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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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 468 Documents
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RACISM, TRAUMA, AND PSYCHOLOGICAL SURVIVAL IN WARSAN SHIRE’S HOME Bayu Purba Tendy Hidayat; Mohammad Thoyibi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13557

Abstract

This study examines the representation of psychological trauma, systemic racism, and survival in Warsan Shire’s poem Home. Using qualitative textual analysis, the study is grounded in psychological literary criticism and trauma theory, with close reading used to identify patterns within the text. The primary data consist of the poem Home, while secondary data include relevant academic sources on trauma, racism, and migration. The findings reveal that displacement in the poem is portrayed as a condition driven by survival rather than choice. Shire represents trauma through fragmented imagery and symbolic language, reflecting the psychological instability experienced by refugees. The poem also highlights the loss of identity, where individuals are forced to renegotiate their sense of self in unfamiliar and often hostile environments. In addition, systemic racism is depicted through dehumanizing language and social hostility, which contribute to ongoing psychological distress. The study shows that trauma in Home is not only an individual experience but is closely linked to broader socio-political structures. Unlike previous studies that primarily focus on migration and identity, this study emphasizes the intersection between systemic racism and psychological trauma within poetic representations of displacement. Survival is presented as a complex process that involves both endurance and adaptation under conditions of displacement and marginalization. This study contributes to the understanding of literary representations of trauma by demonstrating how poetry can articulate the psychological and structural dimensions of refugee experiences.
PSYCHOLOGICAL ENTRAPMENT AND SPATIAL POLITICS IN CHARLOTTE PERKINS GILMAN’S THE YELLOW WALLPAPER Mohanad Naeem Hulaib
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13514

Abstract

This article examines the dialectical relationship between psychological entrapment and spatial politics in The Yellow Wallpaper to critique the domestic ideology of nineteenth-century America. The study explores how domestic and social spaces restrict women’s agency, ability, and well-being through patriarchal expectations embedded within the home. Using theories of psychological entrapment and spatial politics, the analysis focuses on the protagonist’s confinement in the nursery room, where surveillance, enforced isolation, and patriarchal control gradually lead to her psychological breakdown. The room and the yellow wallpaper symbolize the oppressive structures imposed on women, while simultaneously becoming sites of resistance. As the narrative progresses, the protagonist increasingly recognizes and resists the forces that confine her, culminating in the symbolic destruction of the wallpaper. The study argues that Charlotte Perkins Gilman transforms domestic space from a site of oppression into one of psychological and symbolic resistance. By connecting mental confinement with domestic spatial control, the article demonstrates how the story remains a significant feminist critique of patriarchal ideology and domesticity.
MEET THE HERO WHO VISITS A LIBRARY CORNER TO ENHANCE SPELLING COMPETENCE Bulelwa Makena; Viwe Lungisani Feni
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.9958

Abstract

Library learning resources have the potential to transform language competencies. This paper aims to investigate whether daily reading activities can substantially influence spelling competence. A qualitative research approach was administered. Findings revealed that (i) one-on-one tutoring improves spelling, and (ii) collaborative learning spaces have positive impact on language development. This study concludes that a shift in language teaching-learning approaches is not only necessary but also promising, with daily reading activities being a potential core practice.
DIGITAL STORYTELLING IN EFL CLASSROOM: SPEAKING AND CREATIVE THINKING SKILLS Dinda Hanifa Dewi; Arjulayana Arjulayana; Yudhie Indra Gunawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13422

Abstract

This study investigated EFL students’ speaking and creative thinking skills through digital storytelling activities using Book Creator. The objectives were to assess changes in speaking performance, evaluate creative thinking levels, and explore the Book Creator’s role in supporting both skills. This study employed a pre-experimental one-group pretest–posttest design within a quantitative framework. Data were collected through pretest and posttest speaking scores, rubric-based creative thinking assessment, and field notes. The findings showed a marginal increase in mean speaking scores from 78.30 to 78.48. However, the paired-sample t-test indicated that the improvement was not statistically significant (Sig. = 0.831). In contrast, students demonstrated competence to excellent creative thinking, evident in their ability to generate and express ideas through visual, written, and audio elements. Field notes indicated increased comfort in independent recording, although speaking anxiety persisted. These findings suggest that digital storytelling facilitated idea expression and organization but did not significantly improve speaking performance. This study contributes by integrating multimodal digital storytelling into EFL contexts, highlighting its potential for fostering creativity despite its limited impact on speaking performance. Future research may further explore cognitive load, interactive speaking practices, and other 4C skills to provide a more holistic understanding of DST in EFL contexts.
NATIONAL SONGS AS PEDAGOGICAL DISCOURSE: AN INTERPERSONAL AND APPRAISAL ANALYSIS Siska Eka Syafitri; Maria Ulfa
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13052

Abstract

Although national songs serve as powerful cultural and social tools, limited research in Indonesia has examined how their linguistic features construct interpersonal meaning within Systemic Functional Linguistics (SFL) and pedagogical discourse. This study investigates the interpersonal metafunction in Indonesian national songs and explores its pedagogical implications. Employing a qualitative discourse-analytic design, the study analyzes clauses as the unit of analysis from seven widely recognized Indonesian national songs. Drawing on Halliday’s interpersonal metafunction and Martin & White’s appraisal theory, the analysis systematically codes pronoun systems, mood types, modality markers, and attitudinal lexis. Analytical reliability was supported through iterative coding and cross-text comparison to ensure consistency of interpretation. The findings indicate that inclusive pronouns (kita, kami), persuasive declarative and imperative moods, and high-value evaluative lexis (e.g., merdeka, jaya) work together to construct solidarity, authority, and emotional alignment. These patterned linguistic resources position national songs as implicit pedagogical discourse that models civic identity and collective responsibility. The study demonstrates how culturally embedded texts can be strategically integrated into language pedagogy to support socio-emotional learning, cultural literacy, and civic value formation.
HUMAN-CENTERED CONCEPTUAL METAPHORS IN PRABOWO SUBIANTO’S INTERNATIONAL DIPLOMATIC SPEECHES: A CRITICAL METAPHOR ANALYSIS IN POLITICAL DISCOURSE Farah Fadhilah; Elvi Citraresmana; Ani Rachmat
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13447

Abstract

This study examines how recurring human-centered metaphors construct Indonesia’s diplomatic identity and represent the country as a political actor in the international speeches of President Prabowo Subianto. Drawing on Critical Metaphor Analysis (CMA) and the Metaphor Identification Procedure (MIP), the study analyzes sixteen English-language speeches delivered during the first year of Prabowo’s presidency. Metaphorical expressions were identified through systematic linguistic analysis and subsequently interpreted through conceptual mapping and critical explanation. The findings reveal two dominant metaphorical patterns: interpersonal relationship metaphors and human body metaphors. Indonesia and its international partners are frequently represented as “friends,” “brothers,” and members of a “human family,” while global issues and national characteristics are framed through expressions such as “lungs of the earth,” “embedded in our DNA,” and “welcome with open arms.” These metaphors portray Indonesia as cooperative, inclusive, globally engaged, and environmentally responsible. At the ideological level, they function to promote solidarity, legitimacy, and mutual cooperation while simultaneously obscuring strategic interests, power asymmetries, and geopolitical tensions. The study demonstrates that human-centered metaphors serve not only as cognitive and rhetorical devices but also as ideological resources for constructing national identity and shaping international perceptions. By highlighting the role of metaphor in diplomatic communication, this research contributes to the fields of metaphor studies, political discourse analysis, and international political communication.
ECOCRITICAL REPRESENTATIONS OF DISASTER IN DENNY JA’S ESSAY POEM, THE NAME OF DISASTER Kartika Kartika; Hidayatun Nur
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13573

Abstract

This study investigates the representation of the human–nature relationship in the essay poems of Atas Nama Bencana by Denny JA through the lens of Lawrence Buell’s ecocritical theory. While previous studies on Denny JA’s essay poetry have predominantly examined social, political, and humanitarian concerns, ecological dimensions and environmental representations remain insufficiently explored. Moreover, the application of Buell’s ecocritical framework to contemporary Indonesian essay poetry has received limited scholarly attention. Addressing this gap, the study explores how ecological values and environmental criticism are articulated within the poems. Employing a descriptive qualitative design with a content analysis approach, the research examines words, phrases, lines, and stanzas related to ecological issues across ten essay poems in the collection. Data were gathered through close reading, note-taking, and classification techniques and analyzed using Buell’s four ecocritical principles. The findings reveal that ecological disasters are portrayed not merely as natural occurrences but as consequences of anthropocentric exploitation and environmental negligence. Two dominant patterns emerge: nature is represented as an active agent capable of responding to human actions, and environmental degradation is depicted as both a moral and social crisis. Through the interconnected imagery of forests, rivers, rain, floods, and landslides, the poems challenge anthropocentric perspectives and promote ecological awareness. The study demonstrates the relevance of Buell’s ecocritical framework in uncovering environmental ethics embedded in contemporary Indonesian literature, positioning Atas Nama Bencana as both an aesthetic work and a vehicle for ecological critique.
CULTURAL AWARENESS IN EFL PEDAGOGY: A SCOPING REVIEW Nofyan Fajry Amaruna; Siti Tarwiyah
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.12468

Abstract

This scoping review maps 25 studies (2021–2025) on cultural awareness integration in English as a Foreign Language (EFL) contexts using Arksey and O'Malley's framework. Analysis identified four central themes: materials and curriculum representation, teacher beliefs and practices, learner perceptions and outcomes, and pedagogical strategies. Findings reveal persistent implementation challenges across all themes. Textbook analyses revealed systematic Western bias, with 70% of cultural content emphasizing target-culture contexts versus 30% local contexts. Teacher studies disclosed significant gaps between stated beliefs and classroom practices, which remained incidental rather than systematic. Learner research demonstrated positive attitudes toward intercultural learning, yet showed limited competence beyond familiar cultural contexts. Methodologically, databases searched included ERIC, Scopus, and Google Scholar using keywords including "cultural awareness in ELT," "intercultural competence in EFL," and "intercultural communicative competence." Qualitative approaches dominated (44% of studies). All reviewed studies were conducted in Indonesian EFL contexts, limiting generalizability. Critical gaps include scarcity of longitudinal designs, limited comparative multi-site research, insufficient experimental studies, concentration on tertiary education (75% of learner studies), and minimal investigation of technology-mediated intercultural learning. Pedagogically, findings indicate two reform priorities. First, curriculum design needs balanced cultural representation and assessment frameworks valuing intercultural competence alongside linguistic proficiency. Second, teacher development requires systematic training in intercultural communicative competence frameworks, particularly Byram's model, integrated with task-based, project-based, and technology-mediated pedagogies. This synthesis provides evidence-based guidance for curriculum designers, teacher educators, and researchers advancing intercultural communicative competence in EFL contexts.
POSTCOLONIAL MIMICRY AND ETHNIC HIERARCHIES IN KHALED HOSSEINI’S THE KITE RUNNER Athaya Haura Ibrahim; Rahayu Puji Haryanti
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13501

Abstract

This study analyzed Khaled Hosseini’s The Kite Runner (2003) to expose the legacy of colonial authoritarianism and racial hierarchies that exist within ethnic tensions. Ethnic hierarchies and authoritarian power structures often have deep historical roots and are sustained in institutions in many multi-ethnic societies, making them seem natural in social life. This research examines the representation of ethnic hierarchies in the novel, the construction of the authoritarian legacy, and its reflection on Afghanistan's broader ethnic conflict. This analysis employed a qualitative method, using Homi K. Bhabha's postcolonial theory of mimicry as the analytical framework. Primary data were drawn from the novel, supported by secondary scholarly sources. Previous studies have discussed trauma, racism, and ethnic oppression in the novel; however, limited attention has been given to how colonial authoritarian ideology is reproduced through postcolonial mimicry. This study contributes to postcolonial literary criticism by demonstrating how mimicry operates not merely as cultural imitation but as a mechanism for reproducing authoritarian violence. The findings reveal how the ethnic hierarchy is reinforced through religious discrimination, physical stereotyping, and structural exclusion. Entrenched ethnic hierarchies and authoritarian legacies, reproduced through mimicry and institutionalized by Taliban governance. The conclusion reveals how the colonial legacies continuously reproduce structures of power and racial inequality, which affirms that as a literary text, The Kite Runner reflects both personal redemption and the persistence of colonial legacies in sustaining ethnic oppression. This study is limited to textual analysis and does not address broader historical complexities.
SCHEMATIC STRUCTURE OF GUEST SPEAKERS’ SPEECHES AT A GHANAIAN UNIVERSITY Emmanuel Kyei Emmanuel; Wilson Awiah Jujugenia; Joseph Benjamin Archibald Afful; Isaac N. Mwinlaaru; William Kudom Gyasi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13359

Abstract

The present study explored the schematic structure in Guest Speakers’ Speeches (GSS) in a Ghanaian university. A total of 20 speeches was purposively collected between 2014 and 2020. We utilized the frameworks proposed by Swales (1990) and Bhatia (1993) in identifying the schematic structure of the speeches. The findings revealed a macro-structure of four (4) Moves (Welcome, Appreciation and Thanks, Teaching the last lesson and Closing moves). Among the moves, Teaching the Last Lesson occupied the greatest textual space (i.e. 78%) of the data. As regards the sequence of moves, the study revealed (1) that the 10-move sequence was the most frequent pattern; and (2) that the moves are chronologically structured, with Move 1 followed by Move 2, Move 3, and finally Move 4. The study validates guest speakers’ speeches as a conventionalized yet contextually adaptable genre that scaffolds graduates' identity transition. The findings advance genre research and inform professional practice in similar contexts.

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