i1.4582

Abstract

This study revisits the perceptions of pre-service English teachers (PSETs) in Indonesia and Thailand on English as an International Language (EIL) concept. This topic under-study scrutinizes their beliefs about the EIL development and implementation, their exposure to diverse English varieties, and the cultural factors that influence their teaching approaches. Review of related literature and studies shows that there has been lack of comparative analysis between non-English-speaking countries regarding Indonesian dan Thai PSETs perception of EIL. This study, therefore, comprises the factors support and hinder the practice of English as an International Language (EIL) in Indonesia and Thailand and the PSETs in Indonesia and Thailand perceive the practice of English as an International Language (EIL) as the focuses understudy.This paper employs a qualitative research method comprised of interviews and observations to study the perspectives of the PSETs under-study. However, generalization of the phenomena will not be attempted as the limitation of the respondents for this study attempts the in-depth analysis of the perceived value on EIL teaching in Indonesia and Thailand. The study pursues a view PSETs as to convey the initial overview and comparison between two countries respecting the EIL practices.  This study focuses on 4 (four) PSETs from state high schools in Indonesia and Thailand. The study presents that while teachers acknowledge the global ownership of English, native-speaker norms still dominate assessment standards and curriculum design. Exposure to different English accents is recognized as beneficial, but challenges such as cultural resistance, resource limitations, and lack of real-life practice hinder effective EIL implementation. The findings suggest that systemic changes are needed in curriculum design, teacher training, and assessment methods to align with EIL principles. Future research should explore the long-term impact of EIL-based pedagogy and policy adaptations in non-English-speaking countries so that the practices can be positively beneficial for the implementation of EFL teaching in the context of non-native English-speaking countries.
A Comparative Genre-Based Error Analysis of EFL Students’ Academic Paragraphs Written in a Timed Examination Marliana, Elli; Jazadi, Iwan
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.v6i1.4602

Abstract

Writing is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in academic contexts, where students are required to produce coherent, linguistically accurate texts. This study investigates the types and frequencies of writing errors produced by EFL students across three academic paragraph genres: descriptive, comparison–contrast, and cause–effect. Adopting a qualitative descriptive design with an error-analysis approach, the study analyzed academic paragraphs written by 24 undergraduate students during a time-controlled final examination in a paragraph-writing course. Students’ writing errors were identified, categorized into grammatical, lexical, mechanical, and organizational errors, and compared across paragraph genres. The findings reveal that grammatical errors were the most prevalent across all genres, whereas mechanical and organizational errors varied by genre. Descriptive paragraphs exhibited high frequencies of grammatical and mechanical errors, comparison–contrast paragraphs showed prominent organizational difficulties, and cause–effect paragraphs demonstrated fewer errors overall but persistent grammatical challenges. These results demonstrate clear cross-genre differences in error patterns, indicating that paragraph genre significantly influences students’ writing difficulties. The study contributes to EFL writing research by highlighting the genre-sensitive nature of writing errors and underscores the need for genre-based instruction, feedback, and assessment in EFL paragraph writing pedagogy.
Improving Senior High School EFL Students’ Argumentative Speech Performance Through Mnemonic Cues: A Quasi-Experimental Study Aljalis, Anis; Susanto, Dias Andris; Setyaji, Arso
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.v6i1.4605

Abstract

Speaking is a crucial component of English as a Foreign Language (EFL) learning; however, many Indonesian senior high school EFL students struggle to deliver well-structured argumentative speeches due to difficulties in recalling ideas and organizing arguments during real-time speech production. These challenges often result in hesitation, limited fluency, and weak argument development. To address this problem, this study investigates whether mnemonic cues can improve students’ argumentative speech performance. This study employed a quantitative quasi-experimental design using non-equivalent control group. The research involved 68 Indonesian senior high school EFL students divided into an experimental group taught with mnemonic cue-based instruction and a control group taught with conventional instruction. Data were collected through an argumentative speech performance test and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size analysis. The findings revealed a statistically significant improvement in the experimental group (p<0.05), with the mean score increasing from 51.29 to 78.00 (mean gain=26.71). The effect size analysis yielded a Cohen’s d value of 1.47, indicating a very large effect. These results suggest that mnemonic cues function as effective cognitive scaffolding tools that support students in organizing arguments and maintaining fluency during speech delivery. The study provided empirical support for integrating mnemonic cues into EFL speaking instruction. It is recommended that teachers incorporate mnemonic cues as structured support to improve argumentative speech performance among Indonesian senior high school EFL students.

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