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[Mobile-Assisted Pronunciation Learning: Exploring the Role of Apps in EFL University Students’ Pronunciation Development ]]>
<![CDATA[Kholid, M. Ridho]]>;
<![CDATA[Reftyawati, Dian]]>
<![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 ]]>
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DOI: 10.24042/qjvh9371
<![CDATA[This study aimed to investigate the effectiveness of mobile applications in improving English pronunciation skills among university-level EFL learners. As pronunciation remains a persistent challenge for many English as a Foreign Language (EFL) students, especially in non-native speaking environments, the integration of mobile-assisted language learning (MALL) tools has gained increasing attention. This research focused on how mobile applications could support learners in developing clearer and more intelligible English pronunciation. A qualitative approach was employed to explore students’ experiences using pronunciation-focused mobile apps such as ELSA Speak and Say It. Participants consisted of 20 English Education students at UIN Raden Intan Lampung who used the applications over a six-week period. Data were collected through semi-structured interviews, learning journals, and pronunciation performance recordings. Thematic analysis was conducted to identify key patterns related to learner engagement, perceived benefits, and challenges encountered during the mobile-assisted pronunciation learning process. Findings revealed that students generally perceived mobile applications as effective tools for practicing pronunciation independently. Key improvements were noted in segmental features such as vowel and consonant accuracy, as well as suprasegmental features like word stress and intonation. Participants also reported increased confidence in speaking and greater awareness of their pronunciation errors. However, limitations such as inconsistent feedback, technical issues, and a lack of interaction with native speakers were also identified. Overall, the study highlights the potential of mobile apps as supplementary tools in pronunciation instruction and recommends their integration into EFL learning contexts to enhance oral proficiency.]]>
<![CDATA[Educational Themes and Teacher Roles in How Teachers Can Help Kids Find Their Political Voices by Sydney Chaffee ]]>
<![CDATA[Nawawi, Muhammad]]>;
<![CDATA[Suryawati, Sri Suci]]>
<![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 ]]>
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DOI: 10.24042/a6recn94
<![CDATA[This study examines the educational themes and teacher roles presented in Sydney Chaffee’s speech, How Teachers Can Help Kids Find Their Political Voices. The research identifies two major categories—educational themes and teacher roles—each encompassing several sub-themes that reflect Chaffee’s philosophy of civic education. Key educational themes include education as a tool for social justice, relevance to real-world issues, development of civic engagement skills, critical historical awareness, and promotion of student voice and activism. Teacher roles highlighted in the speech include facilitating difficult conversations, supporting student activism, acting as risk-takers and change agents, encouraging critical thinking, and building trust-based learning environments. Findings suggest that Chaffee views teaching as inherently political and transformative, positioning the classroom as a space for fostering democratic values, critical awareness, and active citizenship. This perspective challenges traditional content-focused instruction by integrating social justice and civic empowerment into daily teaching practice. The study concludes that such an approach can strengthen students’ political agency, provided teachers receive adequate support, training, and autonomy to address sensitive civic topics.]]>
<![CDATA[Beyond the Videos: A Narrative Inquiry Study of Student Engagement in a Flipped Classroom ]]>
<![CDATA[Suningsih, Sri]]>;
<![CDATA[Rohmatillah, Rohmatillah]]>
<![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 ]]>
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DOI: 10.24042/4gqzra25
<![CDATA[This study explores student engagement in a flipped classroom within the context of English as a Foreign Language (EFL) learning. Using a qualitative narrative inquiry approach, data were collected from semi-structured interviews and reflective journals of twenty undergraduate students at an Indonesian university. The analysis identified ten main themes: active participation, peer collaboration, teacher support, autonomy and control, emotional engagement, time management challenges, integration of technology, peer teaching, diversity of learning styles, and reflections on individual learning journeys. Findings show that the flipped classroom encouraged students to be more active, collaborate with peers, and take ownership of their learning. Teacher guidance and emotional connection also played a vital role in sustaining motivation. However, challenges such as time management and technological issues were reported. The study concludes that flipped classrooms can positively transform student engagement in EFL contexts when supported by proper guidance, technical resources, and strategies to address learning challenges.]]>
<![CDATA[Bibliometric-Systematic Literature Review (B-SLR) Analysis on Youth AI Literacy: Identifying Patterns, Gaps, and Future Research Opportunities ]]>
<![CDATA[Lutfi, Muhammad]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026) ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
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DOI: 10.24042/22kdwt11
<![CDATA[The rapid advancement of Large Language Models (LLMs) in the past six years, coupled with widespread adoption of Artificial Intelligence (AI) technologies, necessitates the critical assessment of collective readiness, especially among the youth population. This study aims to examine the coverage of academic literature that addresses key issues in youth AI literacy. To achieve this, a combined methodology of Systematic Literature Review (SLR) using the PRISMA framework and Bibliometric analysis (B-SLR) is undertaken using Scopus-indexed data and software such as Watase Uake, VOSviewer, and Bibliometrix to highlight emerging issues in AI literacy research. Based on the synthesis of 38 journal articles published between 2022-2025 from Q1-Q2 tier, this paper proposes an ABC AI Literacy framework for youth (Algorithmic Acumen, Building & Co-creation, and Critical Consciousness) that explains key aspects of recent AI literacy research. Furthermore, this paper highlights under-researched issues in the literature to inform academics for possible future research directions. These findings urge policymakers, educators, and other stakeholders to support more research in this area, especially in regions such as Africa and Southeast Asia. The main limitation of this study is that the evaluation will rely on qualitative thematic analysis, rather than quantitative analysis.]]>
<![CDATA[Pronunciation Difficulties of English Silent Letters: A Study of English Education Students at UIN Raden Intan Lampung ]]>
<![CDATA[Aryanika, Septa]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026) ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
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DOI: 10.24042/gpz9hn65
<![CDATA[Pronunciation plays a crucial role in achieving intelligible spoken communication, particularly for English as a Foreign Language (EFL) learners. However, English orthographic inconsistency, especially the presence of silent letters, often creates significant pronunciation difficulties for Indonesian learners whose first language has a transparent spelling system. This study aims to analyze the types of errors made by first-semester students of the English Education Study Program at UIN Raden Intan Lampung in pronouncing English words containing vowel silent letters ([a], [e], [i], and [u]). This research employed a qualitative descriptive design. Data were collected through pronunciation recordings of 12 selected words and semi-structured interviews. The data were analyzed using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy to classify error types and Brown’s theory to identify error sources. The findings revealed 283 total errors, consisting of addition (55.12%), misformation (32.16%), omission (10.60%), and misordering (2.12%). Addition was the most dominant error, indicating that students frequently pronounced vowel letters that should have been silent. Errors were influenced by interlingual transfer, reliance on spelling, limited phonological awareness, and insufficient pronunciation practice. The study concludes that vowel silent letters remain a significant challenge for pre-service English teachers, highlighting the need for more focused pronunciation instruction in teacher education programs]]>
<![CDATA[Listening to Mr. Bob Kampung Inggris: A Quasi Experimental Design ]]>
<![CDATA[Wahyuni, Tri]]>;
<![CDATA[Wijaya, M. Sayid]]>;
<![CDATA[Aryanika, Septa]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026) ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
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DOI: 10.24042/4e4eh842
<![CDATA[Listening is an essential skill in learning English as it enables students to understand spoken language and communicate effectively. However, many students still experience difficulties in listening due to limited learning media, lack of practice, and less engaging teaching methods. Therefore, technology-based media such as YouTube podcasts are expected to support the improvement of students’ listening skills. This study aimed to examine the effect of using the Mr. Bob Kampung Inggris Podcast YouTube Channel on the listening skills of tenth-grade students at MAN 2 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design, specifically a non-equivalent control group design. The sample consisted of two classes: an experimental class taught using the Mr. Bob Kampung Inggris podcast on YouTube and a control class taught using conventional listening materials. Both groups were given a pre-test and a post-test in the form of multiple-choice listening tests. The data were analyzed using an independent samples t-test. The result showed that the significance value (Sig. 2-tailed) was 0.740, which was higher than 0.05, indicating that there was no statistically significant difference between the post-test scores of the experimental and control groups. Although the experimental class obtained a slightly higher mean score which was 77.27 than the control class which was 76.52, the difference was not statistically significant. Therefore, the use of the Mr. Bob Kampung Inggris Podcast YouTube Channel has no significant influence on students’ listening skills.]]>
<![CDATA[Factors Affecting University Students’ Writing Proficiency in English in An Indonesian EFL Context ]]>
<![CDATA[Hidayat, Agus]]>;
<![CDATA[Kholid, M. Ridho]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026) ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
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DOI: 10.24042/t8r8b994
<![CDATA[This study aimed to investigate the factors affecting university students’ writing proficiency in English in an Indonesian EFL context. Employing a qualitative case study design, the research was conducted in 2025 at the English Education Program of Universitas Islam Negeri Raden Intan Lampung. Data were collected through semi-structured interviews with students and lecturers, classroom observations, and document analysis of students’ written works and instructional materials. The collected data were analyzed thematically to identify recurring patterns and relationships among influencing factors. The findings revealed that students’ writing proficiency was shaped by a complex interaction of motivational, strategic, linguistic, pedagogical, and environmental dimensions. Many students demonstrated low confidence and anxiety toward writing, which reduced their engagement in learning activities. In addition, limited use of effective learning strategies, such as planning and revising, hindered systematic writing development. Persistent grammatical and lexical weaknesses further constrained students’ ability to express ideas clearly and coherently. Teaching practices were generally supportive but limited by time constraints and large class sizes, resulting in insufficient individualized feedback. Moreover, restricted access to academic resources and limited extracurricular writing support reduced opportunities for extended practice. Overall, the study concludes that improving students’ writing proficiency requires an integrated approach that addresses affective, cognitive, linguistic, instructional, and institutional factors simultaneously]]>
<![CDATA[Assessing the Learning Environment at the University and the Attitude of Bachelor Students: An Investigation into Hope and Despair ]]>
<![CDATA[aziz, khanda gharib]]>;
<![CDATA[Babakr, Helin Xalid]]>
<![CDATA[ Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026) ]]>
Publisher : <![CDATA[Raden Intan State Islamic University of Lampung, Indonesia ]]>
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DOI: 10.24042/m6921467
<![CDATA[This research explores the reasons behind students’ disappointment with university learning and demotivation. The study had as its objective to find the psychological and institutional factors on which behavioral attitudes and academic performance of students. A structured questionnaire was used to collect the data from 233 students in Sulaymaniyah, Halabja, and Howler governorates. The data were analyzed by descriptive statistics and factor analysis. The demographic profile revealed that the majority of respondents were females, single and middle-class with parents of low to moderate education. The value of the Kaiser-Meyer-Olkin (KMO) and the Bartlett’s test of sphericity (χ² = 407.634, p < 0.05) showed that the dataset was fit for factor analysis. Four factors with eigenvalues over 1 were extracted, which accounted for 66.19% of the total variance: a lack of goal orientation among students (goal-orientation), a lack of early talent development (early-express-talent), study challenges, and demotivation among students. the results suggest that lack of explicit academic aims, too little developmental and talent nurturing at the early stages, inadequate lesson content and emotional disengagement were the prime reasons for students' dissatisfaction with their lessons. Based on the study, it is recommended that universities adopt project-based learning, early talent development initiatives and psychological counselling to motivate them and enhance the overall academic experience of students]]>
