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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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SEMIOTIC ANALYSIS OF THE POEM A CONVERSATION WITH MY MOTHER ABOUT THE BLOODSTAINS ON MY SHIRT BY DARIUS SIMPSON Lase, Rosmawati; safitri, Mayshia; Fitriyah, Fitriyah
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.v1i1.12252

Abstract

Leech’s semantic theory plays a crucial role in analyzing meaning in a poem, as it highlights the multiple layers of interpretation embedded in poetic language. The aim of this study is to analyse the types of meaning in the poem “A Conversation with My Mother about the Bloodstains on My Shirt” by Darius Simpson. This study employs Leech's semantic theory as the primary theoretical framework for interpreting the semiotic meanings present in the poem's text. The research method used in this study is a qualitative descriptive approach, using content analysis of Leech’s semantic categories. The findings reveal six distinct types of meaning in the poem. They are conceptual meaning (16 %), connotative meaning (27 %), affective meaning (18%), thematic meaning (16 %), social meaning (18%), and reflected meaning (4%). The dominant meaning is connotative, emphasizing the emotional burden and sociopolitical critique of the poet. While the least is reflected meaning, because the poem prioritizes clarity, emotional resonance, and sociopolitical truth, rather than wordplay or associative ambiguity. Therefore, this study provides a comprehensive lens for interpreting how poets use linguistic creativity to communicate meaning in subtle, layered, and aesthetic ways.
CONSTRUCTIVIST ANALYSIS OF STUDENTS’ MULTIMODAL TEXTS INTEGRATING LOCAL WISDOM IN THE DIGITAL LITERACY ERA Maulana, Nanang; Hidayat, Sholeh; Anriani, Nurul
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.v1i1.12092

Abstract

This study aims to analyze university students’ multimodal texts that integrate local wisdom values through the lens of Jean Piaget’s constructivist perspective. The study connects constructivist theory with digital literacy practices rooted in local culture, an area that remains underexplored in Indonesian language education. The research employs a descriptive qualitative approach, focusing on the process of students’ knowledge construction in producing multimodal texts based on local wisdom. The participants were third-semester students of the Indonesian Language, Literature, and Regional Education Program, Faculty of Teacher Training and Education, Mathla’ul Anwar University, Banten. The primary data consisted of multimodal text products themed around the local wisdom of Pandeglang, while supporting data were obtained through direct classroom observations and semi-structured interviews. The research instruments included observation sheets, interview guides, and students’ reflection journals. The data analysis process was guided by Piaget’s constructivist framework, which examined the processes of assimilation, accommodation, and equilibration in students’ cognitive development. Data were analyzed through three stages: data reduction, data display, and conclusion drawing, with triangulation employed to ensure data credibility. The findings reveal that students actively assimilated local wisdom knowledge with academic theory, adjusted their ways of thinking and presenting cultural values in multimodal texts, and achieved a balance between cultural preservation and the demands of digital literacy. The process of creating multimodal texts also demonstrated experiential learning (learning by doing) and self-reflection, while variations in visual and narrative styles reflected each student’s individual knowledge construction.
PRESERVATION OF INDIGENOUS KNOWLEDGE AND CULTURAL HERITAGE AMONG THE VATSONGA THROUGH EDUCATION Chauke, Tinyiko Esther
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.v1i1.12270

Abstract

This study explores the preservation of Vatsonga Indigenous Knowledge Systems (VIKS) and cultural heritage as a foundation for sustaining community identity, intergenerational wisdom, and cultural diversity. It emphasizes the importance of culturally grounded education amid globalization and the Westernization of schooling, which erode Vatsonga traditions. Guided by Decolonial Education Theory and epistemological justice, the study conceptualizes integrating Indigenous epistemologies into formal education as both an intellectual necessity and a social imperative. Using a qualitative design, data were collected from 18 participants—Vatsonga elders, educators, policymakers, and secondary school learners—through interviews, focus groups, and curriculum content analysis. Findings reveal that embedding IKS enhances cultural pride, identity, belonging, and educational equity while promoting cultural sustainability. System-level recommendations include developing culturally responsive materials, formalizing collaboration with elders as knowledge holders, and strengthening policy frameworks supporting Indigenous knowledge integration. The study concludes that systemic incorporation of Vatsonga Indigenous knowledge into South African education is vital for cultural preservation, decolonization of learning spaces, and intergenerational knowledge transmission. It contributes to decolonial education scholarship by demonstrating how localized Indigenous epistemologies can be operationalized within curricula as a transformative strategy for advancing epistemic justice and cultural renewal. The research calls for national policy adoption of IKS integration to affirm the cultural rights and intellectual sovereignty of Vatsonga learners and communities.
A MORPHO-SEMANTIC ANALYSIS OF COMPOUND NOUNS IN A. D. MALEDU’S SEPEDI DOCTORAL THESIS Seanego, 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.v1i1.12017

Abstract

Noun compounding is a linguistic process involving the combination of two or more lexical items to form a single noun. This method of word formation is effectively demonstrated in the translated Sepedi Bible as well as in translations of other African languages. This article seeks to critically assess the innovative use of compound nouns as observed in A.D. Maledu’s doctoral thesis, which is written in Sepedi—one of South Africa’s twelve official languages. Maledu’s body of scholarly work is recognised for its prolific and distinctive use of compound nouns, showcasing a rare form of linguistic creativity in African-language scholarship. The article intensively assesses these compound nouns and explores their potential utility for Sepedi language custodians. Employing a qualitative research approach, the study primarily used document review as the data collection method. Out of the pool of compound nouns used in the thesis, only thirty-four (34) were purposively sampled for discussion. The findings were analysed thematically, thereby situating the study within a thematic framework. The analysis reveals that most of the compound nouns applied in the thesis are endocentric and copulative compounds, with minimal exocentric examples. Ultimately, the article commends the thesis author’s inventive contribution to the development of compound nouns, thus enriches the corpus of Sepedi applied linguistics in the digital era and beyond.
REPRESENTATION OF MULTICULTURAL VALUES IN THE NOVEL LELAKI HARIMAU BY EKA KURNIAWAN Ramadila, Neyskia; Dzarna, Dzarna; Citraningrum, Dina Merdeka
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.v1i1.12382

Abstract

Multiculturalism refers to the diversity of life across the world or a cultural framework that emphasizes the acceptance and coexistence of different cultures. Multicultural values, therefore, represent society’s appreciation of all that is considered good, important, noble, appropriate, and functionally beneficial for fostering collective development and the well-being of social life. This study aims to describe the representation of multicultural values in the novel Lelaki Harimau by Eka Kurniawan. The type of research conducted is qualitative; utilizing descriptive analysis methods, while the method employed in this study is content analysis. Based on the study's results, the novel Lelaki Harimau by Eka Kurniawan features 78 quotes that represent multicultural values. The essence of human life has 20 quotes, the essence of human work has 13 quotes, the essence of human position in space and time has 19 quotes, the essence of human relations with nature has 11 quotes, and the essence of human relations with others has 15 quotes. Based on the research results, the representation of multiculturalism values in the form of the essence of human life dominates in this novel, while the multiculturalism values in the form of the essence of human relations with nature are the least. The findings of this study can provide readers with information that the novel Lelaki Harimau by Eka Kurniawan explores individual abilities in living life. Additionally, it can be a reference for readers regarding real-life situations.
PEDAGOGICAL CHANGE IN THE AI ERA: INDONESIAN EFL TEACHERS' VOICES AND CONTEXTUAL CONSTRAINT Rahmiati, Rahmiati; Al Tasa, Fiza Rauzika; Sanjaya, Muhammad Arif; Zulida, Evi; Hasrina, Noliza; Isda, Irma Dewi; Chairuddin, Chairuddin
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.v1i1.12185

Abstract

This study examines how Indonesian English as Foreign Language (EFL) teachers perceive and negotiate pedagogical change arising from the integration of Artificial Intelligence (AI) into language instruction. This research uses an interpretive qualitative approach through semi-structured interviews with seven teachers from diverse institutional backgrounds in Sumatera. Thematic analysis identified six key themes: (1) pedagogical change through AI integration, (2) evolving teacher identity, (3) reflective professional agency, (4) contextual constraints, (5) students' engagement and critical awareness, and (6) the need for instructional support and teacher training. Findings indicate that AI tools, such as ChatGPT and Grammarly, have facilitated a shift toward more student-centered, project-based, and reflective teaching practices. Teachers reported a redefinition of their roles from content transmitters to facilitators and mentors, with an increasing emphasis on assessing learning processes rather than outcomes. However, AI integration was hindered by infrastructural limitations, unequal access to technology, and a lack of AI literacy. The study reveals that technological transformation in ELT is not merely technical but also shaped by contextual realities and teacher identity. It highlights the need for context-sensitive professional development and inclusive policy support that enhance teachers' adaptive capacities in an AI-mediated learning environment.
AN EXPLORATION OF ORTHOGRAPHIC CHALLENGES AMONG SEPEDI GRADE 10 LEARNERS IN ESSAY WRITING Mashaphu, Ngoako Silas; Seanego, 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.v1i1.12128

Abstract

Writing is a language skill that every Sepedi language custodian should master. Learners seem to encounter multiple orthographic challenges in their formal writing activities, thereby deviating from standard spelling rules in the language. This study aims to critically explore orthographic errors made by Sepedi learners in their essay writing. It is a qualitative study which seeks to assess the quality of language usage in Grade 10 classrooms. Four learners and two Sepedi educators were purposively sampled for this study. Learners’ formal activity scripts were utilized while teachers were interviewed to gather data, thereby employing document review and semi-structured interviews as data collection tools. Data were analysed thematically to identify and critically examine spelling challenges. Findings from this study indicate that learners face significant orthographic challenges, including differentiating between conjunctive and disjunctive writing systems, incorporating colloquial language into formal writing, and handling the insertion and omission of certain letters and vowels, as well as punctuation issues, among other issues. The study is expected to contribute to addressing overall orthographic challenges among Sepedi learners, as well as being handy to Sepedi language educators on how to instruct grammar lessons.
THE INTEGRATION OF DIGITAL HUMANITIES (DH) IN BANGLADESHI LIBRARIES: PROSPECTS AND CHALLENGES Rana, Md. Masud; Kabir, Shahjahan
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.v1i1.11940

Abstract

This study examines the role of Digital Humanities (DH) in the libraries of Bangladesh, with a focus on integrating digital technologies, staff training, and enhancing the accessibility of digital resources. Given the rapid advancement of digital tools in academic environments, this research aims to assess DH implementation in libraries, identify key challenges, and suggest strategies to enhance their effectiveness and inclusivity. The study adopts both quantitative and qualitative approaches. Data were collected through two primary methods: Google Forms and interviews, with a sample size of 103 respondents. The data collected were analyzed utilizing Structural Equation Modelling (SEM) with SmartPLS 4. The study finds a mixed adoption of digital humanities (DH) tools across libraries in Bangladesh, as the use of new technology required to fully digitalize them is still uneven. While urban academic libraries have made substantial progress in digitalizing resources and offering DH-based services, rural libraries continue to face significant barriers due to limited ICT infrastructure, the digital divide, and digital literacy gaps among staff and users. The analysis reveals that the lack of structured training for librarians and insufficient funding for infrastructure development pose significant obstacles. The study also highlights that integrating DH into libraries in Bangladesh is inevitable, as it can transform libraries into digital hubs for knowledge production and dissemination. The study recommends enhancing library ICT infrastructure, reducing the digital divide to make resources accessible to all, and offering digital literacy programs for both staff and library users.
PARENTAL INVOLVEMENT AND ENGLISH ACHIEVEMENT: INSIGHTS FROM INDONESIAN MIDDLE SCHOOL STUDENTS Fadlia, Fadlia; Telaumbanua, Siti Pratiwi; Isda, Irma Dewi; Asra, Surya
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.v1i1.12402

Abstract

Parents play a vital role in supporting their children’s academic achievement. This study aims to identify the types of parental involvement that support students’ English learning at SMPN 3 Langsa and to examine how these forms of involvement relate to students’ English achievement. This study addresses this gap by examining the forms and effects of parental involvement on English achievement among eighth-grade students in an Indonesian public middle school. Guided by Epstein’s Framework of Parental Involvement, this study categorizes parental practices into six types and investigates their relationship with students’ formal English achievement scores. A qualitative-dominant design was employed, triangulating three data sources: (1) questionnaires measuring the frequency of involvement across Epstein’s types, (2) semi-structured interviews exploring parental practices and motivations, and (3) official English score documents quantifying students’ achievement. Findings show that parenting, learning at home, and volunteering were the most frequently practiced types of involvement, with rates of 89%, 84%, and 82%, respectively. Qualitative patterns indicated that learning-at-home involvement—including homework supervision and structured study routines—was strongly associated with higher English achievement scores, particularly among students consistently surpassing the Minimum Mastery Criteria (KKM). The study contributes context-specific evidence for designing targeted parental engagement programs that address the unique demands of L2 learning in Indonesian middle schools.
EXPLORING LANGUAGE STYLES IN THE FILM UGLIES (2024): A SOCIOLINGUISTICS PERSPECTIVE Daulay, Olga Adelia; Rosa, Rusdi Noor; Yusuf, Muhammad
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.v1i1.11488

Abstract

This study investigates the use of language styles in the film Uglies (released in 2024) by applying Joos’ (1967) classification of language styles (frozen, formal, consultative, casual, and intimate) and Holmes’ (2013) framework of social factors influencing the choice of language styles, including participants, setting, topic, and function. Using a qualitative approach with content analysis as the research design, this study took the data from the English subtitled transcripts of the film officially released by Netflix. The findings reveal that the casual style is the most dominant, followed by the intimate and consultative styles, reflecting the film’s focus on adolescent characters and peer relationships in informal and emotionally driven contexts. The formal style appears in institutional interactions, while the frozen style is notably absent, due to the lack of ceremonial or ritualistic settings in the narrative. Analyzing language in dystopian fiction is significant because it reveals how imagined societies construct power, identity, and resistance through communication. This study highlights the close relationship between language styles and social factors, demonstrating how linguistic choices reflect the dynamics of participant relationships and communicative functions in the film.

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