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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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 52 Documents
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Search results for , issue "Vol 9, No 2: December 2025 (In Progress)" : 52 Documents clear
WEB-BASED INTERACTIVE STRATEGIES FOR EFFECTIVE TOEFL ITP READING SKILLS Adianto, Arda; Sulistiana, Eva; Nadzifah, Wardatun
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12239

Abstract

The TOEFL ITP reading comprehension section poses a significant challenge for many EFL learners, necessitating innovative instructional approaches. This study aims to develop and evaluate a dedicated web-based learning platform integrating interactive strategies to enhance reading skills for the TOEFL ITP. Employing a Research and Development (RD) design with the 4D model (Define, Design, Develop, Disseminate), the study involved 109 university students selected through purposive sampling. The platform's development included validation by English teaching and educational technology experts, followed by a limited field test. Data were collected through pre-test/post-test assessments and a usability questionnaire. The results indicated a substantial improvement in reading proficiency, with mean scores increasing from 355.88 to 423.45, a statistically significant gain of 18.98% (Z = -9.019, p .001). Furthermore, user evaluations revealed positive feedback on the platform's accessibility, interactivity, and ability to maintain engagement. This study concludes that the purpose-built web-based platform serves as an effective intervention for improving TOEFL ITP reading skills. It contributes to the field of digital-based EFL instruction by demonstrating the efficacy of a tailored, interactive learning tool for standardized test preparation.
EXPLORING DARK DESIRES IN AVENGED SEVENFOLD’S A LITTLE PIECE OF HEAVEN: A PSYCHOANALYTIC AND PHILOSOPHICAL READING Aljazera, Falah Muzaqqi; Rahayu, Masnia
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12233

Abstract

Research on dark themes in literature and music often focuses on narrative or aesthetic form, leaving a gap in understanding how psychological and philosophical dimensions shape artistic expression. This study aims to explore how dark desires are represented in Avenged Sevenfold’s A Little Piece of Heaven through psychological, sociological, and philosophical perspectives. Employing a qualitative descriptive method with thematic analysis, the research identifies symbolic patterns of unconscious drives, moral conflict, and emotional duality within the song’s narrative. The analysis applies Freud’s concepts of the id, ego, and superego alongside Jung’s theory of the shadow self to uncover repressed impulses, while Nietzsche’s philosophy is used to interpret how destructive instincts are transformed into creativity and moral reflection. The findings reveal that A Little Piece of Heaven embodies the duality of affection and violence, suggesting that dark desires function as both destructive and creative forces within human consciousness. This study contributes to literary and cultural studies by demonstrating how psychological repression and moral conflict in heavy metal music can be interpreted as a creative articulation of human emotion, offering insight for both literary analysis and cultural pedagogy.
EXPLORING A TAILORED TASK-BASED LANGUAGE TEACHING (TBLT) MODEL FOR ENHANCING LANGUAGE PROFICIENCY IN MATURE STUDENTS Adjei-Mensah, Susana
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.11290

Abstract

Language teachers employ a range of approaches, both direct and indirect, to support effective language learning. Among these, Task-Based Language Teaching (TBLT) stands out as a learner-centred, indirect method that fosters critical thinking, problem-solving, and learner autonomy. Mature students in higher education, however, encounter distinctive challenges related to balancing multiple responsibilities, managing academic anxiety, addressing financial constraints, and overcoming limited language proficiency, often resulting from an extended gap in formal study. This paper proposes a tailored TBLT model comprising four components: constructivist principles, TBLT phases, cooperative learning principles, and contextually relevant teaching–learning activities. The model aims to enhance mature students’ language competence and bridge proficiency gaps with their younger peers through authentic tasks such as event planning, community debates, report writing, and formal email preparation. By drawing upon their professional and life experiences in these collaborative and authentic contexts, learners engage with real-world language use, leading to measurable improvements in linguistic performance. Implemented over a twelve-week intervention with 21 mature students at a private university, the model demonstrated significant gains in reading, writing, and speaking proficiency. The study thus presents an empirically validated framework integrating constructivist, task-based, and cooperative learning approaches to meet the specific needs of mature language learners.
SOCIAL NETWORK DYNAMICS AND L2 PROFICIENCY: A SOCIOLINGUISTIC ANALYSIS OF LEARNERS IN A SOUTH AFRICAN MULTILINGUAL CONTEXT Chavalala, Billy James
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12268

Abstract

This study examined sociolinguistic dimensions of second language acquisition (SLA) within a multilingual community in South Africa, focusing on how social identity, community participation, and cultural context shaped learners’ linguistic development. Employing a mixed-methods ethnographic approach, the research used sociolinguistic surveys and in-depth interviews with second-language learners from diverse linguistic backgrounds to investigate how factors such as social identity, social class, age, gender, and motivational dynamics influenced SLA outcomes. The study further explored how learners navigated sociocultural boundaries within complex multilingual networks and how language attitudes and ideologies informed their engagement with the target language community. Findings revealed that social network integration specifically the frequency and quality of interaction with target-language speakers emerged as the strongest predictor of linguistic proficiency, providing learners with sustained opportunities for meaningful language use. Positive attitudes toward the target language and its speakers were also associated with higher levels of linguistic integration and increased use of the language in everyday contexts. Overall, the research demonstrated that SLA was profoundly shaped by the interplay of social networks, identity positions, and local cultural dynamics. The study underscored the need for pedagogical and policy approaches that strategically promoted learners’ participation in target-language social networks to improve L2 acquisition in diverse multilingual settings.
LANGUAGE LEARNING AS A COGNITIVE ENHANCEMENT STRATEGY AMONG KURDISH EFL LEARNERS IN CHARMO UNIVERISTY, CHAMCHAMAL, KURDISTAN REGION, IRAQ Mahmood, Khelan Mohammed Salih; Mohammed, Zana Othman; Murad, Ibrahim Mohammed Ali
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12077

Abstract

The current mixed-methods study focuses on cognitive enhancement strategies through Structured English as a Foreign Language (EFL) learning among fourth-year students at Charmo University, Chamchamal, Iraq. The study considers the implications consequent to the cognitive flexible triggering of problem-solving, resilient psychologically from the translated memorized content, and acquisition of a foreign language. The study revealed quantitative results of strong positive interrelations of language learning with cognitive enhancement (r = 0.614, p < 0.05 medium effect), adaptive cognitive functioning (r = 0.643, p < 0.05) and resilience psychologically (r = 0.597, p < 0.05). The qualitative analysis on thematic analysis and semi-structured interviews illustrated the students’ self-reported mental flexibility, creativity, and cultural awareness, as well as the positive adjustments from the anxiety. There are no significant differences in gender (p > 0.05). The study principally highlighted the cognitive advantage of advanced EFL learning, countering claims of diminished bilingual advantage over time. Integration of culturally relevant language materials into higher education curricula will serve as cognitive training, considering the scarce studies on the neuropsychological benefits of language learning within the context of developing countries.
INCLUSION OF THE SEHANANWA DIALECT IN GRADE 10 LEARNERS' SEPEDI ACADEMIC WRITING: AN ANALYSIS OF DIALECTAL INTERFERENCE Seanego, James; Moyaha, Sello Treasure
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12192

Abstract

Home Language learners always face multiple challenges in their formal writing activities. One of these is the frequent inclusion of dialects in their academic writing. There seems to be an unresolved argument regarding whether dialects should be included in the academic writing of a standard language or not. This article aims to analyse how Sehananwa-speaking learners include their dialectal orthography in the Sepedi academic writing. This is a qualitative study located within the interpretivism paradigm. Essays from 4 learners were purposefully sampled using a document review as a data collection method. Thematic steps were incorporated to analyse the collected data. Findings demonstrate that spoken variety plays a great role in differentiating Sehananwa as a dialect and Sepedi as a standard language. Speech sounds and lexicons reflect some gap between Sehananwa and Sepedi, notwithstanding the fact that both languages are sociolinguistically bound. It is also noted that Bahananwa-speaking learners are rigid in maintaining and sustaining the linguistic features of their dialect. The question remains: how is a language deemed officially standard while its dialectal orthographies are not recognised in formal discourses? For language development, vocabulary enhancement and learner academic performance, this study recommends that the incorporation of dialects such as Sehananwa should be allowed in formal settings like educational spaces.
SEMIOTIC ANALYSIS OF THE POEM A CONVERSATION WITH MY MOTHER ABOUT THE BLOODSTAINS ON MY SHIRT BY DARIUS SIMPSON Lase, Rosmawati; safitri, Mayshia; Fitriyah, Fitriyah
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12252

Abstract

Leech’s semantic theory plays a crucial role in analyzing meaning in a poem, as it highlights the multiple layers of interpretation embedded in poetic language. The aim of this study is to analyse the types of meaning in the poem “A Conversation with My Mother about the Bloodstains on My Shirt” by Darius Simpson. This study employs Leech's semantic theory as the primary theoretical framework for interpreting the semiotic meanings present in the poem's text. The research method used in this study is a qualitative descriptive approach, using content analysis of Leech’s semantic categories. The findings reveal six distinct types of meaning in the poem. They are conceptual meaning (16 %), connotative meaning (27 %), affective meaning (18%), thematic meaning (16 %), social meaning (18%), and reflected meaning (4%). The dominant meaning is connotative, emphasizing the emotional burden and sociopolitical critique of the poet. While the least is reflected meaning, because the poem prioritizes clarity, emotional resonance, and sociopolitical truth, rather than wordplay or associative ambiguity. Therefore, this study provides a comprehensive lens for interpreting how poets use linguistic creativity to communicate meaning in subtle, layered, and aesthetic ways.
CONSTRUCTIVIST ANALYSIS OF STUDENTS’ MULTIMODAL TEXTS INTEGRATING LOCAL WISDOM IN THE DIGITAL LITERACY ERA Maulana, Nanang; Hidayat, Sholeh; Anriani, Nurul
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12092

Abstract

This study aims to analyze university students’ multimodal texts that integrate local wisdom values through the lens of Jean Piaget’s constructivist perspective. The study connects constructivist theory with digital literacy practices rooted in local culture, an area that remains underexplored in Indonesian language education. The research employs a descriptive qualitative approach, focusing on the process of students’ knowledge construction in producing multimodal texts based on local wisdom. The participants were third-semester students of the Indonesian Language, Literature, and Regional Education Program, Faculty of Teacher Training and Education, Mathla’ul Anwar University, Banten. The primary data consisted of multimodal text products themed around the local wisdom of Pandeglang, while supporting data were obtained through direct classroom observations and semi-structured interviews. The research instruments included observation sheets, interview guides, and students’ reflection journals. The data analysis process was guided by Piaget’s constructivist framework, which examined the processes of assimilation, accommodation, and equilibration in students’ cognitive development. Data were analyzed through three stages: data reduction, data display, and conclusion drawing, with triangulation employed to ensure data credibility. The findings reveal that students actively assimilated local wisdom knowledge with academic theory, adjusted their ways of thinking and presenting cultural values in multimodal texts, and achieved a balance between cultural preservation and the demands of digital literacy. The process of creating multimodal texts also demonstrated experiential learning (learning by doing) and self-reflection, while variations in visual and narrative styles reflected each student’s individual knowledge construction.
PRESERVATION OF INDIGENOUS KNOWLEDGE AND CULTURAL HERITAGE AMONG THE VATSONGA THROUGH EDUCATION Chauke, Tinyiko Esther
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12270

Abstract

This study explores the preservation of Vatsonga Indigenous Knowledge Systems (VIKS) and cultural heritage as a foundation for sustaining community identity, intergenerational wisdom, and cultural diversity. It emphasizes the importance of culturally grounded education amid globalization and the Westernization of schooling, which erode Vatsonga traditions. Guided by Decolonial Education Theory and epistemological justice, the study conceptualizes integrating Indigenous epistemologies into formal education as both an intellectual necessity and a social imperative. Using a qualitative design, data were collected from 18 participants—Vatsonga elders, educators, policymakers, and secondary school learners—through interviews, focus groups, and curriculum content analysis. Findings reveal that embedding IKS enhances cultural pride, identity, belonging, and educational equity while promoting cultural sustainability. System-level recommendations include developing culturally responsive materials, formalizing collaboration with elders as knowledge holders, and strengthening policy frameworks supporting Indigenous knowledge integration. The study concludes that systemic incorporation of Vatsonga Indigenous knowledge into South African education is vital for cultural preservation, decolonization of learning spaces, and intergenerational knowledge transmission. It contributes to decolonial education scholarship by demonstrating how localized Indigenous epistemologies can be operationalized within curricula as a transformative strategy for advancing epistemic justice and cultural renewal. The research calls for national policy adoption of IKS integration to affirm the cultural rights and intellectual sovereignty of Vatsonga learners and communities.
A MORPHO-SEMANTIC ANALYSIS OF COMPOUND NOUNS IN A. D. MALEDU’S SEPEDI DOCTORAL THESIS Seanego, James
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12017

Abstract

Noun compounding is a linguistic process involving the combination of two or more lexical items to form a single noun. This method of word formation is effectively demonstrated in the translated Sepedi Bible as well as in translations of other African languages. This article seeks to critically assess the innovative use of compound nouns as observed in A.D. Maledu’s doctoral thesis, which is written in Sepedi—one of South Africa’s twelve official languages. Maledu’s body of scholarly work is recognised for its prolific and distinctive use of compound nouns, showcasing a rare form of linguistic creativity in African-language scholarship. The article intensively assesses these compound nouns and explores their potential utility for Sepedi language custodians. Employing a qualitative research approach, the study primarily used document review as the data collection method. Out of the pool of compound nouns used in the thesis, only thirty-four (34) were purposively sampled for discussion. The findings were analysed thematically, thereby situating the study within a thematic framework. The analysis reveals that most of the compound nouns applied in the thesis are endocentric and copulative compounds, with minimal exocentric examples. Ultimately, the article commends the thesis author’s inventive contribution to the development of compound nouns, thus enriches the corpus of Sepedi applied linguistics in the digital era and beyond.

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