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Journal of Language and Literature Education (JoLaLE)
Published by Yayasan Nuraini Ibrahim Mandiri
ISSN : -     EISSN : 30467373     DOI : https://doi.org/10.59407/jolale.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Language and Literature Education (JoLaLE) is a national journal for scientific research: Linguistics: phonology, morphology, syntax, discourse analysis, psycholinguistics, sociolinguistics,Indonesian language,Indonesian literature studies,Language in multicultural societies, and critical discourse analysis. Literature: local literature studies, Indonesian literature, foreign literature studies, children literature, literature studies for character education, and other literary studies, Other scientific fields related to learning language and literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2026): Maret" : 5 Documents clear
INTEGRATING LOCAL WISDOM INTO INTERCULTURAL EFL PEDAGOGY: BRIDGING GLOBAL ENGLISH AND INDONESIAN CULTURAL VALUES Anugerah Febrian Syam
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3590

Abstract

This study aims to examine how Indonesian local wisdom can be reconceptualized as an epistemic framework in intercultural EFL pedagogy to bridge Global English and Indonesian cultural values. The research employed a qualitative approach using Critical Ethnography conducted over one academic semester. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis involving third-year EFL students at a private university in Indonesia. The data were analyzed using Reflexive Thematic Analysis combined with Critical Discourse Analysis to identify patterns of meaning, power relations, and identity negotiation in classroom interactions. The results show that the integration of local wisdom in intercultural EFL pedagogy functions as an epistemic anchor that shapes students’ intercultural understanding through collective values such as cooperation and social harmony. Students actively negotiate the normativity of Global English rather than accepting it as an absolute standard, resulting in the emergence of dialogic intercultural classroom spaces and the formation of hybrid intercultural identities. These findings indicate a shift from adaptive pedagogy toward reflective and critical intercultural pedagogy that recognizes the legitimacy of local knowledge in global English learning practices. In conclusion, integrating local wisdom into intercultural EFL pedagogy not only contextualizes language learning but also promotes epistemic justice by enabling students to mediate between global linguistic demands and local cultural identities.
ADVERSITY QUOTIENT PADA MAHASISWA GAP YEAR DI PERGURUAN TINGGI NEGERI (PTN) Namira, Alisha; Zahro Varisna R.2
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3595

Abstract

Penelitian ini bertujuan untuk menggambarkan adversity quotient (AQ) pada mahasiswa yang menjalani gap year hingga berhasil diterima di Perguruan Tinggi Negeri (PTN). Metode penelitian yang digunakan adalah pendekatan kualitatif dengan desain fenomenologi, melibatkan tiga partisipan berusia 18–25 tahun yang dipilih secara purposive sampling. Data dikumpulkan melalui wawancara mendalam semi terstruktur dan dianalisis menggunakan analisis tematik berdasarkan dimensi AQ, yaitu control, origin–ownership, reach, dan endurance. Hasil penelitian menunjukkan bahwa mahasiswa gap year memiliki AQ yang berkembang secara adaptif, ditandai dengan kemampuan mengelola emosi dan strategi (control), menerima serta bertanggung jawab atas kegagalan (origin–ownership), membatasi dampak tekanan sosial dan emosional (reach), serta mempertahankan tujuan secara konsisten meskipun menghadapi kegagalan berulang (endurance). Selain itu, dukungan sosial, kegiatan pengembangan diri, dan pemaknaan positif terhadap pengalaman gap year turut memperkuat ketahanan individu. Simpulan penelitian ini adalah bahwa gap year tidak hanya menjadi masa jeda, tetapi juga berperan penting dalam membentuk ketahanan, kedewasaan, dan kesiapan mahasiswa dalam menghadapi tantangan akademik maupun kehidupan di masa depan.  
ENHANCING ARGUMENTATIVE LITERACY THROUGH DEEP LEARNING-BASED INDONESIAN LANGUAGE INSTRUCTION AT SDN 3 KEMAWI Sulistiawati, Erni; Abdul Wachid Bambang Suharto
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3615

Abstract

This study was motivated by the low level of argumentative literacy among elementary school students, as indicated by their inability to construct claims, provide evidence, and develop logical reasoning. This study aimed to analyze the improvement of students’ argumentative literacy through deep learning-based Indonesian language instruction at SDN 3 Kemawi. The study employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. Data were collected through tests, observations, and documentation, and were analyzed using a paired sample t-test and N-gain calculation. The results revealed a significant improvement in students’ argumentative literacy skills, with the mean score increasing from 51.25 in the pretest to 75.75 in the posttest, and an N-gain value of 0.50, which falls into the moderate category. In addition, there was a noticeable change in students’ learning behavior, as they became more active, critical, and collaborative during the learning process. These findings indicate that deep learning-based instruction is effective in developing higher-order thinking skills and students’ argumentative literacy. This study implies that the implementation of student-centered learning with a meaningful learning approach can serve as a strategic alternative to improve the quality of Indonesian language instruction in elementary schools.
PENGARUH MOTIVASI KERJA DAN DISIPLIN KERJA TERHADAP KINERJA GURU SEKOLAH MENENGAH PERTAMA DI JAKARTA SELATAN Maria Cleopatra; Lusiana Wulansari; Sara Sahrazad; Dja'far, Harmi Ibnu
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3621

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh motivasi kerja dan disiplin kerja terhadap kinerja guru Sekolah Menengah Pertama di Jakarta Selatan. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan metode deskriptif verifikatif. Sampel penelitian berjumlah 30 guru yang dipilih menggunakan teknik random sampling. Data dikumpulkan melalui observasi, wawancara, kuesioner, dan dokumentasi, kemudian dianalisis menggunakan regresi linier berganda dengan bantuan SPSS versi 26. Hasil penelitian menunjukkan bahwa motivasi kerja dan disiplin kerja secara simultan berpengaruh signifikan terhadap kinerja guru dengan nilai signifikansi 0,000 < 0,05 dan F-hitung 155,080. Koefisien korelasi sebesar 0,887 menunjukkan hubungan yang sangat kuat, sedangkan koefisien determinasi sebesar 0,787 menunjukkan kontribusi sebesar 78% terhadap kinerja guru. Simpulan penelitian ini adalah bahwa motivasi kerja dan disiplin kerja memiliki pengaruh positif dan signifikan terhadap kinerja guru, sehingga peningkatan kedua variabel tersebut penting dalam upaya meningkatkan kualitas kinerja guru di sekolah.  
LOCAL WISDOM-BASED DIGITAL STORYTELLING IN ELEMENTARY SCHOOL LEARNING: A SYSTEMATIC LITERATURE REVIEW OF THE GOOGLE SCHOLAR DATABASE Utami, Putri; Abdul Wachid Bambang Suharto
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3661

Abstract

This study aims to systematically examine the implementation of local wisdom-based digital storytelling in elementary school learning and its contribution to students’ literacy development. The background of this study is based on the importance of integrating technology and local culture to enhance the quality of contextual and meaningful learning. The method used is a Systematic Literature Review (SLR) by analyzing scientific articles indexed in Google Scholar based on specific inclusion and exclusion criteria. The analysis process is conducted through identification, selection, evaluation, and synthesis of data from various relevant studies. The results indicate that local wisdom-based digital storytelling is effective in improving reading and writing literacy, digital literacy, as well as cultural and civic literacy among students. In addition, this approach is also able to enhance learning motivation, conceptual understanding, and critical thinking skills. Therefore, the integration of digital storytelling and local wisdom becomes an innovative and relevant strategy to support 21st-century learning in elementary schools. Keywords: Digital storytelling, local wisdom, learning

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