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Journal of Linguistics and Language Teaching
Published by Gema Cendekia Institute
ISSN : -     EISSN : 30895324     DOI : https://doi.org/10.71094/esensi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of Linguistics and Language Teaching (JOLLT) is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on linguistics, language and language teaching by encouraging enquiry into relationship between theoretical and practical studies.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 22 Documents
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Contextual Meaning Construction in Mens Rea A Setup PunchlineAnalysis of Pandji Pragiwaksono Stand-up Comedy ERNI SETYOWATI; Sudar; Tusino
Journal of Linguistics and Language Teaching Vol. 2 No. 2 (2026): Journal of Linguistics and Language Teaching, August 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/jollt.v2i2.462

Abstract

Mens Rea is a Latin legal term that translates to “guilty mind”. It refers to defendant’s criminal intent, knowledge, or mental state at the time they commited a crime. Stand-up comedy is a style of comedic performed in person where the comedian speaks directly to the audience with humor, irony, or satirical observations step. Many comedians use their performances to criticize, express opinions and challenge audiences with material thatmakes them question current events instead of just entertaining. This research analyzes how the contextual meaning is constructed from Mens Rea, a stand-up comedy performance by Pandji Pragiwaksono. More specifically, it examines how the interplay of setup and punchline generates comical effects and informs the audience's understanding of the performance as a whole. Stand-up comedy relies not only on lexical meanings but also on contextual meanings. The audiences construct and reconstruct meanings according to the communication situation, sharedbackground knowledge, and sociocultural experience. This study uses a qualitative approach within pragmatic-semantic framework. The data consist of utterances extracted from the Mens Rea performance transcription. Procedures concerning to the data collection and organizations are such as; researchers watch, listen, and documented the utterances by typewriting. Analyzed using data reduction. Categorizing the utterance. Interpretation the data and concluded the results. The findings show four major strategies in building contextual meaning: (1) contextual reframing that shifts audience’s expectations, (2) sociocultural references relying on shared public knowledge, (3) lexical reinterpretation via analogy, ambiguity, and wordplay, (4) pragmatic incongruity that purposefully breaks the assumption established in the setup. These strategies allow for the reconstruction of ordinary political, social, and everyday experiences into humorous discourse while at the same time communicating criticism and social commentary.
Navigating Translation Accuracy: A Qualitative Study on EFL Students' Post-Editing Strategies of Google Translate Outputs Annastasya Maulidatu Mutiarani
Journal of Linguistics and Language Teaching Vol. 2 No. 2 (2026): Journal of Linguistics and Language Teaching, August 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/jollt.v2i2.470

Abstract

Academic writing and translation assignments in the context of English as a Foreign Language (EFL) undergraduate programs are closely linked to the use of machine translation (MT) tools, particularly Google Translate (GT). Although its use has become widespread, the post-editing strategies employed by EFL students when revising GT translations have not yet been extensively explored in the Indonesian context. This qualitative study aims to investigate the post-editing strategies, metacognitive processes, and critical language awareness of EFL students at a university in Indonesia as they evaluate the accuracy of GT translations in academic translation assignments. Using a dynamic narrative inquiry approach supplemented by open-ended questionnaires and semi-structured interviews, this study involved five undergraduate EFL students from the English Language Education Program as participants. The data were analyzed thematically following Braun and Clarke’s (2006) six-phase framework and interpreted through the lens of metacognitive strategy theory and Communities of Practice. The findings revealed four main themes: (1) a variety of post-editing strategies, ranging from holistic reading to targeted lexical corrections; (2) awareness of the limitations of machine translation (MT) in academic registers and collocation accuracy; (3) the mediating role of English language proficiency in revision decision-making; and (4) critical translation competencies that are still limited but continue to develop. These findings have significant implications for translation pedagogy, EFL curriculum development, and the responsible integration of MT tools in higher education. This study underscores the need for explicit post-editing instruction and metacognitive awareness training in EFL translation courses

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