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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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400 Documents
<![CDATA[NEED ANALYSIS OF ESP FOR NON-ENGLISH STUDY PROGRAM ]]>
<![CDATA[Rini Ekayati]]>;
<![CDATA[Imelda Darmayanti Manurung]]>;
<![CDATA[Elvita Yenni]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 2: December 2020 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v4i2.3152
<![CDATA[In non-English study programs, English learning material is arranged based on the specificities of the English learners themselves, commonly known as English for Specific Purpose (ESP). By using a qualitative approach and descriptive method, this study aims to map the students’ English language skills, determine the objectives of learning English, and the concept of ESP material needed by students in the non-English Study Program at UMSU. Sources of data in this study were 80 (eighty) respondents (students) from non-English study programs who had already completed their general English course. Data analysis was performed by using qualitative descriptive methods in terms of numbers and percentages. The results show that the students’ needs vary from one student to another depending on their respective fields of knowledge. The students’ average ability starts from the low until intermediate level, and speaking and listening skills cover those needed by the learners of the respective study program. Their learning objectives are divided into two criteria, short-term goals related to current needs such as academic/educational needs and long-term goals related to their world of work after completing education. The concept of ESP English learning needed depends on the varying needs of each existing non-English study program. Thus, the ESP concept that is designed must be adapted to these needs.]]>
<![CDATA[EXPLORING TRAUMA AND HOPE IN REFUGEES’ POEMS ]]>
<![CDATA[Emily Kui-Ling Lau]]>;
<![CDATA[Nur Amalina Roslim]]>;
<![CDATA[Nur Syasya Qistina Mazeree]]>;
<![CDATA[Jia jin Tao]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i1.3709
<![CDATA[A situation of enforced migration in which individuals are compelled to migrate against their own causes a sense of displacement (Shamsuddoha et al., 2012). As of 2019, UNHCR has confirmed a population of 79.5 million forcibly displaced refugees, which accounts for nearly one percent of the global population. Displaced refugees is a topic that has gained international focus in numerous disciplines - anthropography, geopolitics, health sciences, to name a few. This paper examines displaced refugees through two recent poems composed in 2018: Greetings to the People of Europe by Alemu Tebeje and When Exile Comes: How the Brain Reacts to Trauma by Eric Ngalle Charles. Both poets have lived as refugees, and they both have experienced displacement and consequently, its hardships. It aims to provide a linguistic lens in analysing displaced refugees’ plights by identifying and foregrounding distinctive linguistic devices in the poems. The in-depth stylistic analysis of the poems unveils that, while trauma is commonly discovered, hope and future viewpoints are equally registered.]]>
<![CDATA[MEDICAL STUDENTS’ PERCEPTIONS AND TARGET NEEDS IN ENGLISH FOR SPECIFIC PURPOSES COURSES ]]>
<![CDATA[Suci Ramadani Sikumbang]]>;
<![CDATA[Ahmad Amin Dalimunte]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i2.4511
<![CDATA[This study aims to identify the target needs of students in English for Specific Purposes (ESP) courses at a private university in North Sumatra, Indonesia. The participants in this study were 10 students majoring in medicine. This study employed a qualitative descriptive method to explain students' perspectives of the ESP courses. The research data were obtained through surveys and interviews. The findings reveal that the participants expect the ESP courses focus on the target needs of their academic and professional lives with an emphasis on drilling their skills in the four aspects of language. In addition, it also shows that students have a positive perception of the ESP courses at the university. The findings of the study also declared that the ESP program should focus on the effective use of language and improve their language skills in reading, writing, listening, and speaking.]]>
<![CDATA[ACOUSTIC EFFECTS OF DURATIONAL CUES IN THE PERCEPTION OF NAJDI ARABIC VOWEL CONTINUA ]]>
<![CDATA[Mahmoud Al Mahmoud]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i1.3591
<![CDATA[This paper explores how the manipulation of vowel duration as a perceptual cue influences listeners’ perceptual ability. Four native speakers of Najdi Arabic, a well-known variety of Arabic in the Arabian Peninsula, were tested on the perception of /a/ vs. /ɛ/ vowels. Listeners’ identification and discrimination rates along each vowel continuum showed a clear effect of duration on the perception of /a/-/ɛ/ contrast. In each vowel continuum, listeners were more inclined to classify stimuli as belonging to one vowel or the other based on relative proximity to the steady-state vowel duration. Perceptibility naturally improved as duration approximated the normal duration of either vowel. Listeners’ perceptual judgments in the identification and discrimination of the vowels were swayed by their aural sensitivity to perceptual shifts (/a/-/ɛ/ at 185-195ms; /ɛ/-/a/ at 195-205ms). Moreover, findings of the identification task followed predictably from the discrimination task; this could be taken as evidence for the existence of categorical perception. Results aggregately indicate that perception of the two Najdi Arabic vowels proceeded as a function of duration. ]]>
<![CDATA[INTERACTIONS IN CONVERSATIONS BETWEEN THREE PEOPLE IN PODCAST: A STUDY OF PRAGMATICS ]]>
<![CDATA[Ricka Putri Suteja]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i2.4518
<![CDATA[The interaction process between each party can affect the course of the conversation. This study aims to investigate the characteristics of podcast conversations and the communication style used between two interviewers and one resource person in Catatan Psikologi's podcast entitled Quarter Life Crisis. This study used qualitative methods with a conversational analysis (CA) approach as well as collaborative communication and competitive communication theories. The process of conversations transcription used the conventions written by Du Bois. The results showed minimal response phenomena, interruptions, and overlaps in the conversation, leading to collaborative communication both at the word and sentence. However, the collaborative communication style has a more significant emergence. Based on the analysis above, the parties involved in the communication tried to build togetherness and cooperation which can be seen in the narrative. When one speaker told a story, the others also participated in the conversation by providing minimal responses, showing sympathy, and also comments or opinions.]]>
<![CDATA[THE LECTURER-STUDENT CONVERSATIONAL STRUCTURE IN PRAGMATICS LEARNING INTERACTION ]]>
<![CDATA[Diah Widya Ningrum]]>;
<![CDATA[Didik Santoso]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i2.3994
<![CDATA[This study aims to describe the structure of the lecturer-student conversation in the interaction of Pragmatics Class. This type of research is descriptive qualitative. The technique of data collection is done by recording and note-taking techniques. The data analysis technique is carried out by heuristic techniques. The results of the study show that the interaction of the lecturer and the students in Pragmatics Class have conversational structures: 1) turn taking of speech that occurs because of the opportunity to speak, 2) pauses (long and short) that occur due to the absence of feedback in the form of speech and speakers feel hesitant in conveying the message. 3) Overlaps that occur due to speech or the use of the same lingual element, 4) backchannels that occur because there is understanding and acceptance or approval of the speech, and 5) adjunct pairs that occur because of greetings, questions, and requests. This indicates that the process of the lecturer-students interaction runs well. The students feel enthusiastic for responding the lecturer’s questions.]]>
<![CDATA[USING SCRABBLE FOR LEARNING ENGLISH VOCABULARY AT MAN 2 KUANTAN SINGINGI ]]>
<![CDATA[Sri Chairani]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i1.3858
<![CDATA[Reading, writing, listening, and speaking are four language skills that need to be mastered. The skills include language components: vocabulary, grammar, spelling, and pronounciation. Among the language components, vocabulary become potential to be improved with various medias of learning since vocabulary is one of the main factors to understand a language. Therefore, this research is determined to find out the impacts of using scrabble for learning English vocabulary at Kampung Inggris Pare AEC MAN 2 Kuantan Singingi. The scrabble game can help the students understand vocabulary easily. They have to arrange words using the given letter tiles onto the board game. The method used to do this analysis is qualitative research method due to its suitability for generating the data properly. The result of this research shows that scrabble does not only improve the motivation and interest, but also students’ vocabulary mastery in term of spelling, pronouncing and memorizing of vocabulary, and also gives much contribution to their speaking ability as well. The class can be more enjoyable, and furthermore, such class can make the students enthusiastic and confident to speak English.]]>
<![CDATA[THE ABILITY TO EXPLORE TEXT DRAMA IN ENGLISH WITH THE CIRC (COOPERATIVE, INTEGRATED, READING AND COMPOSITION) ]]>
<![CDATA[Mona Fitri Gurusinga]]>;
<![CDATA[Meta Rosaulina]]>;
<![CDATA[Saiful Batubara]]>;
<![CDATA[Afrilius Simanjuntak]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i2.4356
<![CDATA[This study aims to determine the effects of the use of the Cooperative Integrated Reading and Composition (CIRC) Model on the Students' Ability to analyze the content and language of drama reading at SMA Bina Guna Tanah Jawa Balimbing, Kec. Tanah Jawa, Simalungun Regency in 2020/2021. This research was conducted based on 5 classes with a total population of class , of 160 students. From the population, a sample of 32 students was assigned to one class, selected by cluster sampling, namely class XI IPA 1. The data collection technique was used to measure students’ learning outcomes in the form of assignment questions carried out on the pretest and posttest. The data analysis technique used is normality test using F test, homogeneity test and hypothesis testing using t test. The hypothesis in this study was tested by t-test at a significant level = 0.05. From the calculation of the data it was seen that t-count t-table (10.3722000). Thus the null hypothesis is that Ho is rejected and Ha is accepted. From the results, it can be concluded that the Cooperative Integrated Reading and Composition (CIRC) Model can improve students’ learning outcomes in analyzing the content and language of drama.]]>
<![CDATA[DEVELOPMENT OF TEACHING MATERIALS IN WRITING DESCRIPTIVE TEXTS OF VOCATIONAL SCHOOL STUDENTS ]]>
<![CDATA[Risnawaty Risnawaty]]>;
<![CDATA[Yulia Arfanti]]>;
<![CDATA[Milisi Sembiring]]>;
<![CDATA[Roswani Siregar]]>;
<![CDATA[Heni Subagiharti]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i1.3369
<![CDATA[The objective of the study is to develop the teaching materials in writing descriptive texts in Grade X students of SMK Binaan UMN Al-Washliyah 3, Medan. The study is conducted by the Development Research method, and the evaluators are the instructors of the Indonesian Subject (specific instructors), and the subjects are Grade X students. Pre-test and post-test are done to find out the effectiveness of the result. The result of the pre-test shows that the average score is 67% with the category of satisfactory; the result of the post-test shows that the average score is 85% with the category of distinction. The process of developing teaching materials includes three aspects of assessment: 1) teaching materials, 2) presentation, and 3) language structure. The validation of material experts includes content with an average score of 4.9% and a percentage of 82.2% with the category of distinction. The feasibility of presenting teaching materials has an average score of 113% with the category of distinction, and the language element has an average score of 11.4% with the category of distinction. The conclusion indicates that the design for developing teaching materials of descriptive texts by using a scientific approach in the subject of Indonesian is very effective.]]>
<![CDATA[MEANING-MAKING OF INTERNET MEMES TO CREATE HUMOROUS SENSE: FUNCTIONS AS SPEECH ACTS ]]>
<![CDATA[Fatma Rahayu Nita]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Lies Amin Lestari]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i2.4445
<![CDATA[This research explored how the memes were created with multimodal elements that could make meaning to create a humorous sense and function as speech acts. With the complexity of meaning-making, nowadays, it had become a trend that people could communicate online through Memes. Semiotics provides how the combination of modes, media, and potential meanings, that were applied to make meaning in memes. At the same time, pragmatics proposes details on how memes can function as speech acts. This research adopted a qualitative method using multimodal analysis by Leeuwen (2005) and speech acts theory by Bach and Harnish (1980) that were employed as the theoretical framework. A total of 16 memes were retrieved and captured as JPG files from social media and other internet websites; therefore, documentation was the only technique used in this research. The results of the study showed that (1) the integration of semiotic resources such as mode, media, and meaning potentials in memes aided the readers to understand the background knowledge of memes (2) two types of communicative illocutionary acts were found in the memes: constative and directive illocutionary acts which function to express the emotion or opinions and question something (3) the effects of using internet memes could be seen through verbal and non-verbal perlocutionary acts which showed an agreement and had the same feeling as in the memes. Finally, the memes containing multimodal components composed of semiotic resources interacted creatively to make humorous sense, and it could aid the readers to communicate online. ]]>
