Journal of Language and Literature Studies
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203 research outputs found
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Exploring the Structure and Language Features of Successful Business Letters: A Case Study of a Tour Travel Agency
No full textBusiness letters play crucial roles in exchanging information, maintaining relationships, and creating markets in organizations. However, the gap between academic research and practical workplace application in business letter writing remains underexplored. This study analyzes the generic structure and linguistic features of successful English business letters—defined as those achieving their communicative and business objectives—in authentic professional contexts. Using a genre-based approach, fifty original business letters from a travel agent in West Nusa Tenggara (2021-2022) were examined. Results revealed that successful business letters follow a systematic structure: sender's address, recipient's address, opening greeting, body (2-3 focused paragraphs), and closing greeting, notably omitting the subject line. Four key linguistic features characterize these letters: formality (using formal vocabulary), practicality-professionalism (employing technical terminology), informativeness (using business-specific language to prevent misunderstandings), and politeness (utilizing modal verbs and courteous expressions). These findings bridge the gap between ESP theory and real-world practice, demonstrating that successful business letters adapt academic formats to meet practical business demands. The study provides evidence-based recommendations for business practitioners and ESP educators, contributing to effective business communication practices in authentic professional environments
Variations of Arabic-Indonesian Translation Strategies in Automatic Machine Translation: A Comparative Study
No full textIn the era of Society 5.0, the phenomenon of automatic translation is getting more attention as communication technology advances, especially with the presence of translation engines such as Auto Translation and ChatGPT. Both are widely used in language transfer, including for official texts such as diplomatic speeches. This study aims to identify and compare the translation strategies used by Auto Translation and ChatGPT in translating the Arabic speech delivered by Indonesian Deputy Foreign Minister Anis Matta during the OIC Summit in Riyadh on November 11, 2024. This research uses a descriptive qualitative approach with a comparative method. Primary data is obtained from Arabic speech transcripts and the results of the translation of the two machines, while secondary data comes from various relevant literatures. Data collection techniques were carried out through observation and note-taking, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing/verification. The results show that the most dominant strategy used by both is Transcription (34% Auto Translation, 42% ChatGPT). The Harfiyyah strategy was found 18% in Auto Translation and 19% in ChatGPT. The Ziyadah strategy appeared 12% in Auto Translation and 8% in ChatGPT. The Transposition strategy was found 6% in Auto Translation and 11% in ChatGPT. The Description strategy was used more by ChatGPT at 12% than Auto Translation with 3%). Taqdim wa ta'khir strategy appears equally at 6%, while Tabdil (9%) and Hazf (12%) strategies are only found in Auto Translation. The results show a significant difference in that Auto Translation is more flexible in replacing or omitting text elements, while ChatGPT is more descriptive and contextual. This research contributes to the study of technology-based translation, especially Arabic-Indonesian diplomatic texts
AI and Digital Literacy in Language Education: A Systematic Review on Critical Thinking Development
No full textRapid advances in artificial intelligence (AI) have reshaped language education and raised new questions about how AI interacts with digital literacy and critical thinking development. This study presents a Systematic Literature Review (SLR) following PRISMA 2020, examining Scopus-indexed articles published between 2015–2025. A total of 58 records were identified, 44 were screened, and 14 full-text studies were included for qualitative thematic synthesis. The findings reveal that AI literacy, digital literacy, and critical thinking operate as an interdependent cognitive ecosystem in language learning: AI functions as a cognitive mediator that can stimulate analytical reasoning; digital literacy equips learners to navigate and evaluate multimodal information; and critical thinking serves as an epistemic and ethical filter for responsible meaning-making. Effective pedagogical strategies identified include AI-supported inquiry, reflective scaffolding, and project-based digital literacy tasks, with teachers and virtual communities of practice serving as ethical mediators and collaborative support structures. Key challenges—cognitive offloading, algorithmic bias, and digital divides—pose risks to learner autonomy and equitable learning outcomes. To bridge these issues, this review proposes the AI-Enhanced Critical Literacy Pedagogy (AICLP) model, offering an integrative framework that connects cognitive, reflective, and ethical dimensions for strengthening critical thinking in AI-mediated language education. The model provides theoretical grounding and practical guidance for curriculum design, teacher development, and education policy in the digital era
Resolving the Sudan Crisis: A Critical Discourse Analysis of Norman Fairclough’s Perspective
No full textThe conflict between South and North Sudan is worsened by racial differences. It has also destroyed public infrastructure, including healthcare. The healthcare system's collapse puts the Sudanese population at serious risk now and in the future. The purpose of this study is to reveal the text analysis dimension, the discourse practice dimension, and the sociocultural dimension in Sudan's famine news. A qualitative method is used as the foundational approach, with a critical paradigm as the research perspective. The approach used is Norman Fairclough's Critical Discourse Analysis (CDA) to uncover the relationships between language, power, and ideology in the discourse on the Sudan crisis. Data is collected from news articles discussing the Sudan crisis from multiple media, using manual recording tools and translation software to understand multilingual texts.The findings indicate that the choice of sentence structure reflects tense social relations within this conflict situation. The discourse created by the Sudanese government seeks to maintain legitimacy by diverting attention from internal issues like famine to external threats. Furthermore, the sociocultural dimension highlights the inability of international diplomacy to resolve the conflict, creating an impression of deadlock and underscoring the role of the international community in responding to Sudan's complex and historical crisis. Recommendations for future research include conducting field studies that involve perspectives from various groups and performing long-term analyses on the development of the Sudan crisis to understand the impact of government discourse within the context of dynamic socio-political change
The Psychological Comparison of the Red Queen and White Queen in Alice Through The Looking Glass: English
No full textThis study analyze the psychological aspects of the secondary characters, namely the Red Queen and the White Queen in the film Alice through the Looking Glass (2016). This study focuses on how the differences of their Id, Ego, and Superego explains their behavior and how they strategize to resolve their conflicts. This study aims to explore the psychological aspects that shape character development and its relevance to narrative conflict resolution. This study uses a descriptive qualitative method, using observation and recording techniques to collect data. Data sources include films and their transcripts from script.com written by Linda Woolverton. Data collection was carried out by watching and analyzing films, capturing important scenes, and interpreting character actions based on theoretical frameworks. The theory by Sigmund Freud (1923) was applied to categorize examples of Id, Ego, and Superego in each character, while the theory of conflict management model by Thomas and Kilmann (1970) used to analyze how the two sisters resolve their problems. The findings reveal that the Red Queen is dominantly driven by the Id, with 8 data reflecting impulsive and vengeful behavior rooted in unresolved childhood trauma. In contrast, the White Queen is governed by the Superego, with the 4 data displaying moral values ??such as wisdom and empathy. Their conflict is resolved through collaborative strategies, emphasizing a shared recognition of past mistakes that led them to become enemies. This study contributes to the understanding of psychological character development in film by demonstrating the interplay of internal psychological dynamics and their role in shaping narrative structure. It highlights how Freud’s framework and conflict resolution theory provide important insights into character motivations and how the resolution of these conflicts can provide a broader perspective on the significance of psychology in storytelling and film analysis
Evaluating the Effectiveness of Bilingual Programs in Enhancing Non-English Subject Learning among Junior High School Students
No full textThis study was carried out to investigate the effectiveness of bilingual programs in non-English learners and to identify the factors that contribute to their success. The research was conducted at Bunga Matahari International School, involving a sample of 27 junior high school students selected from a population of 65 using Slovin’s formula (1960). A quantitative descriptive approach was employed, utilizing documentation of students' assessment scores and a questionnaire to evaluate factors influencing the success of the bilingual program. To assess program effectiveness, the researcher used descriptive statistics and a paired t-test to compare two sets of assessment scores provided by the school. The findings revealed significant improvements in Mathematics and Science, with Mathematics increasing from a mean score of 88 to 91 (p = 0.002), and Science from 90 to 94 (p = 0.000). In contrast, Social Studies showed only a minimal improvement, from 92 to 93, which was not statistically significant (p = 0.749). Key contributing factors to program success included the teacher's role (87%), student engagement (80%), school support (74%), and learning resources (64%). These results suggest that teacher involvement and student engagement are critical to the success of bilingual programs. Future bilingual curriculum development and teacher training initiatives should prioritize enhancing these areas while also strengthening institutional support and access to adequate learning resources
Developing Local Culture-Based Instructional Materials of English Reading for Social Welfare Learners
No full textThe development of instructional materials plays a crucial role in improving students’ learning outcomes, particularly in the context of English reading comprehension at the tertiary education level. At the Social Welfare Department of Institut Teknologi Pagar Alam (ITPA), there is a distinct lack of instructional resources that are not only pedagogically sound but also culturally relevant and aligned with the students’ academic and professional demands. The materials currently in use often do not reflect the students’ sociocultural background, leading to low engagement and limited learning effectiveness. This study aims to address this gap by designing English reading comprehension materials infused with Besemah cultural elements. Employing the Design and Development Research (DDR) methodology, the research collected data through questionnaires and interviews with both students and faculty members. The developed materials were subjected to a comprehensive validation process involving content experts in reading and instructional design, an English language practitioner, and feedback from 15 Social Welfare students focusing on clarity, engagement, and practical use. Results revealed that integrating Besemah cultural content substantially improved students' motivation and understanding, making learning more meaningful and contextually appropriate. The study concludes that culturally responsive instructional materials not only enhance language acquisition but also foster a sense of cultural identity and appreciation, offering a valuable model for localized educational innovation across various disciplines
Reimagining Gender Equity through Legislation: A Discourse Analysis on Post-Colonial Feminist Critique of the 2024 Affirmative Action Bill
No full textThis study examines the 2024 Affirmative Action Bill through a post-colonial feminist lens, critically evaluating its potential to confront and address systemic gender inequities embedded within Ghana's Fourth Republic's political and socio-cultural structures. Drawing on post-colonial feminist theory, the research situates the bill within broader historical and ideological continuities of gendered marginalization, contending that meaningful equity demands the dismantling of both colonial legacies and entrenched patriarchal norms. Employing qualitative methods comprising textual analysis and content analysis, the study interrogates policy texts, historical documents, and feminist scholarship to uncover the bill’s transformative possibilities and limitations. The analysis is grounded in a qualitative study, employing textual analyses. Postcolonial feminist theory, Critical Discourse Analysis, and Indexicality, are employed as blueprints in navigating the textual analyses, focusing on how the bill's legal language, cultural references, and policy metaphors encode ideological assumptions about gender, power, and identity. The primary data corpus is the 2024 Affirmative Action Bill itself, while the feminine class in Ghana serves as the implied population whose experiences, representation, and structural positioning the study seeks to evaluate. The findings reveal that while the 2024 bill marks a progressive legislative milestone, its long-term success depends on sustained investment in female education, civic engagement, and the reshaping of national gender narratives. The study recommends a multi-pronged approach to gender equity—one that integrates inclusive policy implementation, public education, and institutional reform as core strategies for embedding lasting transformation within Ghana’s democratic development. The study's findings urge policymakers to adopt targeted gender-responsive frameworks that not only legislate equity but actively transform entrenched socio-cultural biases through sustained educational and legal reforms
Differentiated Instruction and Its Influence on EFL Students' Reading Achievement in Senior High Schools
No full textReading comprehension is a critical skill for EFL students' academic success, often presenting challenges due to diverse learning needs and abilities. This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing the reading achievement of EFL students at a senior high school in Praya. The research aimed to determine the impact of DI on students' reading skills, focusing on vocabulary acquisition, main idea identification, and inference skills. A quasi-experimental design was employed, involving two groups: an experimental group receiving DI and a control group receiving traditional instruction. Reading comprehension tests, classroom observations, and student questionnaires were used to collect data. The results revealed a statistically significant improvement in reading scores for the DI group compared to the control group, particularly in vocabulary acquisition and main idea identification. The findings suggest that DI is a valuable pedagogical approach to improve EFL students' reading comprehension by catering to their diverse learning needs. These results imply that educators should consider implementing DI to foster a more inclusive and effective learning environment, leading to improved reading skills and academic performance
The Strategic Role of Indonesian Ulama in the Global Dissemination of Islamic Values through Islamic English
No full textThis study explores the strategic role of Indonesian ulama in disseminating Islamic values to global audiences through the use of Islamic English. In an era marked by increasing interreligious tensions and the need for cross-cultural dialogue, Islamic English has emerged as a vital medium for conveying the principles of peace, tolerance, and compassion to both Muslim and non-Muslim audiences worldwide. The research focuses on two main questions: (1) how Indonesian ulama utilize Islamic English to promote Islamic values, and (2) what strategies are employed to foster interfaith harmony and religious diplomacy. Employing a qualitative library research method with content analysis, the study examines a range of sources including speeches, sermons, publications, and interfaith programs. The findings indicate that Indonesian ulama use Islamic English not only to translate Islamic concepts, but to bridge cultural and linguistic gaps in interreligious communication. Digital platforms such as YouTube and social media have also expanded the ulama's reach and impact. Initiatives like the “English for Ulama” program exemplify Indonesia’s soft-power approach in positioning moderate Islam globally. Through strategic use of language and engagement in interfaith dialogue, Indonesian ulama contribute to shaping a global discourse on Islam that emphasizes harmony over conflict. This research concludes that Islamic English is a powerful tool for religious diplomacy and plays a crucial role in promoting Indonesia’s image as a peaceful and democratic Muslim-majority nation