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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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INTERPERSONAL METAFUNCTION IN PRESCHOOL ENROLLMENT BROCHURES: A SFL ANALYSIS IN LANGSA Syafitri, Siska Eka; Purwati, Purwati
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.v9i1.11106

Abstract

This study explores how interpersonal meaning is conveyed in preschool enrollment brochures through the lens of Systemic Functional Linguistics (SFL). Using a qualitative method to analyze 139 clauses, the research identifies a dominant use of statements (98.6%) over commands (2.2%), suggesting a preference for informative over directive communication. These results highlight the importance of interpersonal communication in promoting the school in order to make the parents read first, that is, the services provided by schools through various programs and their advantages. The language design is something important and interesting to discuss. The meaning conveyed by the presenter builds the interpersonal idea to be communicated. Brochures, as one of the visual media that consists of so many clauses, have their own way of sharing the information with the readers. The brochures of Pre-School Enrollment have their purpose of catching the parents' attention, making them intrigued to apply their children to the promoted schools. The researchers explore the written speech in the brochures by using the interpersonal metafunction of Systemic Functional Linguistics (SFL) by Halliday. The brochures were selected from some preschools in Langsa and ethical approval was also informed the days before to the institutions. 
EMPOWERING EFL WRITING: TEACHERS’ VOICES ON CURRICULUM INNOVATION Muaripin, Ary Maulana; Perda, Meri; Sajidin, Sajidin; Sulaeman, Dedi
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.v9i1.11322

Abstract

This article explores the contribution of curriculum innovation in writing instruction in English as a Foreign Language (EFL) at junior high schools in Indonesia. Through a qualitative study design, employing semi-structured interviews with EFL teachers, the research investigates their beliefs, implementation models, and challenges encountered during curriculum changes. The findings reveal that teachers generally perceive curriculum innovation as beneficial and educative. However, the lack of resources, inadequate training, and limited institutional support are significant barriers that hinder the effective implementation of the innovations. Teachers reported that these constraints impede their ability to fully integrate and apply the new curriculum effectively in the classroom. In response, policy recommendations are made, emphasizing the importance of providing sufficient resources, ongoing professional development, and stronger institutional support. These actions would help bridge the gap between curriculum innovations and the practical realities of classroom teaching, enabling teachers to optimize the benefits of curriculum changes in EFL instruction.
FORMAL CODE-SWITCHING IN EFL SPEAKING COURSE Jelimun, Maria Olga
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.v9i1.10983

Abstract

This study aims at determining the types, functions, and frequency of formal code-switching use in EFL Speaking course classrooms by second-year students of English Language Education Study Program students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researcher used Hoffman's theory to find the types of code-switching and Gumperz's theory to find the functions of code-switching. This research was done through the descriptive mix method, using observation, documentation, and recording to collect data. This research result showed five types of code-switching used by second year students, particularly in formal interaction setting speaking class. The use of those five types of code-switching has shown different percentages. 21% Intra-sentential switching has been used, 32% inter-sentential switching has been used. Moreover, 5% establish continuity with the previous speaker has been used.  37% emblematic switching was used, and a change in pronunciation features was only 5%. Furthermore, based on the data findings, the researchers found that students frequently used emblematic switching in formal interaction when speaking.
IMPROVING JAPANESE SPEAKING SKILLS DURING PROSPECTIVE INTERNS: PICTURE AND PICTURE LEARNING MODEL Hasibuan, Adriana; Pawiro, Muhammad Ali
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.v9i1.10626

Abstract

This study analyzes the speaking ability in Japanese by nurses who are engaged in prospective interns provided for them who will work in Japan through the EPA (Economic Partnership Agreement) program. The study involves 49 participants following the program and uses quantitative method as proposed by Brown Rodgers (2002). Being conducted with a training time of 15 hours for five days through classroom action, this study starts with planning, implementation, observation, and evaluation. Data collection methods include interviews, observations, pre-tests and post-tests. Written tests apply to see their ability to master Japanese grammar, and oral tests to measure Japanese speaking ability. The Picture and Picture learning model is aimed at improving the nurses’ mastery of Japanese vocabulary. To obtain such mastery the questions are formulated as the followings: how can an action plan improve participants’ speaking skills and what pedagogical implications are obtained by them? The results show that the action plan improves the participants’ speaking ability in Japanese. The pre-test results show that 15 of them (31%) are able to speak with some stuttering with an average score of 64.38 and the post-test results indicate an increase to 39 participants (79.6%) with an average score of 77.1. It is concluded that participants can construct ideas and thoughts orally; thus, the effective vocabulary of pictures and their interests implicate their pedagogical development to a better condition, so they are claimed to be ready to work in Japan.
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
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
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
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
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
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
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.

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