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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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SITUATIONAL FACTORS SHAPING VIETNAMESE STUDENTS’ WILLINGNESS TO COMMUNICATE IN EFL SPEAKING CLASSROOMS Trang Thu Nguyen
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.v10i1.13518

Abstract

Students’ reluctance to speak in English as Foreign Language (EFL) classes poses a major challenge for teachers. This issue may stem from either learner-related characteristics (e.g., anxiety, confidence) or environmental factors (e.g., classroom climate, peer support). The current study explores Vietnamese students’ perceptions of situational variables affecting their willingness to communicate (WTC) in EFL speaking classrooms. Employing a qualitative research design, semi-structured interviews were conducted with ten third-year Vietnamese English-major students and analyzed using thematic analysis. The findings reveal that students’ WTC is influenced by multiple situational factors that can be categorized into task type, peer characteristics, and teacher practices. Specifically, students show greater WTC during interactive tasks such as games, videos, pair work, or small-group discussions on engaging topics. A supportive classroom climate and cooperative peers further enhance communicative readiness. Furthermore, teachers play a crucial role in fostering WTC through openness, approachability, and flexible pedagogy. The current study contributes to contextual understandings of WTC in EFL by highlighting situational factors specific to Vietnamese classrooms, thereby extending existing research beyond individual psychological variables. Pedagogical implications for designing interactive, supportive classroom environments that foster participation and communicative confidence are also offered.
GENDER PERFORMATIVITY AND MANIPULATION IN GILLIAN FLYNN’S GONE GIRL Michelle Arletta; 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.v10i1.13515

Abstract

This research analyzes Gillian Flynn’s Gone Girl (2012) to explore the construction of gender identity through manipulation in modern marriage. Marriage is presented not merely as a personal relationship, but as an institution shaped by social expectations and gender norms. This study examines manipulation not only as a behavioral tendency, but also as a form of gender performativity through which femininity may be strategically enacted within a patriarchal context. The research employs a qualitative method using two types of data: primary and secondary. The primary data source is Flynn’s novel, while the secondary data consist of journals, articles, and other relevant references. Drawing on Judith Butler’s theory of gender performativity, the study suggests that gender performance can function as a means of negotiating power within intimate relationships rather than merely as a repeated social practice. The findings reveal that marriage in the novel frequently operates as a social performance, in which maintaining appearances becomes more important than the relationship itself. When this performance can no longer be sustained, conflict emerges, and manipulation becomes a strategic mechanism for negotiating control and public legitimacy. Thus, manipulation is effective because gender performance has already been socially accepted and normalized. Furthermore, the findings indicate that modern marriage can be understood as a space in which gender identity is continuously shaped and negotiated through social expectations and relational dynamics, suggesting that women are not merely passive participants, but also possess agency to influence and control the direction of the relationship.
EXPLORING THE IMPACT OF AI TOOLS ON EFL LEARNERS' COMMUNICATION AND AUTONOMY Adrian Adrian; Pupung Purnawarman
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.v10i1.13433

Abstract

This study examines the impact of AI tools on EFL learners’ communication skills and learner autonomy across varying proficiency levels. Employing an exploratory mixed-methods design that combined a 15-item Likert-scale survey with open-ended questions, data were collected from 16 purposively selected EFL learners enrolled in an undergraduate English program at an Indonesian university. The small sample was deemed appropriate for qualitative exploration rather than statistical generalization. Grammarly was used primarily for writing correction and grammatical feedback; ChatGPT supported conversational practice and essay drafting; and Duolingo provided gamified vocabulary and pronunciation exercises. Participants reported improvements in grammar accuracy, vocabulary range, and writing confidence, with gains most pronounced among beginner and intermediate learners. Advanced learners, however, expressed frustration with idiomatic expressions and cultural nuances, identifying a ceiling effect in the utility of AI tools at higher proficiency levels. Regarding autonomy, participants described using the tools for self-directed error review and goal setting, yet several acknowledged a tendency toward passive dependency, accepting AI corrections without critical reflection. These findings suggest that AI tools can complement traditional instruction but require human oversight, blended feedback strategies, and teacher scaffolding to ensure cultural and linguistic appropriateness. This study contributes to emerging research on AI in EFL by foregrounding learner autonomy and contextual challenges as proficiency-dependent variables that prior single-level studies have not fully addressed.
TRANSITIONING MATHEMATICS INSTRUCTION TO XITSONGA HOME LANGUAGE IN GRADE 4 CLASSROOMS: A SOCIOCULTURAL PERSPECTIVE Hlayisani Hlungwane; Hlaviso Motlhaka
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.v10i1.13270

Abstract

In South Africa, the Language in Education Policy encourages the use of learners’ home languages in the foundation phase while also promoting multilingualism. However, many learners experience a transition in Grade 4 where the language of learning and teaching changes, often from an African home language to English. This shift has significant implications for mathematics learning because mathematical understanding depends heavily on communication, reasoning, interpretation of concepts, and classroom interaction. This qualitative study examined the policy mandating Xitsonga as the LoLT for Grade 4 Mathematics in Limpopo Province. The study was grounded in sociocultural theory and ubuntu principles. The sample comprised two Grade 4 Mathematics and ten Grade 4 learners. Data were collected through semi-structured teacher interviews and textual analysis of Grade 4 Mathematics examination papers. The findings suggest that transitioning mathematics instruction to Xitsonga in Grade 4 classrooms supports meaningful learning, participation, and conceptual understanding when viewed through a sociocultural lens. The study has implications for learners, Department of Basic Education and future research. For learners, this supports confidence, critical thinking, and collaborative learning, which are central principles of sociocultural learning theory. For teachers, the Department of Basic Education may need to invest in teacher training, translation of mathematics resources, and monitoring of multilingual education practices to ensure successful implementation. Future research, more research is needed on the development of mathematics terminology and teaching materials in African languages to strengthen the implementation of multilingual education policies in South Africa.
LINGUISTIC HEDGING STRATEGIES IN DONALD TRUMP’S PEACE FORUM SPEECH: A DISCOURSE ANALYSIS Zhafran Fatih Ananda; Puteri Anugrah Septianingsih; Febry Aurlani
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.v10i1.13150

Abstract

This study examines hedging strategies in a contemporary diplomatic speech delivered by Donald Trump, focusing on how epistemic stance is calibrated in a high-stakes political context. Drawing on Hyland’s (1998, 2005) metadiscourse framework, the study employs qualitative discourse analysis alongside frequency-based identification of hedging devices. The analysis identifies 34 instances of hedging, with lexical judgmental verbs such as I think, and I believe constituting the dominant category (62%), followed by modal auxiliaries including may and might. The findings show that hedging is systematically clustered in discourse segments addressing future negotiations and geopolitical uncertainty, while more assertive constructions are used when referring to past achievements. This patterned alternation suggests a form of controlled epistemic modulation, defined in this study as the deliberate calibration of commitment strength in response to contextual volatility and diplomatic risk. Rather than signaling weakness or indecision, hedging in the analyzed speech functions as a rhetorical resource for balancing authority and negotiability, contributing to the construction of a diplomatic yet assertive leadership persona. The study offers a refined perspective on metadiscourse by highlighting the central role of lexical hedging verbs in political stance management and proposing a nuanced account of epistemic modulation in contemporary diplomacy.
CHILDREN’S EMPOWERMENT IN THE LITTLE PRINCE: A LITERARY ANALYSIS BASED ON ANSHORI’S FRAMEWORK Ning Difani Wulan; Adam Anshori
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.v10i1.13452

Abstract

Previous studies on Antoine de Saint Exupéry’s The Little Prince have predominantly focused on its symbolism and philosophical meanings, leaving the dimensions of children’s empowerment underexplored. Therefore, this study aims to examine how empowerment dimensions are depicted in The Little Prince, as the main character, through a multidimensional perspective. Employing a qualitative textual analysis design, this study adopts Anshori’s (2016) conceptualization of children’s empowerment focuses on the children’s thoughts, actions, and emotional experiences. The primary data source is the novella, focusing on narrative events and character interactions that illustrate empowerment. Within the literary analysis framework, the researcher served as the primary instrument. The findings show the character embodies existential empowerment beyond conventional child agency. The Little Prince demonstrates intellectual independence, responsibility, and emotional sensitivity, which collectively shape a multidimensional conception of empowerment. Furthermore, this study of children’s literature challenges the view that children are passive figures and highlights the text’s critique of adult rationalism and materialism. In doing so, it highlights the pedagogical significance of literary texts in fostering reflective, ethically grounded individuals.
EQUIVALENCE PROBLEMS FOUND IN MACHINE TRANSLATION OUTPUT: INSIGHTS FROM POST-EDITING ANALYSIS Dwi Indarti; Vera Nurlia
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.v10i1.12714

Abstract

This study examines post-editing strategies and equivalence problems in Google Translate (GT) outputs of a non-literary text, International Relations Theory by Ferreira (2017). Focusing on the English–Indonesian translation, the analysis is limited to five levels of equivalence proposed by Baker (2018): word, above-word, grammatical, textual, and pragmatic. Using a qualitative descriptive approach supported by LF Aligner, AntConc, and AntPConc, the study identifies equivalence problems in a parallel corpus. The findings reveal frequent word-level issues, particularly loanwords and lexical mismatches, requiring paraphrasing and cultural substitution. Problems also occur at the above-word and grammatical levels, including idiomatic expressions, collocations, singular–plural mismatches, and passive constructions. Textual issues relate to cohesion gaps, while pragmatic problems are less frequent but involve implicit meaning loss. Overall, GT performs better with high-frequency nouns, adjectives, and adverbs than with verbs. The study highlights the importance of post-editing machine translation (PEMT) and recommends its integration into translation curricula to enhance linguistic competence, digital literacy, and professional readiness in AI-assisted translation contexts.
ENGLISH LANGUAGE DOMINANCE AND ITS IMPACT ON SEPEDI ORAL PROFICIENCY: A CASE STUDY OF GRADE 11 LEARNERS IN SOUTH AFRICA Morokwe Piet Matlebjane; Phaswane Phillip Phokwane; Ngwanamphaga Alettah Matji
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.v10i1.13235

Abstract

This study investigates the effects of English as the Language of Learning and Teaching (LOLT) on the oral proficiency of Grade 11 Sepedi Home Language learners in South Africa. Situated within sociocultural and multilingual education perspectives, the study explores how the dominance of English influences learners’ use of Sepedi, pronunciation patterns, vocabulary use, and overall oral proficiency. A qualitative case study design was employed involving eight purposively selected Grade 11 learners. Data were collected through open-ended questionnaires and oral assessment tasks and analyzed using deductive thematic analysis. The findings indicate that the dominance of English reduces opportunities for meaningful use of Sepedi in academic contexts, contributes to phonological transfer, and increases learners’ reliance on English vocabulary during communication. Participants also perceived English as significantly influencing their everyday use of Sepedi. These patterns suggest that sustained exposure to English as the dominant language of instruction may limit the development and maintenance of Sepedi oral proficiency. The study highlights the importance of additive multilingual educational practices that promote the meaningful use of both English and indigenous languages in schools. The findings contribute to ongoing discussions on multilingual education, language maintenance, and educational equity in South Africa.
WHITEWASHING HEATHCLIFF: RACIAL ERASURE IN WUTHERING HEIGHTS ADAPTATIONS (2011, 2026) Nasywa Salsabila Putri; Zulidyana Dwi Runalsari
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.v10i1.13478

Abstract

This study examines the whitewashing of Heathcliff in film adaptations of Emily Brontë’s Wuthering Heights and argues that such practices constitute a form of structural racial erasure. Drawing on Critical Race Theory (CRT), adaptation theory, close reading, and Visual Discourse Analysis (VDA), the study investigates how Heathcliff’s racial identity is constructed in the novel and represented in the 2011 and 2026 film adaptations. Film adaptations play a crucial role in shaping public interpretations of literary texts, yet they often reproduce dominant racial ideologies through casting practices. The findings reveal that Heathcliff’s racial otherness is central to the narrative, shaping his experiences of exclusion, marginalization, and revenge. A review of adaptation history demonstrates a persistent pattern of whitewashing, with Andrea Arnold’s 2011 adaptation serving as a notable exception through its casting of a Black actor as Heathcliff. Comparative visual analysis further shows that the 2011 adaptation foregrounds Heathcliff’s racial identity through casting and cinematographic techniques, whereas Emerald Fennell’s 2026 adaptation minimizes racial difference and reconstructs Heathcliff as a racially unmarked romantic hero. The study concludes that the repeated erasure of Heathcliff’s racial identity reflects broader structural inequalities within the film industry and significantly alters the cultural interpretation of Brontë’s novel. By integrating CRT, close reading, and VDA, this research contributes to adaptation studies and media representation scholarship by demonstrating how racial erasure operates across literary adaptations and reinforces dominant racial narratives within contemporary visual culture.
WOMEN’S WORLDVIEW IN WARTIME: A GENETIC STRUCTURALIST READING OF ZOULFA KATOUH’S AS LONG AS THE LEMON TREES GROW Ninik Hardianti; Nurholis Nurholis; Udayani Permanaludin
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.v10i1.13259

Abstract

This study examines the women’s worldview in Zoulfa Katouh’s novel As Long as the Lemon Trees Grow. The research aims to analyze how the experiences of war shape female consciousness through the character of Salama Kassab. This study applies Lucien Goldmann’s genetic structuralism, which views literary works as expressions of collective consciousness shaped by socio-historical conditions. Using a qualitative descriptive method, the analysis focuses on narrative excerpts that illustrate women’s psychological and social experiences during the Syrian civil war. The findings reveal four major aspects that construct the women’s worldview in the novel: despair and emotional exhaustion, trauma and psychological fragmentation, shattered dreams and disrupted futures, and moral conflict between survival and humanitarian responsibility. These aspects demonstrate how prolonged conflict transforms women’s identities, aspirations, and ethical perspectives. Salama’s experiences reflect not merely an individual struggle but the collective condition of women living in war-affected societies, where caregiving responsibilities, psychological trauma, and moral dilemmas become part of everyday survival. Through the lens of genetic structuralism, the novel articulates a collective female consciousness shaped by violence, displacement, and social collapse. This study contributes to the limited scholarship on women’s collective consciousness in wartime literature by extending Goldmann’s framework into gendered conflict analysis.

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