Abjad : Journal of Humanities & Education
Abjad: Journal of Humanities & Education is a multidisciplinary journal that focuses on the fields of literature, philology, linguistics, visual arts, performing arts, history, film studies, media and communication studies, philosophy, and religion. The journal aims to provide a scholarly platform for researchers, academics, and practitioners to explore and contribute to the critical and creative aspects of these diverse disciplines. By embracing an interdisciplinary approach, the journal encourages innovative and rigorous scholarship that enhances our understanding of arts, humanities, and their intersections. The primary focus of Abjad: Journal of Humanities & Education is to promote original research of the highest quality in the following areas: Literature and Philology: This encompasses the study of literary texts, their analysis, interpretation, and critical engagement. It also includes research on language, its structure, historical development, and linguistic analysis. Linguistics: The journal welcomes studies on language systems, language acquisition, sociolinguistics, discourse analysis, and other aspects related to language and communication. Visual Arts: This field covers a wide range of artistic practices, including painting, sculpture, photography, digital art, and installations. The journal encourages research on art history, art theory, aesthetics, and critical analysis of visual artworks. Performing Arts: Research on various performing arts forms such as theater, dance, music, and performance art is encouraged. This includes studies on performance theory, cultural performances, and the analysis of specific performances. History: The journal welcomes research on archaeological discoveries, historical artifacts, and the study of past civilizations. It also includes studies on historical events, figures, and the interpretation of historical sources. Film Studies: This field explores the analysis, interpretation, and cultural significance of films. It covers areas such as film theory, film history, film genres, and the study of individual films. Media and Communication Studies: The journal invites research on media theory, media history, media effects, journalism, digital media, and the social and cultural aspects of media and communication. Philosophy: The journal encourages philosophical inquiries into various topics, including ethics, metaphysics, epistemology, philosophy of language, and philosophy of art. Religion: Research on religious traditions, beliefs, rituals, and their impact on society and culture is welcomed. This includes studies on religious texts, religious philosophy, and the intersection of religion with other disciplines. Abjad: Journal of Humanities & Education aims to foster intellectual exchange and contribute to the advancement of knowledge in these fields. It provides a platform for the dissemination of original research, critical perspectives, and theoretical insights, thereby promoting interdisciplinary dialogue and enhancing our understanding of arts, humanities, and their significance in society.
Articles
55 Documents
<![CDATA[Intercultural Sensitivity, L2 Motivation, and Willingness to Communicate in EFL: A Systematic Review and Meta-Analysis ]]>
<![CDATA[Ahmad Sugianto]]>;
<![CDATA[Sherina Gema Millennium]]>;
<![CDATA[Rojab Siti Rodliyah]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education ]]>
Publisher : <![CDATA[Centre for Literary and Cultural Studies ]]>
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DOI: 10.62079/abjad.v4i2.146
<![CDATA[This study aims to synthesise evidence on intercultural sensitivity, L2 motivation, and willingness to communicate (WTC) in English as a foreign language (EFL) contexts to examine their contributions to the social psychology of communication. A systematic literature review (SLR) combined with meta-analysis was conducted in accordance with the PRISMA guidelines. Twenty-nine studies between 2005 and 2026 were identified in the Scopus database based on predefined inclusion criteria, which encompassed English-language and open-access publications. The selected studies were analysed using thematic analysis to scrutinise the conceptual trends and meta-analysis to estimate the magnitude and direction of the relationships and intervention effects. The qualitative synthesis suggests that the dynamic interplay among psychological, social, and intercultural factors shapes communication in EFL contexts. The meta-analysis of cross-sectional studies showed a significant moderate positive relationship between L2 motivation and WTC (random-effects r=0.449, 95% CI: 0.361-0.530, p< 0.001) and a significant positive relationship between intercultural sensitivity/intercultural competence and L2 motivation (random-effects r=0.544, 95% CI:0.009-0.837, p=0.047). Meta-analyses of intervention studies report moderate-to-large positive effects of intercultural sensitivity (g=0.779, 95% CI: 0.551-1.008) and L2 motivation (g=0.495, 95% CI: 0.242-0.747). A large pooled effect was also reported for WTC (g= 2.637, 95% CI: 0.628-4.646); however, this estimate should be interpreted with caution, as it is based on only very limited studies with substantial between-study heterogeneity. Taken together, the findings suggest that communication in EFL extends beyond linguistic competence, encompassing interconnected psychological and intercultural processes. Nevertheless, the findings should be interpreted in light of the review’s methodological constraints, encompassing the exclusive use of the Scopus database and the restriction to open-access publications, which may have limited the coverage of relevant studies. Future studies are necessarily required to scrutinise these constructs within integrated theoretical frameworks and across more diverse educational and sociocultural contexts.]]>
<![CDATA[Research Trends in Social Media Communication and Big Data: A Bibliometric Analysis of Google Scholar Publications (2019–2023) ]]>
<![CDATA[Sultan Sahrir]]>;
<![CDATA[Nuzul Syarbini]]>;
<![CDATA[Adelia]]>;
<![CDATA[Syafira Faradiba Syahruddin]]>;
<![CDATA[Nita Nurhalifah]]>
<![CDATA[ Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education ]]>
Publisher : <![CDATA[Centre for Literary and Cultural Studies ]]>
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DOI: 10.62079/abjad.v4i2.149
<![CDATA[The rapid growth of big data has transformed social media into a major source of communication data and research. This study aims to map publication trends, identify the most influential publications, and examine the major research themes in social media communication and big data research. A descriptive quantitative method with a bibliometric approach was employed. Data were retrieved from Google Scholar using Publish or Perish, with an initial retrieval of 1,000 documents. After metadata validation and screening in Mendeley Desktop, 156 publications from 2019 to 2023 were included for analysis. Bibliometric mapping was performed using VOSviewer. The findings indicate a consistent increase in publications, peaking at 53 (34%) in 2023. Citation analysis identified the ten most influential publications, with the highest-cited article receiving 15 citations. Keyword co-occurrence analysis revealed four major thematic clusters. At the same time, “social media” emerged as the dominant keyword with 82 occurrences and a total link strength of 91, followed by “big data” (34 occurrences) and “communication” (34 occurrences). The visualisation also highlights the growing prominence of themes such as sentiment analysis, Twitter, digital communication, Industry 4.0, and artificial intelligence. These findings demonstrate that research on social media communication and big data has expanded substantially and provide a comprehensive overview of the intellectual structure and emerging research directions in this field.]]>
<![CDATA[Translanguaging in a Three-Party Podcast Space: Functions and Role Negotiation in “Dokter Tirta Ngomong Enggres” ]]>
<![CDATA[Arjuna Satria Dewa Bagaskara]]>;
<![CDATA[Abdus Salim]]>;
<![CDATA[Bintang Dja'far Maulana]]>
<![CDATA[ Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education ]]>
Publisher : <![CDATA[Centre for Literary and Cultural Studies ]]>
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DOI: 10.62079/abjad.v4i2.153
<![CDATA[Research on translanguaging in digital spaces has expanded steadily. However, podcast studies within this body of work have largely focused on two-speaker configurations, leaving multi-party interactions with sharply differing sociolinguistic positions largely unexamined. This study addresses that gap through a qualitative single case study of “Dokter Tirta Ngomong Enggres,” a YouTube podcast episode featuring three speakers, host Raditya Dika, and guest Dr. Tirta Mandira Hudhi, and academic expert Prof. Liu. Twenty-two speech segments displaying translanguaging between Indonesian, English, and Javanese were purposively transcribed and analysed through García and Wei’s functional framework, then interpreted using Wei’s concept of translanguaging space. Findings show four recurring functions: technical meaning conveyance, identity and authority negotiation, familiarity and humour expression, and understanding confirmation, distributed unevenly across speakers according to their social position. Tirta displayed the widest linguistic range while negotiating his international competence, Raditya Dika used translanguaging primarily to bridge technical and lay language, and Prof. Liu showed virtually no translanguaging at all. Javanese served as an active third resource, specifically tied to humour and familiarity. The study extends translanguaging space theory beyond dyadic relations, demonstrating how three-party digital interactions generate relational dynamics that two-speaker models cannot fully capture.]]>
<![CDATA[Microdrama, Platformization, and Binge-Fragmentation: Transforming Audiovisual Consumption in the Mobile Media Era ]]>
<![CDATA[Dwi Scativana Isnaeni]]>
<![CDATA[ Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education ]]>
Publisher : <![CDATA[Centre for Literary and Cultural Studies ]]>
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DOI: 10.62079/abjad.v4i2.154
<![CDATA[The expansion of mobile audiovisual platforms and short-form video has transformed how audiovisual content is produced, distributed, discovered, and consumed. One format emerging within this environment is microdrama, characterised by relatively short serialised episodes, narrative continuity, and strong orientation toward mobile viewing. This study examines microdrama as a platformized audiovisual product and explores the relationship among binge-watching, fragmented viewing, habitual media use, and continuity of narrative engagement. The study employs a Critical Literature Review based on 31 core analytical sources identified through Scopus, Web of Science Core Collection, and Google Scholar, supplemented by relevant academic publications, industry reports, and digital statistics. The literature was examined through thematic synthesis, constant comparison, and abductive reasoning. The synthesis indicates that short-form serialised consumption may involve relatively short and repeated viewing sessions distributed across different temporal occasions while engagement with an ongoing narrative remains continuous. This pattern is only partially captured by binge-watching, fragmented viewing, and habitual media use because each concept emphasises a different dimension of audiovisual behaviour. On this basis, the study proposes binge-fragmentation as a provisional conceptual proposition referring to continued engagement with serialised audiovisual narratives through temporally fragmented viewing sessions. The concept is not presented as a new theory or an empirically validated behavioural category. Its analytical value requires further empirical testing across users, platforms, genres, and cultural contexts. The study contributes to research on platformization and mobile audiovisual consumption by shifting analytical attention from continuity of viewing time toward continuity of narrative engagement. This perspective allows future research to examine session duration, repetition, temporal intervals, narrative continuity, and platform-mediated continuation as related but analytically distinguishable dimensions of contemporary audiovisual consumption.]]>
<![CDATA[From Native Speaker Authority to Algorithmic Authority: A Decolonial Analysis of Algorithmic Authority and Linguistic Legitimacy ]]>
<![CDATA[Anis Khoirunnisa Syahrussalamah]]>;
<![CDATA[Hanifa Mawadah]]>;
<![CDATA[Andang Saehu]]>;
<![CDATA[Cipto Wardoyo]]>
<![CDATA[ Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education ]]>
Publisher : <![CDATA[Centre for Literary and Cultural Studies ]]>
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DOI: 10.62079/abjad.v4i2.156
<![CDATA[The decolonial critique of English Language Teaching has long described native-speakerism as a colonial ideology. A similar kind of authority is emerging, unperceived, unquestioned, and rationalised by the idea of technology as neutral, as AI-driven tools are increasingly deployed in EFL classrooms to assess language, provide feedback, and teach writing. The paper introduces the notion of algorithmic recolonisation to describe the transfer of authority from the biological native speaker to the computational program. Drawing upon a decolonial and critical post-humanist framework, this paper undertakes a comparative conceptual analysis to explore the structural parallels between native-speaker authority and algorithmic authority across four shared mechanisms: invisibility, idealisation, marginalisation of peripheral voices, and institutional legitimisation. It claims that AI systems are mostly trained on Western English data and reproduce the epistemic hierarchy marked by native-speakerism, now encoded rather than embodied. The paper calls for a critical and ideologically conscious pedagogy, one neither lulled by techno-utopianism nor dismissive of AI’s genuine affordances. It argues that without such vigilance, the decolonised classroom and the algorithmically governed classroom risk becoming indistinguishable.]]>
