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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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Patterns of AI Integration in Literary Translation: Student Translators' Outputs and Strategies Damanik, Lia Agustina
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.v6i2.4944

Abstract

As AI translation tools increasingly enter translator training, understanding how students use them critically especially in literary translation has become essential. Literary texts require nuanced handling of culture, figurative language, and style, areas where raw AI output often fails. This qualitative descriptive study examined AI integration patterns among 18 undergraduate literary translators. With AI permitted, students completed five tasks: narrative analysis, element mapping, glossary building, translation, and written strategy justification. Open coding and textual triangulation revealed five patterns: (1) prioritizing communicative meaning, (2) domesticating while retaining cultural terms, (3) preserving religious-cultural elements, (4) documenting techniques item by item, and (5) producing strong outputs with minimal justification. A critical finding: translation quality alone cannot detect AI use; only written justifications make it visible. A three-tier developmental framework emerged: Exceptional (28%; 93–97/100), Strong (44%; 83–90/100), and Incomplete (28%; 37–65/100). Tier placement depended primarily on explicit grounding in translation theory (Newmark, Baker, Venuti). Theory-grounded students used AI more reflectively, treating outputs as provisional, recognizing untranslatability, and preserving cultural-spiritual concepts. Two phenomenological case studies (S1, S2) showed that translation excellence follows complementary pathways, with theoretical grounding as the common mechanism enabling critical AI use. The study recommends task designs that demand reflective transparency and pre-task theoretical instruction to foster critical AI literacy in literary translation pedagogy.
AI-Mediated Collaborative Writing: Evidence for Enhanced Engagement and Writing Performance in EFL Learning Salma, Dina; Silitonga, Lusia Maryani; Setyaji, Arso
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.v6i2.4975

Abstract

Ninth-grade English as a Foreign Language (EFL) learners encounter significant difficulties in developing ideas into coherent paragraphs, maintaining grammatical accuracy, particularly consistent sentence structure, and selecting contextually appropriate vocabulary. These challenges are often accompanied by low writing confidence and limited active participation, especially in collaborative learning settings, which hinder the development of effective written communication. Despite the growing integration of technology in language learning, empirical evidence regarding the effectiveness of AI-assisted tools in overcoming these challenges remains limited, particularly at the secondary level in Indonesian contexts. This study aimed to investigate the effect of AI-supported collaborative writing through ChatGPT on students’ engagement and writing performance. This study employed a mixed-methods approach with a quasi-experimental design involving 72 ninth-grade students from SMPIT Az-Zahra Demak, divided into an experimental group (n = 36) that used ChatGPT and a control group (n = 36) that used conventional instruction. Data were collected through writing tests, engagement questionnaires measuring behavioral, emotional, and cognitive dimensions, and semi-structured interviews. Quantitative data were analyzed using ANCOVA, while qualitative findings were analyzed through thematic analysis using MAXQDA. The findings demonstrated that the experimental group consistently outperformed the control group across all dimensions of engagement, with large effect sizes observed. In terms of writing performance, significant improvements were found, particularly in text organization and language use. These findings indicate that AI-supported collaborative writing can effectively enhance both student engagement and writing performance. Therefore, integrating AI tools such as ChatGPT into collaborative writing activities offers a promising pedagogical approach for EFL instruction at the secondary school level.
Negotiating Cultural Authenticity: Translation Techniques of Addressee Terms in Asmarandana Verses of Babad Banyumas Yulianita, Nadia Gitya; Hadiati, Chusni
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.v6i2.4978

Abstract

This study aims to analyze how addressee terms are translated in the Serat Babad Banyumas Mertadiredjan, an important historical text made up of 617 traditional Javanese poems called macapat or verses. Translation plays an important role in keeping local knowledge alive, but the strict rules of macapat, especially its strict patterns of rhythm and syllables (guru wilangan), often require major changes in the language used. This also applies in translating addressee terms, which refer to positions and relationships of Javanese people. In Javanese, addressee terms reflect the hierarchy, power, and intimacy, which do not always have the equivalence in Indonesian. This study employs a qualitative descriptive framework based on the theories of Rifai & Prasetyaningrum (2016) and Molina & Albir (2002), analyzing the tension between poetic brevity and historical referentiality. The data of this study include 107 addressee terms in Asmarandana verses, since it is the most frequently appeared verses in the book. The study shows that there are five different types of terms used to address someone: respect, name, intimacy, kinship, and a new type found in this research called “origin”, and “respect” is the most frequently appeared type. Meanwhile, the most frequently appeared translation technique is established equivalent, then followed by particularization, reduction, borrowing, amplification, and generalization. The analysis shows that the translator works as a cultural bridge, mainly using established equivalence to keep the feudal class system of the Javanese royal court, and particularization to bring back the place names that were lost because of the poetic structure in the original text. One important thing is that the new "origin" category shows that in Javanese history writing, having a rightful place or land is a key part of who people see themselves as. The translation keeps the cultural truth of the Banyumas people by balancing creative expression with clear historical facts. This study offers an alternative to look at the history of ethnic groups and recommends that future research should examine how names are addressed along with digital language studies.
The Effect of Differentiated Instruction on EFL Students’ Reading Comprehension Viewed from Critical Thinking Utama, I Made Permadi; Sandiarsa, K. Dedy S; Hafidz, Abdul
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.v6i2.4999

Abstract

Reading comprehension in EFL higher education remains challenging because many students struggle to engage in higher-order processes such as inference, evaluation, and interpretation of academic texts. These difficulties are often intensified by the use of uniform instructional practices that do not adequately address learner diversity. This study aimed to investigate the effect of differentiated instruction on EFL students’ reading comprehension and to examine differences based on students’ levels of critical thinking. The study employed a pre-experimental one-group pre-test–post-test design involving 40 first-year students in an English Language Education program. Data were collected through reading comprehension tests and a critical thinking assessment. The findings revealed an improvement in students’ reading comprehension after the implementation of differentiated instruction, as indicated by the increase in mean scores from the pre-test to the post-test. The paired-sample t-test showed that the improvement was statistically significant (t(39) = 28.01, p < .001). Further analysis indicated that students with higher levels of critical thinking achieved greater gains, particularly in inferential and evaluative comprehension, although students with lower critical thinking levels also demonstrated meaningful improvement. These findings suggest that differentiated instruction can support reading comprehension development while accommodating learner diversity in EFL classrooms. The study highlights the importance of aligning instructional practices with students’ cognitive characteristics to support higher-order reading processes in higher education contexts.
Investigating Speech Disfluencies in Spontaneous L2 Speech Production: A Psycholinguistic Study of Indonesian TikTok Users Hardiat, Shera Yanuar; Permanaludin , Udayani; Suswanto, Deni
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.v6i2.5013

Abstract

Speech disfluencies are natural yet meaningful features of spontaneous speech that reflect real-time cognitive processing demands during language production. In second-language (L2) contexts, disfluencies occur more frequently because speakers must simultaneously manage conceptual planning, lexical retrieval, syntactic encoding, and self-monitoring with limited linguistic automaticity. Despite growing research on L2 fluency, disfluency as a psycholinguistic phenomenon remains underexplored in self-initiated digital communication contexts, particularly on platforms such as TikTok, where young adult L2 speakers produce spontaneous, minimally edited English speech as part of self-improvement challenges. This study aims to describe the types of speech disfluencies produced by three Indonesian TikTok users in their spontaneous English speech and to explain the underlying psycholinguistic factors that trigger them. Employing a qualitative descriptive method, nine video samples from the ‘Day 1–30 Speaking English Challenge’ were analyzed through verbatim transcription and qualitative content analysis, drawing on Levelt’s (1989) speech production model and Kormos’ (2006) framework of second language speech processing. The analysis identified 227 disfluency tokens distributed across three major categories: pauses, comprising silent and filled pauses (171 instances total); hesitations, encompassing repetitions, false starts, truncated words, prolongations, and self-corrections (84 instances); and lexicalized fillers (9 instances). Five underlying psycholinguistic factors were identified as triggers: conceptual planning difficulty, lexical retrieval effort, syntactic and phonological encoding demands, working memory load, and self-monitoring behavior, each operating at distinct stages of speech production. While the findings are specific to this dataset and are not intended for broad generalization, they demonstrate that disfluencies in spontaneous L2 digital speech are not random errors but systematic indicators of real-time cognitive processing. The study contributes to the extension of Levelt’s (1989) and Kormos’ (2006) frameworks to digitally mediated speech contexts, with implications for psycholinguistically informed fluency assessment, language pedagogy, and the role of self-initiated digital speaking practice, such as TikTok speaking challenges, in fostering authentic L2 fluency development.
Rhetorical Strategies and Code-Mixing in TGB Zainul Majdi’s NWDI Anniversary Speech Fakihuddin, Lalu; Al Pansori, Muh Jaelani; Wijaya, Herman; Irfan, Muh.; Setiyoningsih, Titi
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.v6i2.5143

Abstract

Studies of religious speech have often focused on thematic content and textual meaning, while giving limited attention to the interplay between rhetorical strategies and code-mixing within a pragmatic discourse framework. This gap is especially evident in the speeches of locally rooted yet nationally influential religious figures such as TGB Zainul Majdi in Lombok. This study aims to identify the forms of code-mixing in TGB’s speech at the NWDI Hultah event, analyze the rhetorical strategies employed through ethos, pathos, and logos, and explain the social and communicative functions of these linguistic resources. The study employed a descriptive qualitative design using critical discourse analysis, supported by sociolinguistic and pragmatic perspectives. The data consisted of speech transcripts and contextual video documentation, collected through documentation and non-participatory observation and validated through source and theory triangulation. The analysis involved identifying code-mixing patterns, interpreting rhetorical strategies, and examining their communicative functions in context. The findings show that code-mixing among Arabic, Indonesian, and Sasak is strategic rather than incidental. The dominant forms are intrasentential and emblematic code-mixing, with occasional intersentential switching. Arabic reinforces sacred meaning and religious authority, Sasak strengthens cultural intimacy and local solidarity, and Indonesian serves as the main medium for broader message delivery. These linguistic choices support ethos, intensify pathos, and structure logos, making the discourse more persuasive, culturally resonant, and inclusive for multilingual audiences. This study highlights code-mixing as an important discursive resource in contemporary da'wah and contributes to the study of religious discourse, rhetoric, and multilingual communication.
Illocutionary Acts Used in Hate Speech Comments on Zohran Mamdani’s Official TikTok Account Aisyah, Siti Haifa Nur; Wardoyo, Cipto; Fauzi , Erfan 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.v6i2.5173

Abstract

Political discourses on TikTok frequently qualify by short and emotionally charged comments that may serve not just as statements of disagreement but also as forms of hate speech and communicative action. However, studies that have examined the association between hate speech forms and illocutionary act functions in political TikTok comments are relatively restricted. The research intends to identify the forms of hate speech and examine the illocutionary act functions discovered in comments on the official TikTok account of Zohran Mamdani. In this research a qualitative descriptive method with pragmatic approach and qualitative content analysis was applied. The data comprised of 67 selected public comments from ten movies on TikTok released in November 2025. The comments were purposively sampled based on hate speech indicators adopted from the Indonesian National Police Circular Number SE/6/X/2015 and examined using Searle’s theory of illocutionary acts. The results demonstrate four types of hate speech: insult, accusation/defamation, provocation and threat. The most dominant type was insult with (27 comments), followed by accusation/defamation (23 comments), provocation (14 comments) and threat (3 comments). The comments performed mainly expressive, forceful and directive acts as illocutionary functions. The results indicate that political comments on TikTok contain hate speech not just to express bad feelings but also to construct negative political images and influence the perspective of the audience. This research contributes to pragmatic studies by demonstrating how short political comments on TikTok function as significant communicative activities in the digital political discourse.
Developing Augmented Reality E-Comic Based on Baduy Folklore for English Literacy Enhancement Ardianto, Teguh; Fariji, Irvan; Subekhi, Andri Imam; Kusmana, Nandang; Junaedi, Yusup
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.v6i2.5176

Abstract

In the context of education, literacy is no longer understood merely as the ability to read and write. It also includes the capacity to understand texts, interpret meaning, evaluate information critically, communicate ideas effectively, and apply knowledge to solve real-life problems. Therefore, this study aims to develop an Augmented Reality (AR)-based E-Comic by integrating Baduy folklore, meeting the criteria of validity, practicality, and effectiveness in optimizing English literacy skills. This study employs Research and Development (R&D) approached to create and evaluate an educational product. It follows the ADDIE model, which consists of five systematic stages: Analyze, Design, Development, Implementation, and Evaluation. The development of this E-Comic is designed to provide a contextual learning experience supported by dynamic and interactive 3D visualizations, thereby enhancing students’ literacy skills, particularly in English. The findings indicate that the developed AR-based e-comic was positively received by students and is suitable for use as teaching material in English language learning. This is consistent with other studies indicating that e-comics improve learning comprehension and are highly relevant as teaching media. This is also consistent with the results from utilizing digital teaching materials as an alternative for English classes. The average score from media experts reached 91.3%, while student responses averaged 84%, both categorized as highly feasible. Therefore, the product can be effectively implemented as a teaching material for English language learning.

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