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Journal of Literature Language and Academic Studies (J-LLANS)
Published by Edupedia Publisher
ISSN : 29856000     EISSN : 29642973     DOI : 10.56855/ jllans.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of Literature Language and Academic Studies is open Journal to the public, researchers, academics, practitioners and observers in the field of Cultural Studies. This journal is a publication that contains research results, development of innovative and relevant research and related conceptual studies and/or developments in the field of Cultural and Education Studies for community development.
Arjuna Subject : Ilmu Sosial - Kajian Budaya
Articles 5 Documents
 1 
Search results for , issue "vol. 5 no. 1 (2026)" : 5 Documents clear
Analisis Penggunaan Literasi Multimodal Pada Contoh-Contoh Teks Buku Bahasa Indonesia Kelas IV SD Sanni Hutagaol; Nancy Angelia Purba; Bernard Simanjuntak
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v5i1.2089

Abstract

Tujuan – Penelitian ini bertujuan untuk menganalisis secara mendalam penggunaan literasi multimodal pada buku teks Bahasa Indonesia kelas IV SD Kurikulum Merdeka, khususnya terkait interaksi antara elemen visual dan linguistik dalam membangun keutuhan pesan bagi siswa sekolah dasar. Metode – Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan analisis semiotika sosial. Subjek penelitian terdiri dari empat siswa kelas IV yang dipilih melalui teknik purposive sampling berdasarkan peringkat akademik dan seorang guru wali kelas. Data dikumpulkan melalui observasi langsung, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Temuan – Hasil penelitian menunjukkan bahwa integrasi elemen visual seperti gambar dan infografis secara signifikan meningkatkan ketertarikan afektif dan motivasi belajar siswa. Ilustrasi visual berfungsi sebagai instrumen konfirmasi makna atau petunjuk kunci (clue) yang membantu siswa memahami kosakata sulit dan membangun pemahaman pesan yang utuh. Selain itu, teks multimodal terbukti lebih efektif dalam memicu daya kritis dan kemampuan komunikatif siswa dibandingkan teks konvensional. Kebaruan – Penelitian ini memberikan kontribusi baru dengan membedah struktur makna dan kesesuaian psikologis integrasi multimodal secara spesifik pada buku teks utama Kurikulum Merdeka di jenjang sekolah dasar. Signifikansi – Studi ini bermanfaat bagi guru dalam merancang strategi pembelajaran yang variatif, bagi penulis buku untuk mengoptimalkan desain visual, serta bagi siswa dalam meningkatkan kecakapan literasi di era digital.
Implementation of Inquiry Learning in English Learning to Increase the Learning Activity of Grade VII Students of Tahfidz Darul Qur'an Junior High School Rohmatul Hidayah Rahma; Tiyas Saputri
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v5i1.2155

Abstract

Purpose – This study aims to investigate the implementation of the Inquiry Learning model in improving the learning activeness of seventh-grade students in English learning at Tahfidz Darul Qur'an Junior High School. The study was conducted based on the low participation and passive learning behavior of students during English classes. Methodology – This research employed a qualitative descriptive approach using a case study design. The participants consisted of one English teacher and eight seventh-grade students selected purposively based on their level of learning activeness. Data were collected through participatory observation, semi-structured interviews, and documentation studies. The research procedures included classroom observation during the implementation of Inquiry Learning, interviews with teachers and students, and analysis of learning documents and reflection journals. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation. Findings – The findings revealed that before the implementation of Inquiry Learning, students tended to be passive, lacked confidence, and rarely participated in classroom discussions. After the implementation, students showed significant improvement in learning activeness, including increased participation, confidence in asking questions, involvement in group discussions, and oral communication skills in English. The Inquiry Learning stages successfully created a more interactive and student-centered learning environment. The study concludes that Inquiry Learning effectively enhances students’ learning activeness and motivation in English learning. Novelty – This study provides originality by exploring the implementation of Inquiry Learning qualitatively in a tahfidz-based junior high school context, which has rarely been investigated in previous studies. Significance – The findings of this study are beneficial for English teachers, researchers, and educational institutions, especially Islamic boarding school-based schools, in developing active and student-centered learning strategies.
Project-Based Learning in Higher Vocational Education: Bridging English Communication and Digital Marketing Competencies Agustina Hananingsih
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v5i1.2169

Abstract

Purpose – This study aims to investigate the impact of implementing digital business project-based learning (PjBL) on vocational accounting students’ English proficiency, engagement, and collaborative skills. The background of this study is rooted in the urgent need to align English for Specific Purposes (ESP) instruction with the demands of the modern digital economy, where graduates are expected to possess not only technical accounting expertise but also cross-functional communication and digital literacy skills. Methodology – This study employed a mixed-methods sequential explanatory design. The sampling design involved purposive sampling, with a total sample size of 33 students from the Managerial Accounting program. The research procedure consisted of an intervention phase where students participated in a digital marketing project, followed by data collection using a closed-ended questionnaire to measure perceptions and semi-structured interviews for in-depth qualitative insights. Data were analyzed using descriptive statistics to interpret numerical trends and thematic analysis to identify recurring patterns in students’ experiences. Findings –The study reveals that digital business PjBL significantly enhances student motivation, vocabulary acquisition, and communicative confidence, with an overall domain mean score exceeding 3.90. Findings indicate that authentic digital production shifts students from passive learners to active creators, fostering professional communication skills. However, the study also identifies challenges such as logistical coordination and unequal workload distribution within collaborative groups. It is concluded that while PjBL is an effective pedagogical strategy for vocational education, its success relies on structured individual accountability systems and robust instructor scaffolding to balance technical and linguistic demands. Novelty – The originality of this research lies in its integration of professional digital marketing content creation into the specific context of an Applied Bachelor of Managerial Accounting curriculum. Unlike conventional ESP studies that focus on general communication, this research provides a framework for embedding automated commercial ecosystems and digital literacy into vocational language training, bridging the gap between classroom theory and real-world industrial expectations. Significance – This study provides valuable insights for ESP practitioners, vocational lecturers, and curriculum developers in higher education institutions. By offering a proven framework for digital project-based instruction, this research serves as a guideline for optimizing lecturer competency development and fostering student readiness for the digitized global workplace.
Analysis of Sociology Literature on the  Novel “5 cm”Written by Dhonny Dhirgantoro Satria Raditiyanto Satria; Gilang Bintang; Purwadi Purwadi; Sri Cahya Astuti
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/j-llans.v5i1.2446

Abstract

Purpose – This study aims to describe the theory of sociology of literature, focusing on the mimetic approach in Donny Dhirgantoro’s novel 5 cm, as well as the relationship between the author and his work. Methodology – This study employs a qualitative method. The aspects analyzed are the sociological aspects represented in the novel “5 cm” through a mimetic approach. The data include characterizations, social status, attitudes toward life, daily behavior of the characters, and events. Findings – The main character in the novel is Genta, with Arial, Zafran, Riani, and Ian as additional characters. The social status depicted in the novel is influenced by economic, cultural, and psychological factors. The attitudes toward life represented in the novel include affection among fellow human beings, affection between parents and children, and responsibility between individuals. Novelty – The novelty of this study lies in examining the sociological aspects of “5 cm” through a mimetic approach by connecting characterizations, social status, attitudes toward life, daily behavior, and events with the relationship between the author and his work. Significance – This study contributes to the understanding of sociology of literature by showing how social realities and human attitudes are represented through the characters and events in “5 cm”.  
Navigating Learner Autonomy in Engineering ESP Classes: A Mixed-Methods Study of Vocational Students' Perceptions Agustina Hananingsih; Rismayani Rismayani
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/j-llans.v5i1.2463

Abstract

Purpose – This study investigates Vocational High School (VHS) students’ perceptions of learner autonomy in English for Specific Purposes (ESP) classes across cognitive and metacognitive, affective and motivational, action-oriented, social, and external dimensions.. Methodology – An explanatory sequential mixed-methods design was employed. Questionnaire data from 259 Grade 12 engineering students across five specializations in Klaten, Indonesia, were analyzed using descriptive statistics and the Level of Respondent Achievement (LRA) index. Semi-structured interviews with five purposively selected students were analyzed using Miles, Huberman, and Saldaña’s interactive model. Findings – Overall perceived learner autonomy fostering reached 72% (sufficient). Cognitive and metacognitive aspects ranked highest (74%), followed by external (72.8%), affective and motivational (72.6%), social (71.6%), and action-oriented dimensions (71%). Students valued responsibility, self-monitoring, additional learning, and ICT-supported learning but reported limited creative tasks, fluctuating motivation, teacher dependence, and insufficient interaction. Novelty – The study examines learner autonomy across five dimensions in engineering ESP classes at VHS level. Significance – The findings highlight the need to balance teacher scaffolding, learner choice, self-management, reflection, collaboration, meaningful tasks, and purposeful ICT integration to foster learner autonomy progressively.

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