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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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
LITERACY CONCEPT PERSPECTIVES IN ENGLISH LANGUAGE LEARNING WITHIN THE EMANCIPATED CURRICULUM Andriani, Agis; Izzati, Aina Amalia; Syakira, Sitti; Pertamana, Dede; Rosmala, Dewi
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.v9i1.10637

Abstract

Indonesia’s literacy rate is low, ranking 61st in the PISA survey, 60th in the OECD’s 2016 survey, and 45th in PIRLS 2011. To address this, a Merdeka Belajar curriculum focusing on literacy activities is being implemented. Thus, it is necessary to conduct research related to teachers’ and students’ perspectives of literacy through reading activities in emancipated learning because it can reflect how they understand and experience it. The qualitative case study is used as the research method and involved an English teacher and a 7th-grade student in a junior high school in Tasikmalaya. Data was collected through semi-structured interviews and analyzed using Braun and Clarke (2006) thematic analysis approach. The findings indicate that teachers perceive literacy in English learning as multifaceted, emphasizing reading and writing activities to enhance knowledge. They advocate for literacy skills development through diverse activities, promote independent learning strategies, and employ multimodal approaches, aligning their practices with the principles of the Emancipated Curriculum to empower students. Therefore, further research should explore the impact of English reading literacy activities on students’; English language skills, specifically the four skills, using a quantitative experimental approach to investigate the effects of literacy through reading activities.
ELT STUDENTS’ ETHICAL CHALLENGES THROUGH THE LENS OF SOCIAL EMOTIONAL LEARNING (SEL) Zulida, Evi; Jamilah, Jamilah; Ciptaningrum, Dyah Setyowati
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.v9i1.11396

Abstract

In increasingly multicultural English Language Teaching (ELT) settings, ethical concerns are not merely pedagogical but also emotional and interpersonal. The study here explores the ethical challenges for undergraduate ELT learners and looks at how Social Emotional Learning (SEL) abilities play a role in overcoming these challenges. Taking the qualitative case study approach, data were collected through semi-structured interviews, reflective journals, and observations of classrooms of 20 students of English Language Education Study Program Universitas Samudra. On the basis of thematic analysis, three broad categories of ethical issues academic integrity, group conflict, and cultural tensions were analysed through the framework of SEL including self-awareness, social awareness, relationship skills, and responsible decision-making. Results indicate that students possessing higher SEL abilities resolved moral dilemmas in more positive manners, while students without such abilities tended to use avoidance or feel emotional distress. The study highlights an urgent need to integrate SEL values into ELT instruction to create ethical consciousness and emotional resilience in students. Implications are reform in teacher preparation, course redesign, and ongoing cross cultural examination of ethics and emotional development in language learning contexts.
THE DYNAMICS OF LACK AND DESIRE IN OLIVIA RODRIGO'S GUTS ALBUM Maula, Jechan Shofwatul; Nurrachman, Dian; Permanaludin, Udayani
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.v9i1.11291

Abstract

This research examines the dynamics of “lack” and “desire” in Olivia Rodrigo's Guts album through an expressive literary criticism approach based on Lacanian psychoanalysis. Using close reading, this study uncovers how the lyrics reflect the subject’s confrontation with existential emptiness (lack) and the pursuit of an unattainable objet petit a, shaped by the symbolic Other (language, social norms). Thematic patterns such as emotional vulnerability, self-doubt, and resistance to societal expectations demonstrate how desire arises not from personal will but through the mediation of external pressures. The lyrics portray a cycle where the subject’s yearning is constantly frustrated by the impossibility of fully attaining the desired object, highlighting the persistent experience of lack. This tension reveals the paradox of desire as both motivating and destabilizing, showing how identity is fragmented by conflicting demands of the self and the Other. By linking these thematic motifs to Lacanian concepts, the research concretely illustrates the psychological and social dynamics at play, offering new insights into contemporary youth identity in digital culture.
HOW GENDER IS NAMED IN UNISEX PERFUMES: A SOCIO-ONOMASTIC APPROACH Kurniawati, Sonia; Handayani, Wiwik Retno
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.v9i1.10954

Abstract

Perfume has long been used as a body fragrance, but in today’s world, its role extends far beyond mere scent enhancement. It has evolved into a significant aspect of personal identity, self-expression, and lifestyle. In fact, perfume is often perceived as a symbolic presentation of one’s character, emotions, social status and even cultural identity. This article explored gender representation in unisex perfume names using a socio-onomastics approach. This study analyzed a dataset of 3,390 unisex perfume names from 2017-2024 sourced from Fragrantica. Sketch Engine toolkit was used to measure word frequency and concordance. Finally, the findings revealed five primary naming references: specific natural elements, inventors or manufacturers, places of origin, materials and identity-related and gender-stereotyped. Among the identified, material-based naming was the most dominant particularly through references to floral, fruity, and woody elements. Although no specific words explicitly indicated a unisex representation or any association, some findings disclosed that terms traditionally linked to either masculinity or femininity were not always intended exclusively for that particular gender. In short, this showed the effort to break traditional gender boundaries. Nonetheless, it was found that names referring to males had a higher frequency compared to names referring to females, meaning that gendered elements in naming unisex perfume names remain exist.
UNDERSTANDING LEARNERS’ INCONSISTENCIES WITH THE ‘O’ VOWEL AND ‘O-KAR’ IN BANGLA LANGUAGE Ahsan, Mohd Twarique; Islam, Mohammad Torikul
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.v9i1.10807

Abstract

Bangla, an Indo-Aryan language of the Indo-European family, employs an orthographic system where vowels are represented both as independent letters and diacritical marks. This dual representation introduces inconsistency and complexity in spelling and reading, particularly for young learners acquiring foundational literacy skills. A persistent challenge arises from the use of the O-Kar diacritic, which modifies consonants to produce the vowel /o/ sound, but is often omitted in certain lexical contexts, leading to inconsistencies in Bangla pronunciation and spelling. This study investigates the difficulties faced by native Bangla-speaking children in spelling and pronouncing words containing the inherent consonant O, especially when the O-Kar diacritic is absent. Data were collected through written assessments and structured interviews with 52 native Bangla-speaking children aged 8–11 from Berhampore, West Bengal. Three separate sets of word—each with 15 target words featuring inherent O consonant—were presented both with and without the O-Kar diacritic in the initial, medial, and final positions. Findings reveal significant spelling inconsistency when the diacritic was omitted, with learners frequently deviating from standard orthographic conventions. Conversely, words including the diacritical were consistently spelled and pronounced more accurately. This inconsistency persisted across all word positions, suggesting that the optional application of O-Kar impedes overall reading and writing fluency. The study highlights the need for standardized pedagogical approaches to mitigate spelling inconsistencies and improve literacy outcomes in Bangla. These findings have broader implications for Bangla phonological and orthographic conventions and are practically relevant to lexicographers, language education policymakers, and teachers.
STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK Salsabila, Rohiidah; Aridah, Aridah; Setiawan, Iwan
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.v9i1.11311

Abstract

This study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate students shared their experiences via interviews and by submitting annotated drafts for analysis. The results show that PaperRater helped them improve grammar, vocabulary, and sentence structure by providing quick feedback that encouraged independent revision. However, they also faced several challenges, such as unclear suggestions, occasional inaccuracies, and the tool’s inability to address more complex writing aspects like argument development and coherence. Although some students initially found the interface confusing, they gradually became more comfortable using it. Overall, PaperRater was seen as a helpful tool for correcting surface-level errors, but it still needed to be combined with teacher feedback and other tools to support deeper writing improvement. This study emphasizes the importance of using automated tools thoughtfully and in balance with human guidance. Further research with a larger group of participants is recommended to explore long-term effects.
FRAMING POLITICAL DYNASTIES IN KOREAN ONLINE NEWS OF INDONESIA’S ELECTION Ayuningsih, Adinda Safitri; Triarisanti, Risa; Lubis, Arif Husein
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.v9i1.11203

Abstract

Language choices are often used to reveal and reflect writers’ perspectives on certain issues, particularly constructed in online news media. Such language choices can affect readers’ stance in evaluating the issues being raised, leading to framing the news. This study aims to reveal the framing of Indonesia’s political dynasty during Indonesia’s regional election in 2024 in online Korean News. This study applied Pan and Kosicki’s framing analysis method to uncover the news construction in three Korean news: Seoul Economic Daily, Kyunghyang Shinmun, and Yonhap News, through syntactical, script, thematic, and rhetorical structures. The analysis results show that the syntactical structures on three news highlights 대규모 시위 (large-scale demonstration) as the main cause of the cancellation of the candidacy. Meanwhile, the script structures are structurally complete, holding all the 5W+1H elements. On the thematic structure, the three Korean news reports surrounded the same issue, the change of regional election law, also using the same pronouns: 장남 (first son) and 차남 (second son) to refer to the main figure being discussed. Lastly, the three news articles have distinctive styles in their rhetorical structures while delivering the information, but still attempt to shape audiences’ opinions through diction, character quotations, and narratives about the integrity or ambition of power. Based on these findings, this study recommends further research by applying a critical discourse analysis approach to unpack the interplay between language use and power relations, concerning with critical issues discussed in online news.
INTERPERSONAL METAFUNCTION IN PRESCHOOL ENROLLMENT BROCHURES: A SFL ANALYSIS IN LANGSA Syafitri, Siska Eka; Purwati, Purwati
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.v9i1.11106

Abstract

This study explores how interpersonal meaning is conveyed in preschool enrollment brochures through the lens of Systemic Functional Linguistics (SFL). Using a qualitative method to analyze 139 clauses, the research identifies a dominant use of statements (98.6%) over commands (2.2%), suggesting a preference for informative over directive communication. These results highlight the importance of interpersonal communication in promoting the school in order to make the parents read first, that is, the services provided by schools through various programs and their advantages. The language design is something important and interesting to discuss. The meaning conveyed by the presenter builds the interpersonal idea to be communicated. Brochures, as one of the visual media that consists of so many clauses, have their own way of sharing the information with the readers. The brochures of Pre-School Enrollment have their purpose of catching the parents' attention, making them intrigued to apply their children to the promoted schools. The researchers explore the written speech in the brochures by using the interpersonal metafunction of Systemic Functional Linguistics (SFL) by Halliday. The brochures were selected from some preschools in Langsa and ethical approval was also informed the days before to the institutions. 
EMPOWERING EFL WRITING: TEACHERS’ VOICES ON CURRICULUM INNOVATION Muaripin, Ary Maulana; Perda, Meri; Sajidin, Sajidin; Sulaeman, Dedi
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.v9i1.11322

Abstract

This article explores the contribution of curriculum innovation in writing instruction in English as a Foreign Language (EFL) at junior high schools in Indonesia. Through a qualitative study design, employing semi-structured interviews with EFL teachers, the research investigates their beliefs, implementation models, and challenges encountered during curriculum changes. The findings reveal that teachers generally perceive curriculum innovation as beneficial and educative. However, the lack of resources, inadequate training, and limited institutional support are significant barriers that hinder the effective implementation of the innovations. Teachers reported that these constraints impede their ability to fully integrate and apply the new curriculum effectively in the classroom. In response, policy recommendations are made, emphasizing the importance of providing sufficient resources, ongoing professional development, and stronger institutional support. These actions would help bridge the gap between curriculum innovations and the practical realities of classroom teaching, enabling teachers to optimize the benefits of curriculum changes in EFL instruction.
FORMAL CODE-SWITCHING IN EFL SPEAKING COURSE Jelimun, Maria Olga
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.v9i1.10983

Abstract

This study aims at determining the types, functions, and frequency of formal code-switching use in EFL Speaking course classrooms by second-year students of English Language Education Study Program students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researcher used Hoffman's theory to find the types of code-switching and Gumperz's theory to find the functions of code-switching. This research was done through the descriptive mix method, using observation, documentation, and recording to collect data. This research result showed five types of code-switching used by second year students, particularly in formal interaction setting speaking class. The use of those five types of code-switching has shown different percentages. 21% Intra-sentential switching has been used, 32% inter-sentential switching has been used. Moreover, 5% establish continuity with the previous speaker has been used.  37% emblematic switching was used, and a change in pronunciation features was only 5%. Furthermore, based on the data findings, the researchers found that students frequently used emblematic switching in formal interaction when speaking.

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