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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 278 Documents
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The GenAI-Prompting Learning Model (GPLM): Developing and Testing a Structured Prompting Framework to Support Pre-service PBSI Teachers’ Metacognitive Skills Kurniati, Lisdwiana; Sabila, Amy; Astuti, Roro Dwi
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5041

Abstract

Pre-service Indonesian Language Education (Pendidikan Bahasa dan Sastra Indonesia/PBSI) teachers often struggle to translate instructional-design theory into contextually grounded, creative lesson designs. Building on evidence of a broader theory-practice gap in Indonesian pre-service language teacher education, this study examined whether this gap is compounded by underdeveloped metacognitive regulation (planning, monitoring, evaluating) among fourth-semester PBSI students enrolled in the Indonesian Language and Literature Learning Studies course at Universitas Muhammadiyah Pringsewu (UMPRI). The study aimed to develop, validate, and empirically test the GenAI-Prompting Learning Model (GPLM), a four-level structured prompting framework (Exploratory, Analytical, Synthetic, and Evaluative Prompting) designed to support students' metacognitive regulation during instructional-design tasks. An embedded mixed-methods Research and Development (R&D) design was used, operationalized through the five ADDIE stages (Analyze, Design, Develop, Implement, Evaluate); qualitative data were nested within a pre-experimental one-group pretest-posttest quantitative design and used to explain the numerical findings. The GPLM was reviewed by three expert validators (two language-pedagogy specialists and one educational-technology specialist) and implemented with 41 fourth-semester PBSI students (28 female, 13 male) over a 14-session/14-week intervention. Instruments comprised the Metacognitive Skills Test (MST), the Instructional Design Quality Rubric (IDQR), a 15-item GPLM Practicality Questionnaire, observation sheets, digital prompting journals, and semi-structured interviews with 15 purposively selected students. Content validity, calculated with Lawshe's (1975) Content Validity Ratio across three validators, reached 0.99; because CVR critical values are conventionally tabulated for panels of five or more raters, this result is reported with the underlying calculation and interpreted as indicative rather than definitive evidence of content validity. Thematic analysis of interviews and journals identified three explanatory themes-externalization of internal thought, iterative refinement through dialogic interaction, and emerging epistemic agency. The findings showed that the GPLM is a well-received, promising instructional tool associated with improved metacognitive and instructional-design scores, rather than as proof of a causal "acceleration" effect.
Doublespeak In Beauty Product Discount Advertisements on Instagram and TikTok: A Critical Discourse Analysis Dirgandini, Melinda
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5048

Abstract

This study addresses gaps in Doublespeak, the use of language that obscures meaning through ambiguity, euphemism, and hyperbole in Instagram and TikTok beauty product discount ads, where ambiguous promotional language is commercially influential and under-studied academically. This study aims to identify the linguistic forms of Doublespeak, analyze the discursive strategies used to frame discount claims, and uncover its ideological function in digital advertising discourse. This study uses a descriptive qualitative approach in the framework of critical discourse analysis. The ad data, which netted as many as 70 discount ads for beauty products, were collected from the products' official accounts on Instagram and TikTok through documentation techniques. Furthermore, the data were encoded and analyzed in three dimensions, namely text, discursive practice, and social practice. The results showed that Doublespeak was realized through five overlapping categories, namely up-to claims, scarcity claims, urgency claims, vague superiority claims, and pseudo-scientific claims. Discursively, this strategy views discounts as rare opportunities limited by time and uncertain pricing information. Ideologically, Doublespeak serves to reproduce digital consumerism and normalize certain beauty standards. The novelty of this study lies in integrating the concept of Doublespeak with the practice of promoting discounts as a construction of economic discourse on social media. This research contributes to critical linguistics and consumer literacy of digital advertising language, as well as the need for closer scrutiny of discount claims and further research into how audiences actually interpret them.
Introduction to Linguistics from a Phonological Perspective: The Final Vowel /a/ → [o] and Word-Initial Rhotic /r/ → [ɣ] Correspondences in the Batahan Dialect Resdillapratiwi, Resdillapratiwi; Damanik, Lia Agustina
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5106

Abstract

This study provides a preliminary phonological description of the Batahan dialect, a coastal Malay (Pesisir) variety spoken in Batahan District, Mandailing Natal Regency, North Sumatra. It focuses on two segmental correspondences between Standard Indonesian and Batahan: the word-final vowel correspondence, in which Standard Indonesian /a/ corresponds to Batahan [o] in open final syllables (e.g., apa /apa/ ~ [apo] ‘what’; mana /mana/ ~ [mano] ‘where’), and the word-initial rhotic correspondence, in which /r/ corresponds to a voiced dorsal fricative transcribed here as [ɣ] (e.g., rumah /rumah/ ~ [ɣumah] ‘house’; ramai /ramai/ ~ [ɣamai] ‘crowded’). Data were collected from ten native Batahan speakers in and around Pasar Batahan throuɣ word-list elicitation, carrier sentences, semi-structured interviews, and recorded conversation, and were analysed using auditory IPA transcription and a synchronic, correspondence-based comparative procedure. The findings indicate that the /a/ ~ [o] correspondence is regular in word-final open syllables, while the /r/ ~ [ɣ] correspondence is concentrated in word-initial onsets; both pattern Batahan with the west-Sumatran coastal Malayic area, alongside Minangkabau and other Sumatran Malay varieties. Because the study rests on a small purposive sample, targeted elicitation, and auditory (non-acoustic) transcription, the results are best read as documentation of recurring correspondences rather than as claims about historical derivation or articulatory ease. The study contributes an initial lexical record of Batahan sound correspondences and a basis for broader dialectological and sociophonetic investigation of under-documented varieties in North Sumatra.
Implementing the Experiential Learning Approach through the Accessible Bagong Smart Website for Javanese Script Learning among Visually Impaired Students Taufiqi, Muhamad; Insani, Nur Hanifah; Mujimin, Mujimin
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5131

Abstract

Javanese script instruction in inclusive education continues to face challenges, particularly for visually impaired students who primarily learn through braille transliteration without understanding the visual structure of Javanese characters. This condition creates a gap between symbolic mastery and conceptual understanding of the script. This study aimed to describe the implementation of the Experiential Learning approach through the accessible Bagong Smart website in teaching Javanese script literacy to six purposively selected visually impaired students representing elementary, junior high, and senior high school levels at a state special school in Semarang. The learning activities focused on the letters ra and ha, represented using the Mbata Sarimbag style. A qualitative descriptive case study design was employed. The learning implementation was conducted across three 60-minute sessions. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate progressive changes in students' engagement, accuracy in following letter-stroke sequences, ability to construct Javanese script characters based on horizontal and vertical linear patterns, and learning independence throughout the three learning sessions. These findings suggest that implementing the Experiential Learning approach through the accessible Bagong Smart website supported the development of students' conceptual and kinesthetic understanding of Javanese script structures within the context of this qualitative case study. The study further indicates that accessible audio-guided learning integrated with kinesthetic activities has the potential to complement braille-based instruction and support regional-script literacy for visually impaired students in special education settings.
Designing Ai-Integrated Teaching Materials For Pre-Service English Teachers: A Lesson From Teachers Professional Education Practices Syathroh, Isry Laila; Kustini, Siti
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5160

Abstract

Lesson planning is a core professional skill for pre-service teachers, particularly within Indonesia’s Kurikulum Merdeka, which emphasizes the development of Modul Ajar as flexible, creative, and learner-centered teaching modules. With the growing presence of Artificial Intelligence (AI) in education, this study investigates how pre-service English teachers integrate AI tools into Modul Ajar development, exploring their perceived benefits, challenges, and professional implications. Employing a qualitative descriptive design, data were collected from seven pre-service teachers enrolled in the Pendidikan Profesi Guru (PPG) program through lesson plan documents, reflection journals, and focus group discussions. Thematic analysis was used to examine patterns of AI use, perceptions, and reflections across data sources. Findings reveal that participants used a range of AI tools, such as ChatGPT, Grammarly, Quillbot, and Canva, to support lesson planning. These tools assisted in drafting objectives, generating activities, refining language, and creating visual materials, enabling participants to focus on higher-order pedagogical considerations. Reported benefits included efficiency, improved clarity, enhanced creativity, and support for differentiated instruction. However, participants also identified significant challenges, including over-reliance on AI outputs, contextual misalignment with the Indonesian curriculum, occasional inaccuracies, and the irreplaceable need for human judgment in adapting lessons to learners’ needs. The study underscores that while AI can serve as both a scaffold and a catalyst for reflective practice, its effective integration requires critical evaluation, pedagogical guidelines, and professional judgment. Recommendations highlight the need for AI literacy training, context-sensitive frameworks, and further research on the long-term impact of AI integration on teaching competence and student outcomes.
Navigating Intercultural and Pedagogical Challenges: A Case Study of a Foreign ELT Teacher in Indonesia’s Dual-Curriculum Secondary School Purba, Hilarius Raditya Priambada; Gultom, Kristela Novena; Zaki, Leil Badrah; Nugraha, Hendra; Tindaon , Chariyani
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5389

Abstract

This case study investigates the instructional challenges and adaptation strategies of a foreign English Language Teaching (ELT) teacher in a private secondary school in Batam, Indonesia, that implements both the Merdeka Curriculum and the Pearson Edexcel system. Using a single-case qualitative design, the study aims to (1) identify the pedagogical and technological challenges encountered by the teacher, (2) examine how she integrates Information and Communication Technology (ICT) to mediate instruction under these constraints, and (3) analyze how she negotiates curricular and intercultural demands between the two curricula. Data were collected through three classroom observations (approximately 80 minutes each) and one 45-minute semi-structured interview with a Filipino teacher who has taught in Indonesia for over twelve years and were examined through thematic analysis. The findings, presented as context-bound themes rather than generalizable outcomes, indicate that the teacher encountered challenges related to language barriers, limited instructional resources, technological disruptions, and the adaptation of curriculum content to the Indonesian sociocultural context. In response, she employed strategies such as simplified instruction, peer-supported learning, culturally localized materials, and flexible use of available technology. Within the boundaries of this single case, these strategies illustrate forms of teacher agency, intercultural responsiveness, and curriculum mediation that appear to support classroom-level inclusion; establishing their effectiveness or their alignment with international teaching standards would require further evidence from learners or outcome data. The findings suggest that intercultural sensitivity and flexible pedagogical approaches, supported by adequate institutional structures, are central to sustaining dual-curriculum ELT practice.
Development and Preliminary Validation of an Eco-English Language Teaching Model for Critical Thinking in Islamic Higher Education Budiasih, Budiasih; Dewi, Fitri Ana Ika; Fathan, Fathan; Eftanastarini, Indah
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5536

Abstract

English Language Teaching (ELT) in Islamic Higher Education has increasingly been expected to promote not only language proficiency alongside environmental awareness and social responsibility. However, existing ELT practices predominantly emphasize linguistic competence with limited integration of ecological perspectives into instructional design. This study aimed to develop and validate an Eco-English Language Teaching (Eco-ELT) model for undergraduate students in an Islamic university. The study employed a Research and Development (R&D) design using the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted in the English Language Education Study Program at Universitas Islam Negeri Raden Mas Said Surakarta. Subjects consisted of four lecturers and 58 undergraduate students enrolled in English courses. The model was validated by an expert, including specialist in English language teaching, instructional design, and educational evaluation. Data were collected through classroom observations, semi-structured interviews, validation questionnaires, and implementation observations. Qualitative data were analyzed using thematic analysis, while quantitative validation data were analyzed using descriptive statistics to determine the feasibility and validity of the instructional model. The Eco-ELT model was developed based on Van Lier's ecological perspective. The implementation of the model indicated that the model achieved a highly feasible of expert validity and demonstrated positive classroom implementation, reflected in increased student engagement, greater ecological awareness, and improved critical thinking during learning activities. These findings suggest that the Eco-ELT model has the potential to support contextually relevant English language instruction that integrates sustainability education. The model may serve as a practical instructional framework for English language teaching in Islamic Higher Education, although further large-scale implementation is recommended to establish its broader effectiveness.
Islamophobia, Foreign Interference, and Social Stability: A Critical Discourse Analysis of Le Figaro’s Mosque-Attack Coverage Nuranisa, Fitriani; Santoso, Bernadus Wahyudi Joko
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5575

Abstract

The discovery of pig heads at several mosques in France on  September 2025 attracted public attention and became one of the incidents widely reported by online media. Although previous studies have examined the representation of Muslims and Islamophobia in the media, research explaining how anti Muslim incidents are constructed into broader narratives through media framing remains limited. This study aims to analyze how Le Figaro framed the reports on the placement of pig heads at several mosques in France. The research corpus consists of seven Le Figaro news published in September 2025. The analysis integrates Robert N. Entman's framing model with Teun A. van Dijk's Critical Discourse Analysis (CDA) model. Entman's framing model was employed to identify the elements of define problems, diagnose causes, moral judgments, and treatment recommendations, while Van Dijk's model was used to examine the macrostructure, superstructure, and microstructure that constructed the framing. The findings indicate that Le Figaro framed the incident through a narrative progression that began with acts of intimidation against the Muslim community, followed by domestic political conflict, and subsequently emphasized the response of law enforcement authorities and official suspicions of foreign interference conveyed through statements from official sources. The discourse structure of each article reinforced this framing through textual organization, the use of official sources, and consistent lexical choices. This study concludes that Le Figaro tended to construct a geopolitical frame around an anti-Muslim hate incident without presenting the emerging suspicions as verified facts. The findings underscore the importance of responsible media reporting through clear source attribution, careful communication of uncertain information, and ensuring that narratives of alleged foreign interference do not overshadow the issue of Islamophobia.
EFL Teachers’ Perceptions of Deep Learning Practices in Enhancing Elementary School Learners’ Language Skills: Evidence from Curriculum Merdeka Implementation Wandi, Agus; Haerazi, Haerazi; Irawan, Lalu Ari
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5919

Abstract

This study explores EFL teachers’ perceptions of deep learning practices in enhancing elementary school learners’ English language skills within the context of Curriculum Merdeka implementation. Deep learning practices in this study refer to student-centered, meaningful, interactive, reflective, and contextual learning activities that encourage learners to use English for communication rather than memorization. Using a qualitative descriptive design, the study involved 25 EFL teachers from elementary schools in Central Lombok selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings revealed that teachers perceived deep learning practices as effective, relevant, and child-friendly for improving learners’ vocabulary, pronunciation, listening comprehension, speaking confidence, motivation, and classroom participation. Teachers reported that storytelling, songs, games, role play, picture-based discussion, guided questioning, simple projects, and group work helped learners connect English with familiar experiences. Classroom observations showed that deep learning practices supported engagement through enjoyable participation, confidence through low-pressure speaking opportunities, and meaningful English use through contextual classroom interaction. Teacher scaffolding, including modeling, repetition, visual support, gestures, and guided questions, was found to be essential in helping learners understand and produce English. However, challenges such as limited time, low vocabulary mastery, lack of media, large classes, and teacher readiness were also identified. The study concludes that deep learning practices offer a promising pedagogical direction for elementary EFL learning when supported by clear objectives, appropriate scaffolding, and teacher professional development.
Vietnamese EFL Teachers’ Evaluation of Dictionary-Selected Contemporary Vocabulary for Vocabulary Teaching and Critical Digital Literacy Nguyen, Khanh
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5938

Abstract

Dictionary Words of the Year and related contemporary expressions increasingly reflect public concerns about digital culture, artificial intelligence, misinformation, online manipulation, and changing patterns of English use. However, limited empirical attention has examined how EFL teachers evaluate such items as classroom resources. This qualitative exploratory study investigated Vietnamese EFL teachers’ perceptions of their value for vocabulary teaching and critical digital literacy. From March to June 2026, asynchronous email-based semi-structured interviews were completed by 18 teachers with 2–21 years of experience across university, secondary-school, private-center, IELTS/EAP, adult, vocational, and online teaching settings. The 22-question interview form included a 12-item stimulus list combining dictionary Words of the Year with a related shortlisted contemporary expression. The approximately 12,200-word dataset was coded by the researcher in QualCoder 3.8.2 and analyzed through theoretically informed reflexive thematic analysis, combining predominantly inductive semantic coding with later interpretation through concepts from teacher cognition, vocabulary pedagogy, lexical change, and critical digital literacy. Teachers viewed the items as potentially valuable but conditional resources. Their reported judgments emphasized learner proficiency and age, register, instructional objectives, cultural sensitivity, curricular relevance, and risk of misuse. They also differentiated possible roles for productive use, guided discussion, receptive or cultural awareness, and caution-only treatment. These categories represent teachers’ professional judgments rather than tested classifications or observed learning outcomes. The study therefore proposes a preliminary tiered selection framework for materials development and future classroom validation, rather than evidence of successful classroom integration. 

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