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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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Identity Negotiation and Multilingual Innovation: The Dynamics of Mixing Dialects in an Interactive Sociolinguistic Perspective Zultiyanti, Zultiyanti; Sarmidi, Gatot
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.v6i2.4840

Abstract

This study aims to examine the mixture of Yogyakarta-Banyumas dialects as an identity negotiation strategy in daily interactions. The study uses a descriptive-interpretive qualitative approach with data in the form of oral speech collected through listening methods, recording techniques, and notes, then analyzed through reduction, classification, contextual analysis, and interpretation. Based on the data, lexical mixing is the most dominant phenomenon (40%), characterized by the use of Banyumasan vocabulary such as nyong and sekang in the mixed structure. Pronoun variations (17%) indicate close social relationships through the use of nyong, me, and kowe. Style shifting (13%) shows the ability of speakers to change language styles according to the context. The dominance of the Banyumas dialect (17%) affirms local identity, while the Javanese-Indonesian mix (10%) reflects modern and bilingual identities. Dialect neutralization (3%) was used to improve comprehension in cross-dialect interactions. The conclusion of this study shows that dialect mixing occurs systematically and functionally, where speakers actively choose language forms to affirm identity, adjust social relations, and maintain communication effectiveness in multicultural contexts.
Video Stimulated Recall in Indonesian Language Teacher Education: A Lesson of Pre-Service Teachers’ Professional Identity Construction Eriyani, Reni Nur; Murtadho, Fathiaty; Boeriswati, Endry; Sulistyaningrum, Siti Drivoka
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.v6i2.4851

Abstract

Reflective practice is essential for fostering professional growth in teacher education, and video-stimulated recall (VSR) has emerged as a powerful tool to support this process. However, the application of VSR in the Indonesian context, particularly for Indonesian language pre-service teachers, remains underexplored. This study departs from the gap between the significant potential of the Video Stimulated Recall (VSR) technique in teacher professional development and the minimal exploration of this method for Indonesian language pre-service teachers, particularly within the context of the Teacher Professional Education Program (PPG). The purpose of this study is to explore and analyze how self-narratives about professionalism are constructed and transformed by Indonesian language pre-service teachers through the VSR process on their teaching practices. This research employs a qualitative approach with a narrative study design. Six Indonesian language pre-service teachers participated in three VSR cycles consisting of planning, lesson implementation, video recording, and video-stimulated reflection using a reflection journal based on Farrell's framework. Data were also collected through semi-structured interviews and analyzed using thematic analysis. The main findings indicate that VSR reveals genealogical narratives where participants' teaching practices are influenced by past experiences; a dynamic negotiation occurs between ideal principles and classroom realities; VSR bridges the theory-practice gap; a tangible transformation across cycles is observed in the form of increased self-confidence, mastery of content, and sensitivity to students; and VSR encourages the integration of moral values, social sensitivity, and life skills into learning. This study concludes that VSR with Farrell's reflective framework is a powerful approach for building the professional self-narrative of Indonesian language pre-service teachers. Implications suggest that PPG programs are recommended to integrate VSR as a routine activity to foster sustainable reflective awareness.
Investigating Online Learning Versus Face-To-Face Instruction and It’s Impact on Students’ Listening Comprehension Qomariyah, Siti Syafi'atul; Nafisah, Bq Zuhrotun
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.v6i2.4882

Abstract

Most people agree that one of hardest talents to master is listening comprehension because learners must analyse spoken word instantly while understanding meaning, vocabulary, pronunciation, and contextual information simultaneously. In the past few, the increasing use of online learning has led to ongoing debate regarding whether online instruction is as effective as traditional face-to-face instruction in developing listening comprehension. Therefore, this study aimed to investigate the effect of online versus face-to-face instruction on EFL students’ listening comprehension. This study employed a quasi-experimental pre-test–post-test non-equivalent control group design. The participants were 130 first-semester students of the English Language Education Department, Mandalika Univesity of Education. Two intact classes were selected purposively, consisting of an experimental group receiving online instruction and a control group receiving face-to-face instruction. The treatment was conducted over six instructional meetings. The instrument was a listening comprehension test consisting of multiple-choice items measuring main ideas, specific information, and implied meaning. Instrument validity was established through expert judgment and item analysis, while reliability testing using Cronbach’s Alpha a coefficient of 0.82, indicating high internal consistency. The data were analysed using descriptive and non-parametric inferential statistics because the data violated normality and homogeneity assumptions. The Wilcoxon Signed-Rank Test revealed significant improvement in both the experimental group (Z = -4.60, p < .001) and the control group (Z = -4.50, p < .001). However, the Mann–Whitney U Test showed no statistically significant difference between the two instructional groups (p = .143 > .05). The findings indicate that both online versus face-to-face instruction effectively improved students’ listening comprehension, but neither instructional mode demonstrated statistically superior outcomes within the context of this study. The results suggest that instructional quality, meaningful listening input, learner engagement, and effective learning design may play a more important role in listening comprehension development than instructional delivery.
Integrating AI-Powered Reading Tools in ESP: Effects on Students’ Digital Reading Literacy and Critical Thinking Skills Sasabone, Luana; Taufiq, Anwar; Sendana, Aris Kaban; Rusliana, Rusliana; Sahraeny, Sitti
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.v6i2.4900

Abstract

Digital reading literacy and critical thinking are essential in ESP learning because students are required to critically understand, evaluate, and interpret specific digital texts relevant to their academic and professional fields. This study aims to analyze the effect of the integration of AI-powered reading tools in learning English for Specific Purposes (ESP) on the ability of digital reading literacy and critical thinking skills of students. This research employed a quantitative methodology utilizing a quasi-experimental design with two groups: an experimental group of 30 students and a control group of 30 students in the accounting study program. The experimental group utilized that integrated AI-powered reading tools such as ChatGPT, Spreeder and Perplexity AI, whereas the control group employed traditional learning methods. The data was gathered using a pretest and posttest aimed at assessing students' digital reading and critical thinking abilities. Data analysis was performed utilizing SPSS Statistics 26, employing descriptive statistical methods, an independent samples t-test, and effect size (Cohen’s d). The findings indicated that both groups exhibited growth, although the experimental group showed a more pronounced increase compared to the control group. The independent sample t-test findings revealed a significant difference in posttest scores between the two groups (p < 0.05), indicating that AI-powered reading tools effectively enhance student learning outcomes, especially in critical thinking skills and digital reading literacy. Furthermore, the effect size research indicates that the implementation of AI technology significantly enhances student capabilities. This study concludes that using AI in ESP learning can effectively enhance students' digital reading proficiency and critical thinking abilities. The implications of this research indicate that the integration of AI in ESP learning can be an effective strategy to improve students' digital reading literacy and critical thinking skills.
The Meaning of Romanticism in the Lyrics of "Albi Ya Albi" by Nancy Ajram: Semiotics of Ferdinand de Saussure Nurdin, Muthmainnah; Haeruddin, Haeruddin; Baso, Yusring Sanusi; Ridwan, Muhammad; Walidin , Muhammad
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.v6i2.4905

Abstract

Song lyrics are a form of language expression that contains emotional and symbolic meaning so that it can represent the experience of romance in a complex way. In modern Arabic popular music, Nancy Ajram's song Albi Ya Albi features a romanticism that not only portrays love as a simple feeling, but also presents inner conflict, longing, emotional uncertainty, and the need for validation of feelings. Therefore, this study aims to analyze the form of signifiers and signifiers and explain the construction of the meaning of romanticism in the lyrics of the song using Ferdinand de Saussure's semiotic approach. This study uses a descriptive qualitative method with data sources in the form of lyrics of the song Albi Ya Albi in Arabic. Analysis techniques are carried out through repeated reading, marker identification, sign interpretation, grouping of romantic meanings, and structural analysis of the relationship between markers and signs. The results show that the meaning of romanticism in songs is built through five main patterns, namely inner conflict, emotional helplessness, gradual awareness of love, emotional continuity, and emotional validation. The findings suggest that romanticism in songs is represented as ambivalent, reflective, and relational emotional experiences in the context of modern Arab popular culture. This research contributes to the study of semiotics, the lyrical analysis of Arabic songs, and the study of romanticism in popular music by showing that Ferdinand de Saussure's semiotics is able to uncover the systematic construction of romantic meaning through the relationship between linguistic forms and emotional meanings.
Love Expression in the Lyrics of “Ah W Noss” By Nancy Ajram: A Riffaterrean Semiotic Analysis Anis, Firliani; Haeruddin, Haeruddin; Agussalim, Andi; Fitriani, Fitriani; Walidin, Muhammad
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.v6i2.4926

Abstract

Interpreting expressions of love in Arabic song lyrics is important because such texts often convey complex emotional meanings through symbolic and indirect language. In the context of the increasing popularity of Arabic songs in Indonesia, understanding these meanings becomes essential, particularly in representing women’s emotional experiences. This study aims to analyze the expression of love in the lyrics of Ah W Noss performed by Nancy Ajram using the semiotic approach of Michael Riffaterre. This study employs a descriptive qualitative approach. The primary data consist of the lyrics of Ah W Noss, while secondary data include relevant academic literature. Data were collected through listening and note-taking techniques and analyzed using Riffaterre’s semiotic stages: identification of indirect expression, heuristic reading, hermeneutic reading, and the determination of matrix, model, and variants. The findings show that love in the song is expressed as a complex emotional experience involving patience, sacrifice, emotional protest, inner exhaustion, and resilience. These meanings are conveyed through figurative language such as metaphor, ambiguity, and hyperbole, reflecting the inner conflict and reflective awareness of the female lyrical subject. Love is therefore constructed not merely as a romantic feeling, but as a dynamic and critical emotional process shaped by imbalance and endurance. In conclusion, this study demonstrates that Michael Riffaterre’s semiotic approach is effective in uncovering layered meanings in song lyrics. The findings contribute to semiotic and literary studies, particularly in understanding emotional complexity and women’s representation in Arabic popular songs.
The Effectiveness of AI-Integrated Genre-Based Materials in Enhancing Creative Thinking in EFL Procedural Text Writing Miesmiarini, Moeria Erry; Senowarsito, Senowarsito; Sodiq, Jafar
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.v6i2.4928

Abstract

This study responds to the growing need for pedagogically grounded integration of artificial intelligence in EFL writing instruction, particularly in fostering students’ creative thinking in procedure text writing. While AI has been increasingly utilized in language learning, its systematic integration with Genre-Based Instruction remains insufficiently explored. Therefore, this study aims to develop and evaluate AI-integrated genre-based instructional materials, namely GRAMCHAT-QUIZ, to enhance students’ creative thinking. This study employed a Research and Development (R&D) design utilizing the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants involved tenth-grade students and an English teacher at a senior high school in Central Java, Indonesia. Data were collected through questionnaires, interviews, classroom observation, expert validation, and students’ writing products. The data were analyzed qualitatively to examine students’ creative thinking in terms of fluency, flexibility, and elaboration. The findings reveal that the developed materials are valid and feasible based on expert validation results. Classroom implementation indicates that the integration of AI supports students in generating ideas, employing varied language expressions, and elaborating their writing more effectively. In addition, students demonstrate positive responses and increased engagement during the learning process. In conclusion, AI-integrated genre-based materials show potential in enhancing students’ creative thinking in EFL procedure text writing. The study implies that teachers can meaningfully integrate AI within structured genre-based instruction to support students’ creativity, engagement, and writing development.
The Influence of EFL Students’ Socioeconomic Background on English Learning Motivation: A Lesson from Rural Indonesian High Schools Sholihatuddina, Nurus; Mirizon, Soni; Mirizon, Amrullah
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.v6i2.4931

Abstract

Motivation is a critical factor in English language acquisition, and its significance is widely acknowledged. However, disparities in income and resources, particularly in rural schools, strongly affect how motivated students feel. Socioeconomic status (SES) is recognized as a factor that influences academic achievement. The effect of SES on students’ motivation to learn English in rural Indonesia has not been widely studied. This study aims to investigate how socioeconomic status (SES) influences students' English learning motivation. This study used a qualitative case study method with 15 participants, selected and grouped according to the Modified Kuppuswamy Scale. This qualitative case study looks at how SES influences the motivation of students at a senior high school in a rural area. Data were collected through semi-structured interviews and analyzed using thematic analysis, employing Bourdieu’s (1986) concepts of cultural capital and habitus, as well as Gardner and Lambert’s (1972) Socio-Educational Model of Second Language Acquisition. The findings suggest that SES does not directly influence motivation. Instead, SES affects motivation indirectly through access to learning resources, family support, self-confidence, and social perception. Despite limited resources, students from lower socioeconomic backgrounds frequently remain motivated by aspirations for improved future opportunities. The study demonstrates that students who possess personal agency and receive support from teachers are more capable of addressing economic challenges. The findings further recommend the implementation of inclusive teaching methods and ensuring equitable access to resources for rural learners.
ListenToFy: Edtech Development Based on the Chatgpt-Voxbox Model for Transforming Listening Skills Yuniarti, Fatma; Seftika, Seftika; Baihaqi, Yasmika; Anggoro, Dani; Fikri, Muhammad Dzul; Alfiro, Muhammad Hidayah; Irfansyah , Fawwaz Rafi
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.v6i2.4932

Abstract

Listening comprehension remains a critical yet persistently underdeveloped skill in English as a Foreign Language (EFL) higher education, particularly in Indonesian universities where authentic materials, native speaker input, and personalized learning pathways are severely limited. Despite growing interest in AI-assisted language learning, few studies have translated proof-of-concept AI integrations into scalable, pedagogically grounded mobile applications. This study aimed to develop, validate, and implement ListenToFy, a mobile EdTech application that integrates ChatGPT for adaptive content generation and VoxBox Text-to-Speech for authentic, native speaker audio, to transform Advanced Listening instruction. Employing a Research and Development (R&D) design using the ADDIE model, the study was conducted across two Muhammadiyah universities in Indonesia involving 34 EFL students and two lecturers. Expert validation yielded an overall score of 85.7%, indicating high validity. Usability testing produced a System Usability Scale score of 82.1, classified as Excellent. Pre- and post-test results demonstrated statistically significant listening comprehension gains (mean gain: +14.0 points; p < .001; Cohen’s d = 0.79–0.84), and qualitative interviews identified four key themes: authentic audio experience, personalized learning pathways, instructor empowerment, and technology integration challenges. ListenToFy represents a replicable, dual-AI EdTech model that meaningfully advances listening instruction reform in Indonesian and comparable Southeast Asian EFL higher education contexts.
AI-Assisted Project-Based Language Learning in Indonesian Secondary Education: Enhancing Literacy and 21st-Century Competence Taufik, Taufik; Bulan, Arif; Hasan, Hasan; Marlina, Leni
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.v6i2.4942

Abstract

The Society 5.0 era requires language education that integrates digital technology with humanistic, learner-centered pedagogy; yet in many Indonesian rural junior secondary schools, instruction remains lecture-dominated, literacy is confined to technical reading and writing, and the integration of artificial intelligence (AI) into Project-Based Language Learning (PBLL) is still underexplored. This study aims to explore how AI-based tools are integrated into PBLL to support literacy and 21st-century competence in Indonesian language instruction at SMPN 2 Woja, Dompu Regency. Employing a qualitative case study design, data were collected over three months (April–June 2025) through participatory observation (12 sessions), in-depth and focus group interviews, and documentation analysis. Participants, selected purposively, were one Indonesian language teacher, 28 eighth-grade students, and the school principal. Findings are reported as descriptive, context-bound evidence rather than causal proof. Four key results emerged: (1) AI tools such as Grammarly, Speech-to-Text, automated feedback, and educational chatbots were integrated as complements across pre-project, development, and revision phases; (2) students showed noticeable improvement in narrative and expository writing, with 21 of 28 students (75%) reaching the proficiency threshold in the final project assessment; (3) students responded positively, reporting increased motivation, autonomy, and metacognitive awareness, while voicing concerns about over-reliance; and (4) the teacher's role shifted from information provider to learning facilitator. Challenges included uneven digital literacy and limited infrastructure. The study concludes that AI-assisted PBLL is a feasible, humanistic model for Indonesian secondary language education, and recommends that teachers adopt it gradually, schools invest in infrastructure and sustained professional development, and policymakers embed equitable, ethical AI guidance within the Kurikulum Merdeka framework.

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