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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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WRITTEN CORRECTIVE FEEDBACK PRACTICES IN SENIOR HIGH SCHOOLS IN GHANA Mensah, Dorah; Owu-Ewie, Charles; Abunya, Levina Nyameye; Abban, Albert
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9259

Abstract

This paper examines the practice of written error correction from different perspectives in real classroom contexts. Although a plethora of research has been done in different contexts, the subject is least exploited in Ghana, especially in senior High school contexts. This paper reports on a qualitative study of written corrective feedback practices in three Senior High schools in Ghana. Drawing on Schmidt’s noticing hypothesis and Swain’s comprehensive output hypothesis models, the study aims to determine whether teachers’ written error corrections effectively direct students towards ‘noticing’ the gaps in their written ‘output’, thereby resulting in higher degrees of learnability. A sample size of 824 students was selected from five common course areas using a systematic random sampling strategy, while a purposive sampling strategy was used to select nine English language teachers who had at least three years of continuous experience from the three schools. The findings of the study indicate that teachers have positive beliefs about the potency of written error corrections in the development of language. However, variances in the choice of strategies, practices of teachers, and preferences of students result in the provision of non-targeted feedback which affects revision and learnability. This study recommends that teachers should collaborate with learners to provide more targeted corrections which would result in enhanced ‘noticing’ and improved learnability of the English language among Ghanaian students.
ADAPTING TO CHANGE: THE EXPERIENCES OF EFL TEACHERS WITH CURRICULUM REFORM Syarifuddin, Syarifuddin; Hz, Benni Ichsanda Rahman
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.7887

Abstract

In the realization of education, it is necessary to regularly update and revitalize the curriculum due to the dynamic nature of knowledge and evolving educational needs. This applies to the domain of teaching English as a Foreign Language (EFL). However, the process of curriculum reform poses several challenges, particularly for teachers who play a vital role in its implementation. This research aims to explore the difficulties encountered by EFL teachers in adapting to the transition from the Curriculum 13 (K13) to the Kurikulum Merdeka (Independent Curriculum) in Indonesia. Through a phenomenological case study, three EFL teachers in the North Sumatra province share their perspectives and experiences in incorporating the new curriculum into their teaching practices. Despite facing essential obstacles such as limited access to ICT resources and inadequate training, the insights gathered underscore the importance of teachers cultivating creativity and adaptability in their teaching methods. Additionally, the study emphasizes the significance of a serious understanding of the subject matter and the integration of 21st-century skills. The diverse viewpoints presented offer current insights into addressing the challenges associated with the development and implementation of EFL at different levels and in various types of schools. 
INDICATORS OF MULTIPLE INTELLIGENCE THEORY IN THE KARATE KID MOVIE (2010): PSYCHOLOGY EDUCATION Fadhil, Muhammad; Prastiwi, Yeny
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9182

Abstract

This research aimed to identify and analyze the indicators of multiple intelligence theory as depicted in the movie The Karate Kid (2010). The researchers employed a documentation method for data collection and applied Howard Gardner's theory of multiple intelligences, proposed in 1983, to validate their findings. To introduce innovative approaches for enriching educational materials, the study also reviewed previous research on multiple intelligence theory. Utilizing a descriptive qualitative methodology, the research thoroughly examined the movie’s content. The results indicated that six out of Gardner's nine intelligence indicators were illustrated in various scenes: spatial (visual) intelligence, musical (audio) intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. These findings underscore the diverse ways in which multiple intelligences can be represented and recognized within cinematic narratives, providing a valuable framework for educational and psychological applications. The research highlights the potential of films like The Karate Kid as effective tools for demonstrating and teaching the principles of multiple intelligences, thereby enriching educational practices and supporting holistic development.
CONCEPTUAL METAPHOR IN A COLLECTION OF ACEHNESE FOLK SONG LYRICS: A COGNITIVE SEMANTIC STUDY Kartika, Rika; Mulyadi, Mulyadi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.8584

Abstract

This study aims to analyze the use of conceptual metaphors in a collection of Acehnese folk song lyrics using a cognitive semantic approach. Employing a qualitative method, the research focuses on cognitive semantic analysis to explore and understand the meanings embedded in Acehnese folk song lyrics with depth and precision. The sample collection involves selecting a diverse set of Acehnese folk song lyrics performed by Rafli Kande, including Aneuk Yatim, Wasiet Keu Aneuk, and Jasa Poma, which represent a variety of themes, genres, and time periods. The technique employed is text analysis, which examines song lyrics in depth to identify conceptual metaphors based on their types, such as ontological, structural, or orientational metaphors. The study identifies key metaphors in Acehnese folk songs, reflecting cultural values like familial bonds, social hierarchies, and spiritual beliefs. These metaphors illustrate the interconnectedness of nature and human life, emphasizing reverence for the environment and the cyclical nature of existence. Overall, Acehnese folk songs serve to preserve cultural heritage, reinforce collective identity, and provide moral guidance, showcasing their significance in Acehnese society.
EFFECTS OF LANGUAGE USE THROUGH AN INTEGRATED SKILLS INTERVENTION ON ENGLISH LANGUAGE LEARNERS' SPEAKING SKILLS: A FOCUS ON VOCABULARY AND GRAMMAR Tulu, Dereje Gebisa; Gutema, Hailu
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.8212

Abstract

This study examines the effects of language use through a thorough skills intervention on students' general level of speaking skills, focusing on vocabulary and grammar. A quasi-experimental investigation was conducted to fulfill the research objective. The total number of participants was selected by systematic random sampling and divided into control and experimental groups. During the 2022 academic year, 92 Shambu High School of 10th grade students participated in the study. Tests with oral questions were given before and after the intervention and the results were evaluated using SPSS. Independent samples t-test results showed that there was no significant difference between the pretest scores of the two groups on the oral presentation samples, either in general speaking ability or in the use of grammar and vocabulary. However, the general spoken language abilities of the two groups and their consumption of vocabulary and grammatical elements differed significantly in the post-test. According to the paired sample t-test, the experimental group improved their basic speaking skills more than the control group. Therefore, it can be argued that teaching English through an integrated skills intervention had a better impact on students' speaking abilities than a more conventional method of teaching speaking skills. The study found that integrated skill strategies should be used in EFL lecture sessions to help students develop their interpersonal skills
GRAMMATICAL ERRORS MADE BY GRADE 10 LEARNERS WHEN WRITING ENGLISH DESCRIPTIVE ESSAYS Ramaoka, Sekgalabje Isaiah; Chauke, Titos
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.8892

Abstract

The aim of the study was to investigate grammatical errors made by learners when writing descriptive essays. 57 Grade 10 learners were purposively sampled to participate in the study. A preliminary assessment was conducted to inform the researchers’ selection criteria, and to ensure the selection of an information-rich learner sample that possessed participant qualities methodologically sought after by the researchers. The study adopted a qualitative research approach to allow the researchers to investigate the learners’ grammatical errors through a strategic administering of a descriptive essay writing task to elicit qualitative data from the sampled study participants. The sampled high school served as the case study site where an in-depth investigation of the grammatical errors made by Grade 10 learners when writing descriptive essays was carried out.  To collect data from the 57 sampled learners, a descriptive essay writing task was administered, whereby learners were required to write an essay of 500 words under invigilated classroom conditions. Corder’s Error Analysis model and Ellis’s Procedural Analysis were jointly applied to analyse the collected data.  Results of the study revealed that the participants committed grammatical errors that were categorised as sentence fragments, verb tense errors, concord errors, the use of contractions, sentence-initial conjunction, and inappropriate use of personal pronouns. These errors were mainly attributed to the influence of both the learners’ Sepedi home language and also their activity on social media platforms.
POPULARIZATION OF SCIENCE FICTION: FORMULA ANALYSIS ON ELLE McNICOLL’S NOVEL SHOW US WHO YOU ARE Akbar, Rifqi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.8441

Abstract

This research is the formula analysis of popularization of science fiction in representing the neurodivergent character, Cora, in Show Us Who You Are. The novel, exposes the female autistic who would be the next hologram creation of Pomegranate’s experimentation. The method used in this study is an inductive-qualitative approach with comprehensive data collection and analysis that generate arguments and critical thinking. The material object used is the novel Show Us Who You Are written by Elle McNicoll, while the formal object is the formula put forward by Raymond Williams about conventions and inventions in the science fiction genre. The combination of science fiction and middle grade makes Elle McNicoll's work unique in reconstructing the romanticization of neurodivergent character from the neurodivergent perspective. Thus, these innovations are presented in various formulas which deconstruct the binary narrative through feminist critique in soft SF formed by the author in the delivery of an inclusive neurodiversity movement.
EXPLORING LINGUISTIC COMPETENCE IN ACADEMIC TEXT TRANSLATION BY PROFESSIONALS Ningrum, Dwi Kurnia Surya; Sofyan, Rudy; Saragih, Erikson
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9277

Abstract

This study aimed to explore linguistic competence in academic text translation by professionals, focusing on their awareness, dominant linguistic competence and strategies, and the impact of Machine Translation (MT) and AI-driven software on their workflow. The research utilized the PACTE TC’s model (2003), which includes pragmatic, sociolinguistic, textual, grammatical, and lexical sub-competences. A qualitative research design by Creswell Creswell (2018) with a descriptive method was employed to delve deeply into the subjective experiences of professional translators.  The surveys were conducted via Google Form from March to April 2024. The results indicate that the respondents demonstrated high awareness of linguistic competence, particularly in pragmatic, sociolinguistic, textual, grammatical, and lexical aspects. Respondents identified linguistic challenges such as lexical, textual, and sociolinguistic issues. Strategies to overcome these challenges included using online resources, human checks, and continuous learning. The results also show varied attitudes towards MT and AI, with some translators embracing these tools for efficiency and others preferred manual methods. MT and AI were perceived to enhance translation quality, especially in grammar accuracy and efficiency. However, the study’s limitations highlight the need for future research on the effectiveness of different MT and AI tools, balancing technological assistance with human expertise, and the impact of training programs.
ENGINEERING LECTURERS’ PERCEPTIONS TOWARDS EFFECTIVE CONCLUSION SECTION IN ENGINEERING FINAL YEAR PROJECT PRESENTATION Wan Shaaidi, Wan Raihan; Mohd Radzuan, Noor Raha; Fauzi, Wan Jumani
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.8217

Abstract

Final year project presentation (FYPP) assessment in the engineering field aims to evaluate students’ comprehension in the principles and concepts learnt and its application in resolving problems through engineering projects.The components assessed in FYPPs include the presentation slides that comprise introduction, content and conclusion sections. Many studies have emphasised the significance   of the conclusion section in project presentations; however, there has not been much research that explores the students' knowledge and practice on conclusion moves in their FYPPs from the FYPP lecturers’ perspective. Therefore, this qualitative study, through focus group interviews, explored the perceptions of 12 engineering lecturers from a private higher institution in the east coast region of Malaysia. These lecturers, who were also the students’ FYP supervisors were asked about the students’ overall performance in delivering FYPP conclusion section, the significance of the conclusion section and the challenges faced by engineering undergraduates when presenting their conclusion section. The findings indicate that the lecturers rated students' conclusion presentations as average. The findings reveal that for the lecturers, the conclusion section is significant as it is part of the FYPP assessment rubric and it reflects students’ critical thinking and problem solving skills. In addition, the key challenges faced by students in presenting an effective conclusion section were the English language barriers and obliviousness of the essential elements of a conclusion section. Pedagogical implications include providing training that highlights the importance of the conclusion section in FYPPs, and all the moves necessary in the conclusion section.
NEGOTIATING POWER BETWEEN LEADING MALE AND FEMALE CHARACTERS IN TOY STORY 4 MOVIE Farhanita, Farhanita; Kurniawan, Muhammad Hafiz
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9074

Abstract

This research investigates the negotiation of power between leading male and female characters in the movie Toy Story 4, focusing specifically on conversations involving two or more participants taking turns to express their opinions and reach an agreement. The study aims to examine how the female character Bo Peep is represented through negotiation analysis and to demonstrate her power using a functional-semantic approach (Systemic Functional Linguistics, SFL). The analysis centers on Bo Peep's power dynamics in her interactions with Woody. The research employs a qualitative descriptive method, with data collection focusing on conversations and the analysis of clauses. Data are analyzed using negotiation theory and concepts of women's representation. The study identifies 371 moves and instances in the timeframe of 37:06 to 01:06:41 minutes. The analysis emphasizes exchanges involving goods and services and interruptions, classifying data into categories of Mood, speech function, and exchange structure. Regarding the representation of power, the research identifies instances of power-over, power-to, and power-with.

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