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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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MULTILINGUALISM IN PRACTICE: LANGUAGE CHOICE AND CODE-SWITCHING AMONG UNIVERSITY STUDENTS IN WEST ACEH Arafanianda, Sri; Juliana, Rena; Husna, Faizatul
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11298

Abstract

Multilingualism is a defining feature of higher education in West Aceh, where students navigate complex linguistic environments across academic and social domains. Understanding how these students manage language choice and code-switching offers insight into the dynamics of communication in multilingual contexts. This study aims to examine the code-switching practices and language preferences of multilingual students in a university setting. Employing a qualitative case study design, data were gathered from five English department students through semi-structured interviews and classroom observations. Thematic analysis was used to identify patterns in language behavior across different contexts. The analysis revealed that tag switching, particularly the insertion of Bahasa Indonesia phrases into English discourse, was the most frequent code-switching strategy during classroom interactions. Outside the classroom, Acehnese was predominantly used in domestic settings, while Bahasa Indonesia and English were commonly used in peer communication. Participants indicated that lecturers' use of code-switching between English and Bahasa Indonesia facilitated comprehension of complex academic content. These findings underscore the strategic and context-dependent use of multiple languages among students, reflecting the dynamic and adaptive nature of multilingual practices in West Aceh's higher education landscape.
TRANSLATING TABOO SPEECH ACT IN THE OMAR SERIES: A PRAGMATIC AND TECHNIQUE-BASED ANALYSIS OF ARABIC-INDONESIAN SUBTITLES Solihat, Siti Roisah; Al Farisi, Mohamad Zaka; Saleh, Nalahuddin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11265

Abstract

Understanding the translation of taboo speech acts in audiovisual media is essential, particularly in contexts involving differing cultural norms and values. This study analyzes the translation strategies used to render taboo speech acts from Arabic into Indonesian in the Omar series. A descriptive qualitative approach was adopted using an embedded case study design. The data comprise 26 Arabic taboo utterances and their corresponding Indonesian subtitles. These utterances were categorized into nine types based on Jay’s (2009) typology, with the most frequent being insults related to perceived psychological, physical, or social deviations (19.2%). The translation techniques were examined using Molina and Albir’s (2002) framework, which revealed that reduction (25%) was the most applied strategy. A combination of single, double, and triple-technique applications was also observed across the dataset. These findings suggest that subtitles prioritize cultural acceptability over literal equivalence, employing strategies that mitigate potential offense while preserving the communicative intent of the source text.
EVALUATING THE STRENGTHS AND LIMITATIONS OF CHATGPT-GENERATED TRANSLATIONS IN ACADEMIC POST-EDITING WORKFLOWS Brahmana, Christanta Rejuna Phanes S; Sofyan, Rudy; Mono, Umar
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10551

Abstract

This study evaluates the strengths and limitations of ChatGPT-generated translations in academic post-editing workflows. The research highlights ChatGPT's ability to enhance translation efficiency by producing grammatically precise and structurally sound drafts, enabling post-editors to focus on higher-level refinements like coherence and contextual accuracy. While the tool demonstrates significant advantages in improving workflow efficiency and adapting texts to academic conventions, it faces challenges in addressing cultural nuances and idiomatic expressions, particularly in underrepresented languages such as Indonesian. The study suggests potential improvements, including expanding training datasets and incorporating advanced contextual understanding features, to maximize ChatGPT's utility. Ultimately, the findings emphasize the importance of combining AI capabilities with human expertise to ensure high-quality and culturally sensitive academic translations. Future research should focus on refining AI tools to meet the diverse needs of global academic communication.
A SOCIOLINGUISTIC STUDY OF GENDERED LANGUAGE IN JAMAICA KINCAID’S ‘GIRL’ USING SPEECH ACT THEORY AND DEFICIT MODEL Fatah, Shokhan Mohammed; Muhammed, Areen Ahmed
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10654

Abstract

This paper examines gendered language in Jamaica Kincaid’s (born 1949) short story ‘Girl’ through J. L. Austin’s Speech Act Theory and Robin Lakoff’s Deficit Model. Structured as a monologue of maternal instructions, the narrative provides a lens to analyze language’s performative function in reinforcing authority, dependency, and gender norms. Applying Speech Act Theory, the study explores how directives, warnings, and illocutionary acts preserve traditional femininity and power relations. Simultaneously, it engages with the Deficit Model to demonstrate how women’s language is positioned as less assertive, shaping the daughter’s social identity. Using qualitative content analysis, the study examines linguistic features and speech acts to identify patterns of gendered language and power dynamics. Findings reveal that the mother’s speech acts, particularly commands and warnings, function as tools of linguistic control, reinforcing patriarchal ideologies and expectations. The paper highlights the role of language in shaping female identity through authoritative discourse, demonstrating how speech acts contribute to sustaining social hierarchies. By offering a nuanced exploration of gendered linguistic structures, this research contributes to sociolinguistic and literary discourse, deepening the understanding of power, identity, and representation in literary texts. The work underscores how language encodes and perpetuates gendered ideologies, adding to broader discussions on discourse, power relations, and identity formation in literature.
STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS Argawati, Ningtyas Orilina; Musthafa, Bachrudin; Gustine, Gin Gin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11339

Abstract

Mastering speaking as a crucial ability for language learners seems to be challenging.  Students had challenges in acquiring this ability.  Teachers claimed that the challenges stemmed from students' apprehension or lack of desire.  Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities.  Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.
EXPLORING TEACHER–STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) LED BY A GEN Z TEACHER: A FIACS-BASED CASE STUDY IN INDONESIA Kurniawati, Arienta Eka; Hamamah, Hamamah; Muttaqin, Syariful
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11027

Abstract

Effective classroom interaction significantly contributes to successful English language learning among young learners. Despite extensive research on classroom interactions, the impact of Generation Z (Gen Z) teachers’ distinct communication traits remains underexplored, particularly within the Indonesian context. Drawing from social constructivism and digital pedagogy frameworks, this study addresses this gap by focusing on verbal interactions in an EYL setting in Indonesia. The research aims to explore how a Gen Z teacher’s communication style influences classroom interaction patterns and what pedagogical implications arise for student engagement, autonomy, and emotional development. A qualitative case study design was employed, involving one Gen Z teacher and 28 third-grade students at a private primary school in Indonesia. Data were collected over three 55-minute sessions using video recordings and coded through Flanders’ Interaction Analysis Categories System (FIACS). Reliability procedures and ethical consent were ensured prior to data collection. Findings show that direct talk such as asking questions (56.8%) and giving directions (41.5%), is more prevalent in Gen Z teacher interactions than indirect talk, like using student ideas (14%) and offering praise (15.11%). The emphasis on directive and questioning approaches limited the potential for fostering student autonomy and collaborative dialogue. Student responses were frequent (66.3%), indicating active engagement, yet minimal student-initiated talk suggests limited learner autonomy. The study suggests a need for professional development that encourages Gen Z teachers to balance directive communication with emotional support and digital integration. Enhancing these communicative strategies could improve student engagement, autonomy, and collaborative learning in EYL settings.
ENHANCING STUDENTS’ READING COMPREHENSION OF HORTATORY EXPOSITION TEXTS THROUGH THE THINK-PAIR-SHARE METHOD: A CLASSROOM RESEARCH STUDY Humaera, Sepya; Ruswandi, Riki; Hidayat, Hamdan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10988

Abstract

This study explores the effectiveness of the Think-Pair-Share (TPS) method in improving students' reading comprehension of hortatory exposition texts. Conducted with 32 grade XI social studies students at SMA PGRI 2 Bandung, the research employed a quantitative approach using a survey design and purposive sampling. Data were collected through a validated questionnaire with 16 items rated on a five-point Likert scale. The TPS method was implemented over two cycles, and results showed significant improvements in students' reading comprehension and motivation. The average perception score was 3.78, with 65.6% of students agreeing or strongly agreeing that TPS facilitated their understanding of the text. Additionally, student motivation increased, with an average score of 3.81, reflecting enhanced engagement and active participation in learning activities. Reliability testing of the instrument yielded a Cronbach's Alpha value of 0.914, indicating high internal consistency. The study also highlighted the TPS method's ability to foster collaboration and critical thinking, as paired discussions enabled students to analyze arguments effectively and connect ideas within the text. These findings suggest that TPS is an effective strategy for improving comprehension and engagement in reading hortatory exposition texts, offering valuable insights for educators in creating interactive and collaborative learning environments.
ETHNIC OPPRESSION IN R.F. KUANG’S THE POPPY WAR BOOK Kanza, Balqis Affanin; Thoyibi, M.
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11062

Abstract

This study explores the representation of ethnic oppression in R.F. Kuang’s The Poppy War (2018) using a qualitative literary approach. It focuses on three main objectives: (1) identifying indicators of ethnic oppression within the novel; (2) analyzing how these forms of oppression are portrayed through literary elements such as characterization, setting, and plot; and (3) examining the motivations behind Kuang’s engagement with this theme. The primary data source is the novel itself, supported by secondary materials including academic journals, interviews, and historical texts. The analysis reveals three dominant indicators of ethnic oppression in the novel: systemic marginalization, cultural erasure, and institutional prejudice. These are conveyed through narrative elements and key events involving marginalized groups such as the Speerlies. The findings suggest that Kuang uses the fantasy setting of The Poppy War to reflect on historical injustices and process personal and familial trauma rooted in real-world events. Through this lens, the novel serves as both social critique and historical reflection.
NARRATIVE TRANSFORMATION IN BECAUSE OF WINN-DIXIE: A STRUCTURALIST APPROACH Wijianto, Agung; Faida, Fardan Rezkiawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11064

Abstract

This study aims to find the character Winn-Dixie’s narrative function in Kate DiCamillo’s Because of Winn-Dixie using A.J. Greimas’ actantial model. While previous research often focused on the novel’s emotional and psychological themes, this paper offers a structuralist approach to highlighting how narrative functions operate beneath the surface through the usage of actantial models and isotopes. The study uses descriptive qualitative method to examine narrative sequences to show how Winn-Dixie facilitates Opal’s movement from loneliness to connection, and from emotional fragmentation to relational wholeness. The findings demonstrate Winn-Dixie’s structural role as a helper actant and catalyst for the protagonist’s emotional transformation and that Winn-Dixie is not merely a symbolic or emotional figure but an essential structural force that shapes the novel’s progression and coherence. This research contributes an innovative perspective by applying classical structuralist theory to contemporary children’s literature, thereby enriching both narrative studies and literary criticism in the field.
TEACHERS AND STUDENTS’ PERCEPTION OF AI IN ACCOUNTING EDUCATION: A CASE STUDY Ahadi, Ahadi; Jatmika, Surya
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10765

Abstract

This study explores the perception of teachers and students at SMKN 1 Boyolali regarding the integration of Artificial Intelligence (AI) in accounting education. Using a qualitative case study approach, data were collected from three accounting teachers and three students through interviews and observations. The findings show that AI improves data analysis, personalizes learning, and provides instant feedback, aiding students in understanding complex accounting concepts. In addition, AI also contributes to the efficiency of administrative task management and the provision of more interactive teaching materials. However, obstacles such as limited infrastructure, inadequate internet connectivity, and lack of training for teachers and students hinder the optimal use of AI in the learning process. The study underscores the need for improved technology infrastructure, more comprehensive teacher training, and supporting policies that can encourage the effective use of AI in vocational accounting education. Thus, the results of this research are expected to provide insight for stakeholders in designing AI-based learning strategies that are more innovative and relevant to the latest technological developments.

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