cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Agus Sutiarso
Contact Email
admin@ympn.co.id
Phone
+6282147147721
Journal Mail Official
jcmts@ympn.co.id
Editorial Address
https://ympn.co.id/index.php/JLLSCS/about/editorialTeam
Location
Kab. dompu,
Nusa tenggara barat
INDONESIA
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 76 Documents
 4   5   6   7   8 
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.
Rebuilding peace: The role of elections in Sierra Leone's post-conflict transformation (2002–2018) Ofordi, Joy Amarachi; Aleyomi, Paul Timileyin
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 3 (2025): November 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i3.371

Abstract

This study explores the impact of post-conflict elections in Sierra Leone from 2002 to 2018, with a critical focus on whether these electoral processes have truly furthered sustainable peace, inclusive development, and democratic consolidation. Elections are frequently presented as crucial instruments for post-war recovery—especially through the lens of the liberal peacebuilding framework—but their long-term effectiveness within fragile societies remains contentious. The research aims to move beyond the surface-level restoration of political order by assessing the deeper, more enduring consequences of electoral interventions. Employing a qualitative case study approach, the study analyses data from elections, government documentation, and existing scholarly literature to evaluate the political, social, and economic effects of five post-conflict electoral cycles in Sierra Leone. Situated within the broader context of liberal peace theory—which places particular emphasis on democratization through elections—the work also engages with critical perspectives that caution against the risks associated with premature or externally imposed democratic practices in post-war environments. The findings indicate that although elections in Sierra Leone did succeed in re-establishing state legitimacy and averting a return to armed conflict, significant core problems persist. Issues such as youth marginalization, pronounced regional inequalities, and entrenched elite dominance have remained largely unaddressed by electoral processes alone. These structural barriers continue to obstruct wider goals of peacebuilding and development. In conclusion, the study argues that electoral processes, while necessary, are by themselves insufficient for realizing substantive transformation in post-conflict contexts. It advocates for a more sequenced, context-sensitive strategy—one that effectively integrates electoral reforms with measures for socio-economic inclusion and institutional strengthening. For lasting peace and development in post-war societies, a comprehensive approach to peacebuilding that goes well beyond the mere act of voting is essential.
Affective and social burdens of urban femininity: Reading the lyrics and digital reception of Paris Paloma’s Labour Tirtakayana, Bilqis; Firdaus, Rima; Afdholy, Nadya
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 3 (2025): November 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i3.372

Abstract

This study explores the emotional and social burdens experienced by women within the context of urban culture, as represented in Paris Paloma’s song “Labour” and its reception on YouTube. The objective is to explore how feminist themes, particularly those related to gendered labor and emotional inequality, are articulated in digital music and audience responses. As digital platforms increasingly become sites of socio-cultural discourse, music consumption—especially songs with strong narrative lyrics—offers a space for expressing and recognizing shared gender-based experiences. The research employs a descriptive qualitative method, combining Sara Mills’ discourse analysis with Wolfgang Iser’s reader reception theory to explore both the textual and interpretive dimensions of meaning-making. The primary data includes the lyrics of “Labour” sourced from Genius.com and the three most liked YouTube comments within the last ten months. These comments were selected for their popularity and engagement, offering insight into how listeners emotionally and cognitively interact with the song. The analysis identifies “Labour” as a critique of patriarchal expectations in domestic relationships, symbolizing the unequal emotional and physical labor often assigned to women. The song's lyrical structure and metaphorical language frame the domestic sphere as a site of exploitation. Meanwhile, YouTube comments reveal a strong affective connection among female listeners, who share personal stories and expressions of solidarity, thereby reinforcing the song’s feminist message. In conclusion, “Labour” functions not only as a cultural artifact but also as a catalyst for digital feminist discourse, where music and social media together foster communal awareness and emotional validation.
Social media and effective public relations activities: A study of the Carnival Calabar Obukoadata, Presly Ogheneruke; Offiong, Offiong Ani
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 3 (2025): November 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i3.387

Abstract

The study explores the use of social media tools in public relations to promote the 2023 Calabar Carnival, a significant cultural event in Nigeria. It utilises Uses and Gratification and Technological Determinism theories to analyse the phenomena and draw conclusions. Through qualitative research via Focus Group Discussions, the study examined the effectiveness of social media and public relations strategies in enhancing attendee experiences and promoting the event. Thematic analysis of the data revealed that social media significantly boosted public relations efforts, leading to increased followers and engagement, as well as extensive media coverage. Notably, Facebook emerged as the most effective platform for engagement during the carnival. The study recommends leveraging additional platforms like Twitter, Instagram, and YouTube to enhance real-time engagement and user-generated content. It also advises event organisers to prioritise social media engagement, form influencer partnerships, and focus on building relationships with social media representatives while creating dynamic, engaging content.
Improving English speaking fluency in engineering students through problem-based learning (PBL) Sadiyani, Ni Wayan; Mandang, Selvie Ratna Ivone; Somawati, Ni Putu
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 3 (2025): November 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i3.394

Abstract

English speaking fluency is a vital communication skill for engineering students, especially in the context of increasing global collaboration and the internationalization of higher education. However, many engineering students face persistent challenges in oral communication due to a lack of confidence, limited exposure to authentic speaking environments, and traditional language teaching methods that prioritize passive learning. This study explores the effectiveness of Problem-Based Learning (PBL) as an instructional approach to enhance English speaking fluency among engineering students. PBL is rooted in constructivist learning theory and emphasizes collaborative, learner-centered activities that simulate real-world problem-solving scenarios. Through a quasi-experimental research design, two groups of engineering students at a public university in Indonesia were observed over one academic semester. The experimental group engaged in PBL-driven English speaking sessions, while the control group received conventional speaking instruction. Pre- and post-intervention assessments, alongside qualitative data from classroom observations and student reflections, were analyzed to measure improvements in fluency, coherence, and language complexity. The results revealed that the PBL group demonstrated significantly higher gains in speaking fluency compared to the control group. Moreover, students reported increased motivation, reduced speaking anxiety, and greater engagement in communicative tasks. These findings suggest that integrating PBL into English for Specific Purposes (ESP) instruction can provide engineering students with meaningful opportunities to practice language in contextually rich and cognitively engaging environments. This research contributes to the growing body of literature on innovative pedagogy in language education and offers practical implications for curriculum designers, language instructors, and policymakers aiming to improve communicative competence in STEM fields. Future studies are recommended to examine long-term impacts and scalability across diverse educational settings.

Page 7 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2025): November 2025 Vol. 3 No. 2 (2025): July 2025 Vol. 3 No. 1 (2025): March 2025 Vol. 2 No. 3 (2024): Nov 2024 Vol. 2 No. 2 (2024): July 2024 Vol. 2 No. 1 (2024): March 2024 Vol. 1 No. 3 (2023): Nov 2023 Vol. 1 No. 2 (2023): July 2023 Vol. 1 No. 1 (2023): March 2023