cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bambang Wibisono
Contact Email
ymitrapersadanusantara@gmail.com
Phone
+6281337766343
Journal Mail Official
ymitrapersadanusantara@gmail.com
Editorial Address
https://ympn.co.id/index.php/JCMTS/about/editorialTeam
Location
Kab. dompu,
Nusa tenggara barat
INDONESIA
Journal of Language and Pragmatics Studies
Published by Yayasan Mitra Persada Nusantara
ISSN : -     EISSN : 29856051     DOI : https://doi.org/10.58881/jlps
Core Subject : Humanities, Education, Social,
Humanities Languange, Linguistic, Communication & Media Social Sciences
The journal covers emerging issues in Language studies, Pragmatics and Discourse Analysis. Preference is given to well-researched papers that expand the frontiers of theoretical or empirical knowledge in these disciplines. It is interested in harnessing top-notched research in these fields worldwide and then making them available on open access to readers. The editorial board seeks to conduct high-quality research in Pragmatics and Discourse Analysis through a thoroughly blind peer-review process. Journal of Language and Pragmatics Studies (JLPS) covers, refers to, and/or under the fields of sciences: [51802] SOCIAL SCIENCES - Behavioural and Cognitive Sciences -- Linguistics [62201] HUMANITIES - Language and Culture -- Language Studies [62202] HUMANITIES - Language and Culture -- Literature Studies [62204] HUMANITIES - Language and Culture -- Other Language and Culture
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 68 Documents
 3   4   5   6   7 
Exploring teachers’ corrective feedback strategies in English for specific purposes (ESP) descriptive text writing Alfayed, Affied; Hartiningsih, Sri; Hamdani, Muhammad Fadhil
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.48

Abstract

The growing demand for vocational education in Indonesia is driven by an increasingly competitive job market, requiring students to develop specialized skills, including proficiency in English for Specific Purposes (ESP). English teachers play a crucial role in enhancing students’ writing abilities, particularly in crafting descriptive texts relevant to their fields of study. However, limited research has explored how teachers provide corrective feedback in ESP writing instruction. This study investigates the corrective feedback strategies employed by an English teacher in a vocational school when teaching descriptive text writing. It also examines the rationale behind the teacher’s feedback practices. A qualitative case study approach was used, with data collected through interviews, classroom observations, and an analysis of students' written assignments. The findings indicate that the teacher primarily utilized oral corrective feedback during writing instruction, focusing on product description texts. The feedback strategies included explicit correction, metalinguistic feedback, and recasts. Explicit correction involved directly pointing out errors and providing correct alternatives, while metalinguistic feedback prompted students to self-correct by offering linguistic explanations. Recasts, on the other hand, involved reformulating students' erroneous statements in a more accurate form. The study further revealed that the teacher’s feedback approach was influenced by personal teaching experience and beliefs about effective language instruction. These findings highlight the importance of oral corrective feedback in improving students’ writing skills in ESP contexts. They suggest that teachers should adopt varied feedback strategies tailored to students’ needs to enhance learning outcomes. Future research could explore the long-term effects of different corrective feedback methods on students' writing development in vocational education settings.
Exploring the role of speaking in second language acquisition: Key challenges learners face and effective strategies applied Windriya, Sheenaz Dhia Raisha; Wajdi, Majid; Dizon Jr, Rodolfo P.; Hasan, Md. Kamrul; Indri, Nadia
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.49

Abstract

This study explores the central role of speaking in second language acquisition (SLA), highlighting its importance in communication, intercultural interaction, and the development of communicative competence. The research aims to identify challenges learners face in developing oral proficiency and to evaluate pedagogical strategies that enhance speaking performance. Using a qualitative descriptive approach through document analysis, the study reviews applied linguistics and English as a Foreign Language (EFL) literature published between 2015 and 2024. Findings indicate that learners frequently encounter obstacles such as language anxiety, limited opportunities for authentic practice, inadequate exposure to real-life communication, and an overemphasis on reading and writing in educational contexts. These challenges restrict fluency, accuracy, and learners’ willingness to communicate. Nonetheless, several strategies have proven effective in improving speaking skills. These include task-based learning, communicative classroom activities, targeted pronunciation training, integration of digital tools, and anxiety-reducing techniques. Additionally, supportive learning environments and peer collaboration are shown to boost learners’ confidence and engagement. The study concludes that speaking instruction in SLA should adopt an integrated approach that combines linguistic, psychological, and sociocultural support. Through communicative and technology-enhanced strategies, educators can strengthen learners’ fluency, reduce speaking anxiety, and foster effective language acquisition.
Co-creation in English teaching: Enhancing student engagement and learning in an English language education program Sahyoni, Sahyoni; Damanik, Lia Agustina; Oktarina, Hanifah
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.51

Abstract

Innovative teaching approaches that foster active learning are increasingly recognized as essential in modern education. One such approach is co-creation, which emphasizes student engagement, collaboration, and shared responsibility in the learning process. This study aims to explore the implementation of co-creation in teaching Basic Grammar, Basic Writing, and Translation and analyse its impact on student learning outcomes. A qualitative research methodology was employed, focusing on students enrolled in the English Language Education Program. Data collection methods included focus group discussions, classroom observations, and interviews to gain insights into students’ experiences with co-creation-based instruction. The study was conducted at a higher education institution specializing in English language education. The findings reveal that various co-creation techniques—such as peer feedback, collaborative writing projects, grammar exercises, and interactive translation tasks—positively influenced student engagement, autonomous learning, and critical thinking. Students demonstrated a greater sense of responsibility in their learning, enhanced communication skills, and improved comprehension of language concepts. Additionally, co-creation facilitated a more interactive classroom environment where students actively contributed to the learning process rather than being passive recipients of knowledge. Overall, the study concludes that co-creation is an effective pedagogical strategy that enhances learning experiences in English language instruction. Its implementation fosters collaboration, motivation, and deeper understanding of grammar, writing, and translation. However, further research is recommended to examine quantitative impacts on student achievement, assess its applicability in broader educational settings, and explore potential challenges in implementation. Future studies may also investigate ways to optimize co-creation methods for different learning styles and subject areas.
The impact of digital media on mastering grammar for effective TOEFL preparation and performance Jasrial, Dedi; Zaim, Muhammad; Thahar, Harris Efendi
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.61

Abstract

In the digital era, numerous studies have highlighted the effectiveness of digital educational platforms in teaching English grammar. However, limited research explores the integration of YouTube videos and the Quizizz platform for enhancing grammar mastery in TOEFL preparation. Addressing this gap, the present study examines the impact of these two digital tools on students’ grammar proficiency and their perceptions of the intervention. This study employs a one-group pre-test-post-test experimental design, involving 42 students from the Registration Certificate for Nutrition program at the Bengkulu Health Polytechnic of the Ministry of Health. Data were collected through grammar tests administered before and after the intervention, along with a student perception questionnaire. The Wilcoxon non-parametric test, using SPSS version 16, and descriptive statistical analysis were applied to evaluate the findings. The results demonstrate a significant improvement in students’ grammar mastery for TOEFL preparation following the use of YouTube and Quizizz. Furthermore, students overwhelmingly perceive these digital tools as highly effective in enhancing their grammar skills. They report increased understanding, motivation, confidence, engagement, and retention of grammar concepts through interactive and multimedia-based learning. These findings underscore the efficacy of digital media in language learning and highlight the benefits of incorporating YouTube and Quizizz into TOEFL preparation courses. Educators are encouraged to integrate such multimedia resources into their teaching strategies to optimize learning outcomes. By leveraging interactive and visually engaging digital platforms, instructors can foster a more dynamic and effective grammar learning experience, aligning with modern pedagogical approaches in English language education.
Designing a computer-based assessment system for evaluating writing proficiency in the Indonesian language Winahyu, Sri Kusuma; Boeriswati, Endry; Murtadho, Fathiaty; Zabadi, Fairul
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.62

Abstract

Writing is a fundamental language skill that students must master in school-based learning. This study aims to develop a computer-based assessment system for evaluating Indonesian opinion articles, addressing the challenges teachers face in manual writing assessments. Utilizing the initial phases of research and development (R&D) with the ADDIE model, this study conducted a needs analysis through literature reviews, interviews, and questionnaires. Findings indicate the necessity of a computer-based writing assessment system incorporating both machine and human raters. The machine rater evaluates mechanical aspects and vocabulary (word count) using pre-processing techniques in Natural Language Processing (NLP), supported by an Indonesian vocabulary database and punctuation programming. Meanwhile, the human rater, an Indonesian language teacher, conducts assessments via an interactive interface. Testing by four teachers on 40 students revealed that 97.6% of teachers responded positively to the system’s assessment process. This research is particularly relevant in the post-COVID-19 era, highlighting the positive role of technology in advancing language education and information technology. The system can be adapted for assessing other language skills, such as reading, and for large-scale applications like the Indonesian language proficiency test.
Foreign language anxiety and nursing clinical communication competence in Indonesian pre-elementary nursing students: A mixed methods study Putri, Diannike; Sumarni, Tri; Sukmawati, Ida Dian; Kristanto, Barlian
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.69

Abstract

English communication competence is essential for nursing professionals in global healthcare settings. However, language anxiety can hinder the acquisition of these skills, particularly among nursing students learning English for Specific Purposes (ESP). Limited research exists on language anxiety in ESP learning for nursing, especially in Asian contexts like Indonesia. This study aimed to examine the relationship between language anxiety and specific nursing communication performance among pre-elementary level nursing students in Indonesia, focusing on a vital-signs checking task.  An explanatory sequential mixed methods design was employed. Sixteen pre-elementary level nursing students from Harapan Bangsa University, Indonesia, completed the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and participated in a vital-signs checking role-play task. Performance was evaluated using an adapted assessment rubric. Quantitative data were analyzed using descriptive statistics and Pearson correlation coefficients. Participants demonstrated moderate levels of language anxiety (M = 3.00, SD = 1.00), with higher anxiety related to communication apprehension and fear of negative evaluation. A significant negative correlation was found between language anxiety and overall communication performance (r = -0.58, p < 0.05). Stronger negative correlations were observed between anxiety and language accuracy (r = -0.62), fluency (r = -0.54), and pronunciation (r = -0.57), while no significant correlations were found with content accuracy or nonverbal communication. This study provides empirical evidence for the detrimental impact of language anxiety on nursing students' communication performance in clinically relevant tasks. The findings underscore the need for targeted interventions to address language anxiety in ESP learning for nursing, considering individual learner profiles and the specific challenges of communication in healthcare contexts.
The integration of flipped clasroom methods on ELT Maulana, A.; Revan, A.; Abidin, Ahmad Zaenal; Tarihoran, Nafan
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.113

Abstract

This study aims to explore the effectiveness of the Flipped Classroom method in improving English writing skills among students. The Flipped Classroom method allows students to learn basic theories and concepts independently through learning videos and online materials outside of class, while face-to-face time in the classroom is used for interactive discussions, writing exercises, as well as face-to-face feedback. This approach is expected to overcome the limitations of traditional learning methods that often do not provide enough time for students to practice writing intensively. Flipped classroom technology approach in this academic paper means a key pedagogical innovation that displays potential in reaching countless diverse learners in the classroom. Applying technology and engaging tasks that offer varied cognitive challenges for learners can help develop their higher-order thinking skills and encourage life-long learning. This method aligns with the evolving demands of 21st-century education, emphasizing student-centered learning, critical thinking, and active engagement. In the context of ELT, flipped learning offers a promising framework to enhance language acquisition by providing learners with more opportunities to practice and apply their skills in meaningful contexts.
Conceptual metaphors in proverbs: Conduits of cultural values and beliefs Issa, Muhammad; Ali, Shumaila Shafket
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.114

Abstract

This study explores the similarities and differences in conceptual metaphors found in the proverbs of two indigenous languages, Balti and Burushaski, spoken in Gilgit-Baltistan, Pakistan. Focusing on metaphors related to animals, birds, fruits, and vegetables, the study analyzes 20 proverbs from each language. Data were collected from native speakers familiar with the proverbs and from two published books on the proverbs of Balti and Burushaski. The research employs the Conceptual Metaphor Theory (CMT) to analyze how these metaphors reflect the values and worldview of the respective speech communities. Through qualitative comparative analysis, the study reveals insights into the cultural and linguistic differences and similarities between the two communities. The findings highlight how metaphors encapsulate beliefs and attitudes towards various aspects of life, providing a deeper understanding of the cultural perspectives of both groups. This research contributes to the fields of cross-cultural linguistics and paremiology, offering valuable insights into the preservation and promotion of heritage languages and cultures. By exploring these indigenous proverbs, the study emphasizes the significance of understanding cultural diversity and the importance of safeguarding indigenous languages.
Evaluating English language skills: The role of formative and student-centered assessments in language learning Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Raheem, Bareq Raad; Anjum, Farheen
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.122

Abstract

  This study investigates English language proficiency by examining various assessment strategies, outlining their respective advantages and limitations. It concentrates on established evaluation methods to assess their effectiveness in tracking student progress and informing instructional adjustments. Formative assessments are analyzed to gauge language skills across diverse student populations. Formative assessments, such as classroom observation, interactive discussions, quizzes, and short tests, offer real-time feedback and support adaptive teaching. In contrast, summative assessments, including final exams and comprehensive projects, assess cumulative learning outcomes after instructional periods. The study reveals that formative assessments help educators identify learning gaps and implement targeted interventions. Furthermore, the use of alternative evaluation tools like portfolios, peer assessments, and self-evaluation promotes active engagement and critical reflection among learners. By introducing non-traditional assessment practices, this research highlights the value of student-centered approaches that enhance learner involvement and position students as active contributors to their language development. The adoption of varied assessment techniques ultimately supports a more flexible, responsive, and participatory educational environment.
The laughter as a strategic device: Exploring its pragmatic functions in conversations Jahiu, Edona
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.123

Abstract

This study investigates the pragmatic functions of laughter in everyday conversation and explores its interactional significance. The primary objective is to understand how laughter, beyond signaling humor, serves multiple communicative purposes across different social contexts. A corpus of forty-one spontaneous conversations was compiled, comprising 20 male-female and 21 same-gendered dyads, with participants aged between 18 and 29. Each session lasted approximately 1.5 hours, resulting in rich data for analysis. The research employed a mixed-methods approach, combining qualitative discourse analysis with quantitative frequency counts. Analytically, laughter was examined in terms of its placement, function, and response within interactional sequences. The findings reveal that laughter not only enriches discourse with humour but also facilitates inferencing, expresses relational closeness, mitigates face-threatening acts, prompts requests, eases conflict, and provides access to otherwise withheld information. Quantitative analysis highlighted notable gender-based patterns in initiated, responsive, and one-sided laughter. Male and female participants differed in how they used and responded to laughter, suggesting gendered communication tendencies. Overall, the study concludes that laughter plays a central role in shaping conversational dynamics and often functions as a barometer of interpersonal connection. It underscores the need to view laughter as a serious pragmatic tool embedded in the architecture of talk.

Page 6 of 7 | Total Record : 68

 3   4   5   6   7 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2025): Dec 2025 Vol. 4 No. 2 (2025): August 2025 Vol. 4 No. 1 (2025): April 2025 Vol. 3 No. 3 (2024): December 2024 Vol. 3 No. 2 (2024): August 2024 Vol. 3 No. 1 (2024): April 2024 Vol. 2 No. 3 (2023): December 2023 Vol. 2 No. 2 (2023): August 2023 Vol. 2 No. 1 (2023): April 2023 Vol. 1 No. 1 (2022): December 2022