cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Haerazi
Contact Email
jolls.litpam@gmail.com
Phone
-
Journal Mail Official
jolls.litpam@gmail.com
Editorial Address
Mataram, West Nusa Tenggara, Indonesia
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 21   22   23   24   25 
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.
Enhancing Critical Speaking Through Task-Based Learning in Madagascar’s Rural Education Context Narovana, Andriamiarana; Setyarini, Sri; Purnawarman, Pupung; Léa, Norolalao Hanta
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.v6i1.4643

Abstract

English is the third most spoken language in Madagascar, after French, the national language, and Malagasy, the native language, yet its teaching in rural schools remains challenging due to limited exposure, insufficiently trained teachers, and curriculum constraints. This study focuses on investigating the contribution of the task-based approach to learners’ development of critical speaking, as it helps them use language critically in their everyday lives and enhances their communicative competence. This study also explores the challenges learners face in class that limit their critical speaking development. Utilizing a qualitative approach, data were collected through semi-structured online interviews with two English teachers from junior and senior high schools. The findings reveal that learners from senior high school have improved their speaking skills and critical expression through a task-based approach (role play, debates). In contrast, those from junior high school are still taught through a teacher-centered approach, as they are beginner-level students with limited prior exposure to English; thus, their critical ability is still low. The most significant challenges encountered while developing critical skills are learners’ difficulty in mastering the language itself and the curriculum's extensive content, which must be taught and mastered within a short timeframe. These results highlight the need for curriculum reform that prioritizes communicative tasks, scaffolding at lower levels, and increased instructional time for English. This study contributes to a deeper understanding of classroom practice in rural areas of Madagascar by exploring strategies that foster learners' communicative and critical skills within an English as a Foreign Language setting.
Exploring English Education Students’ Experiences in AI-Supported Reading Tasks for HOTS Development Sangaji, Rizky; Pujawiyanti, Gadis; Thamrin, Nani Ronsani; Rahmatunnisa, Wulan; Darmawan, Erlan
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.v6i2.4650

Abstract

This study addresses the limited engagement of EFL students in Higher-Order Thinking Skills (HOTS) during reading activites, particularly their difficulty in moving beyond literal comprehension toward analysis, evaluation, and creation. At the same time, the growing use of Artificial Intelligence (AI) in language learning offers potential as a cognitive scaffold; however, its pedagogical role in fostering HOTS in EFL reading remains underexplored, especially in contexts where AI is often used merely as an answer provider. Therefore, this study aims to explore English Education students’ experiences in developing HOTS through AI-supported reading activities at Universitas Kuningan. Using a qualitative case study design, the study involved 31 students enrolled in an intensive reading course. Data were collected through reading tasks conducted with and without AI assistance, classroom observations, and semi-structured interviews, and were analyzed using reflexive thematic analysis. The findings show that without AI support, students predominantly demonstrated literal comprehension and relied on copying textual information. In contrast, when AI was used as a reflective tool, students actively compared responses, evaluated arguments, and reconstructed their understanding, indicating the development of analyzing (C4), evaluating (C5), and creating (C6) processes. AI functioned as a cognitive scaffold that promoted deeper cognitive engagement; however, challenges such as overreliance on AI and concerns about response validity were also identified. The study concludes that AI can support HOTS development in EFL reading only when it is integrated reflectively and pedagogically, rather than used as an instant answer generator, and highlights implications for designing more effective AI-supported reading instruction in higher education contexts. 
A Pragmatic Analysis of Deixis in Selected Songs from The Album Being Funny in a Foreign Language for ELT Putri, Atik Okta Setya; Budiman, Theresia Cicik Sophia; Setyorini, Ajeng
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.v6i1.4653

Abstract

Meaning extends beyond the literal form of language since it is a dynamic system. Defixis is a remarkable pragmatic phenomenon in language usage; it refers to a collection of statements whose meaning is contingent upon characteristics including speaker, place, time, discourse, and social context. Everyday speech, literary works, and creative expressions (such as song lyrics) all include deixis. Songs are great resources for linguistic analysis and language acquisition because they provide rich contextual references, which are a result of the language's genuine usage. There is a dearth of literature on pragmatics in literary and media texts, although there is some study on deixis in song lyrics, especially as it pertains to ELT. The purpose of this research is to dissect the album Being Funny in a Foreign Language for its deixis and the pragmatic roles they play in certain tracks. Based on Levinson's (1983) theory, this research used a qualitative content analysis methodological approach to classify deixis as follows: personal, temporal, geographical, discourse, and social. Five songs were chosen at random using a purposive sample strategy to gather data for the investigation. As a source of information, documentation procedures were used to gather the official lyrics of the five songs. In addition, the data were evaluated by classifying different kinds of deixis and then determining how often each kind occurred. Out of a total of 482 deixis expressions, 455 were found to be personal (94.40%), 2 to be spatial (0.41%), 7 to be temporal (1.45%), 17 to be discourse (3.53%), and 1 to be social (0.21%), according to the findings. The study revealed that personal deixis was the most common form of deixis, with discourse, time, location, and social deixis following closely behind. Each of these types added to the rich contextual meaning found in the song lyrics. This discovery suggests that students' comprehension of pragmatic studies, particularly as it pertains to deixis, might be enhanced by using song lyrics as realistic teaching resources. 
Media Discourse and the Framing of Gulf Elite Connections in the Epstein Case: A Comparative Study of France24 Arabic and WatanOnline Ammar, Zaqhlul; Ula, Aristya Luna Rahmatul; Jannah, Miftachul; Al Anshory, Abdul Muntaqim; Naufal, Sulthan
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.v6i1.4656

Abstract

This study examines how Arabic-language media construct meaning around alleged Gulf elite connections in the Jeffrey Epstein case, a transnational controversy involving issues of legitimacy, secrecy, and institutional authority. While framing research has widely explored domestic political scandals, limited attention has been given to how Arabic-language outlets frame transnational elite allegations within their institutional and geopolitical contexts. Positioned within discourse and media linguistics, this study analyzes how language operates as a symbolic resource in shaping political meaning. Using qualitative content analysis grounded in William A. Gamson’s interpretive package framework, the study analyzes two Arabic-language news articles published by France24 Arabic and WatanOnline. Framing devices (metaphors,  catchphrases, exemplars, depictions, visual images) and reasoning devices (roots, appeals to principle, consequences) are systematically identified to reveal how interpretive packages are constructed. The findings indicate two contrasting orientations. France24 Arabic advances an institutional-procedural frame emphasizing documentation, formal political access, and state legitimacy. In contrast, WatanOnline constructs a network-of-influence frame highlighting secrecy, relational dependency, and concealed mediation. The study extends Gamson’s framing model to transnational elite scandals in Arabic media and demonstrates that framing functions as a linguistic mechanism shaping perceptions of elite legitimacy and political power.
Formative Assessment in Scaffolded Learning: Enhancing Students’ Autonomy in Written Communication Skills Saputri, Vike Aprilianin Marwintaria; Setiyadi, Ag. Bambang; Haenilah, Een Yayah; Siregar, Rabiyatul Adawiyah; Raja, Patuan; Hariri, Hasan; Sunyono, Sunyono
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.v6i2.4657

Abstract

Students’ autonomy in written communication is a key component of 21st-century learning, enabling learners to express ideas effectively and take responsibility for their learning. However, many students still face difficulties in writing, particularly in organizing ideas and developing independence. Therefore, integrating formative assessment within a scaffolded learning framework is considered a promising approach to address these challenges. This study aims to investigate the role of formative assessment in scaffolded learning in enhancing students’ autonomy in written communication skills. This study employed a mixed-method design involving 22 second-semester students of the Buddhist Communication Science Department. The instruments included a writing test, a learner autonomy questionnaire, and interviews. Quantitative data were analyzed using a paired sample t-test, while qualitative data were analyzed descriptively. The results showed a significant improvement in students’ writing performance, with the mean score increasing from 50.5 (pre-test) to 73 (post-test). Students’ autonomy scores also improved from 3.4 to 4.6, with statistically significant differences (p < 0.05). In conclusion, formative assessment within scaffolded learning effectively enhances students’ writing competence and autonomy. This study implies that English lecturers should integrate formative assessment into scaffolded instruction to promote students’ independence and improve written communication skills.
Development of Flashcard Worksheet with Academic Competency Test Assessment in Improving Figurative Language Comprehension Ardhani, Syafira; 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.v6i1.4659

Abstract

Low figurative language comprehension among Grade V elementary school students is caused by the abstract nature of the material, limited engaging learning media, and the absence of standardised assessments to measure figurative language literacy competency. This study aims to develop a flashcard worksheet design assisted by academic competency test assessment, validate its feasibility, and examine its effectiveness in improving students' understanding of figurative language (metaphor, personification, and hyperbole). The study employs the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model with 26 Grade V students of SD Negeri 3 Cepiring, Kendal Regency as subjects. Media were developed using the Canva Application by integrating Demak local wisdom elements, comprising: (1) an A4 main worksheet with 30 validated TKA items; (2) 20 pairs of 5.6 × 8.7 cm flashcards featuring Demak Batik and Grand Mosque motifs; (3) A5 Make a Match instruction cards; and (4) QR Code barcodes linked to digital answer keys. Data were collected through questionnaires, tests, and documentation. Media expert validation yielded 88% (very valid) and material expert validation 95% (very valid), with an average of 91.5% (very valid). Teacher responses reached 100% (very appropriate) and large-scale student responses 95.13% (very appropriate). The effectiveness test showed 69.23% of students achieved learning completeness with an average score of 68.15 and Cronbach's Alpha reliability of 0.907 (very high). Taken together, these findings demonstrate that culturally contextualised, assessment-integrated media can meaningfully raise figurative language literacy in elementary learners who previously lacked both engaging instructional materials and structured competency measures. It is concluded that the flashcard worksheet media assisted by academic competency test assessment, developed based on Demak local wisdom, is valid, practical, and effective in improving Grade V students' figurative language comprehension, and is therefore feasible as an alternative Indonesian language learning medium in elementary schools. Practically, teachers can adopt this media as a ready-to-use instructional tool that simultaneously supports active figurative language learning and prepares students for standardised academic competency assessments, particularly in schools where localised and assessment-aligned resources remain scarce.
ChatGPT Assisted in EFL Cause and Effect Essays: A Lesson from EFL Academic Writing Context Pramuditha, Anninda Lutfhi; Setiani, Rulik
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.v6i2.4665

Abstract

The growing use of Artificial Intelligence (AI) in EFL academic writing, particularly ChatGPT, has changed how students generate and organize written texts. However, it remains unclear how academic writing components organization, logical development of ideas/content, grammar, punctuation, spelling, and mechanics, and style and quality of expressions are manifested in ChatGPT-assisted essays and which components are most and least evident, especially in cause-and-effect essays that require clear logical relationships. This study aims to examine how academic writing components are manifested in ChatGPT-assisted cause-and-effect essays and to identify which components are most and least evident. This study employed a descriptive qualitative approach using Qualitative Content Analysis (QCA) with a deductive orientation. The participants were 21 third-semester students of the English Education Study Program at Universitas Muhammadiyah Kotabumi who used ChatGPT in writing their cause-and-effect essays. The researcher used an analytical writing rubric adapted from Brown (2004) as the research instrument. The data were analyzed through data condensation, data display, and conclusion drawing. The findings show that all components are present but appear at different levels of consistency. Organization and logical development of ideas/content emerge as the most evident components, style and quality of expression appear at a moderate level, while grammar and punctuation, spelling, and mechanics remain the least evident. These findings indicate that ChatGPT supports idea organization and development more effectively than grammatical and mechanical accuracy. The results demonstrate that ChatGPT facilitates students in organizing and developing ideas. However, it does not fully ensure grammatical accuracy or effective revision. Therefore, students should position ChatGPT as a supporting tool while continuously improving their language accuracy and revising their writing.
Experiential Meaning in Spoken Speech in Javanese: A Study of Transitivity Based on Systemic Functional Linguistics Wulan, Sri Hertanti; Mulyani, Siti; Herman, Herman
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.v6i2.4669

Abstract

Spoken Javanese is a form of communication rich in cultural meaning, as it represents speakers’ social relationships, attitudes, and experiences in everyday interactions. In this context, the transitivity system in Systemic Functional Linguistics (SFL) is relevant for examining the representation of experiential meaning through language. This study aims to identify the types of processes in the transitivity system found in spoken Javanese utterances, analyze the distribution and dominance of the processes that occur, and interpret the tendencies in the representation of speakers’ experiences within the Javanese sociocultural context. This research employs a qualitative descriptive approach. The data consist of 134 spoken Javanese utterances obtained through observation and interviews in natural interactions. The analysis was conducted through data reduction, clause identification, process type classification, and meaning interpretation based on the sociocultural context. Since a single utterance may contain more than one clause, the number of processes identified exceeds the number of utterances. The findings reveal the occurrence of mental processes in 63 clauses, behavioral processes in 38 clauses, material processes in 17 clauses, relational processes in 13 clauses, verbal processes in 9 clauses, and existential processes in 6 clauses. Mental processes are the most dominant, particularly in the desiderative and cognitive subcategories, which represent speakers’ desires, considerations, and inner attitudes. These findings indicate that spoken Javanese tends to represent internal experiences and interpersonal negotiation more frequently than material actions. This study confirms that the transitivity system functions not only as a grammatical structure but also as a representation of experience that reflects the sociocultural orientation of its speakers.

Page 23 of 26 | Total Record : 258

 21   22   23   24   25 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): June Vol. 6 No. 1 (2026): March Vol. 5 No. 1 (2025): March 2025 Vol. 5 No. 4 (2025): December Vol. 5 No. 3 (2025): September Vol. 4 No. 4 (2024): December Vol. 4 No. 3 (2024): September Vol. 4 No. 2 (2024): June Vol. 4 No. 1 (2024): March Vol. 3 No. 2 (2023): November Vol. 3 No. 1 (2023): May Vol. 2 No. 2 (2022): November Vol. 2 No. 1 (2022): May Vol. 1 No. 2 (2021): November Vol. 1 No. 1 (2021): May More Issue