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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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METAPHORS WE SHOOT BY: METAPHORS IN LIVE TEXT FOOTBALL COMMENTARY Atta-Asamoah, Obed
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.v1i1.12132

Abstract

This paper examines metaphors in live text football commentary, a developing genre of computer-mediated sports discourse. Drawing on Lakoff and Johnson’s CMT, live text commentaries of three final football matches were used as the data for the study. The commentaries included that of the 2025 UEFA Champions League, 2025 Conference League and 2025 Europa League. The commentaries were analysed using the Pragglejaz Group’s (2007) procedure for identifying metaphorically used words, enabling the study to systematically detect and classify lexical items whose contextual meanings diverged from their basic meanings. The results show that war, journey, construction and power domains were mapped onto various events in the football game. These domains functioned to frame football as a combative struggle (war), a contest for dominance (power), a structured and progressive movement toward a goal (journey), and a creative or strategic process (construction). The following conceptual metaphors were identified: A Football Match Is War, A Football Match Is Competition For Power, A Football Match Is A Journey and A Football Match Are Construction. The analysis provides support for the claim that metaphors are not merely stylistic choices but fundamental cognitive tools through which football discourse is structured and communicated.
LANGUAGE FUNCTIONS IN THE BASARANG RITUAL: A CULTURAL-LINGUISTIC STUDY OF MINANGKABAU ORAL TRADITION Aurlani, Febry; Idaman, Akbar
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.v1i1.11949

Abstract

Language serves as a vital medium in oral traditions—not only for communication but also as a vehicle for transmitting values and reinforcing collective identity. The Basarang ritual in Nagari Kasang, Minangkabau, is a traditional ceremony performed to commemorate the birth of kembar sumbang (twins of opposite sex) and to restore social and cultural harmony within the community. Despite its cultural richness, linguistic studies on Basarang remain scarce compared to other Minangkabau traditions. This research investigates the functions of language in the Basarang ritual through Roman Jakobson’s (1960) model of language functions, employing a qualitative framework and an ethnography of communication approach (Spradley, 1997; Duranti, 1997). Data were collected through observation, interviews, and documentation of ritual utterances, mamang (chants), pantun (poetic verses), and prayers. The analysis categorizes linguistic expressions according to Jakobson’s six language functions—referential, emotive, conative, phatic, metalingual, and poetic—allowing systematic interpretation of their realization in ritual discourse. Findings reveal that language in Basarang functions not merely as a communicative tool but as a symbolic medium that legitimizes customary law, nurtures social solidarity, and transmits moral and cultural values. This study extends Jakobson’s framework by embedding it within the ethnolinguistic context of Minangkabau ritual discourse, offering contributions to both linguistic theory and cultural preservation.
ELEMENTARY EFL TEACHERS’ KNOWLEDGE AND PRACTICES IN FOSTERING LEARNER AUTONOMY Fadilla, Suci; Yusuf, Fazri Nur; Wirza, Yanty
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.v1i1.12269

Abstract

Learner autonomy is essential in young learners’ language development, yet its implementation remains limited at the elementary level, particularly in contexts rooted in teacher-centered traditions. This study examined the understanding of elementary EFL teachers and the strategies they use to foster learner autonomy in EYL classrooms in Indonesia, employing a sequential mixed-methods design. The study commenced with a survey of 34 teachers, followed by semi-structured interviews with four selected teachers. Descriptive statistics were used to analyze survey data, while thematic analysis was applied to interview transcripts. The findings revealed that most teachers have a positive understanding of learner autonomy, with a particular emphasis on their role as facilitators and motivators. Teachers applied various strategies to foster autonomy, such as providing choice in learning activities and giving positive feedback. However, this positive orientation was contrasted by the presence of teacher skepticism regarding young learners’ readiness for autonomy. These findings suggest that while the conceptual understanding of learner autonomy is present, its implementation still requires targeted professional development focusing on age-appropriate pedagogical scaffolding and practical tools to move teachers beyond conceptual understanding to consistent autonomous practice.
THE ROLE OF INTERCULTURAL COMMUNICATION IN ENHANCING STUDENTS' READING LITERACY IN THE INDONESIAN EFL CONTEXT Asra, Surya; Rahmiati, Rahmiati; Fadlia, Fadlia; Mawaddah, Aina
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.v1i1.11880

Abstract

Students’ reading skills in English reflect the cultural interaction that takes place during language learning. When students are able to recognize and understand the cultural aspects of a text, it is predicted that they can usually interpret it more effectively. The purpose of this study is to examine students’ understanding of intercultural communication in English reading and to investigate the relationship between intercultural communication and reading comprehension. The study applied a quantitative descriptive method, using a reading comprehension test and a questionnaire as the instruments for data collection. The participants consisted of 40 high school students, equally divided into 20 males and 20 females. The findings indicate a strong and positive correlation between students’ intercultural communication skills and their ability to comprehend English reading texts. The linear regression analysis produced a strong correlation coefficient (R2 = 0.64) by referring to Correlation Pearson Product Moment. These findings suggest that English teachers should consider the intercultural communication in teaching reading comprehension. Eventually, incorporating intercultural communication into English language teaching is essential, particularly to support the development of students’ reading skills.
A COGNITIVE METAPHOR ANALYSIS OF DONALD TRUMP'S SPEECHES Lingga, Thomson Radesman; Sirait, Debora Serwanti; Sirait, Asnita
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.v1i1.12083

Abstract

Metaphorical expressions carry layered meanings and serve a range of persuasive functions, especially within the political sphere. Their strategic use often aims to influence public perception and reinforce a speaker’s credibility. Donald Trump’s presidential campaign speeches during the 2016–2017 U.S. election cycle offer a compelling corpus for examining such rhetorical choices. This study analyzes the metaphors in these speeches by categorizing them into three types: structural, ontological, and orientational metaphors. Using a qualitative descriptive design grounded in cognitive metaphor theory, the analysis draws on Lakoff and Johnson’s Metaphors We Live By (1980). Operating within a post-positivist paradigm, the researcher serves as the primary instrument in interpreting the data. The findings show that structural metaphors allow Trump to frame abstract ideas through more concrete conceptual structures; ontological metaphors provide moderate conceptual grounding by attributing entity-like qualities to abstract phenomena; and orientational metaphors offer minimal conceptual structure while shaping spatial or directional understandings. Across these categories, Trump’s metaphors function to evoke emotion, shape audience perception, and construct a particular persona. Taken together, the metaphors project a worldview centered on resilience, national pride, and assertive leadership—features that contributed to the persuasive force of his political messaging.
THE USE OF GEN Z SLANG BY DIGITAL INFLUENCER "AWKARIN" ON HER SOCIAL MEDIA: A SOCIO-SEMANTIC STUDY Khairunissa, Meilita; Budiwati, Tri Rina
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.v9i2.12177

Abstract

Generation Z increasingly relies on slang as a linguistic resource to express identity, negotiate belonging, and build intimacy in digital communication, making it an important site of sociolinguistic and semantic change. However, most existing studies focus on broad usage patterns rather than examining how individual influencers strategically use slang to construct their online personas. Addressing this gap, this study analyzes Awkarin’s use of Gen Z slang on Instagram and YouTube through a qualitative sociolinguistic and semantic approach. The analysis identifies various slang forms—such as acronyms, neologisms, semantic shifts, and code-mixing—and their communicative functions in shaping influencer–audience interaction. Findings reveal that slang serves not only as informal vocabulary but as a strategic resource for identity performance, emotional expression, and audience engagement. This study contributes to sociolinguistic and semantic research by showing how influencers act as linguistic mediators who adapt and circulate Gen Z slang within Indonesian digital culture, highlighting slang as both a social practice and a site of meaning innovation.
IDEOLOGICAL CONSTRUCTION IN GEN Z’S SLANG ON INSTAGRAM: A CRITICAL DISCOURSE ANALYSIS Amalia, Nabila Dhea Putri; Budiwati, Tri Rina
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.v9i2.12165

Abstract

This research aims to examine textual features, investigate discursive practices, and analyze social practices that reveal the ideological constructions embedded in Gen Z’s slang on Instagram, utilizing Norman Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA). Data were obtained from 31 purposively selected public Instagram posts that contained frequently used slang expressions, such as "delulu," "roasting," and "rizz." The analysis was conducted through three interrelated stages: textual analysis (examining linguistic patterns, metaphors, and emojis), discursive practice analysis (exploring production, circulation, and audience interpretation), and social practice analysis (interpreting the broader ideological context). Findings reveal that Gen Z’s slang reflects ideologies of individualism, irony, authenticity, and digital resistance, functioning not only as a linguistic trend but also as a discursive tool for negotiating power and identity in online communication. This study contributes to a deeper understanding of how language and ideology intersect within contemporary digital discourse, highlighting the socio-cultural significance of youth language in shaping online interactions.
MEDIATING ORAL COMPETENCE THROUGH GEN-AI IN GENRE-BASED SPEAKING INSTRUCTION FOR FRACTURED NARRATIVES Herawati, Herti; Emilia, Emi; Dewi, Finita
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.v9i2.12521

Abstract

Developing oral narrative skills in English as a Foreign Language (EFL) contexts is challenging. It is often made more difficult by limited opportunities for personalized feedback and the cognitive burden of real-time production. This study investigated the integration of GenAI tools, specifically Gemini and ChatGPT, within a Genre-Based Approach (GBA) to scaffold the speaking skills of 32 tenth-grade students in West Java, Indonesia. This study focuses on the creative genre of "fractured stories," which is a demanding task that requires progressive scaffolding. This study used a qualitative case study design to explore how GenAI tools functioned across the GBA cycle. Data were collected through classroom observations, student-AI chat logs, students’ speaking recordings, and semi-structured interviews. The findings revealed that GenAI tools could improve students’ organizational structure and pronunciation by effectively enacting Vygotskian scaffolding, functioning as a dynamic "More Knowledgeable Other," that progressed from a lexical support during the knowledge-construction stage to a personalized phonological coach in the phase of independent practice. Analysis of speaking recordings showed marked improvement in narrative structure across all proficiency levels, while lower-proficiency students demonstrated significant gains in pronunciation accuracy via multimodal rehearsal loops. The study concluded that when embedded in a rigorous genre-based framework, GenAI transforms from a mere text generator into a robust, affective-aware partner that democratizes access to high-quality oral feedback. Future research should examine long-term retention of skills beyond the intervention period and investigate GenAI integration across diverse oral genres.
DIGITAL PORTFOLIOS IN VOCATIONAL SPEAKING CLASSES: TEACHER’S PERCEPTIONS AND LESSON PLAN ANALYSIS Zainiza, Mailiza; Trisanti, Novia
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.v9i2.12584

Abstract

Digital portfolios have become increasingly relevant in language education as tools for documenting learning processes, enabling multimodal task performance, and supporting formative assessment. However, limited research has examined how they are embedded in instructional planning or how teachers perceive their assessment role, especially in vocational English classrooms. This qualitative case study investigates (1) how digital portfolios are integrated into a speaking lesson plan, and (2) how a vocational English teacher perceives their use as an assessment tool. Data were collected through document analysis and an open-ended teacher questionnaire completed by an English teacher in an Indonesian vocational high school. The data were analyzed using thematic analysis. The findings show that digital portfolios were positioned as central to the design of speaking tasks, functioning as a structured mechanism for organizing workflow, documenting progress, and compiling multimodal evidence of learning. The teacher perceived the portfolio as a valuable tool for monitoring engagement, identifying learners who need support, and enhancing transparency in the learning process. However, constraints related to the absence of explicit assessment rubrics, increased workload, and varying student digital literacy limited the portfolio’s potential for systematic assessment of speaking skills. The study concludes that digital portfolios have strong potential as process-based assessment tools in vocational English instruction; however, their effectiveness depends on the availability of clear assessment criteria, technological readiness, and sustained institutional support.
PEDAGOGICAL APPROACH TO ENGLISH GRAMMAR STRUCTURES: THE CASE OF EFAL TEACHERS IN SELECTED SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA Montle, Malesela Edward; Mashiane, Mmetlane Valery; Kekana, Tebogo Johannes
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.v9i2.11962

Abstract

English grammar instruction is fundamental to learners’ success, especially in contexts where English is not a first language. However, despite its importance, the teaching and learning of English grammar continue to face persistent challenges. This paper investigates the teaching of English First Additional Language (EFAL) grammatical structures in selected public secondary schools in Limpopo Province, South Africa, and identifies obstacles to effective grammar instruction. The study was prompted by learners’ inadequate grammatical proficiency, as reflected in National Senior Certificate (NSC) examination results. Employing a qualitative exploratory design, data were collected through classroom observations of Grade 11 EFAL teachers across five schools representing five education districts. The study is grounded in both the Grammar Translation and Communicative Language Teaching approaches. Its significance lies in exploring the practical realities of grammar instruction, thereby shedding light on possible causes of learners’ grammatical weaknesses. Findings reveal that while some teachers demonstrated a sound understanding of grammar rules and structures, others showed misconceptions regarding grammar teaching. Evidence of learner interlanguage, permeability, and fossilization was also observed. Moreover, teachers employed varying degrees of adaptation of the three approaches and utilized diverse teaching and learning materials. The study concludes that effective grammar instruction requires enhanced teacher training in the integration of multiple pedagogical approaches to strengthen learners’ understanding of English grammatical structures.

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