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Journal of Language, Literature, Social and Cultural Studies
Published by Yayasan Mitra Persada Nusantara
ISSN : -     EISSN : 29864461     DOI : https://doi.org/10.58881/jllscs
Core Subject : Education, Art, Social,
Arts Languange, Linguistic, Communication & Media Social Sciences
Journal of Language, Literature, Social and Cultural Studies (JLLSCS) is an international peer reviewed and open access journal in the studies of language, literature, social and culture. The aim is to publish conceptual and research articles that explore the application of any language studies, literature studies, social studies and cultural studies, including in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. JLLSCS covers, refers to and or is under the Field of Sciences: [51802] SOCIAL SCIENCES - Behavioural and Cognitive sciences -- Linguistics; [62022] HUMANITIES - Language and Culture -- Literature Studies; [62201] HUMANITIES - Language and Culture -- Language Studies; [62204] HUMANITIES - Language and Culture -- Other Language and Culture. The scope of journal: assessment and testing in language learning and education; applied linguistics methodologies and issues; classroom language teaching issues; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism and bilingual education; and teacher training, gender and equality in language education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): July 2025" : 10 Documents clear
Nostalgia and bonds: Exploring themes of friendship, family, and love in K-drama “Reply 1988” Wajdi, Majid; Joaquin, Cleo Jude; Ayub, Sadia; Mustafa, Muhammad; Uzma, Sidratul Muntaha
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i1.31

Abstract

This study explores the core themes of friendship, family, and love in the South Korean television drama Reply 1988. As part of the acclaimed “Reply” series, Reply 1988 revisits the late 1980s in a Seoul neighbourhood, presenting deeply personal and social dynamics through the everyday lives of five families. The objective of this research is to analyse how the drama portrays emotional and cultural values, especially emphasizing the interplay between communal living, generational understanding, and interpersonal affection. Using a qualitative descriptive method, this study employs content analysis by observing narrative structures, character development, and key dialogues within the 20-episode series. Through close reading and thematic categorization, the study identifies motifs such as sacrifice, loyalty, unspoken affection, and the warmth of familial bonds. The analysis reveals that Reply 1988 effectively humanizes historical nostalgia, portraying the 1980s as a period of sincere social interaction and collective identity. The theme of friendship is illuminated through the enduring bond among the neighbourhood’s children, while family dynamics are shown through intergenerational respect and emotional dependence. Romantic love, subtle and often secondary, highlights the slow, realistic evolution of relationships. In conclusion, Reply 1988 transcends conventional melodrama by offering viewers a textured representation of Korean society through universal emotions. It serves not only as entertainment but also as cultural reflection, resonating with audiences globally through its sincere depiction of everyday life and timeless values.
Examining the effects of screen time on language development: A university-based study in Hanoi, Vietnam Le, Dung; Huong, Tran Nho; Chi, Pham Linh
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.332

Abstract

This study investigates the self-perceived impact of screen use on language skills among university students across four disciplines: business, technology, healthcare, and humanity and languages. Quantitative analysis revealed significant differences in perceived impact, with healthcare students reporting the highest levels of benefit, followed by humanity and languages, business, and technology students. Focus group discussions with a subset of 30 students provided qualitative insights, highlighting varying patterns of screen use across three categories: low, moderate, and high screen time users. Low screen time users preferred traditional learning methods and expressed scepticism about the effectiveness of screens. Moderate users leveraged screens as a complementary tool for language practice, while high users perceived transformative benefits, particularly in pronunciation, vocabulary, and fluency, despite challenges such as distractions and physical strain. The findings underscore the need for tailored strategies to optimize screen use, taking into account discipline-specific practices and individual screen time habits. This study contributes to understanding the role of digital tools in language learning and offers practical recommendations for integrating screen use effectively in educational contexts.
The timeless wisdom of Hinduism: Its impact on philosophy, ethics, and contemporary society Sunkad, Gayatri
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.341

Abstract

Hinduism is considered the oldest religion in the world, predating even the Vedic civilization. Unlike other major religions with a specific founder—such as Prophet Muhammad for Islam or Jesus Christ for Christianity—Hinduism has no singular originator. Instead, it is often referred to as Sanatana Dharma, meaning "eternal religion." This study aims to explore the historical development, core principles, and global influence of Hinduism while addressing common misconceptions. The research employs a document study approach, analysing primary sources such as the Vedas, Upanishads, Ramayana, Mahabharata, and Bhagavad Gita, along with secondary sources including academic journals and historical texts. A qualitative thematic analysis is used to interpret the philosophical, spiritual, and ethical aspects of Hinduism. Findings indicate that Hinduism has significantly shaped various philosophical and religious traditions worldwide. The Vedas, comprising Rigveda, Samaveda, Yajurveda, and Atharvaveda, serve as the foundation of Hindu thought. The Upanishads expand on metaphysical concepts, while the Puranas and epics provide moral and spiritual guidance. Hinduism’s adaptability has enabled it to integrate with changing social landscapes while maintaining its core teachings. It has influenced global discourses on meditation, yoga, and mindfulness, attracting scholars and practitioners across cultures. In conclusion, Hinduism is not merely a religion but a way of life that harmonizes material existence with spiritual enlightenment. Its philosophical depth, ethical teachings, and emphasis on moksha (liberation) continue to inspire individuals globally. However, misconceptions—such as its association with rigid caste hierarchies—necessitate further scholarly engagement to present a balanced understanding. As the world's most ancient religion, Hinduism remains a living tradition that evolves while preserving its spiritual essence.
The dual benefits of comic reading: Enhancing mental health and language learning Wahyuni, Erly; Wajdi, Majid; Susanto, Budi; Sanjaya, I Nyoman Suka; Sahoo, Parshuram
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.342

Abstract

This study examines how comic reading enhances mental health and English language skills by exploring its role in stress reduction, emotional well-being, and language acquisition. It focuses on the dual benefits comics offer as therapeutic tools for emotional processing and as effective resources for improving vocabulary, comprehension, and cultural understanding in English learners. Method. A mixed-method approach was adopted, combining survey responses from 100 participants and semi-structured interviews with 15 individuals. Quantitative data were analysed to identify trends in mental health and language improvements, while qualitative data provided deeper insights into personal experiences with comic reading. Results and Discussion. The findings revealed that 75% of participants experienced stress relief from comic reading, with 50% noting improved mood. Emotional connections to characters fostered empathy and self-reflection, aiding in resilience. In language learning, 70% of English learners reported better vocabulary retention and comprehension, highlighting the role of visual cues and narrative context in supporting language acquisition. Challenges such as time constraints and limited research on specific genres were identified, but comics consistently proved to be engaging tools for personal and linguistic growth. Conclusion. Comics are valuable resources for enhancing emotional well-being and language proficiency. Their integration into mental health programs and educational curricula can foster resilience and cultural understanding while providing an enjoyable learning experience. This study underscores the potential of comics as a versatile medium that bridges the gap between entertainment, education, and emotional health.
Preserving mother tongues remains crucial for cultural identity and diversity amid the homogenizing forces of globalized educational systems Imron, Aly; Somawati, Ni Putu; Mohammed, Lubna Ali
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.343

Abstract

The study of mother tongue is becoming increasingly important in understanding the dynamics of language's relationship to cultural identity, cognition, and society. Mother tongue, as the first language learned from infancy, not only influences the way individuals communicate, but also shapes the way they think and see the world. In the context of globalization which is increasingly accelerating the development of international languages, it is critical to evaluate how mother tongues continue to play an important role in education and the maintenance of cultural identity. This research aims to examine critical thinking regarding the existence and importance of mother tongues in education and cultural sustainability, using a document study approach. The analysis was carried out through a review of relevant literature regarding language policy, the foundational role of mother tongue in academic instruction, and the challenges faced by language minority communities. Based on the results of the analysis, it was found that the mother tongue not only supports better understanding in education but also contributes to the preservation of cultural identity. However, there are major challenges related to global language dominance that could threaten its sustainability. In conclusion, there is a need for policies that support the use of mother tongues in schools and society to maintain a balance between globalization and cultural preservation.
Mother tongue matters: A critical study of indigenous language integration in formal education systems Adnyana, Ida Bagus Artha; Sitawati, Anak Agung Raka; Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.346

Abstract

This study critically examines the integration of indigenous languages in formal education systems, emphasizing the significance of mother tongue instruction in fostering inclusive, culturally relevant, and effective learning environments. The primary aim of this research is to explore the extent to which indigenous languages are incorporated into school curricula, assess the challenges and benefits associated with such integration, and analyse the implications for students’ cognitive development, identity formation, and academic achievement. Drawing on the theoretical frameworks of linguistic human rights and sociocultural learning theory, the study investigates how language policy and pedagogical practices either support or hinder the use of mother tongue instruction. A qualitative research method was employed, utilizing document analysis and semi-structured interviews with educators, policymakers, and community leaders in regions where indigenous language programs are either implemented or lacking. The data collected was thematically analysed to identify recurring patterns, contradictions, and contextual variations in the treatment of indigenous languages within formal education systems. The findings reveal a persistent marginalization of indigenous languages, despite national and international policies advocating for multilingual education. In cases where indigenous languages are integrated, improvements in students’ engagement, comprehension, and cultural pride were noted. However, numerous obstacles persist, including lack of trained teachers, insufficient teaching materials, and limited institutional support. The analysis underscores the need for more inclusive and participatory policy-making that involves local communities and recognizes the pedagogical and cultural value of indigenous languages. In conclusion, the study advocates for a transformative shift in education policy and practice, promoting indigenous languages not only as mediums of instruction but also as essential elements of cultural preservation and empowerment. Effective integration requires collaborative efforts among governments, educators, and indigenous communities to ensure that every child can learn in a language they understand and identify with.
Balancing globalization and linguistic heritage involves preserving mother tongues through inclusive education that values cultural identity and language diversity Sumartana, I Made; Hudiananingsih, Putu Dyah; Rouf, Md. Abdur
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.347

Abstract

In the era of educational globalization, the preservation of mother tongues has become a critical concern for educators, linguists, and policymakers. The dominance of global languages such as English in educational curricula and academic discourse often leads to the marginalization of indigenous and minority languages. This study aims to explore the challenges and opportunities associated with preserving mother tongues within globalized educational frameworks. It seeks to highlight the implications of language loss on cultural identity, intergenerational communication, and linguistic diversity. The research employs a qualitative descriptive method, utilizing literature review, case studies, and interviews with educators and language activists from multilingual communities. The analysis reveals that while globalization facilitates access to international knowledge and collaboration, it also pressures educational institutions to prioritize global languages, often at the expense of local linguistic heritage. Case studies from regions such as Southeast Asia, Sub-Saharan Africa, and Latin America demonstrate how communities are attempting to integrate mother tongues into formal education through bilingual or multilingual education models. Interviews indicate that successful preservation efforts often depend on community involvement, governmental support, and curriculum integration that values both global and local knowledge systems. The study concludes that preserving mother tongues in education is not only a matter of linguistic justice but also of cultural sustainability. It emphasizes the need for inclusive language policies that balance global communication demands with the rights of communities to maintain their linguistic identities. Educational institutions must embrace multilingualism as an asset rather than a hindrance to progress. Further research is recommended to develop scalable models of mother-tongue-based multilingual education that can be adapted across diverse educational settings.
Exploring the cultural, ritual, spiritual, and social significance of the Mebuug-Buugan tradition as a unique Balinese heritage practice Sadiyani, Ni Wayan; Sutiarso, M. Agus; Amarachi, Ofordi Joy; Hassan, A.M.M. Mahmudul
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.349

Abstract

The existence of traditional arts today serves not only as a cultural identity of a region but also as a dynamic force that influences the life and values of the local community. Traditions that are rooted in a particular area emerge through a long historical and cultural journey, eventually becoming systems of belief and habitual practice. The shared perspectives and local mythologies that form the basis of these traditions often reflect the creativity and local genius of the community. One such revitalized tradition is Mebuug-Buugan in Adat Kedonganan Village, Kuta District, Badung Regency, Bali, which was reconstructed in 2014 after being absent for nearly 60 years. The aim of this study is to explore the philosophical and social meanings embedded within the Mebuug-Buugan tradition, and to assess how it embodies the principles of local wisdom, especially in relation to Tri Hita Karana, the Balinese philosophy of harmonious living. Using a qualitative descriptive method, this research relies on data gathered through observation, interviews, and document studies related to the tradition’s implementation, symbols, and community participation. The analysis reveals that Mebuug-Buugan, a mud-based ritual conducted in mangrove areas after the Nyepi celebration, is not merely a traditional game but a symbolic act of self-purification, environmental harmony, and social cohesion. The ritual’s reconstruction has strengthened the community’s cultural identity, revitalized environmental awareness, and reestablished social harmony rooted in ancestral values. In conclusion, Mebuug-Buugan is a valuable cultural expression that reflects deep spiritual and ecological meanings. Its revitalization affirms the resilience of Balinese traditions in the modern era and highlights the importance of preserving local wisdom through collective community action.
Cultural influences on crisis communication strategies in Nigeria Aruku, Kalita Joseph; Ikangkang , Joseph; Utsu, Charles Ushie; Emuru, Linus Ejunka
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.350

Abstract

In an era characterized by globalization and rapid information exchange, the role of cultural influences in crisis communication strategies has become increasingly significant. This study explores the unique cultural dynamics that shape crisis communication in Nigeria, a nation marked by its rich diversity and complex socio-political landscape. Employing a case study analysis methodology, this research integrates three theoretical frameworks: Cultural Dimension Theory, Situational Crisis Communication Theory, and Social Identity Theory. These theories provide a robust foundation for understanding how cultural factors affect communication during crises and the perception of organizations by various stakeholders. Through an examination of key case studies within the Nigerian context, the findings reveal that cultural dimensions such as collectivism, power distance, and uncertainty avoidance significantly influence the efficacy of crisis communication strategies. Furthermore, the study highlights the importance of aligning communication practices with cultural expectations to foster trust and facilitate effective engagement with diverse audiences. This research contributes to the broader field of crisis communication by elucidating the intersection of culture and communication strategies, offering valuable insights for practitioners in Nigeria and beyond. By implementing these recommendations, organizations in Nigeria can enhance their crisis communication strategies, fostering greater trust and resilience in the face of adversity. Understanding and integrating cultural influences into crisis communication not only strengthens organizational reputation but also contributes to social cohesion and community well-being during challenging times.
Dramatic transformations: Integrating theatre in English language teacher education Putri, Diannike; Kristanto, Barlian; Sukmawati, Ida Dian
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.352

Abstract

The integration of drama in English language teacher education offers transformative potential that has not been fully explored. In an increasingly complex era of globalization, English language teacher education faces the challenge of preparing educators who are not only linguistically proficient but also capable of adapting to diverse cultural and pedagogical contexts. This study aims to analyze the impact of a dramaturgical approach on the development of linguistic competence, professional identity, and pedagogical creativity of prospective English language teachers. Using a longitudinal case study design with a mixed-methods approach, this research involved two pre-service teachers over one academic semester. Data were collected through assessment rubrics for drama scripts and videos, in-depth interviews, and participant observation, with analysis employing both descriptive statistics and thematic analysis techniques.  Results revealed significant improvements in linguistic and performative skills, with scores increasing from script writing to video production (15 to 18 and 13 to 20). Qualitative analysis identified five key phenomena: Multimodal Linguistic Neuroplasticity, Professional Identity Reconfiguration through Performativity, Deconstruction of Language Skills Hierarchy, Theatre as a Sociolinguistic Reality Simulator, and Pedagogical Liminality. These findings collectively establish the foundation for a "Transdisciplinary Performative Pedagogy" that challenges conventional compartmentalized approaches to language teacher education. The integration of quantitative and qualitative results indicates that dramaturgical experiences facilitate not only linguistic development but also profound transformations in professional identity and pedagogical understanding. This research generates the concept of "Transdisciplinary Performative Pedagogy," offering a new paradigm in English language teacher education. These findings have implications for curriculum development that comprehensively integrates drama, encouraging pedagogical innovation and adaptability in language teaching for increasingly complex global contexts.

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