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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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.
Articles
56 Documents
Search results for
, issue
"Vol 9, No 2: December 2025"
:
56 Documents
clear
<![CDATA[REPRESENTATION OF MULTICULTURAL VALUES IN THE NOVEL LELAKI HARIMAU BY EKA KURNIAWAN ]]>
<![CDATA[Ramadila, Neyskia]]>;
<![CDATA[Dzarna, Dzarna]]>;
<![CDATA[Citraningrum, Dina Merdeka]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12382
<![CDATA[Multiculturalism refers to the diversity of life across the world or a cultural framework that emphasizes the acceptance and coexistence of different cultures. Multicultural values, therefore, represent society’s appreciation of all that is considered good, important, noble, appropriate, and functionally beneficial for fostering collective development and the well-being of social life. This study aims to describe the representation of multicultural values in the novel Lelaki Harimau by Eka Kurniawan. The type of research conducted is qualitative; utilizing descriptive analysis methods, while the method employed in this study is content analysis. Based on the study's results, the novel Lelaki Harimau by Eka Kurniawan features 78 quotes that represent multicultural values. The essence of human life has 20 quotes, the essence of human work has 13 quotes, the essence of human position in space and time has 19 quotes, the essence of human relations with nature has 11 quotes, and the essence of human relations with others has 15 quotes. Based on the research results, the representation of multiculturalism values in the form of the essence of human life dominates in this novel, while the multiculturalism values in the form of the essence of human relations with nature are the least. The findings of this study can provide readers with information that the novel Lelaki Harimau by Eka Kurniawan explores individual abilities in living life. Additionally, it can be a reference for readers regarding real-life situations.]]>
<![CDATA[PEDAGOGICAL CHANGE IN THE AI ERA: INDONESIAN EFL TEACHERS' VOICES AND CONTEXTUAL CONSTRAINT ]]>
<![CDATA[Rahmiati, Rahmiati]]>;
<![CDATA[Al Tasa, Fiza Rauzika]]>;
<![CDATA[Sanjaya, Muhammad Arif]]>;
<![CDATA[Zulida, Evi]]>;
<![CDATA[Hasrina, Noliza]]>;
<![CDATA[Isda, Irma Dewi]]>;
<![CDATA[Chairuddin, Chairuddin]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12185
<![CDATA[This study examines how Indonesian English as Foreign Language (EFL) teachers perceive and negotiate pedagogical change arising from the integration of Artificial Intelligence (AI) into language instruction. This research uses an interpretive qualitative approach through semi-structured interviews with seven teachers from diverse institutional backgrounds in Sumatera. Thematic analysis identified six key themes: (1) pedagogical change through AI integration, (2) evolving teacher identity, (3) reflective professional agency, (4) contextual constraints, (5) students' engagement and critical awareness, and (6) the need for instructional support and teacher training. Findings indicate that AI tools, such as ChatGPT and Grammarly, have facilitated a shift toward more student-centered, project-based, and reflective teaching practices. Teachers reported a redefinition of their roles from content transmitters to facilitators and mentors, with an increasing emphasis on assessing learning processes rather than outcomes. However, AI integration was hindered by infrastructural limitations, unequal access to technology, and a lack of AI literacy. The study reveals that technological transformation in ELT is not merely technical but also shaped by contextual realities and teacher identity. It highlights the need for context-sensitive professional development and inclusive policy support that enhance teachers' adaptive capacities in an AI-mediated learning environment.]]>
<![CDATA[AN EXPLORATION OF ORTHOGRAPHIC CHALLENGES AMONG SEPEDI GRADE 10 LEARNERS IN ESSAY WRITING ]]>
<![CDATA[Mashaphu, Ngoako Silas]]>;
<![CDATA[Seanego, James]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12128
<![CDATA[Writing is a language skill that every Sepedi language custodian should master. Learners seem to encounter multiple orthographic challenges in their formal writing activities, thereby deviating from standard spelling rules in the language. This study aims to critically explore orthographic errors made by Sepedi learners in their essay writing. It is a qualitative study which seeks to assess the quality of language usage in Grade 10 classrooms. Four learners and two Sepedi educators were purposively sampled for this study. Learners’ formal activity scripts were utilized while teachers were interviewed to gather data, thereby employing document review and semi-structured interviews as data collection tools. Data were analysed thematically to identify and critically examine spelling challenges. Findings from this study indicate that learners face significant orthographic challenges, including differentiating between conjunctive and disjunctive writing systems, incorporating colloquial language into formal writing, and handling the insertion and omission of certain letters and vowels, as well as punctuation issues, among other issues. The study is expected to contribute to addressing overall orthographic challenges among Sepedi learners, as well as being handy to Sepedi language educators on how to instruct grammar lessons.]]>
<![CDATA[THE INTEGRATION OF DIGITAL HUMANITIES (DH) IN BANGLADESHI LIBRARIES: PROSPECTS AND CHALLENGES ]]>
<![CDATA[Rana, Md. Masud]]>;
<![CDATA[Kabir, Shahjahan]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.11940
<![CDATA[This study examines the role of Digital Humanities (DH) in the libraries of Bangladesh, with a focus on integrating digital technologies, staff training, and enhancing the accessibility of digital resources. Given the rapid advancement of digital tools in academic environments, this research aims to assess DH implementation in libraries, identify key challenges, and suggest strategies to enhance their effectiveness and inclusivity. The study adopts both quantitative and qualitative approaches. Data were collected through two primary methods: Google Forms and interviews, with a sample size of 103 respondents. The data collected were analyzed utilizing Structural Equation Modelling (SEM) with SmartPLS 4. The study finds a mixed adoption of digital humanities (DH) tools across libraries in Bangladesh, as the use of new technology required to fully digitalize them is still uneven. While urban academic libraries have made substantial progress in digitalizing resources and offering DH-based services, rural libraries continue to face significant barriers due to limited ICT infrastructure, the digital divide, and digital literacy gaps among staff and users. The analysis reveals that the lack of structured training for librarians and insufficient funding for infrastructure development pose significant obstacles. The study also highlights that integrating DH into libraries in Bangladesh is inevitable, as it can transform libraries into digital hubs for knowledge production and dissemination. The study recommends enhancing library ICT infrastructure, reducing the digital divide to make resources accessible to all, and offering digital literacy programs for both staff and library users.]]>
<![CDATA[PARENTAL INVOLVEMENT AND ENGLISH ACHIEVEMENT: INSIGHTS FROM INDONESIAN MIDDLE SCHOOL STUDENTS ]]>
<![CDATA[Fadlia, Fadlia]]>;
<![CDATA[Telaumbanua, Siti Pratiwi]]>;
<![CDATA[Isda, Irma Dewi]]>;
<![CDATA[Asra, Surya]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12402
<![CDATA[Parents play a vital role in supporting their children’s academic achievement. This study aims to identify the types of parental involvement that support students’ English learning at SMPN 3 Langsa and to examine how these forms of involvement relate to students’ English achievement. This study addresses this gap by examining the forms and effects of parental involvement on English achievement among eighth-grade students in an Indonesian public middle school. Guided by Epstein’s Framework of Parental Involvement, this study categorizes parental practices into six types and investigates their relationship with students’ formal English achievement scores. A qualitative-dominant design was employed, triangulating three data sources: (1) questionnaires measuring the frequency of involvement across Epstein’s types, (2) semi-structured interviews exploring parental practices and motivations, and (3) official English score documents quantifying students’ achievement. Findings show that parenting, learning at home, and volunteering were the most frequently practiced types of involvement, with rates of 89%, 84%, and 82%, respectively. Qualitative patterns indicated that learning-at-home involvement—including homework supervision and structured study routines—was strongly associated with higher English achievement scores, particularly among students consistently surpassing the Minimum Mastery Criteria (KKM). The study contributes context-specific evidence for designing targeted parental engagement programs that address the unique demands of L2 learning in Indonesian middle schools.]]>
<![CDATA[EXPLORING LANGUAGE STYLES IN THE FILM UGLIES (2024): A SOCIOLINGUISTICS PERSPECTIVE ]]>
<![CDATA[Daulay, Olga Adelia]]>;
<![CDATA[Rosa, Rusdi Noor]]>;
<![CDATA[Yusuf, Muhammad]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.11488
<![CDATA[This study investigates the use of language styles in the film Uglies (released in 2024) by applying Joos’ (1967) classification of language styles (frozen, formal, consultative, casual, and intimate) and Holmes’ (2013) framework of social factors influencing the choice of language styles, including participants, setting, topic, and function. Using a qualitative approach with content analysis as the research design, this study took the data from the English subtitled transcripts of the film officially released by Netflix. The findings reveal that the casual style is the most dominant, followed by the intimate and consultative styles, reflecting the film’s focus on adolescent characters and peer relationships in informal and emotionally driven contexts. The formal style appears in institutional interactions, while the frozen style is notably absent, due to the lack of ceremonial or ritualistic settings in the narrative. Analyzing language in dystopian fiction is significant because it reveals how imagined societies construct power, identity, and resistance through communication. This study highlights the close relationship between language styles and social factors, demonstrating how linguistic choices reflect the dynamics of participant relationships and communicative functions in the film.]]>
<![CDATA[THE CLASSROOM SOCIAL INTERACTION INFLUENCE ON THE NON-EFL STUDENTS IN ENGLISH SPEAKING CLASS ]]>
<![CDATA[Destiani, Shendy]]>;
<![CDATA[Indriani, Lilia]]>;
<![CDATA[Kurniawan, Agung Budi]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12266
<![CDATA[Social interaction is one important factor that influences the process and resulting quality of non-EFL students in English-speaking classes. It could both support and decrease them. This study investigated the social interaction influences on the non-EFL college students’ English-speaking process and results. It aims to find out which social determinants cause students to engage communicatively in speaking tasks. The research was conducted by applying the qualitative descriptive design that involved observing classroom conduct, making field notes, and analyzing interactional processes to explore how students and lecturers built a social environment. The findings reveal four main data points that affected the quality of interaction, including the student noise and side-talk, non-routine greetings and leave-takings, mobile phone interference beyond control, and the lecturer’s management techniques in the classroom. The condition had an impact on the atmosphere of emotions through how students feel confident, focused, attentive, and motivated to talk. In general, the results emphasize the necessity of transparent social routines, behavioral guidance, and regulation in digital use to foster a good speaking environment in Indonesian higher institutions. It is suggested that mastering these non-pedagogical phenomena will be crucial for minimizing affective barriers and achieving speaking betterment, particularly in the case of developing communicative confidence among non-English majors.]]>
<![CDATA[PRAGMATICS OF BREADCRUMBING: IMPLICATURE AND MAXIM VIOLATIONS IN MANIPULATIVE COMMUNICATION ]]>
<![CDATA[Fitriani, Raisya Nur]]>;
<![CDATA[Sudarwati, Emy]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.11836
<![CDATA[This study examines the role of conversational implicatures and maxim violations in manipulative communication, particularly in the phenomenon of breadcrumbing. Breadcrumbing is a subtle manipulation tactic in romantic relationships characterized by ambiguous messages to maintain someone's interest without commitment. Using a qualitative content analysis approach, data were collected through an open-ended online questionnaire aimed at individuals who had experienced breadcrumbing. By applying Grice's implicature theory, this study identifies how maxim violations (quantity, quality, relation, and manner) contribute to creating ambiguity and false hope in breadcrumbing. These deliberate violations aim to maintain an emotional connection while avoiding clear intentions in the relationship, thereby preserving ambiguity within it. The findings reveal that perpetrators of breadcrumbing often use vague and unclear language as a communication manipulation strategy that creates emotional uncertainty in the victim. This study also highlights the psychological impact of breadcrumbing on victims, such as emotional uncertainty and decreased self-esteem. The work emphasizes the value of pragmatic linguistic analysis in uncovering subtle forms of emotional manipulation in romantic relationships and suggests potential strategies for awareness and prevention.]]>
<![CDATA[THE SYMBOLIC PREMISE IN NADIN AMIZAH'S ALBUM: A PEIRCEAN SEMIOTIC APPROACH ]]>
<![CDATA[Lestari, Febrianti Dwi]]>;
<![CDATA[Dzarna, Dzarna]]>;
<![CDATA[Ali Vardani, Eka Nova]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12191
<![CDATA[This study investigates the symbolic premises embedded in Nadin Amizah’s albums Selamat Ulang Tahun (2020) and Untuk Dunia, Cinta, dan Kotornya (2022) through Charles Sanders Peirce’s semiotic framework. Employing a descriptive qualitative design and Herbert Blumer’s theory of symbolic interactionism, the research explores how icons, indexes, and symbols construct meaning in Amizah’s lyrical narratives. Data were collected from song lyrics and analyzed using Peirce’s triadic model to identify the interplay between imaginative imagery, emotional indicators, and figurative expressions. The findings reveal that the albums articulate intertwined themes of maternal affection, identity formation, emotional struggle, and spiritual reconciliation. Iconic signs depict visual metaphors of personal experience, indexes mark emotional and social relationships, while symbolic signs convey abstract representations of self-reflection and existential awareness. Through the semiotic process, Amizah’s works transcend musical aesthetics, functioning as cultural texts that reflect Indonesian youth’s emotional and social realities. The study contributes to Indonesian music semiotics by demonstrating how symbolic premises in popular lyrics mediate personal meaning and collective experience within contemporary socio-cultural contexts.]]>
<![CDATA[DEVELOPING A DIGITAL VIDEO SERIES TO ENHANCE MEDICAL ENGLISH SPEAKING PROFICIENCY ]]>
<![CDATA[Sulistiana, Eva]]>;
<![CDATA[Adianto, Arda]]>;
<![CDATA[Nadzifah, Wardatun]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v1i1.12408
<![CDATA[This study investigates the design, development, and implementation of a Digital Video Series (DVS) aimed at enhancing Medical English speaking proficiency among health-science students. Using a Research and Development (RD) approach adapted from the Borg and Gall model, the study followed seven systematic stages including needs analysis, planning, product development, expert validation, field testing, and final revision. A one-group pre-test–post-test design was employed with 109 Nursing, Midwifery, and Pharmacy students to measure speaking improvement after the implementation of the DVS, which features authentic clinical communication scenarios. The results demonstrated a substantial increase in speaking performance, with mean scores rising by 13.49 points and a statistically significant difference confirmed through a paired-sample t-test (p .001). Students also reported highly positive perceptions of the videos’ clarity, relevance, and usefulness for supporting communicative practice. Overall, the study provides empirical evidence that systematically developed video-based materials can effectively strengthen communicative competence in English for Medical Purposes (EMP). The DVS offers a feasible and contextually grounded model for integrating multimedia learning resources into EMP curricula, particularly in settings with limited access to authentic clinical exposure.]]>
