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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 258 Documents
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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.
Implementing Project-Based Learning (PjBL) in Improving EFL Students’ Collaborative Writing in Composing Analytical Exposition Texts: A Classroom Action Research Herawati, Herawati; Riyanti, Dwi; Novita, Dewi
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4522

Abstract

Collaboration is important skills in English education and it is essential for educators to develop students' potential. This study aims to improve students' collaboration through Project-based Learning (PJBL) on Analytical Exposition Text. This research was conducted at SMA Muhammadiyah 1 Pontianak from September to October 2025, involving 30 students of class XI and using a class action research method with a qualitative approach. Data were collected through observation checklists, field notes, and interview. In Cycle 1, most groups demonstrated improvement in understanding; however, contribution and regulation still required frequent teacher intervention. Some groups achieved success by fulfilling at least two of the three aspects, indicating that collaboration was emerging but not yet consistent. In Cycle 2, significant improvement was observed across all groups. Students showed clearer shared understanding of the task, more balanced contribution among group members, and better self-regulation with minimal teacher support. All groups successfully achieved the three aspects of collaboration, indicating that Project Based Learning effectively fostered collaborative skills in writing analytical exposition texts. The findings suggest that Project Based Learning provides meaningful opportunities for students to engage in collaborative writing processes and supports the development of essential collaboration skills in EFL classrooms. Therefore, PjBL can be considered an effective instructional approach to improve students’ collaboration in writing analytical exposition texts.
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.
Storytelling as a Medium of Patriarchy Critique: A Narrative Analysis of Women's Subordination, Silencing, and Objectification in Nyai Gowok Agustina, Hiqma Nur; Sakinah, Yanik Lailinas
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4548

Abstract

This study examines the storytelling elements in the novel Nyai Gowok through narrative analysis, focusing on how the narrative portrays women as victims of patriarchy. The novel is significant because it depicts women’s lives in a traditional Javanese setting where gender roles are shaped by unequal power relations. Although previous studies have explored the novel’s cultural and historical aspects, few have analyzed how storytelling techniques convey women’s oppression. This study addresses that gap by examining how narrative elements function as a medium of patriarchy critique. The research analyzes plot, characterization, setting, point of view, and symbolic motifs to understand how gender roles and power relations are constructed and maintained. Using storytelling theory and patriarchy as the main analytical framework, the study explores how conflict development, characterization patterns, and symbolism shape the reader’s perception of the female protagonist. The findings show that the protagonist is portrayed as an object of desire, a silenced voice, and a subordinate figure whose identity is largely defined by male authority and social expectations. Nyai Gowok’s experiences reflect the normalization of unequal power relations and the internalization of patriarchy values. However, the narrative also presents subtle forms of resistance that challenge dominant gender norms. Data were collected through close reading of the text. This study contributes to gender and literary studies by showing how narrative structure and symbolism reveal persistence of patriarchy and possibility of resistance in culturally rooted literary texts.
Exploring Critical Thinking Skills in Relation to Academic English Proficiency Among University Students Suranto, Suranto; Pratama, Yoga; Sunarjo, Sunarjo
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4554

Abstract

In 21st-century higher education, critical thinking has become a pivotal competency in fostering effective language acquisition; however, an empirical gap persists regarding how its specific standard dimensions relate to language outcomes within Indonesian EFL contexts. Therefore, this study aims to analyze the correlation between specific dimensions of critical thinking skills and academic English proficiency. Adopting an explanatory sequential mixed-methods design, this research involved 50 seventh-semester English department students selected via purposive sampling at Universitas Darma Persada. Data were gathered through the standardized California Critical Thinking Skills Test (CCTST)—measuring analysis, evaluation, inference, deduction, and induction—alongside official institutional records of students' standardized English proficiency test scores and student reflection sheets. Quantitative data were analyzed using descriptive statistics and Pearson product-moment correlation, while qualitative data underwent thematic analysis. The quantitative findings revealed that students demonstrated a fair level of critical thinking skills, with a mean score of 26.65 (SD = 3.42). A statistically significant, moderate positive correlation was observed between overall critical thinking skills and academic English proficiency (r = 0.485, p < 0.05). Across specific dimensions, deduction (r = 0.507, p < 0.05) and analysis (r = 0.472, p < 0.05) yielded the strongest significant relationships with language performance. Qualitatively, thematic insights corroborated these results, indicating that critical thinking systematically assisted students in processing complex linguistic frameworks and organizing academic arguments. In conclusion, higher critical thinking proficiency is positively associated with superior academic English proficiency. Pedagogically, these findings imply that higher education institutions should explicitly embed logical deduction and analytical reasoning tasks into curriculum designs to simultaneously cultivate students' linguistic and cognitive competence.
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.
Syntactic Challenges in ChatGPT-5’s Translation of English News Texts into Standard Malay: A Generative Transformation Model Syafiee, Amieziezaitul Syazlien Ezzeq Ezrynah Amirul; Yaqin, Lalu Nurul
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4590

Abstract

The growing use of AI translation has increased the need to evaluate whether generative models can produce grammatically accurate translations for underrepresented languages such as Malay. English-to-Malay translation remains challenging because Malay syntax requires accurate verb affixation, modifier placement, phrase ordering, and noun phrase + verb phrase (FN + FK) alignment in Standard Malay. This study examines the syntactic and lexical accuracy of ChatGPT-5 in translating English news texts into Standard Malay, with a focus on FN + FK structures. Grounded in Generative Transformation Theory and Nik Safiah Karim’s Malay grammar framework, the research analyzes how underlying English sentence structures are transformed into Malay surface structures. Using a qualitative descriptive linguistic design supported by descriptive error analysis, authentic bilingual sentences from the Borneo Bulletin were analyzed across social, economic, technological, cultural, and sports domains. The samples were selected from news sentences containing FN + FK structures, translated using a standardized ChatGPT-5 prompt, coded according to syntactic error categories, and validated through review by two qualified linguists and Malay grammar specialists. Findings show that ChatGPT-5 generally preserves complex sentence structures, including verb affixation, modifier placement, and phrase order, while accurately translating culturally embedded expressions and technical terms, such as mock cheque, Turnaround, and king of fruits. Minor syntactic deviations were observed, particularly in morphological mapping, modifier sequencing, and lexical narrowing, but they did not significantly affect the meaning. The study demonstrates ChatGPT-5’s potential as a supportive AI tool for multilingual translation and highlights the value of syntactically informed evaluation. These insights inform both the theoretical understanding of Malay syntax in AI translation and practical applications for professional, academic, and media contexts.
Politeness Strategies in English Directives: Empirical Evidence of Cross-Cultural Communication Among Indonesian and Malaysian Speakers Afriani, Susi Herti; Astina, Ria; Said, Jamaliah; Alfi, Coky Fauzi; Novriani, Nadia
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4595

Abstract

Utterances constitute a fundamental form of communication in university settings, where students perform directive speech acts to request, instruct, or negotiate actions with peers, lecturers, and others. Although directives in English are widely used across academic contexts, their linguistic realizations vary across cultures. This study investigates politeness strategies in English directives among Indonesian (Palembangnese) English-speaking students (PSI) and Malaysian English-speaking students (MSM), two culturally related groups with potentially distinct pragmatic orientations. Employing a mixed-methods approach, the study integrates Written Discourse Completion Tasks and semi-structured interviews to examine both shared and divergent patterns. The findings indicate that while both groups employ common politeness markers (e.g., “please” and “thank you”) and are sensitive to contextual variables such as age, power, and social distance, they differ in their pragmatic orientations. PSI tend to emphasise expressions such as “excuse me” and respectful address terms, reflecting culturally embedded values of respect and religio-cultural influences, whereas MSM more frequently employ explicit expressions of gratitude, indicating a stronger orientation toward interpersonal management. These results highlight the role of cultural norms in shaping politeness as a reciprocal social practice. Despite its contributions, the study is limited to specific university contexts and age groups. Future research should include more diverse participants and longitudinal designs to capture the dynamic development of politeness strategies. Overall, understanding the cultural and linguistic dimensions of politeness is essential for enhancing cross-cultural communication, reducing misinterpretation, and fostering intercultural awareness in increasingly globalised academic environments.

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