Language Literacy: Journal of Linguistics, Literature, and Language Teaching
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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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.
Articles
468 Documents
<![CDATA[AUTHENTIC MATERIALS IN EFL READING CLASSROOM: EFFECTS ON STUDENTS’ COMPREHENSION AND MOTIVATION ]]>
<![CDATA[Meutia Aulia Saputri]]>;
<![CDATA[Evi Zulida]]>;
<![CDATA[Surya Asra]]>;
<![CDATA[Fadlia Fadlia]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13413
<![CDATA[This study aimed to find out the effect of using authentic materials in learning English, especially for reading comprehension. Besides, the students’ motivation in reading was also explored. This study employed a quantitative experimental design using a one-group pre-test/post-test approach. The population consisted of 11 first-grade classes at a senior high school in Langsa. One class of 25 students was selected through purposive sampling as the sample. A reading test in the form of multiple choices and a student response questionnaire were administered to collect the data. The results showed that there is a good improvement in students’ reading comprehension. This finding is supported by the difference between the pre-test and post-test scores. Students’ average scores improved from 56.8 (pre-test) to 80.8 (post-test), surpassing the minimum competency standard. Students also reported increased interest, motivation, and vocabulary acquisition when using authentic materials. Findings suggest that authentic materials can enhance reading comprehension and student motivation. This study contributes to EFL pedagogy by demonstrating the effectiveness of authentic materials in improving reading comprehension and motivation. However, the study was limited to one class and may not generalize to broader populations.]]>
<![CDATA[TRANSLATION TECHNIQUES AND TRANSLATION IDEOLOGIES OF CULTURE SPECIFIC ITEMS IN THE NETFLIX DOCUMENTARY STREET FOOD: USA ]]>
<![CDATA[Feby Apriola]]>;
<![CDATA[Andy Bayu Nugroho]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13649
<![CDATA[This study investigates and classifies culture-specific items in the Netflix documentary Street Food: USA, along with the translation techniques and ideologies applied. This research employed a descriptive qualitative method. The data source was the Netflix documentary Street Food: USA, using English and Indonesian subtitles as target language. A total of 164 data containing culture-specific items were analyzed. The study draws on Newmark’s (1988) theory for culture-specific items, Molina and Albir’s (2002) framework for translation techniques, and Venuti’s (2004) concept of translation ideology. Data were analyzed using translation equivalence and distributional methods. All categories of culture-specific items were identified in the subtitles. Material culture dominated (95 instances), followed by social organization (39), social culture (28), and ecology (1). Nine of eighteen techniques were identified. Pure borrowing was most frequent (78), followed by literal translation (36), adaptation (10), reduction and amplification (3), and particularization and calque (1). The dominant couplet technique was literal + pure borrowing (12). Foreignization dominated (145), while domestication appeared in 19. These findings contribute to audiovisual translation studies by demonstrating how subtitle translators negotiate cultural preservation and audience accessibility in documentary contexts.]]>
<![CDATA[INTERPERSONAL METAFUNCTION IN BIRTHDAY AND CONDOLENCE MESSAGES: A COMPARATIVE REGISTER ANALYSIS OF DIGITAL DISCOURSE ]]>
<![CDATA[Sanka Washew]]>;
<![CDATA[Daniel Dwamena Ofosu]]>;
<![CDATA[Andrews Kwame Osei]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.12805
<![CDATA[This study applies Halliday’s Systemic Functional Linguistics (SFL) to compare interpersonal meanings in birthday and condolence messages. The study focuses on mood, modality, and pronoun use to examine how language constructs and sustains social relationships in celebratory versus grief contexts. A descriptive qualitative research design was used to gather and analyse data, consisting of 250 birthdays and 250 condolences messages from online message sources. Data were annotated with the UAM Corpus Tool, 6.2, to identify the interpersonal features of the texts. Results indicate that both registers are dominated by a declarative mood, but they differ in orientation. Birthday messages emphasised positive affect through certainty, possibility, and intention, while condolence messages use greater syntactic complexity, deontic modality, and third-person pronouns to acknowledge loss and express sympathy. The study advances an SFL-based register of short-form digital discourse and reveals how linguistic choices encode empathy, solidarity, and emotional alignments in contextually contrasting, yet relationally intimate genres. This study contributes to register analysis in digital discourse by highlighting interpersonal metafunctions in contrasting genres.]]>
<![CDATA[DEEP LEARNING IN THE BAMI ARABIC INSTRUCTION METHOD ]]>
<![CDATA[Nasywa Alya Silmina Khoiri]]>;
<![CDATA[Shofa Mushtofa Khalid]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13476
<![CDATA[Arabic language learning practices at Integrated Islamic Schools (SIT) are often dominated by textual memorization and formal grammatical rules, which frequently hinder the development of functional communication skills. This study analyzes the implementation of the BAMI Method (Bahasa Arab Metode Insantama) through a deep learning perspective, focusing specifically on the pedagogical transition from surface-level theory to functional conversation (hiwar). A qualitative approach with a reflective-phenomenological design was employed to capture the essence of the learning transformation. The research involved 20 participants, consisting of one Arabic language teacher and 19 female 11th-grade students at SMAIT Insantama Bogor. Data were gathered through semi-structured interviews, direct classroom observations, and questionnaires. Findings reveal that 78.9% (n=15) of students reported high satisfaction, correlating the method's success with the synergy between contextual teaching and the daily realities of boarding school life. Key results indicate that systematic scaffolding and mindful strategies, such as visual associations and oral exercises, accelerate the internalization of linguistic meaning more effectively. Concurrently, 36.8% (n=7) of students also noted facing challenges in independent practice due to psychological barriers like shyness and physical fatigue during morning sessions. This study concludes that the BAMI Method effectively aligns linguistic mastery with holistic deep learning principles. These findings suggest that integrating more joyful learning elements can further optimize student autonomy and interactive engagement in Arabic pedagogy.]]>
<![CDATA[GEN Z SPEAKING ANXIETY IN EFL CONTEXTS: A COMPARATIVE STUDY OF INDONESIA AND VIETNAM ]]>
<![CDATA[Safa Safariah]]>;
<![CDATA[Faizatul Husna]]>;
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Yahya Amin]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13396
<![CDATA[This study investigates how Generation Z students experience speaking anxiety, the strategies they employ to overcome it, and ways to build confidence in speaking English. Speaking anxiety is a common challenge among Generation Z learners in English as a Foreign Language (EFL) contexts, particularly where oral communication is emphasized. Using a qualitative approach, data were collected through semi-structured interviews with 10 female senior high school students from Indonesia and Vietnam selected through purposive sampling. All participants reported difficulties in oral performance due to speaking anxiety. The data were analyzed using thematic analysis to identify recurring patterns and themes related to students’ experiences and coping strategies. The findings revealed three major forms of speaking anxiety: communication anxiety, test anxiety, and fear of receiving poor grades. Students employed various coping strategies to manage their anxiety. Indonesian students tended to adopt informal approaches, such as practicing with peers and using digital media, whereas Vietnamese students relied more on structured learning resources, including language-learning applications. Cross-cultural differences were also identified. Indonesian students were more likely to experience anxiety stemming from social pressure, such as fear of embarrassment or being ridiculed, while Vietnamese students were more concerned with linguistic accuracy. By comparing Generation Z learners from Indonesia and Vietnam, this study provides a cross-cultural perspective on speaking anxiety and coping strategies in EFL settings. The findings offer practical implications for EFL teachers in developing culturally responsive approaches to enhance students’ speaking confidence and oral communication skills.]]>
<![CDATA[THE ROLE OF FIRST LANGUAGE IN SECOND LANGUAGE ACQUISITION: A CASE STUDY AT A BANGLADESHI UNIVERSITY ]]>
<![CDATA[Chelsy Tonu Singha]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13198
<![CDATA[The use of Bangla in English classes has been a crucial issue in Bangladeshi classrooms. This research investigates the role of native language use in second language acquisition and the ways students utilize their native language while attempting to manage the interference between the two languages in classroom settings. A qualitative descriptive study was conducted based on five hours of classroom observation and a semi-structured interview schedule administered to four instructors of English at an English-medium private university in Bangladesh. The instruments used in this study where instruments were piloted to ensure consistency. Findings from this study indicated that Bangla served as a cognitive and communication support system for students as they learned English and did not serve as a barrier to the students' ability to learn English. Findings indicated that Bangla served as cognitive and communicative support, helping students clarify complex concepts, negotiate meaning, and generate ideas before producing English output. Findings further indicated that flexible language policies reduced student anxiety and increased participation. Most importantly, Bangla use decreased as students gained proficiency, indicating developmental rather than dependent L1 use. This study supports the notion that students should be encouraged to engage in pedagogically guided translanguaging practices and supports institutional policies that recognize native language use as a legitimate pedagogical resource in English-medium higher education.]]>
<![CDATA[CONCEPTUAL METONYMY IN PRESIDENT PRABOWO’S FLOOD DISASTER SPEECH ]]>
<![CDATA[Idawati Situmorang]]>;
<![CDATA[Mulyadi Mulyadi]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.12702
<![CDATA[This study analyzes conceptual metonymy in the President’s speech during the flood disaster inspection in Bener Meriah Regency. The study focuses on metonymy within the Thing and Part Configuration of the Idealized Cognitive Model (ICM) proposed by Kövecses (1998), which includes the relations of whole-for-part and part-for-whole metonymy. Using qualitative discourse analysis, the study examined a 380-word official transcript of President Prabowo’s speech. Data collection employed documentation and indirect observation techniques, supported by audiovisual validation. Data analysis followed the framework proposed by Miles, Huberman, and Saldaña (2014), which consists of data reduction, data display, and conclusion drawing. Findings show that whole-for-part metonymy dominates, while part-for-whole occurs less frequently. The dominance of whole-for-part metonymy reflects a discourse strategy that emphasizes institutional responsibility and collective solidarity in crisis contexts. By employing this strategy, the President legitimizes state presence and authority while guiding public perception of disaster management. In this way, the study demonstrates that metonymy simplifies institutional realities, constructs collective responsibility, and facilitates public understanding in crisis communication. This research contributes to cognitive semantics and political discourse studies by highlighting metonymy’s role in crisis communication.]]>
<![CDATA[PERCEPTION–PRACTICE GAPS IN BLENDED LEARNING: ENGLISH TEACHERS’ PRACTICES AND CHALLENGES IN TEACHING WRITING AT ADDIS ABABA UNIVERSITY ]]>
<![CDATA[Agmasie Tarekegn Mekonnen]]>;
<![CDATA[Hailom Banteyerga Amaha]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13376
<![CDATA[Blended learning (BL) has been widely recognized as a promising approach for enhancing English language teaching and learning. This study investigated the perception–practice gap in blended learning implementation among English language teachers at Addis Ababa University, particularly in teaching writing skills. A convergent mixed-methods design was employed by combining survey data collected from 31 English language teachers with semi-structured interviews conducted with six participants. Quantitative and qualitative data were analyzed separately and later integrated to provide a comprehensive understanding of teachers’ perceptions and classroom practices. The findings revealed that teachers valued blended learning for improving student motivation, flexibility, learner autonomy, and access to learning resources. However, its actual implementation remained limited and largely informal. In practice, blended learning was mainly restricted to material sharing, task assignment, and communication through messaging applications. Major challenges include unreliable internet connectivity, inadequate technological infrastructure, insufficient practical training, and weak institutional support as key contributors to the perception–practice gap. The findings suggest that successful blended learning implementation requires institutional investment in technological infrastructure, sustained professional development, and stronger policy support. The study contributes to current discussions on technology integration in English language teaching by highlighting the contextual realities of blended writing instruction in Ethiopian higher education.]]>
<![CDATA[READERLY INNOCENCE, MORAL SHOCK, AND INSTITUTIONAL AUTHORITY: A READER-RESPONSE ANALYSIS OF PENELOPE ROWE’S THE INNOCENTS ]]>
<![CDATA[Yulhenli Thabran]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.13022
<![CDATA[This study is among the first to examine moral shock and narrative indeterminacy in Penelope Rowe’s The Innocents through reader-response criticism. While scholarship on ethically disturbing fiction often emphasizes thematic or ideological critique, less attention has been paid to how readerly affect evolves during the act of reading. Addressing this gap, the article employs a qualitative reader-response–oriented close textual analysis to investigate how sympathy, moral destabilization, and narrative indeterminacy structure interpretation. Rather than presenting empirical reader data, the analysis focuses on implied reader positions embedded in the text. The findings identify three interrelated mechanisms. First, innocence is constructed affectively through narrative alignment with the child protagonist. Second, moral shock destabilizes trust in institutional authority by exposing interpretive rigidity. Third, the open ending withholds psychological closure and transfers ethical responsibility to the reader. These responses are not incidental reactions but structured aesthetic strategies that generate the story’s ethical force. By demonstrating how affect, indeterminacy, and reader positioning operate together, this article advances reader-response criticism and literary ethics, showing how discomfort and uncertainty function as mechanisms of ethical meaning-making in morally unsettling short fiction.]]>
<![CDATA[COOPERATIVE HEGEMONIC MASCULINITY IN DISNEY’S MOANA: NEOLIBERAL GENDER POLITCS AND THE RECONFIGURATION OF PATRIARCHAL AUTHORITY ]]>
<![CDATA[Previani Nuzuliansyah]]>;
<![CDATA[Inayatul Chusna]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v10i1.12276
<![CDATA[This study examines the representation of hegemonic masculinity in Disney’s animated film Moana (2016). Drawing on Connell’s theory of hegemonic masculinity, this research employs a qualitative constructionist approach to examine how male authority operates within a seemingly progressive narrative. The analysis focuses on the characters of Moana and Maui, whose dominance, confidence, and technical competence embody traditional masculine ideals. Although the film promotes themes of collaboration and empowerment, Maui’s mentorship continues to shape Moana’s growth, subtly reaffirming male centrality. His transformation from an authoritative figure to a supportive mentor reflects the adaptive nature of hegemonic masculinity, which redefines itself as emotionally intelligent and cooperative rather than overtly dominant. The findings reveal that while Moana advances female empowerment, it simultaneously preserves patriarchal values through subtle mechanisms of validation and guidance. By embedding male authority within a cooperative framework, the film perpetuates traditional gender hierarchies in a modernized and socially acceptable form. This study contributes to media and gender studies by extending Connell’s theory of hegemonic masculinity into the realm of contemporary animated cinema, showing how masculine dominance is recalibrated into culturally acceptable forms of guidance, partnership, and emotional vulnerability without relinquishing structural authority.]]>
