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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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EFL Students’ Academic Writing Development Through Draft-Rewrite Cycles: Evidence from Private Universities Azmi, Haerul; Rahman, Arif; Jupri, Jupri
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.v6i3.6016

Abstract

Academic writing remains a major challenge for EFL students, particularly when composing the introduction or background of the study section of thesis manuscripts. This section requires students to establish the research context, present a clear problem, connect previous studies, identify a research gap, and justify the significance of the study. This study aimed to investigate how draft-rewriting cycles helped EFL pre-service teachers develop effective background sections and to identify the aspects of academic writing that improved through the stages of first draft, content revision, organisation revision, language editing, and proofreading. Employing a qualitative case study design, the research involved 20 EFL pre-service teachers from a private university. Data were collected through semi-structured interviews, reflective journals, and students’ thesis manuscripts. The data were analyzed using qualitative procedures consisting of data condensation, data display, and conclusion drawing or verification. The findings revealed that draft-rewriting cycles supported students by transforming writing from a one-time task into a staged, reflective, and manageable process. The first draft helped students express initial ideas and reveal writing difficulties. Content revision strengthened the clarity of the research problem and relevance of supporting information. Organisation revision improved coherence, paragraph unity, and logical flow. Language editing enhanced grammar, vocabulary, sentence clarity, and academic tone, while proofreading improved mechanics, formatting, and citation consistency. The study concludes that draft-rewriting cycles are pedagogically valuable for supporting EFL students’ academic writing development, especially in private university contexts where students have diverse educational and linguistic backgrounds.
EFL Learners’ Expectations and Perceived Instructional Fulfilment in a University-Based English Course: A Mixed-Methods Study Hartiningsih, Sri; Wahyuni, Erly; Elfana, Riza; Nurbatra, Laela Hikmah; Sasmita, Silvia Kusuma; Ananta, Regina Angelic Medy
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.v6i3.6047

Abstract

In the digital era, aligning instructional practices with learner expectations has become increasingly critical for the success of foreign language programs, particularly in non-formal educational contexts where learners voluntarily enroll with strong instrumental motivations. Despite the recognized importance of learner-centered pedagogy, a significant gap persists between what learners expect from language courses and what is actually delivered in the classroom. This study aims to explore English learners' expectations and examine the extent to which these expectations are perceived as fulfilled in a university-based English course. An explanatory sequential mixed-methods study design was employed, involving 22 English language learners at the Foreign Language Course (KBA). Quantitative data were collected using an opened ended in the beginning course and  five-point Likert scale questionnaire administered after ten course meetings, while qualitative data were gathered through semi-structured interviews with 11 of the 22 respondents to explain and contextualize the numerical findings. Descriptive statistics (frequency and percentage) and thematic analysis based on the Miles and Huberman interactive model were used to analyze the data. The findings reveal that learners hold multidimensional expectations, with speaking skills (77%) and a non-threatening learning environment (82%) being the highest priorities. Learners perceived high fulfillment of expectations regarding teacher competence (59-77% highly suitable), teacher attitudes (68-86% highly suitable), and learning environment (68-77% highly suitable). However, two notable gaps were identified: the use of interactive applications such as Quizizz and Kahoot (36.3% slightly suitable) and schedule flexibility (18.1% slightly suitable and 4.5% unsuitable). This study concludes that learners generally reported positive perceptions of teacher-related and classroom-environment dimensions, accompanied by lower ratings for interactive applications and scheduling. However, these findings represent perceived fulfillment rather than objective evidence of instructional quality or language learning outcomes. The results may serve as formative feedback for program planning rather than definitive evaluation, and future research should incorporate observational and achievement measures to complement self-report data.
EFL Learners' Perceptions of Applying Webtoon as a Digital Learning Medium Integrated with Deep Learning Principles in Reading Skills Suhaili, Muhamad; Ariani, Sri
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.v6i3.6334

Abstract

This qualitative study investigated EFL learners’ perceptions of using Webtoon as a digital learning medium integrated with deep learning principles in reading activities at Islamic senior high schools in East Lombok. The study involved 33 EFL learners and 11 EFL teachers selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings showed that learners generally perceived Webtoon as an interesting, accessible, and meaningful medium that reduced the pressure associated with conventional reading texts. Its multimodal features, including dialogue, illustrations, facial expressions, and sequential panels, supported contextual vocabulary learning, identification of setting and emotion, inferencing, and comprehension. When combined with prediction, character analysis, conflict evaluation, reflection, and evidence-based discussion, Webtoon also encouraged deeper cognitive engagement and more active classroom participation. Teachers confirmed that learners became more willing to express opinions and discuss alternative interpretations. However, the study also identified several challenges. Learners sometimes relied excessively on images, struggled with slang, idioms, cultural references, and complex analytical questions, and found it difficult to justify interpretations in English. Unequal participation in group work, unstable internet access, limited devices, and digital distraction also affected the learning process. The findings indicate that Webtoon is most effective when used as a supplementary medium supported by appropriate content selection, structured tasks, vocabulary assistance, collaborative roles, and teacher scaffolding. The study concludes that integrating Webtoon with deep learning principles can enhance linguistic, cognitive, affective, and social dimensions of EFL reading, provided that pedagogical and technological conditions are carefully addressed effectively.
Sustained Second-Language Reading and Multimodal Literary Engagement Through Reflective Autoethnography Sany, Nukhbah
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.v6i3.4837

Abstract

Sustained reading in a second language offers more than linguistic exposure; it can become a reflective practice through which readers negotiate meaning, develop interpretive awareness, and extend textual experience into other modes of expression. This study examines how long-term engagement with English-language texts shapes literary engagement and creative meaning-making in a second-language context. Using reflective autoethnography, the study analyzes self-generated data from reading logs, reflective notes, sketchbooks, artworks, visual documentation, and journals documenting engagement with approximately 50–100 English-language books annually across fiction, nonfiction, biography, memoir, and history. The data were examined through reflexive thematic analysis, supported by reader-response theory, transactional theory, extensive reading, second-language reading, and multimodality. The findings reveal four interconnected patterns. First, sustained reading functions as interpretive immersion, allowing meaning-making to develop cumulatively over time. Second, cross-genre reading encourages flexible interpretation by requiring shifts across imaginative, experiential, analytical, and reflective reading modes. Third, reading in English as a second language intensifies meaning-making by slowing the reading process and increasing attention to vocabulary, syntax, inference, and textual structure. Fourth, art-making operates as multimodal translation, transforming textual experience into visual expression. The study contributes to literary studies, second-language reading research, and multimodal literacy by showing how sustained L2 reading can become a self-directed intellectual and creative practice.
Translating Cultural Words in News Articles Using DeepL: A Guide for Translators Dewiyanti, Sri; Febryanto, Mohammad; Rahmah, Ilma Yullinda
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.v6i3.4935

Abstract

The key issue in machine-based news translation is the difficulty of translating culturally specific terms with local references into the target language without compromising clarity or cultural identity. Although DeepL Translator is known for producing high-quality translations, its ability to translate Indonesian cultural terms in news articles requires further evaluation. This study aims to analyze the translation strategies used by DeepL in translating Indonesian cultural terms and to evaluate the communicative adequacy of the resulting translations for international readers. This study employs a qualitative approach using an embedded case study design. The data consisted of 117 cultural terms obtained from 25 news articles published by the Pikiran Rakyat Media Network. The analysis was conducted based on Newmark’s categories of culture and translation strategies, and the translations were evaluated in terms of accuracy, clarity, and cultural appropriateness. The findings indicate that the material culture is the most dominant type of cultural term (60 instances), while the strategy most frequently used is transference (55 instances). This strategy successfully preserves the basic meaning and readability but often fails to convey cultural context, metaphorical nuances, and socio-religious meanings, potentially leading to misunderstandings among international readers. Therefore, this study recommends human post-editing through the couplet strategy, which combines transference with descriptive or functional explanations, to enhance communicative clarity without sacrificing the authenticity of meaning. These findings highlight the need for human-machine collaboration in news translation and provide practical insights for translators, editors, and media practitioners, particularly when dealing with culturally sensitive content.
Constructing Women’s Safety in Indonesian KRL Crisis Discourse: A Critical Analysis of a Ministerial Doorstop Statement and Clarification Mukhlisiana, Lusy; Setiawati, Sri Dewi; Lestari, Martha Tri
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.v6i3.5185

Abstract

Gender-responsive transportation policy is increasingly recognised as an important instrument for women’s safety in public space, yet the discourse through which such policies are communicated by state actors in moments of crisis remains underexplored. This study examines how women’s safety is discursively constructed in two short, publicly available statements by Indonesia’s Minister of Women’s Empowerment and Child Protection (PPPA) following the fatal Kereta Rel Listrik (KRL) Commuter Line accident at Bekasi Timur Station in April 2026: an unscripted doorstop media statement (Corpus 1; five turns; approximately 100 words) and a subsequent formal clarification (Corpus 2; six turns; approximately 110 words). Using Fairclough’s (1995, 2003) three-dimensional Critical Discourse Analysis framework, supported by Halliday’s (1994) transitivity system for clause-level coding, the two verbatim transcripts were analysed descriptively, interpretively, and explanatorily, with a complete clause inventory constructed for both corpora. The analysis suggests four patterns. First, in Corpus 1 women occupy the roles of Senser and Carrier in every finite clause and appear as Actor in only one embedded, non-finite construction, indicating a discourse that positions women predominantly as recipients rather than agents of safety. Second, the entity from whom protection is required is not lexicalised; this omission is interpreted, as one plausible contextual reading among several, as activating a cultural assumption of male threat, while spatial relocation of the carriage is proposed as the primary response. Third, the doorstop genre, produced without institutional preparation, is associated with hedged, tentative language that this study interprets as a mismatch with the response prescribed for an accidental-crisis cluster. Fourth, the clarification statement follows a four-move rhetorical structure resembling institutional impression management that moderates surface-level framing, while women’s earlier representational pattern largely, though not entirely, persists: women are subsumed under society and are named as equal subjects of safety alongside men only once, in Corpus 2. These findings are offered as an exploratory, corpus-specific contribution to research on gendered crisis communication in Indonesian public institutions, with implications for gender-responsive public-speaking training.
Evaluating Program Coherence and Participant Progress in a TOEFL Preparation Course Through a Logic Model Suadiyatno, Taufik; Padmadewi, Ni Nyoman; Utami, I G.A. Lokita Purnamika; Suarcaya, Putu
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.v6i3.5600

Abstract

Conventional evaluations of TOEFL preparation frequently emphasize end scores or participant satisfaction, which can obscure whether institutional resources, instruction, assessment, and intended longer-term benefits form a coherent program pathway. This study evaluated the coherence and participant-progress evidence of a TOEFL preparation course at Lembaga Pengembangan Pendidikan Nusa Tenggara Barat (LPPNTB) through a logic model. A qualitative case study supplemented by descriptive quantitative data integrated stakeholder interviews, classroom observation, institutional documents, try-out score records, and alumni datasets from 2021, 2022, and 2024. Qualitative evidence was coded deductively by the logic-model categories and inductively for implementation issues; descriptive numerical evidence was embedded to corroborate or complicate the qualitative interpretation. The findings indicate a generally coherent relationship among institutional support, trainer preparation, integrated reading-structure-listening instruction, guided practice, feedback, mock tests, and the intended goal of TOEFL readiness. Among 35 participants with complete Try-Out 1 and Try-Out 3 records, the mean changed descriptively from 426.00 to 474.11, and 32 participants recorded higher later scores. This pattern does not establish causation and must be considered alongside the available pretest-to-final means, which changed from 479.79 to 476.29. Alumni records suggested perceived usefulness for scholarships, English development, and career purposes, but were retrospective and self-reported. The course therefore demonstrated coherent program logic and promising, non-causal evidence of readiness. Priority improvements include diagnostic placement, differentiated digital assignments, intensive listening support, standardized assessment documentation, and longitudinal alumni tracking.
Enacting Student-Centered Learning under Kurikulum Merdeka: Interactional Challenges in a Secondary EFL Classroom Purba, Hilarius Raditya Priambada; Pardede, Duke Paopathon; Murillo, Filmor J.; Zaki, Leil Badrah; Febria, Desty
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.v6i3.5860

Abstract

Kurikulum Merdeka pushes Indonesian secondary schools toward Student-Centered Learning (SCL), but classroom-level enactment does not always follow the policy script. This study examines that gap through a two-stage qualitative design: an exploratory observation-checklist mapping across eleven secondary schools in Batam, followed by an intensive case study of one classroom selected because it showed the sharpest contrast between strong lesson-plan compliance and weak student participation. Over a six-week period, data were generated through non-participant classroom observations, field notes, and semi-structured interviews with one EFL teacher and six students grouped into high-, moderate-, and low-motivation tiers, then analyzed using Bogdan and Biklen's code-families framework. The findings show that the teacher's lesson plan was rated highly compliant with SCL and Kurikulum Merdeka expectations, yet open-ended classroom tasks routinely broke down into extended silence. Foreign language anxiety_tied to limited vocabulary, fear of peer judgment, and unfamiliarity with unscripted speaking, pushed students toward strategic silence, which the teacher managed by reverting to first-language (L1) mediation and more teacher-led questioning. These patterns should be read as evidence from one critical case rather than a general trend across Indonesian classrooms: they show that a lesson plan's alignment with SCL principles does not by itself guarantee student participation. Supporting learners through this gap is likely to depend on gradual vocabulary preparation, affective safety, and structured scaffolding, rather than treating teacher-led support as a pedagogical failure.

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