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Dedi Purwanto Indra Kusuma
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Journal of Language Studies
Published by Lembaga Penelitian dan Pendidikan (LPP) Kalibra
ISSN : -     EISSN : 31101836     DOI : https://doi.org/10.70716/jols
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Language Studies (JOLS) is an open access peer-reviewed journal published by Lembaga Penelitian dan Pendidikan (LPP) Kalibra with registered number of e-ISSN 3110-1836. This journal is peer-reviewed and open-access. This journal aims to provide a platform for researchers, academics, and practitioners from around the world to share insights, innovations, and findings in various aspects of language studies. JOLS accepts contributions in fields such as applied linguistics, sociolinguistics, psycholinguistics, discourse analysis, language acquisition, language teaching and learning, multilingualism, translation studies, and the use of technology in language education. Both theoretical and empirical studies are considered, with a special interest in interdisciplinary approaches.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 25 Documents
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Pemanfaatan Linguistik dalam Media Pembelajaran Digital Nor Fajriatul Khasanah; Ulfi Khulaya; Olivia Maria Ulfah
Journal of Language Studies Vol. 2 No. 3 (2026): Journal of Language Studies, July 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i3.319

Abstract

This study analyzes the utilization of linguistics in digital learning media and its role in improving the effectiveness of instructional content delivery. The rapid advancement of educational technology has increased the use of digital platforms in learning, yet language use in these media is often ineffective and unsuitable for learners’ levels of understanding. This research employs a qualitative descriptive case study approach, with data collected through a systematic literature review of journals, books, and examples of digital learning media. The findings indicate that linguistic aspects, particularly syntax, semantics, and pragmatics, play a significant role in creating instructional materials that are clear, understandable, and engaging. The study also reveals that limited teacher competence in applied linguistics remains a major challenge in integrating linguistic principles into digital learning environments. Effective implementation requires communicative learning activities, systematic linguistic feedback, and the support of digital tools such as grammar-checking applications and language-learning platforms. The study concludes that integrating linguistic principles can enhance learning quality and student outcomes significantly.
Bahasa sebagai Alat Integrasi dan Disintegrasi Sosial: Studi Multikultural Siti Fatma Rahmawati; Andi Ahmad Fauzan; Dewi Sita Lestari
Journal of Language Studies Vol. 2 No. 3 (2026): Journal of Language Studies, July 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i3.326

Abstract

Language plays a dual role in multicultural societies, functioning both as a mechanism of social integration and as a potential source of social disintegration. This study aims to analyze the role of language in shaping social cohesion, identity construction, and intercultural relations in diverse sociocultural contexts. The research employs a qualitative literature review approach by synthesizing findings from international journals, book chapters, dissertations, and repositories indexed by DOI sources. Data were analyzed using thematic content analysis focusing on language, identity, integration, and social fragmentation. The findings reveal that language promotes inclusion through multilingual education, intercultural communication, and identity affirmation (Arifi, 2024; Mouboua et al., 2024; Oksaar, 1992), while simultaneously creating social boundaries when linguistic hierarchies and exclusionary policies occur (Dooly & Unamuno, 2009; Calinon, 2013). Furthermore, language shifts in migrant communities demonstrate both adaptive integration and cultural erosion (Akintayo et al., 2024; Mocanu & Bibiri, 2023). The study concludes that inclusive multilingual policies and intercultural competence are essential to maximizing language as a tool for integration while minimizing its disintegrative effects.
Sociocultural-Based Language Learning for Strengthening Communicative Competence Amanda Yakob Alanda; Yance Lavinko; Karine Madatyan
Journal of Language Studies Vol. 2 No. 3 (2026): Journal of Language Studies, July 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i3.327

Abstract

The increasing demands of global communication require language learners to develop communicative competence beyond grammatical mastery. Sociocultural-based language learning has emerged as an effective approach that integrates linguistic knowledge with cultural understanding, social interaction, and authentic communication practices. This study aims to examine the contribution of sociocultural-based language learning to strengthening communicative competence among foreign language learners. Employing a qualitative library research design, the study analyzed twenty-five scholarly publications published between 2010 and 2026. The findings reveal that sociocultural learning environments significantly enhance communicative competence through collaborative interaction, mediation, authentic materials, role-playing activities, service-learning projects, and intercultural engagement. Furthermore, sociocultural approaches facilitate learners' sociolinguistic awareness, cultural sensitivity, and pragmatic language use, which are essential components of communicative competence. The analysis demonstrates that communicative competence develops most effectively when language learning occurs in socially meaningful contexts where learners actively negotiate meaning and participate in authentic discourse communities. The study concludes that sociocultural-based language learning provides a comprehensive framework for improving communicative competence and should be integrated into foreign language curricula. The findings offer pedagogical implications for language educators seeking to design more interactive, culturally responsive, and communication-oriented learning environments.
Regional Language Revitalization Strategies for Safeguarding Intangible Cultural Heritage Suci Nurmala; Nining Widia Sari; Bernard C. Perley
Journal of Language Studies Vol. 2 No. 3 (2026): Journal of Language Studies, July 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i3.345

Abstract

Regional languages constitute one of the most important forms of intangible cultural heritage because they preserve indigenous knowledge, local wisdom, traditional values, oral traditions, and collective cultural identities. Nevertheless, globalization, urbanization, technological transformation, and the dominance of national and international languages have accelerated language shift across many multilingual societies, particularly in Indonesia. This article aims to analyze comprehensive strategies for regional language revitalization through the integration of educational institutions, cultural policies, community participation, and digital innovation. This study employed a qualitative library research design using a systematic literature review of recent international and national publications related to language revitalization, language preservation, and intangible cultural heritage. Thirty scholarly publications published between 2012 and 2026 were critically analyzed using thematic content analysis. The findings reveal four interconnected strategic dimensions that significantly contribute to successful language revitalization: educational transformation, community empowerment, policy intervention, and technology-based innovation. Educational institutions strengthen intergenerational language transmission through curriculum integration, while community participation maintains authentic language practices within cultural contexts. Government policies create sustainable institutional support, whereas digital technologies expand language use among younger generations through multimedia platforms and digital documentation. The study proposes an integrated revitalization framework emphasizing collaboration among governments, educational institutions, local communities, and digital stakeholders. The framework contributes to sustainable language maintenance while reinforcing regional cultural identity in the era of globalization.
Variasi Dialek Bahasa Sasak di Beberapa Wilayah Pulau Lombok, Nusa Tenggara Barat: A Systematic Literature Review Lalu Ahmad Zaini; Zulfikar Andi; Sri Wulandari
Journal of Language Studies Vol. 2 No. 3 (2026): Journal of Language Studies, July 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i3.359

Abstract

The Sasak language, spoken predominantly on Lombok Island, West Nusa Tenggara, represents one of Indonesia's linguistically rich regional languages characterized by extensive dialectal diversity. Numerous studies have identified lexical, phonological, morphological, syntactic, semantic, and pragmatic variations across different Sasak-speaking communities. However, previous investigations have generally focused on individual dialects or specific linguistic aspects, leaving limited comprehensive synthesis regarding dialectal variation throughout Lombok. Therefore, this study aims to systematically review scholarly publications discussing Sasak dialect variation across multiple regions of Lombok Island. This research employed a Systematic Literature Review (SLR) approach following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Twenty-nine peer-reviewed journal articles published between 2011 and 2025 were selected using predefined inclusion and exclusion criteria. Data were analyzed through qualitative thematic synthesis, emphasizing dialect classification, linguistic characteristics, geographical distribution, and sociolinguistic implications. The review demonstrates that Sasak consists of several major dialects, including Ngeno-Ngene, Meno-Mene, Nggeto-Nggete, Meriaq-Meriku, and Kuto-Kute, each exhibiting distinctive phonological, lexical, semantic, morphological, and syntactic characteristics influenced by geographical, historical, and sociocultural factors. Furthermore, recent studies indicate that dialect diversity presents both challenges and opportunities for language preservation, educational policy, digital language technology, and regional cultural identity. This review contributes an integrated framework for understanding Sasak dialect diversity while identifying future research directions concerning language documentation, standardization, computational linguistics, and sustainable preservation of regional languages.

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