Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Language Literacy: Journal of Linguistics, Literature, and Language Teaching is a double blind peer reviewed international journal biannually published by the Faculty of Literature, Islamic University of North Sumatra, Medan, Indonesia. Publication is issued in June and December. Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals. Manuscripts should follow the style of the journal and are subject to both review and editing. The scopes of the journal include, but not limited to, linguistics, literature and language teaching written in English.
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<![CDATA[HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Tahmina, Tania]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.8766
<![CDATA[Compensation strategies are vital for foreign language learners to overcome difficulties in acquiring a second language. According to Oxford (1990), these strategies help learners “overcome knowledge limitations in all four skills” (p. 90), making them essential for effective language acquisition. This study investigates the preferred compensation strategies of high- and low-proficiency English learners at Jagannath University, Dhaka, Bangladesh, using a mixed-methods approach. Data collection involved the Strategy Inventory for Language Learning (SILL) questionnaire designed by Oxford, alongside semi-structured interviews to enrich the qualitative findings. Results indicate distinct preferences based on proficiency levels: high-proficiency learners frequently employed Strategy 6: “If I can’t think of an SL word, I use a word or phrase that means the same thing” (40%). Meanwhile, low-proficiency learners favored Strategy 1: “To understand unfamiliar SL words, I make guesses” (66.66%). These findings highlight the significance of adapting teaching approaches to address diverse learner needs, ultimately enhancing language learning efficiency and effectiveness.]]>
<![CDATA[PHONOLOGICAL CHALLENGES IN INDONESIAN SYLLABIFICATION: INSIGHT FROM KOREAN LEARNERS ]]>
<![CDATA[Kurniati, Nur Utami Sari'at]]>;
<![CDATA[Koh, Young Hun]]>;
<![CDATA[Kim, Dong Hoon]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10071
<![CDATA[This study is aimed at finding out how the differences in sound inventory and syllable structures between Indonesian and Korean influence the phoneme realization of Korean learners studying Indonesian. It involves 14 Korean learners and data for this study was obtained through documentation. The syllabification analysis showed that there were several processes occurring in speech production, such as simplification of the syllable structure, the addition and deletion of sound, and the change of sound segments. The simplification of the syllable was shown in the pronunciation of the consonant cluster, which was pronounced as two separate syllables. The addition of sound was obvious in some words, which was observable at the final position of the first syllable. The deletion of sound was found in the word ending in /r/, in which the sound was dropped. The sound change was overtly seen in the pronunciation of consonants /v/ and /r/. These processes might result from the different sound inventory and syllable structures between Korean and Indonesian. Some of those issues need to be addressed significantly since phonological errors might seriously interfere with understanding.]]>
<![CDATA[FROM ROSALINE TO JULIET: ROMEO'S ROMANTIC FICKLENESS IN ROMEO AND JULIET ]]>
<![CDATA[Saeed, Yadgar Faeq]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10208
<![CDATA[In William Shakespeare's Romeo and Juliet, the evolution of the character of Romeo reflects a transformation from obsessive infatuation to true love, exposing the irrationality of youth and the fragility of emotions. In the beginning of the tragic drama, we find Romeo in his state of despair after being rejected by Rosaline, which only goes to confirm the shallowness and most likely temporary nature of his feelings. Only Juliet, the love of his life, can bring him to the edge of genuine and profound love. This transformation in the character of Romeo pushes the tragic story and explains the internal conflict faced by characters due to their own wishes, desires and societal expectations. The scheme of his romance with Juliet develops quickly, from their initial meeting to their instant marriage. However, this impulsiveness also leads to their downfall, as their love goes against the long-standing feud between the Montagues and Capulets. Shakespeare uses this character to show the irrationality of love and the power of forces pushing outside. The work is not confined to the analysis of romantic love and its reflection, but also looks at the strife of society that make, shape and eventually kill that love. Romeo appears as a means for Shakespeare’s parallel yet different understanding of love – its beauty and its vulnerability, compelling readers to reflect on the power of love and the conditions that allow or prohibit it.]]>
<![CDATA[EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA ]]>
<![CDATA[Fredericks, Brenton Grant]]>;
<![CDATA[Louw, Tsepo Wisdom]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10165
<![CDATA[This study explores the perceptions of students and lecturers regarding the Academic Literacy Course (ALC) at the Central University of Technology (CUT), South Africa. Academic literacy encompasses critical skills for effective communication, while academic writing provides a structured framework for presenting ideas, arguments, and research. The study investigates attitudes toward the course's relevance, effectiveness, and its impact on students' academic writing abilities. Using a qualitative approach, data were collected through semi-structured interviews with students who completed the course and lecturers from the Communication Sciences Department. Thematic analysis revealed recurring patterns and insights from participants. Findings indicate that both students and lecturers value academic literacy as essential for academic writing success. Participants highlighted the course’s focus on critical reading, writing, information literacy, and communication skills, expressing predominantly positive opinions. However, a majority of students (90%) and lecturers (80%) emphasized the need for tailored content and additional resources to address specific academic writing challenges. The study provides valuable insights into the strengths and areas for improvement in the ALC. It suggests that a more discipline-specific approach, incorporating relevant terminology and practices, could better align with students' academic needs. Recommendations include redesigning the course to integrate discipline-specific content and adapting it for both in-person and online delivery. These findings have significant implications for curriculum development, offering strategies to enhance the course’s effectiveness in fostering students' academic literacy and writing proficiency.]]>
<![CDATA[STUDENTS' PROFICIENCY IN IDENTIFYING PRONOUNS IN ENGLISH SENTENCES: A STUDY OF SMA SWASTA CERDAS BANGSA ]]>
<![CDATA[Perangin-angin, Sempa]]>;
<![CDATA[Lestari, Triana]]>;
<![CDATA[Puspita, Clara]]>;
<![CDATA[Umami, Risa]]>;
<![CDATA[Panggabean, Edward]]>;
<![CDATA[Efrizah, Doni]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10323
<![CDATA[Many students struggle to identify pronouns in sentences, a critical aspect of English grammar necessary for constructing clear and coherent communication. Pronouns play a vital role in sentence structure by replacing nouns to avoid redundancy, yet their correct usage poses challenges for learners. This study investigates the proficiency of tenth-grade students at SMA Swasta Cerdas Bangsa in identifying pronouns in English sentences and explores the specific difficulties they face. The research aimed to evaluate students' ability to recognize different types of pronouns and pinpoint areas requiring instructional support. Adopting a case study methodology, the study collected data from 30 students in class X.1 through a 30-item test consisting of multiple-choice and fill-in-the-blank questions. Results showed that only 41% of the students correctly identified pronouns, with common challenges including confusion in pronoun selection and insufficient understanding of pronoun usage. These findings highlight the need for targeted teaching strategies, such as explicit grammar instruction and contextualized exercises, to enhance students' grammatical competence and overall language proficiency.]]>
<![CDATA[THE FLIPPED CLASSROOM: THE PRACTICE OF LEARNING ENGLISH FROM NURSING STUDENTS ]]>
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Arbaiyah, Arbaiyah]]>;
<![CDATA[Zulida, Evi]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10145
<![CDATA[This research aimed to examine the impact of the flipped classroom model on the activities and learning achievement of nursing students in Aceh, with a focus on speaking skills. The study employed classroom action research and was conducted over three months during the odd semester of 2024/2025, involving one first-grade class consisting of 32 students. The research was carried out in two cycles, utilizing pre-test and post-test evaluations to measure student learning outcomes. Additionally, two observers monitored classroom activities and provided reflections for improvement. The results showed a significant improvement in students' speaking skills. The average pre-test score was 55, which increased to 64 after Cycle I and further to 80 after Cycle II. Observations indicated that students became more active and engaged during the learning process, reflecting the effective implementation of the flipped classroom model. These findings suggest that the flipped classroom design successfully enhanced students' speaking abilities, as evidenced by the consistent improvement in their scores across cycles.]]>
<![CDATA[IS TRANSLANGUAGING LEGITIMATE IN ENGLISH LEARNING?: STUDENTS’ PERSPECTIVES FROM INDONESIA ]]>
<![CDATA[Asra, Surya]]>;
<![CDATA[Rahmiati, Rahmiati]]>;
<![CDATA[Nucifera, Prima]]>;
<![CDATA[Fadlia, Fadlia]]>;
<![CDATA[Mawaddah, Aina]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.9681
<![CDATA[Translanguaging pedagogy is the balance of using two languages in language learning. As in Indonesian context, the practice of integrating Indonesian language (L1) into English classes (L2) or translanguaging practice is very common to happen. Many students think it is useful for them in learning a foreign language. The students perceived the translingual practice is helpful. However, the teachers still think it is an illegitimate practice. Therefore, this research aims to support the idea of using Indonesian language in English language learning and explore its practice for students scaffolding. The method used was a descriptive qualitative using observations, questionnaires, and interviews. The data source for this research was 40 high school students taught by one English teacher, selected purposefully. The findings of this study show that teachers and students engage in translanguaging activities. The teachers and students use Indonesian language for more than half of the entire teaching and learning process. Although, the teacher still felt that the use of Indonesian language is inevitable due to the students' low abilities. Yet, from the student side, this practice received a positive response. Students found it beneficial for understanding English lessons.]]>
<![CDATA[INTEGRATING LOCAL WISDOM THROUGH PEUNAJOH-INDATU VIDEOS TO ENHANCE EFL STUDENTS’ SPEAKING SKILLS ]]>
<![CDATA[Zuhra, Intan]]>;
<![CDATA[Agustisa, Mutia]]>;
<![CDATA[Darwis, Muhammad]]>;
<![CDATA[Nurjannah, Nurjannah]]>;
<![CDATA[Amalina, Zahria]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10200
<![CDATA[Numerous studies have investigated the use of videos as a medium for teaching English; however, there remains a significant gap in research on the utilization of local wisdom-based videos, particularly in the Indonesian context. This study examines students’ perceptions of employing Peunajoh-Indatu, a local wisdom-based procedure text video, as a tool to enhance their speaking skills. A quantitative research approach was adopted, with questionnaires serving as the primary data collection instrument. The study involved 25 final-year high school students from SMA Negeri 1 Kutablang. The findings reveal overwhelmingly positive responses from the students, with 80% agreeing that the use of local wisdom-based videos significantly motivated them to improve their speaking abilities. The integration of culturally relevant materials heightened their enthusiasm for learning and practicing speaking. Moreover, the accessibility of the videos allowed students to engage in independent learning by re-watching and practicing outside the classroom, further reinforcing their speaking competence and overall confidence.]]>
<![CDATA[EFL TEACHERS' PERCEPTIONS OF AI'S IMPACT ON ACADEMIC INTEGRITY AND PEDAGOGY IN BANGLADESHI UNIVERSITIES ]]>
<![CDATA[Islam, Mirajul]]>;
<![CDATA[Hasan, Md. Mahadhi]]>;
<![CDATA[Mahmud, Rashed]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.10082
<![CDATA[The objectives of the research are to identify Bangladeshi EFL teachers’ perceptions regarding the role of AI in language teaching in the way it affects academic integrity, the pedagogical issues, and how these can affect the efficacy of the existing institutional policies in English teaching profession. This study used a descriptive quantitative research design, which is based on an online questionnaire survey with 115 EFL teachers teaching in 22 private universities in Bangladesh. The results found that 69.6% of teachers were concerned about the ethical implications of AI, most prominently 69.6% about the alignment with academic dishonesty. In addition, 65.2% of the teachers revealed challenges in merging AI into class pedagogy, with the foremost reason being a lack of institutional support and training provision to integrate the lessons into class lessons. Indicatively, 74.8% of respondents stated that current institutional policies do not enable dealing with the challenges posed by AI in education. The study recommends the immediate requirements for extensive AI-related training programs, institutional regulations, and instruments to attain academic integrity in EFL classrooms. This research builds on and adds to the growing literature on AI in education while capturing the Bangladeshi EFL context. Future research can be conducted on the threats of AI-integration in EFL teaching and learning. ]]>
<![CDATA[IMPACT ON THE IMPLEMENTATION OF MOTHER-TONGUE IN A MULTILINGUAL CLASSROOM ]]>
<![CDATA[Makena, Bulelwa]]>;
<![CDATA[Mnyazi-Cweba, Vuyokazi]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v8i2.9066
<![CDATA[Mother-tongue instruction in multilingual settings significantly impacts teaching and learning. This paper aims to investigate the role of teachers in implementing mother-tongue instruction in multilingual classrooms. A qualitative approach was employed for this inquiry, utilizing semi-structured interviews as the primary data collection tool. These interviews featured open-ended questions, allowing participants to respond in detail until data saturation was achieved. Participants were purposively selected and included teachers who provided instruction in the mother tongue, as mandated by policy for Foundation Phase teaching in multilingual education (MLE) settings. The study was conducted in schools within the Eastern Cape Province of South Africa. The findings reveal challenges faced by teachers in implementing and improving mother-tongue instructional materials. Due to a lack of teaching and learning resources, the study concludes that there is a need for libraries in schools. Additionally, the study recommends a thorough examination of innovative teaching strategies.]]>
