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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 50 Documents
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A PSYCHOLOGICAL REVIEW OF SHARIA ECONOMIC IMAGOLOGY IN THE NARRATIVES OF ULAMA FIGURES IN CHILDREN’S STORIES Rokhmawan, Tristan; Fitriyah, Lailatul
Journal of Language and Literature Education Vol. 2 No. 4 (2025): Desember
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v2i4.3426

Abstract

This article presents a psychological review of Sharia economic imagology in the narratives of ulama figures in children’s stories. The study aims to examine how children’s stories centered on ulama figures are constructed as media for Sharia economic education that align with the characteristics of early childhood psychological development. Employing a qualitative approach, this study applies content analysis to three illustrated children’s storybooks containing Sharia economic values. The analysis focuses on character representation, narrative structure, symbolic elements, and psychological mechanisms that support knowledge construction and the presentation of behavioral exemplars for children. The findings indicate that Sharia economic values in the stories are conveyed in concrete, contextual, and narrative forms through emotionally safe ulama figures. Children’s economic understanding is built through psychological mechanisms such as observational learning, positive emotional reinforcement, simple narrative cause–effect patterns, and behavioral habituation through repeated routines. Furthermore, the study identifies variations in psychological approaches, including reflective emotional experiences, social and relational awareness, and consistent role modeling. These findings confirm that ulama-centered narratives function as effective psychological media for Sharia economic education in children’s literature.
ANALISIS PUISI “PERCAKAPAN RINDU” KARYA SULAIMAN JUNED MENGGUNAKAN PENDEKATAN OBJEKTIF Najla Alyarahmah
Journal of Language and Literature Education Vol. 2 No. 4 (2025): Desember
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v2i4.2830

Abstract

Penelitian ini bertujuan untuk menganalisis puisi “Percakapan Rindu” karya Sulaiman Juned dengan menggunakan pendekatan objektif guna mengungkap keterpaduan unsur-unsur intrinsik yang membangun makna puisi. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan metode deskriptif-analitis, yaitu dengan mendeskripsikan dan menafsirkan struktur fisik serta struktur batin puisi berdasarkan teks secara utuh. Hasil penelitian menunjukkan bahwa puisi “Percakapan Rindu” dibangun oleh keselarasan antara struktur fisik, meliputi tipografi, diksi, kata konkret, gaya bahasa, dan citraan, dengan struktur batin yang mencakup tema, nada, suasana, dan amanat. Unsur-unsur tersebut saling berhubungan secara erat sehingga mampu menghadirkan pengalaman puitik yang mendalam, khususnya dalam merepresentasikan perasaan rindu, kesendirian, dan perenungan spiritual. Simpulan penelitian ini menunjukkan bahwa melalui pendekatan objektif, puisi “Percakapan Rindu” memiliki keutuhan struktur dan kekuatan estetik yang tercipta dari keterpaduan unsur intrinsik, sehingga makna puisi dapat dipahami secara utuh tanpa melibatkan faktor eksternal di luar teks.
REPRESENTASI PERAN ANAK PEREMPUAN PERTAMA PADA LIRIK LAGU “ELDEST DAUGHTER” KARYA TAYLOR SWIFT Athaya Naufal Raafy; Muhammad Ghaisan Wirasena; Indira Dwi Putri; Alya Gendhis Sukma Aji; Silva Nazilah; Welsi Damayanti
Journal of Language and Literature Education Vol. 2 No. 4 (2025): Desember
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v2i4.3351

Abstract

“Eldest Daughter” karya Taylor Swift serta mengungkap makna sosial dan emosional yang terkandung di dalamnya. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan metode analisis teks sastra, yang berfokus pada penafsiran makna lirik melalui teori representasi dan konteks sosial-budaya, khususnya terkait konstruksi gender dan fenomena Eldest Daughter Syndrome. Data penelitian berupa teks lirik lagu “Eldest Daughter” yang dianalisis melalui teknik baca dan catat, kemudian diinterpretasikan secara tematik berdasarkan unsur diksi, metafora, dan narasi lirik. Hasil penelitian menunjukkan bahwa lirik lagu “Eldest Daughter” merepresentasikan anak perempuan pertama sebagai figur yang dibebani tanggung jawab emosional, dituntut untuk selalu kuat, serta berperan sebagai penopang keluarga, yang sering kali mengorbankan kebutuhan dan identitas personalnya. Representasi tersebut juga menampilkan konflik batin antara tuntutan sosial dan keinginan akan kehidupan yang bebas dan autentik. Simpulan penelitian ini menegaskan bahwa lagu “Eldest Daughter” tidak hanya merefleksikan pengalaman personal Taylor Swift, tetapi juga merepresentasikan pengalaman kolektif banyak perempuan sebagai anak sulung, sekaligus menjadi kritik terhadap konstruksi sosial yang menormalisasi beban berlebih pada anak perempuan pertama dalam keluarga.  
ANALISIS SEMIOTIKA MEME AMERIKA VS IRAN DI TWITTER Alfi, Kunti Zahrotun; Zulita, Diana
Journal of Language and Literature Education Vol. 2 No. 4 (2025): Desember
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v2i4.3444

Abstract

Meme tidak hanya berfungsi sebagai hiburan, tetapi juga sebagai media kritik, sindiran, dan representasi kondisi sosial-politik global. Penelitian ini bertujuan untuk menganalisis meme pertandingan antara Amerika Serikat vs Iran dalam ajang piala dunia Qatar 2022 di twitter. Penelitian ini menggunakan metode deskriptif kualitatif. Data diperoleh melalui metode simak melalui teknik rekam layar (screenshoot) dengan memanfaatkan smartphone (gawai) sebagai media pengumpulan data. Data yang ditemukan dianalisis sesuai dengan teori semiotika Pierce yang menekankan 3 unsur utama, yaitu tanda, objek, dan interpretant. Berdasarkan hasil penelitian, ditemukan 9 meme yang berkaitan dengan pertandingan Amerika vs Iran pada piala dunia di twitter. Hasil penelitian menunjukkan bahwa tanda dalam meme diwujudkan melalui unsur visual dan verbal, seperti gambar kerusuhan, bangunan terbengkalai, stadion rusak, pesawat tempur, peta wilayah, bendera negara, serta tokoh politik yang dikombinasikan dengan teks singkat. Objek dalam meme adalah pertandingan sepak bola Amerika Serikat vs Iran yang dikaitkan dengan sejarah konflik politik kedua negara. Adapun interpretant menunjukkan bahwa meme dimaknai sebagai bentuk satire dan sindiran terhadap potensi konflik global, khususnya narasi tentang perang dunia ketiga. Satire dibangun melalui penggunaan ikon berupa visual peperangan dan kehancuran, indeks berupa tanda ancaman dan ketegangan, serta simbol berupa bendera negara, tokoh politik, dan peta wilayah yang merepresentasikan relasi kekuasaan geopolitik. Selain itu, bahasa satire dalam meme berfungsi untuk mengekspresikan kecemasan kolektif, menyindir sensasionalisme publik, serta mendekonstruksi narasi berlebihan mengenai perang dunia ketiga. Dengan demikian, meme di twitter dapat dipahami sebagai media ekspresi yang efektif dalam menyampaikan kritik secara tidak langsung melalui humor dan ironi.
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
INFERENCE OF READING LITERACY GAP BETWEEN ELEMENTARY SCHOOL AND ISLAMIC ELEMENTARY SCHOOL BASED ON THE PIRLS FRAMEWORK Iftha Nur Sutanti; Hidayaturrohmah; Abdul Wachid Bambang Suharto
Journal of Language and Literature Education Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading literacy achievement among Indonesian elementary students remains critically low, with notable disparities between Elementary Schools (SD) and Madrasah Ibtidaiyah (MI). This issue is structurally embedded within Indonesia's dual education system. Existing studies have largely examined reading literacy in general, with limited attention to comparative analysis between SD and MI using international benchmarks. This study aims to critically examine the inferred literacy gap between SD and MI based on the Progress in International Reading Literacy Study (PIRLS) framework, using a qualitative approach through a systematic literature review of thirty scholarly sources published between 2011 and 2026. The findings indicate that both SD and MI students demonstrate significant weaknesses in higher-order reading comprehension processes, particularly in inferencing, interpretation, and evaluation. This gap is more pronounced in MI due to five structural factors: reading teacher shortage, resource allocation disparity, dual-curriculum burden, lower socioeconomic background of students, and cognitive complexity from Arabic-medium instruction. Drawing on educational equity theory and Bourdieu's framework of cultural and institutional capital, this study concludes that bridging the SD–MI literacy gap requires differentiated yet integrated policy responses, including the development of MI-specific literacy programs, targeted teacher training, and the systematic inclusion of MI in future national and international literacy assessments.

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