Journal of Linguistics and Social Sciences
Journal of Linguistics and Social Sciences (JLSS) is an open-access, peer-reviewed academic journal that publishes original research, conceptual papers, and reviews addressing the intersection between language studies and social sciences. The journal aims to promote interdisciplinary dialogue and scholarly exchange among linguists, educators, sociologists, anthropologists, communication specialists, and other researchers interested in the role of language in society. The scope of the journal includes, but is not limited to, the following areas: Theoretical and Applied Linguistics: phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics, discourse analysis, and language teaching and learning. Language and Society: language policy and planning, language and identity, multilingualism, language and culture, language and gender, and language variation and change. Language and Education: curriculum design, language assessment, teacher professional development, and language pedagogy in multilingual and multicultural contexts. Translation and Interpreting Studies: translation theory and practice, cultural translation, and translation technology. Social Sciences Perspectives: communication studies, cultural studies, social psychology, education, sociology of language, and anthropology of communication. Interdisciplinary Research: studies combining linguistic analysis with social, cultural, or technological dimensions in addressing contemporary issues. JLSS welcomes submissions from researchers, practitioners, and academicians that contribute to the advancement of linguistic and social science scholarship, with both qualitative and quantitative approaches.
Articles
48 Documents
<![CDATA[The Role of Reading Habits in Shaping Writing Skills among Students ]]>
<![CDATA[Hidayat, Agus]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jlss.v3i1.26477
<![CDATA[This study looks at how reading habits help students improve their writing skills. It seeks to explain how reading and writing are connected. This study looks at a number of publications to understand how reading helps people write better. It uses a method that focuses on collecting information from different sources like journals and online databases. Important results show that reading often helps to make vocabulary, grammar, and writing better. Many kinds of reading materials, like school books, stories, and online content, help improve writing quality in different ways. Also, good reading skills are very important for writing well. But, problems like digital distractions and bad feelings about reading make it hard for students to build good reading habits. This can also affect their writing skills. These findings show that it is very important to build good reading habits to improve writing skills. This means we need to have teaching methods that help students with both reading and writing together. There are ideas for students, teachers, and people who make school plans. Also, there are tips for future studies to help with missing information in the books]]>
<![CDATA[An Analysis of Students’ Grammatical Error in Impromptu Speaking ]]>
<![CDATA[Umahdi, Kissisina]]>;
<![CDATA[Kholid, M. Ridho]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jlss.v3i1.26491
<![CDATA[Grammar is a fundamental aspect of the English language. However, many students continue to make grammatical errors, particularly in speaking. One of the most effective methods for analyzing students' grammatical errors in speaking is through impromptu speech. This study aimed to analyze the types of grammatical errors in students' impromptu speaking and identify the causes of these errors. The research employed a descriptive-qualitative method. The population consisted of fourth-semester English Education students at UIN Raden Intan Lampung, with a sample of 20 students selected through purposive sampling. Data collection involved observing and recording students' impromptu speaking. The recordings were analyzed to identify grammatical errors based on Carl James' classification, which includes morphological and syntactical errors. This study specifically focused on errors related to tense. Additionally, a focus group interview was conducted to determine the causes of these errors using Norrish's framework, which categorizes causes into carelessness, first language interference, and translation. The findings revealed that 19 out of 20 students made grammatical errors related to tense. The errors were classified into morphological and syntactical errors. In terms of morphology, 101 verb morphology errors were identified. In syntax, 33 clause errors were found. The most frequent tense-related errors involved incorrect forms of the simple present and past tense. Furthermore, the interview results indicated that students' grammatical errors were primarily caused by carelessness, first language interference, and translation]]>
<![CDATA[THE INFLUENCE OF MORPHOLOGICAL AWARENESS INSTRUCTION ON VOCABULARY DEVELOPMENT OF INDONESIAN ESL LEARNERS ]]>
<![CDATA[Waziana, Winia]]>;
<![CDATA[Rohmatillah, Rohmatillah]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jlss.v3i1.26528
<![CDATA[This study investigates the influence of morphological awareness instruction on the vocabulary development of Indonesian ESL learners through a quasi-experimental design. It involved 60 participants divided into an experimental group that received explicit instruction about morphemes—prefixes, suffixes, and roots—and a control group following the conventional vocabulary curriculum. Statistical analyses, including normality tests, homogeneity tests, and t-tests, were employed to assess vocabulary gains. Results indicate a significant improvement in vocabulary scores for the experimental group (M = 78.5, SD = 5.4) compared to the control group (M = 67.2, SD = 6.1) with excellent statistical significance (p < 0.001). These findings suggest that explicit morphological awareness instruction significantly enhances vocabulary comprehension and retention among Indonesian ESL learners, providing insights into effective linguistic strategies that can enrich vocabulary development in language learning contexts]]>
<![CDATA[Cultural Influences on English Writing Styles: A Review of Studies on Indonesian ESL Learners ]]>
<![CDATA[Sujarwati, Iis]]>;
<![CDATA[Suningsih, Sri]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jlss.v3i1.26529
<![CDATA[This study investigates the cultural influences on English writing styles among Indonesian ESL learners. Through a systematic literature review, it identifies common characteristics, challenges, and themes in the writing of these students. The findings indicate that the influence of the Indonesian language and culture significantly impacts the coherence, organization, and syntax of English writing. Indonesian students tend to face difficulties in structuring their essays and utilizing the appropriate academic tone, often due to the transfer of their native language structures and cultural norms. This research emphasizes the need for culturally responsive teaching strategies in ESL classrooms to better support Indonesian learners. The findings highlight the importance of understanding cultural contexts when teaching writing skills, providing meaningful insights for educators looking to enhance their teaching practices in Indonesia]]>
<![CDATA[THE USE OF ENGLISH OUTSIDE THE CLASSROOM: A NARRATIVE INQUIRY INTO STUDENTS' LANGUAGE EXPERIENCES IN REAL-LIFE CONTEXTS ]]>
<![CDATA[Andewi, Widi]]>;
<![CDATA[Putri, Lidya Ayuni]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jlss.v3i1.26586
<![CDATA[This study looks at how English Education students at a State Islamic University in Indonesia use English outside their classes. The research uses stories from students to understand their experiences. The researcher talked to ten students in interviews to learn about their reasons for using English, the problems they face, and how they try to improve. The study finds three main ideas. First, students have different reasons for using English, such as personal interest or outside pressure. Second, they have problems like feeling nervous and not knowing enough words. Third, they try to solve these problems by watching English videos, using social media, and studying with friends. Many students said they want to get better at speaking English and that using digital platforms helps them feel more comfortable and less afraid. This study gives useful ideas about learning English outside the classroom. It shows that motivation is important and that using English in daily life helps students learn better. It also connects to learning theories like Self-Determination Theory and explains how technology helps students practice English. The study suggests that teachers should think about these outside experiences when teaching English. It also encourages more research on different student groups and ways to help students with language problems.]]>
<![CDATA[THE USE OF PICTURE STORYBOOKS FOR IMPROVING READING COMPREHENSION AMONG FIFTH-GRADE STUDENTS ]]>
<![CDATA[Pratama, Hadi]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/w95hne24
<![CDATA[This classroom action research investigated the use of picture storybooks combined with guided reading strategies to improve the reading comprehension of fifth-grade EFL learners at SDN 1 Sedampah Indah, Lampung. The study was conducted in two cycles, each comprising planning, action, observation, and reflection stages. Data were collected through pre- and post-tests, classroom observations, interviews, teacher reflections, and analysis of student work. Quantitative findings revealed significant improvements in reading comprehension, with mean scores rising from 54.82 in the pre-test to 72.36 in the final post-test. The largest gains occurred in inferential comprehension, supported by qualitative evidence showing increased student engagement, confidence, and participation. Instructional refinements—such as explicit vocabulary pre-teaching, guided questioning, and the inclusion of culturally relevant storybooks—were identified as key factors in enhancing comprehension. Challenges included limited access to suitable materials and time constraints for extended discussions. The results indicate that picture storybooks, when implemented with structured support and reflective teaching practices, can significantly improve comprehension skills and foster a more inclusive and motivating classroom environment for rural EFL learners. Overall, this study reinforces that picture storybooks, when implemented with pedagogical planning and contextual adaptation, can serve as a powerful tool for developing comprehension skills, fostering motivation, and creating inclusive literacy instruction in rural EFL classrooms. The findings offer practical implications for teachers, curriculum developers, and education authorities seeking to improve literacy outcomes in similar educational contexts]]>
<![CDATA[An Analysis of Second Grade Students’ Pronunciation Through Phonics-Based Learning ]]>
<![CDATA[Citra, Lely]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/sdnbev75
<![CDATA[This study investigates the use of phonics-based learning to improve English pronunciation among Grade Two students at SDN 2 Sukarame, Lampung. The findings reveal that prior to phonics instruction, students often mispronounced words due to relying on Bahasa Indonesia pronunciation rules and lacking awareness of letter–sound relationships. After the intervention, students demonstrated notable improvements in producing correct sounds, distinguishing similar phonemes, and reading more fluently. Pair work, visual materials, and multisensory activities enhanced engagement and confidence. Nevertheless, challenges persisted with unfamiliar sounds such as /θ/ and /ð/, limited lesson time, and varying levels of home practice. The study concludes that phonics-based learning can significantly enhance young learners’ pronunciation and reading fluency when integrated with interactive strategies, parental involvement, and culturally relevant materials. Recommendations include providing additional time for practice, targeted pronunciation drills for difficult sounds, and stronger collaboration between school and home.]]>
<![CDATA[The Effect of Using Grammarly on EFL Students’ Writing Accuracy: A Quasi-Experimental Research ]]>
<![CDATA[Hidayat, Agus]]>;
<![CDATA[Sari, Ratna]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/wsd6fp77
<![CDATA[This study aims to investigate the effect of using Grammarly, an automated writing evaluation (AWE) tool, on the writing accuracy of EFL students in an Indonesian higher education context. Addressing the persistent challenges of grammatical accuracy in EFL writing, the study explores how technology can supplement traditional instruction to improve learner outcomes. Employing a quasi-experimental pre-test/post-test non-equivalent group design, the research involved 60 EFL students divided into experimental and control groups. The experimental group used Grammarly during writing tasks, while the control group received conventional instruction without digital assistance. Data were collected through structured essay writing tasks evaluated with an analytic rubric, and analyzed using descriptive and inferential statistics, including t-tests and ANOVA. The results revealed a statistically significant improvement in the writing accuracy of the experimental group compared to the control group. The experimental group showed an average gain score of 19.9 points, while the control group showed only 0.4 points. Notable reductions in grammatical errors were observed, particularly in article usage, verb tense consistency, and punctuation. The findings indicate that Grammarly effectively enhances writing accuracy, especially among lower-proficiency learners, supporting its integration into EFL writing instruction as a complementary tool.]]>
<![CDATA[AN ANALYSIS OF STUDENTS' SPEAKING PROBLEMS IN DIALOG AT MA'HAD AL-JAMI'AH ]]>
<![CDATA[Sopiah, Siti]]>;
<![CDATA[Indrasari, Nunun]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/1d3n9b98
<![CDATA[This study investigates the speaking problems and communication strategies of fourth-semester students living at Ma’had al-Jami’ah, UIN Raden Intan Lampung. A mixed-method design was applied, combining quantitative data from questionnaires and qualitative data from interviews and documentation. The findings show that students face several challenges in speaking English, such as inhibition, lack of ideas, reliance on the mother tongue, and hesitation to participate. The most dominant issue was inhibition, with many students afraid of making mistakes, criticism, or being the center of attention. Lack of vocabulary and limited confidence further hindered their speaking performance. Despite these difficulties, students employed various strategies, including paraphrasing, approximation, simplifying messages, creating new words, using gestures, and seeking help from peers or teachers. The study concludes that speaking problems are not only linguistic but also psychological, requiring attention to both aspects in classroom practice. The results contribute to theoretical discussions on language learning in Islamic boarding school contexts and provide practical insights for tutors and curriculum developers to improve speaking programs.]]>
<![CDATA[Using Graphic Organizers to Improve Paragraph Writing Skills: A Quasi-Experimental Study of English Education Majors ]]>
<![CDATA[Riyadi, Sugeng]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/vymj8t45
<![CDATA[This study investigated the effect of using graphic organizers on the paragraph writing skills of English Education majors at UIN Raden Intan Lampung. A quasi-experimental design with a pretest-posttest control group was employed. The participants consisted of two intact classes, with one serving as the experimental group and the other as the control group. The experimental group received writing instruction incorporating graphic organizers, while the control group was taught using conventional methods. Data were collected through paragraph writing tests administered before and after the intervention. Prior to hypothesis testing, normality and homogeneity tests confirmed that the data met the assumptions for parametric analysis. An independent samples t-test revealed a statistically significant difference in post-test scores between the two groups, with the experimental group outperforming the control group. These findings indicate that graphic organizers are effective in enhancing students’ ability to organize ideas, maintain logical flow, and improve overall paragraph quality. The results also demonstrate the potential of graphic organizers as a pedagogical tool to bridge performance gaps among students with varying levels of writing proficiency. This study concludes that integrating graphic organizers into EFL writing instruction can yield substantial benefits, particularly in contexts where learners face difficulties with coherence and idea development.]]>
