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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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 400 Documents
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SCHIZOPHRENIA AND PSEUDOBULBAR AFFECT DISORDER IN THE FILM SCRIPT JOKER Alfina Eka Pratiwi; Much Koiri
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5261

Abstract

This study deals with schizophrenia, pseudobulbar affect (PBA) and negative responses of the community experienced by the main character of the Joker 2019 film, Arthur Fleck and the public's response to his illness. schizophrenia is a condition in which a person cannot distinguish between the real world and the world of fantasy or hallucination; while pseudobulbar affect (PBA) is a condition characterized by uncontrollable laughing or crying.Descriptive qualitative method to reveal the social features is applied to get relevant and precise data concerning the discussion based on the clinical psychology theory. Cinematography by listening to every scene in the film, showing Arthur Fleck's illness and the public's response to his illness is then used for the data collection procedures. The results show that the main character has got schizophrenia in the form of hallucination and pseudobulbar affect (PBA) in the form of inability to control his laughter and at the same time it is also found that the community gives negative responses upon the mental illness of the main character.
LOCAL WISDOM-BASED LITERARY LITERACY IN LANGUAGE AND LITERATURE LEARNING FOR SENIOR HIGH SCHOOL STUDENTS IN TERNATE: STRATEGIES AND OBSTACLES Samsudin Hi Adam; Anwar Ismail; Silvani Umar Ali
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.4482

Abstract

Literary literacy needs to be cultivated to fight the impact of globalization which has made the local culture eroded and increasingly marginalized and has even begun to show symptoms of being forgotten. Thus, study on local wisdom-based literary literacy needs to be carried out to reveal the values contained in it through the literary literacy movement as reinforcement of language and literature learning. This study uses a qualitative method. The data sources are obtained from teachers, librarians, students, and related parties in school as well as learning plan documents arranged in the lesson plans and students’ learning outcomes. The data are collected through  interviews, observation, and documentation. The results indicate that literacy activities in literary learning focus on reading, understanding, interpreting and responding to literary reading texts. The teachers integrate the values of local wisdom in all stages of literary learning carried out in three phases, namely initial activities, main activities and closing activities. This has positive impact on students not only in terms of academic but also non-academic.The obstacles encountered in its implementation are the low interest of students in reading, the lack of teachers’ understanding of North Maluku local wisdom, the lack of learning methods and varied learning media, and the lack of references to literary books containing local wisdom available in school library. The findings imply that literary literacy based on local wisdom applied by teachers in learning can develop students’ awareness of local cultures. However, it has not been able to improve the students’ literacy skills.
"HELLO, I'M A NATIVE SPEAKER": NONNATIVE TUTORS' PERSPECTIVES ON NATIVE-SPEAKERISM IDEOLOGY Ronald Maraden Parlindungan Silalahi; Nugraheni Widianingtyas
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5237

Abstract

Native-speakerism is an ideology in foreign language teaching that believes that Native English Speaking Teachers (NESTs) have better competencies than Nonnative English Speaking Teachers (NNESTs). There are marked differences between NESTs and NNESTs in private classroom learning; for instance, the hourly fees of NESTs are much higher than NNESTs regardless of the long language teaching career. More importantly, there is hardly any research on Native-speakerism ideology from the perspective of nonnative English private tutors. This research, therefore, is conducted to give a broader conception of how NNESTs perceive the native-speakerism ideology in a private class context and contribute to the relatively unexplored area of language teaching. The data of this qualitative study were obtained through a small-scale interview with nonnative English private tutors. Results show that private learning, based on the informants' standpoints, is more oriented to making speakers able to use language skills to communicate fluently than to understand the target language culture, which NNESTs may not fully comprehend. The identity as a NEST and NNEST insignificantly affects tutors' linguistic and teaching competence. However, it significantly creates a massive gap in the teaching costs despite most NESTs' lack of classroom management skills and communication effectiveness to explain teaching materials due to language barriers.
HISTORIOGRAPHIC METAFICTION AND MAGICAL REALISM IN WINTERSON’S THE PASSION AND MORRISON’S BELOVED Nazila Heidarzadegan; Dulfqar M. Abdulrazzaq
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5089

Abstract

This paper aims to explore the role of Historiographic Metafiction and Magical Realism in the enrichment of the plot of Jeanette Winterson’s The Passion and Toni Morrison’s Beloved, clarifying the concept of Magical Realism, its goals, and the reasons for its emergence and importance in literature. Both novels are a distinctive model of Historiographic Metafiction, and both authors have reversed all norms and traditions that are imposed by religious beliefs and patriarchal society to modulate the historical facts and present the familiar and common facts in a different form, and women are no longer oppressed as once their presence were intentionally obliviated in history. They have also mingled fiction with reality, creatively. Winterson embodies Magical Realism's elements innovatively, as she constructed a fictitious and mythical world, creating mythical creatures that are difficult to imagine or explain, whereas Morrison presents slavery different from what is common, portraying the pains of slavery via mixing fiction and reality, to make ordinary become unusual and familiar seem unfamiliar.
INNOVATION OF ESP DESIGN TO IMPROVE STUDENTS’ ENGLISH LEARNING ACHIEVEMENTS IN NON-ENGLISH DEPARTMENT Rini Ekayati; Imelda Darmayanti Manurung; Selamat Husni Hasibuan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5149

Abstract

Designing and providing learning materials that suit the needs of learners is one of the important roles of a lecturer. This study is conducted to examine the appropriate English learning design in non-English Education Study Programs at UMSU with an orientation to the English for Specific Purpose (ESP) approach to analyze the factors that become ESP learning needs and analysis of ESP English learning model design in non-English Education Study Programs. This study involved eight lecturer respondents who teach English in non-educational study programs. This study used a qualitative research design using questionnaires and interviews as research instruments. The results of data analysis showed that factors that underlined the need for ESP in teaching and learning English in non-English Education department were going under two categories, namely the short-term factor and the long-term need factor. The design of the ESP English learning model, then, was concerned to the students’ need of English after their study period. This fact is in accordance with the theory of ESP learning approach under the skill-centered course design which aims to help learners develop skills and strategies that will continue after the ESP learning. The combination of both (Learning-centered approach and skill-centered course design) emerged as an innovation of the ESP course design for students of non-English study program.
INDONESIAN PARENTS’ CONSIDERATION TO SELECT CHILDREN BOOKS IN CONSTRUCTING MORAL IDENTITY Mehrunnisa Ani Mufti
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5185

Abstract

Parents believe that books are the media to enhance children’s knowledge enrichment, language development, and linguistic competencies. However, there are limited studies that envisage the involvement of parents in selecting books for their children.  Current research that considers parents’ background as one of the literacy resources remains rare. This narrative inquiry explores Indonesian parents’ consideration in selecting children’s books as a means of constructing moral identity. Parents of a second-grade elementary student in Yogyakarta were the participants in this research. A semi-structured online interview sparked a discussion on what factors they consider when choosing children's books and why. The responses of parents revealed some key concerns about book choices: their experience, child’s contextual needs, and child’s interests. Furthermore, it is found that Indonesian children’s books tend to have moral fallacies that did not fit well with parents’ moral identity. As a result, parents’ book selection for the child was more into foreign publishers because they had more precise Islamic moral value representation.
PROPOSITION-BASED EVALUATION OF MACHINE-TRANSLATED ACADEMIC TEXT Aulia Addinillah Arum; B.R. Suryo Baskoro
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.4678

Abstract

This study aims to describe the rendition of propositional meaning in machine-translated academic text. A proposition is that part of the meaning of a clause or sentence that is constant, despite changes in such things as the voice or illocutionary force of the clause. A proposition may be related to other units of its kind through interpropositional relations, such as temporal relations and logical relations. To assess whether the meaning of an utterance is conveyed adequately in the target text, we conducted the proposition-based evaluation by looking at the grammatical structure, semantic roles, and the category of proposition reflected in the source text and the target text. The analysis is done by adopting the qualitative approach based on Larson’s theory of Meaning-Based Translation. The findings of this study suggest that identical grammatical structure can have a positive correlation to the semantic structure and the transfer of meaning in machine translation. This study also reveals that grammatical-structure similarity does not always indicate meaning accuracy in translation. 
EXPLORING THE PERCEPTION OF EFL UNIVERSITY STUDENTS IN PROMOTING SELF-DIRECTED LEARNING THROUGH TRAVEL WRITING Wardatin, Fajriyah Novi; Setiawan, Slamet; Mustofa, Ali
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.6165

Abstract

This research explored how EFL students perceived the implementation of self-directed learning through their process of composing travel writing. With the enhancement of the independent learning model, it had become an interesting investigation of students’ engagement in their creativity. Promoting self-directed learning through the students’ travel writing becomes one of the ultimate strategies that is potentially integrated into nowadays conditions since it addresses students to foster their learning style. This research was designed as a descriptive statistics method using self-directed learning analysis by Knowles (1975) and Garrison (1997) which was employed as the theoretical framework. A total of 17 EFL University Students who joined in creative writing class volunteered for this research to have a deep interview with comprehensive related questions through a questionnaire. Based on the creative writing class they chose; the respondents were chosen at random. The optional creative writing class, which is offered for two semesters, attracts students who are interested in improving their writing. They take several courses in the class that are focused on producing various kinds of creative writing products. The results of the study show: (i) the integration of self-directed learning in students’ travel writing encourages the improvement of student writing, (ii) there is a fostering of their cultural awareness, and (iii) a building of  their autonomous learning that covers three fundamental elements of self-directed learning, including self-management, self-monitoring, and motivation. Finally, promoting self-directed learning in students’ travel writing is incorporated properly to enhance the students learning model in an effective way for nowadays learning needs. 
INCORPORATING ENVIRONMENT SUSTAINABILITY CONTENT IN TRANSLATION TEACHING THROUGH A TASK-BASED APPROACH Siregar, Roswani; Nuraida, Nuraida; Kalsum, Eka Umi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.5669

Abstract

Task-based teaching and learning is a boon approach in English classes nowadays to create a real practice for language use and provide a natural context for language study. This article exposes the use of task-based approach by incorporating environmental sustainability as content in translation practice. The tasks consist of three phases, pre-task, during-task, and post-task. Each phase is to enrich the student's experience in learning the novel terms along with the strategy for dealing with the difficult terms in the source text. The sample of the study is the students who participated in a translation course program from two universities. The total participants are 42 of 95 students who are available for this course session conducted in May 2022. Before pre-task, the students' preferences were collected to identify the students’ interest and expectations of the heading course. In during-task, students are asked to take notes based on their interests. After the pre-task, students presented their own experiences in completing the task. At the end of the course session, a questionnaire was given to investigate the advantage of the learning approach and students' experience in the translation course. It was observed that students use the target language to communicate with peers in doing assignments. The student's confidence, which is the key to acquiring a language, increased in using specific terms. Combination of task-based learning with appropriate content that is relevant to personal lives such as environmental sustainability increases the student's motivation to learn and benefit from the translation activity.
EFFECT OF MAKASSAR CULTURE ON THE AGE GROUP TO RESPONSE COMPLIMENT IN ENGLISH Kamsinah, Kamsinah; Natsir, Nurasia; Aliah, Nuraziza; Fatimah, Ainun
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.6174

Abstract

Exploring the cultural pragmatic speech of the Makassar people of various ages and genders is a popular trend in current pragmatic research. However, most of the previous studies have only obtained data from speakers of different genders and ages and have not addressed the cultural influences that influence them. Therefore, the purpose of this study is to fill in the gaps of previous research by showing that the dominant culture greatly influences verbal actions in response to praise from people living in Makassar, children, adolescents and adults. Three instruments are used in this descriptive research: observations, surveys and interviews with 15 adults, 15 youth and 15 children. The results show that Makassar culture influences the proportion of compliments used by Makassar people. 87% of female responses received praise in adulthood, 13% avoid praise, and 82% of female responses receive praise and 18% avoid praise in adolescence. In adulthood, 60% of their responses are praise, 40% avoid praise, 80% of men respond to praise, 20% reject praise, and 100% of boys accept praise.

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