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Contact Name
Agus Hidayat
Contact Email
jlssjournal.uinril@gmail.com
Phone
+6285380080425
Journal Mail Official
jlssjournal.uinril@gmail.com
Editorial Address
Jalan Letkol H. Endro Suratmin, Sukarame, Kota Bandar Lampung, Provinsi Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Journal of Linguistics and Social Sciences
ISSN : -     EISSN : 29873916     DOI : 10.24042
Core Subject :
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.
Arjuna Subject : -
Articles 53 Documents
The Influence of TPRC (Think, Predict, Read, Connect) Strategy Towards Students' Reading Comprehension in Narrative Text Amalia, Suci; Yulan Puspita Rini; Isa, Muhammad
Journal of Linguistics and Social Sciences Vol. 4 No. 2 (2026): Volume 4 Issue 2, 2026
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/t6ka5g91

Abstract

Reading comprehension is one of the skills that students need in language learning. However, many high school students still struggle to understand the meaning, main ideas, and information from the text. To address this issue, the TPRC strategy was implemented as an interactive learning strategy designed to actively engage students in reading activities. This research aims to examine the use of the TPRC strategy can improve the reading comprehension skills of eleventh-grade students at SMAN 1 Labuhan Ratu, East Lampung, during the 2025/2026 academic year, particularly in understanding narrative texts. This research used a quasi-experimental design involving two groups: an experimental group and a control group, that consist of 64 students. Data was collected using pre-test and post-test, which statistically analyzed using an independent samples t-test. The results showed that the experimental group achieved a higher average post-test score (78.75) compared to the control group (74.75). The normality test indicates that the data were normally distributed with (Sig. > 0.05), and the homogeneity test indicated that the variances of the two groups were homogeneous with a significant value (0.121 > 0.05). The results of the independent samples t-test showed a significant difference between the two groups (Sig. (2 tailed) = 0.001 < 0.05), indicating that the implementation of the TPRC strategy had a positive effect on students reading comprehension skills in understanding narrative texts. In conclusion, these findings suggest that the potential to be applied and further developed to enhance other language skills within a broader educational context.
Challenges and Opportunities of Eco-ELT in Language Learning: A Qualitative Study Rohmah Cindya Eka Putri; M. Ridho Kholid; Hidayat, Agus
Journal of Linguistics and Social Sciences Vol. 4 No. 2 (2026): Volume 4 Issue 2, 2026
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/6c0m2b42

Abstract

This research is grounded in the increasing urgency of environmental issues such as climate change, pollution, and ecological degradation, which require integration into education, including English Language Teaching (ELT). Eco-ELT (Ecological English Teaching) is an approach that combines language learning with environmental awareness. However, its study in higher education remains limited and uneven, particularly in terms of students' experiences and perceptions. Therefore, this study aims to explore students' perceptions of Eco-ELT, including the challenges they face and the opportunities it offers in language learning.  This study used a qualitative phenomenological design. The participants were six seventh-semester students of the English Education Study Program at UIN Raden Intan Lampung, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis.  The findings indicate that students have positive perceptions of Eco-ELT, particularly in enhancing environmental awareness, critical thinking, and meaningful learning experiences. However, several challenges were identified, such as unfamiliar environmental terminologies, difficulty in understanding topics, emotional challenges, language skill challenges, and difficulty in completing assignments. Beside that, Eco-ELT offers significant opportunities, including encouraging student engagement and motivation, developing various student skills, encouraging positive changes that have a real impact on the environment, supporting sustainability and the SDGs, institutional branding value, and nurturing students' potentials. In conclusion, Eco-ELT functions as an innovative, impactful, and transformative learning approach that integrates language learning with real-life issues, fosters awareness and reflection, and prepares students to become competent educators and environmentally responsible individuals.       
Exploring the Use of AI by English Education Students in Translation Courses Anggraini, Dea Puspita; Irfani, Bambang; Nawawi, Muhammad; Ismail, Al Hakim Bani
Journal of Linguistics and Social Sciences Vol. 4 No. 2 (2026): Volume 4 Issue 2, 2026
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ysf6nh24

Abstract

Language learning has changed because of advances in artificial intelligence (AI), especially in translation courses. Students studying English language education are using AI tools more frequently to comprehend texts and translate them more effectively. This study investigates how English Language Education students use AI in translation courses based on their experiences, with an emphasis on the kinds of AI employed, how they are used, and the perceived benefits and drawbacks during the translation process. This study used a descriptive, qualitative method. The participants were 15 sixth-semester Raden Intan Lampung State Islamic University (UIN) English Language Education Program students who had taken or were enrolled in translation courses. The findings show that ChatGPT was the most widely used AI application because it was considered practical, accessible, and capable of providing comprehensive explanations of vocabulary, grammar, and sentence context. Students also used Gemini, DeepL, Google Translate, Grok and Perplexity. AI was mainly used to translate texts, understand meaning in context, correct language structures, and complete tasks efficiently. However, students also experienced limitations, including dependency, reduced critical thinking, and inaccurate translation results. Therefore, AI should be used wisely and accompanied by verification to ensure translation accuracy and support the development of students translation skills.