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Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Published by Universitas Islam Sumatera Utara
ISSN : 25808672     EISSN : 25809962     DOI : https://doi.org/10.30743/
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 31 Documents
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Search results for , issue "Vol 9, No 1: June 2025" : 31 Documents clear
A SOCIOLINGUISTIC STUDY OF GENDERED LANGUAGE IN JAMAICA KINCAID’S ‘GIRL’ USING SPEECH ACT THEORY AND DEFICIT MODEL Fatah, Shokhan Mohammed; Muhammed, Areen Ahmed
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10654

Abstract

This paper examines gendered language in Jamaica Kincaid’s (born 1949) short story ‘Girl’ through J. L. Austin’s Speech Act Theory and Robin Lakoff’s Deficit Model. Structured as a monologue of maternal instructions, the narrative provides a lens to analyze language’s performative function in reinforcing authority, dependency, and gender norms. Applying Speech Act Theory, the study explores how directives, warnings, and illocutionary acts preserve traditional femininity and power relations. Simultaneously, it engages with the Deficit Model to demonstrate how women’s language is positioned as less assertive, shaping the daughter’s social identity. Using qualitative content analysis, the study examines linguistic features and speech acts to identify patterns of gendered language and power dynamics. Findings reveal that the mother’s speech acts, particularly commands and warnings, function as tools of linguistic control, reinforcing patriarchal ideologies and expectations. The paper highlights the role of language in shaping female identity through authoritative discourse, demonstrating how speech acts contribute to sustaining social hierarchies. By offering a nuanced exploration of gendered linguistic structures, this research contributes to sociolinguistic and literary discourse, deepening the understanding of power, identity, and representation in literary texts. The work underscores how language encodes and perpetuates gendered ideologies, adding to broader discussions on discourse, power relations, and identity formation in literature.
STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS Argawati, Ningtyas Orilina; Musthafa, Bachrudin; Gustine, Gin Gin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11339

Abstract

Mastering speaking as a crucial ability for language learners seems to be challenging.  Students had challenges in acquiring this ability.  Teachers claimed that the challenges stemmed from students' apprehension or lack of desire.  Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities.  Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.
EXPLORING TEACHER–STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) LED BY A GEN Z TEACHER: A FIACS-BASED CASE STUDY IN INDONESIA Kurniawati, Arienta Eka; Hamamah, Hamamah; Muttaqin, Syariful
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11027

Abstract

Effective classroom interaction significantly contributes to successful English language learning among young learners. Despite extensive research on classroom interactions, the impact of Generation Z (Gen Z) teachers’ distinct communication traits remains underexplored, particularly within the Indonesian context. Drawing from social constructivism and digital pedagogy frameworks, this study addresses this gap by focusing on verbal interactions in an EYL setting in Indonesia. The research aims to explore how a Gen Z teacher’s communication style influences classroom interaction patterns and what pedagogical implications arise for student engagement, autonomy, and emotional development. A qualitative case study design was employed, involving one Gen Z teacher and 28 third-grade students at a private primary school in Indonesia. Data were collected over three 55-minute sessions using video recordings and coded through Flanders’ Interaction Analysis Categories System (FIACS). Reliability procedures and ethical consent were ensured prior to data collection. Findings show that direct talk such as asking questions (56.8%) and giving directions (41.5%), is more prevalent in Gen Z teacher interactions than indirect talk, like using student ideas (14%) and offering praise (15.11%). The emphasis on directive and questioning approaches limited the potential for fostering student autonomy and collaborative dialogue. Student responses were frequent (66.3%), indicating active engagement, yet minimal student-initiated talk suggests limited learner autonomy. The study suggests a need for professional development that encourages Gen Z teachers to balance directive communication with emotional support and digital integration. Enhancing these communicative strategies could improve student engagement, autonomy, and collaborative learning in EYL settings.
ENHANCING STUDENTS’ READING COMPREHENSION OF HORTATORY EXPOSITION TEXTS THROUGH THE THINK-PAIR-SHARE METHOD: A CLASSROOM RESEARCH STUDY Humaera, Sepya; Ruswandi, Riki; Hidayat, Hamdan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10988

Abstract

This study explores the effectiveness of the Think-Pair-Share (TPS) method in improving students' reading comprehension of hortatory exposition texts. Conducted with 32 grade XI social studies students at SMA PGRI 2 Bandung, the research employed a quantitative approach using a survey design and purposive sampling. Data were collected through a validated questionnaire with 16 items rated on a five-point Likert scale. The TPS method was implemented over two cycles, and results showed significant improvements in students' reading comprehension and motivation. The average perception score was 3.78, with 65.6% of students agreeing or strongly agreeing that TPS facilitated their understanding of the text. Additionally, student motivation increased, with an average score of 3.81, reflecting enhanced engagement and active participation in learning activities. Reliability testing of the instrument yielded a Cronbach's Alpha value of 0.914, indicating high internal consistency. The study also highlighted the TPS method's ability to foster collaboration and critical thinking, as paired discussions enabled students to analyze arguments effectively and connect ideas within the text. These findings suggest that TPS is an effective strategy for improving comprehension and engagement in reading hortatory exposition texts, offering valuable insights for educators in creating interactive and collaborative learning environments.
ETHNIC OPPRESSION IN R.F. KUANG’S THE POPPY WAR BOOK Kanza, Balqis Affanin; Thoyibi, M.
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11062

Abstract

This study explores the representation of ethnic oppression in R.F. Kuang’s The Poppy War (2018) using a qualitative literary approach. It focuses on three main objectives: (1) identifying indicators of ethnic oppression within the novel; (2) analyzing how these forms of oppression are portrayed through literary elements such as characterization, setting, and plot; and (3) examining the motivations behind Kuang’s engagement with this theme. The primary data source is the novel itself, supported by secondary materials including academic journals, interviews, and historical texts. The analysis reveals three dominant indicators of ethnic oppression in the novel: systemic marginalization, cultural erasure, and institutional prejudice. These are conveyed through narrative elements and key events involving marginalized groups such as the Speerlies. The findings suggest that Kuang uses the fantasy setting of The Poppy War to reflect on historical injustices and process personal and familial trauma rooted in real-world events. Through this lens, the novel serves as both social critique and historical reflection.
NARRATIVE TRANSFORMATION IN BECAUSE OF WINN-DIXIE: A STRUCTURALIST APPROACH Wijianto, Agung; Faida, Fardan Rezkiawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11064

Abstract

This study aims to find the character Winn-Dixie’s narrative function in Kate DiCamillo’s Because of Winn-Dixie using A.J. Greimas’ actantial model. While previous research often focused on the novel’s emotional and psychological themes, this paper offers a structuralist approach to highlighting how narrative functions operate beneath the surface through the usage of actantial models and isotopes. The study uses descriptive qualitative method to examine narrative sequences to show how Winn-Dixie facilitates Opal’s movement from loneliness to connection, and from emotional fragmentation to relational wholeness. The findings demonstrate Winn-Dixie’s structural role as a helper actant and catalyst for the protagonist’s emotional transformation and that Winn-Dixie is not merely a symbolic or emotional figure but an essential structural force that shapes the novel’s progression and coherence. This research contributes an innovative perspective by applying classical structuralist theory to contemporary children’s literature, thereby enriching both narrative studies and literary criticism in the field.
TEACHERS AND STUDENTS’ PERCEPTION OF AI IN ACCOUNTING EDUCATION: A CASE STUDY Ahadi, Ahadi; Jatmika, Surya
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10765

Abstract

This study explores the perception of teachers and students at SMKN 1 Boyolali regarding the integration of Artificial Intelligence (AI) in accounting education. Using a qualitative case study approach, data were collected from three accounting teachers and three students through interviews and observations. The findings show that AI improves data analysis, personalizes learning, and provides instant feedback, aiding students in understanding complex accounting concepts. In addition, AI also contributes to the efficiency of administrative task management and the provision of more interactive teaching materials. However, obstacles such as limited infrastructure, inadequate internet connectivity, and lack of training for teachers and students hinder the optimal use of AI in the learning process. The study underscores the need for improved technology infrastructure, more comprehensive teacher training, and supporting policies that can encourage the effective use of AI in vocational accounting education. Thus, the results of this research are expected to provide insight for stakeholders in designing AI-based learning strategies that are more innovative and relevant to the latest technological developments.
NARRATIVE STUDY OF FULBRIGHT FLTAS’ EXPERIENCES AT A U.S. UNIVERSITY Labicane, Gianinna Elaine Malapote; Ndebele, Celimpilo; Staruk, Margarita; Febrianti, Dian Suprayitno; Phansriswan, Chayanin; Unal, Suleyman Tugberk; Diouf, Malick Diagne; Nguyen, Ha Anh; Zanca Vega, Sofia
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10901

Abstract

Transnational mobility programs, such as Fulbright scholarships, offer unique opportunities for academics to engage in scholarly collaboration and gain insights into diverse cultural perspectives. In recent years, more attention has been directed towards the internationalization of education, prompting educators to develop competencies needed to skillfully navigate culturally diverse learning environments.  This research is a qualitative inquiry into the multifaceted experiences of nine (9) Fulbright scholars from the 2022-2023 cohort during their Foreign Language Teaching Assistantship (FLTA) at a private university in the United States of America. Data were collected through semi-structured interviews conducted over video teleconferencing, wherein participants narrated the rewarding and challenging aspects of their experiences during the programs. Transcripts were then subjected to thematic analysis to identify emergent patterns and themes among the participants’ experiences. The findings reveal that the participants viewed student engagement and success, a renewed sense of nationalism, enhanced pedagogical skills, professional growth and impact, and heightened intercultural competence as the rewarding aspects of their experience abroad. However, the participants identified role ambiguity, restricted access to the host university’s resources, and culture shock as the challenges they experienced throughout the duration of the program. These findings emphasize the need for mobility program coordinators and host institutions to strengthen support systems and improve program structures to enhance the quality of international academic experiences. Addressing these issues would allow mobility participants to have more meaningful and impactful engagements, thereby reinforcing the success and ensuring the continuity of transnational academic programs.
SINO-KOREAN VOCABULARY LEARNING STRATEGIES AMONG INDONESIAN KOREAN LANGUAGE LEARNERS Chandraswara, Alfiani Rahmi; Usmi, Usmi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11323

Abstract

This study investigates the vocabulary learning strategies employed by students at Universitas Indonesia in acquiring Sino-Korean vocabulary—an essential component of the Korean language derived from Chinese characters (Hanja). Given the prevalence of Sino-Korean words in university-level Korean language materials, understanding effective learning strategies is crucial. A quantitative research design was adopted, using questionnaires to gather data on students’ learning approaches and experiences. The data were analyzed using SPSS version 29.0, with mean (M) and standard deviation (SD) computed for each strategy. The results indicate that students predominantly rely on memory-based strategies, such as recalling vocabulary encountered in texts or song lyrics. Among the five strategy categories, metacognitive strategies were the least frequently used overall. However, one metacognitive approach—learning vocabulary through exposure to media (e.g., movies, news, and music)—emerged as the most commonly applied individual strategy. These findings provide meaningful implications for educators and curriculum developers aiming to enhance vocabulary instruction in Korean language programs, particularly in supporting the acquisition of Sino-Korean vocabulary.
TABOO EXPRESSIONS IN ASAHAN MALAY: AN ETHNOLINGUISTIC APPROACH Sari, Etika; Mulyadi, Mulyadi; Zulfan, Zulfan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10456

Abstract

This research aims to classify taboo language expressions in Asahan Malay. The phenomenon of taboo language is important to study as an effort to maintain local wisdom. This research used a qualitative method with an ethnolinguistic approach. The location of this research is in Tanjungbalai, North Sumatera. The research data comes from the speech of native Asahan Malay speakers, research instruments in the form of interview guides, recordings and field notes. The data collection method is the field observation method. The results of the research show that there are two types of taboo expressions in Asahan Malay. The first one is general taboo, namely words that are lexically classified as taboo because they include words related to sex (15 data), bodily waste (7 data), cursing or cursing (9 data) as well as insults and demeaning (26 data), while the second one is special taboo, namely words that are not literally/lexically taboo but are considered taboo by Asahan Malay speakers because they are interpreted from a cultural perspective, namely consisting of words that are considered to bring harm (10 data) and are considered impolite (1 data).

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