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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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MANUFACTURED INCLUSIVITY: A MULTIMODAL DISCOURSE ANALYSIS OF MAD FOR MAKEUP'S INSTAGRAM CAMPAIGN Amalia Rizki Nur Insani; Muhammad Hafiz Kurniawan
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.v10i1.13143

Abstract

This study examines how inclusivity is constructed through verbal and visual strategies in Mad For Makeup’s #GetPearlFectSkin campaign within the context of Indonesian social media beauty marketing. Using a qualitative multimodal discourse analysis approach, three testimonial videos were purposively selected based on their representation of diverse skin tones. The data were analyzed using Genre Relations Theory, Appraisal Theory, and visual ambience frameworks. The findings reveal a systematic multimodal coordination across the campaign, including an identical three-stage genre structure consisting of context, description, and evaluation. Linguistically, positive attitude dominated the discourse (56%), while negative attitude appeared minimally (1%). In addition, linguistic upscaling frequently occurred (37.93%) to intensify positive evaluations. Visually, the campaign employed a standardized ambience characterized by warm tones (79%) and familiar settings (78%), creating a sense of intimacy and relatability. These patterns suggest that inclusivity in the campaign functions primarily as a manufactured branding strategy rather than an organically emerging practice. Although the campaign provides greater visibility for diverse beauty representations, such inclusivity remains constrained by commercial control. Overall, this study highlights the tension between surface-level diversity and genuine empowerment, contributing to broader discussions on manufactured authenticity in digital beauty marketing.
EMOTIONAL LANGUAGE IN SELF-IMPROVEMENT BOOK BLURBS: A PSYCHOLINGUISTIC APPROACH TO AFFECTIVE READER ENGAGEMENT Isabela Widya Nadita; Emy Sudarwati
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.v10i1.13535

Abstract

This study examines how emotional language functions as an affective strategy in self-improvement book blurbs and how it triggers reader engagement from a psycholinguistic perspective. Self-improvement books constitute a rapidly expanding genre, making their promotional blurbs a significant site for linguistic analysis. Blurbs function as affective instruments that mediate reader perception and engagement, yet the emotional language mechanisms operating within them remain undertheorised. Using a qualitative descriptive-analytic approach, the study integrates three complementary frameworks: Appraisal Theory (Martin & White, 2005), Halliday's Interpersonal Metafunction (Halliday & Matthiessen, 2014), and the Affect Infusion Model (Forgas, 1995). Six blurbs from Brianna Wiest's bestselling self-improvement books (2016–2025) were selected for genre consistency, publication range, and international recognition. The analysis reveals that emotional language is systematically constructed across three appraisal systems, namely Attitude, Engagement, and Graduation, forming a coherent affective architecture. These resources are strategically deployed through interpersonal choices of mood, pronoun, and modality to construct an affective writer-reader relationship. Emotional language appears to facilitate reader engagement through affective and evaluative processes, operating as a cognitive heuristic that shapes readers' decisions to engage with the text. This study contributes to discourse analysis by demonstrating how emotional language in self-improvement blurbs strategically constructs affective relationships that drive readers engagement.
VOWEL MINIMAL PAIRS IN XITSONGA: PHONOLOGICAL CONTRASTS AND LEXICAL CATEGORISATION WITHIN A STRUCTURALIST Respect Mlambo; Muzi Matfunjwa
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.v10i1.12609

Abstract

Research on Xitsonga has not sufficiently examined the role of vowel minimal pairs in distinguishing lexical and grammatical categories, particularly between nouns and verbs. This study investigates how vowel contrasts function phonemically to encode meaning and categorisation in Xitsonga. A data of 25 vowel minimal pairs was collected from dictionaries and scholarly sources, and analysed using morphophonological and thematic approaches within a Structuralist Phonological Theory framework. The findings reveal that vowel contrasts play a systematic role in lexical differentiation, occurring across initial, medial, and final positions, as well as cross-category contrasts between nouns and verbs. Initial vowel contrasts differentiate verbs, medial contrasts exist in both nouns and verbs, and final vowel contrasts occur in nouns. Cross-category contrasts further underscore the role of vowels in marking lexical category distinctions, revealing systematic positional regularities within the language’s phonological system. These patterns demonstrate that vowel quality functions as a structural marker of meaning and lexical categorisation in Xitsonga. This study contributes to Xitsonga phonology by providing a systematic account of vowel minimal pairs and their grammatical significance. It also offers empirical support for structuralist principles by showing how phonemic opposition operates in Xitsonga, with implications for phonological theory, language documentation, and pedagogy.
IMPLEMENTATION OF GENRE-BASED EFL WRITING: CLASSROOM REALITIES IN A VOCATIONAL MUSIC SCHOOL Muhammad Ra'is Zhaliifunnas; Rahmi Munfangati
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.v10i1.13461

Abstract

This study investigates the implementation of the Genre-Based Approach (GBA) in EFL writing instruction at a vocational music senior high school, focusing on the challenges teachers face in classroom practice. A qualitative case study design was employed, with data collected through classroom observations, in-depth interviews with an English teacher, and document analysis. Thematic analysis was used to identify patterns related to instructional practices, scaffolding strategies, and contextual constraints. GBA was implemented through its core pedagogical stages from Building Knowledge of the Field (BKOF) to Independent Construction of Text (ICOT) in alignment with its theoretical framework. However, implementation was constrained by several interrelated challenges, including limited instructional time, heterogeneous beginner-level proficiency, and restricted technological resources. In response, the teacher employed adaptive strategies such as flexible scaffolding, differentiated instruction, collaborative learning, bilingual explanations, and the use of artificial intelligence. Flexible scaffolding and bilingual explanations, in particular, enabled students to produce genre-appropriate texts despite their limited proficiency. The findings reveal a persistent gap between the idealized conceptualization of GBA and its actual realization in classroom practice. Effective GBA implementation requires pedagogical flexibility and contextual awareness, not rigid adherence to procedural implementation. This study enriches empirical GBA research by illustrating how teachers negotiate its principles under non-ideal classroom conditions.
TRANSITIVITY AND MEANING CONSTRUCTION IN CHILD-PARENT SONG LYRICS ACROSS CULTURES Hiace Vega Fernando Siahaan; Natal P Sitanggang; Tri Amanat; Erwin Kembaren; Rikki Nelson Lumban Gaol
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.v10i1.13458

Abstract

This study examines transitivity processes in English and Indonesian parent–child-themed song lyrics using Halliday’s (2014) Systemic Functional Linguistics framework. By analyzing six transitivity process types—material, mental, verbal, relational, behavioral, and existential—the study explores how linguistic choices construct emotional relationships, social roles, and family values across different cultural contexts. The data consisted of twenty song lyrics collected from YouTube channels. Data were gathered through listening and note-taking techniques and analyzed using an interactive qualitative model involving identification, classification, and interpretation of transitivity processes. The findings reveal that material processes are the most dominant (33.4%), indicating that song narratives primarily rely on concrete actions to express emotions and interpersonal experiences. Mental processes (24.9%) and relational processes (22.4%) follow, contributing psychological and descriptive dimensions to the portrayal of parent–child relationships. Verbal, existential, and behavioral processes occur less frequently and serve complementary narrative functions. The predominance of material processes demonstrates that meaning construction in both English and Indonesian song lyrics is strongly grounded in physical actions and observable events. Common actions represented include giving, accompanying, caring for, and supporting, reflecting parental affection and responsibility. The findings suggest that, despite cultural differences, both groups of songs emphasize similar familial values through action-oriented representations. This study contributes to cross-cultural discourse research by demonstrating how song lyrics function as a medium for conveying emotional meaning and intergenerational social relationships across cultural communities.
POLICING DESIRE: IDENTITY CONSTRUCTION IN MY POLICEMAN (2022) Lea Zahra Santoso; Salva Syeira Wijaya; Yanti Rosalinah
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.v10i1.12854

Abstract

This study examines the tension between social duty and personal desire in My Policeman (2022), focusing on how individual identity is shaped and constrained by systemic social pressure. The analysis addresses three central issues: the mechanisms of identity suppression experienced by Tom Burgess, the influence of moral and societal norms on personal choice, and the broader ideological implications of these conflicts. Employing a qualitative descriptive approach, the study draws upon Feminist Literary Criticism, Queer Theory, and the Sociology of Literature to interpret the film’s narrative and character dynamics. The findings reveal that patriarchal expectations limit Marion’s autonomy, while heteronormative institutions compel Tom to repress his sexual identity, effectively criminalizing his private self. Rather than portraying social expectations merely as cultural pressures, the film presents the legal and moral framework of 1950s Britain as an active “policing force” that regulates private emotions and desires. This perspective offers a deeper understanding of how desire becomes socially monitored and ideologically controlled. Ultimately, the study demonstrates that these restrictive structures not only suppress personal freedom but also fracture emotional integrity and undermine authentic human relationships.
PROMOTING AND PRESERVING MARGINALISED LANGUAGES IN MULTILINGUAL SOCIETIES IN AFRICA Billy James Chavalala
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.v10i1.13180

Abstract

This article examined the sociolinguistic processes shaping the promotion and preservation of marginalised languages in multilingual societies in Africa, with particular focus on a linguistically diverse South African community. It investigated how social identity, community participation, and cultural contexts influenced language maintenance, intergenerational transmission, and revitalisation. Adopting a mixed-methods ethnographic design, the study combined sociolinguistic surveys with in-depth interviews among speakers from varied demographic and socioeconomic backgrounds to assess how identity, social class, age, gender, and motivation affected language practices and attitudes. The analysis further explored how speakers navigated sociocultural boundaries within complex multilingual networks and how dominant language ideologies shaped perceptions of legitimacy and value. Findings revealed that strong and dense social networks, especially regular interaction within family, peers, and community domains were the most significant predictors of language vitality and continued use. Participants embedded in supportive networks demonstrated greater linguistic engagement, cultural affiliation, and active transmission practices. Positive attitudes and linguistic pride strengthened preservation efforts, while stigma, limited institutional support, and restricted access to education and public domains accelerated language shift. Overall, the study showed that language sustainability depended not only on individual choices but also on broader social and structural conditions. It recommended inclusive language policies, community-based initiatives, and expanded opportunities for meaningful language use to enhance linguistic diversity and safeguard endangered African languages.Keywords: marginalised languages; language maintenance; language revitalisation; language policy; social networks; sociolinguistics; multilingualism.
CLIMATE STRUGGLE AND IDEOLOGY IN MACRON’S SPEECHES (2024–2025): AN ECO-CRITICAL ANALYSIS Anggeli Trisna Mekar Tiara; Marliza Arsiyana
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.v10i1.13465

Abstract

This study investigates how climate struggle and ecological ideology are constructed in four speeches delivered by Emmanuel Macron (2024–2025) using an eco-critical discourse analysis framework within Fairclough's (1992) three-dimensional model, Halliday & Matthiessen’s (1994) ideational metafunction, Stibbe's (2015) ecolinguistic model, and Corbett's (2006) environmental ideology. The global environmental crisis is one of the greatest challenges facing humanity today. Despite the growing body of critical discourse studies on climate communication, little attention has been paid to how French leadership constructs ecological ideology in international forums. This research employs a qualitative approach, with the research data comprising the discourse on the fight against climate change in Emmanuel Macron’s speeches. The results showed that the climate struggle is dominated by material processes, with France and Western institutions positioned as the primary agents of global climate action. The ideology identified across the four speeches is conservationism, wherein nature is valued for its benefits to humanity rather than for its intrinsic value. Yet, through the eco-linguistic lens of ecosophy, Macron's discourse occurs as ambivalent, which reflects a sincere ecological commitment that nonetheless remains rooted in a neoliberal framework. Thus, it prioritizes private financing, market mechanisms, and technocratic governance.
A CRITICAL DISCOURSE ANALYSIS OF GIBRAN’S RESPONSE TO PANDJI’S POLITICAL SATIRE Hassika Laila; Yeni Artanti; Susana Widyastuti; Sulis Triyono
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.v10i1.13468

Abstract

This study explores stand-up comedy as a medium for expressing socio-political issues and examines how political figures respond to such satire in digital media. This study scopes the discourse and power relations in Gibran Rakabuming’s response to Pandji Pragiwaksono’s satire in his Mens Rea show, which was recorded and published on Netflix and Tretan Universe YouTube channel. Previous studies of political satire have focused mainly on the construction of humour. This study fills the gap by examining the strategic responses of targeted politicians. Using a descriptive qualitative approach, this study analyzes micro-level linguistic features through Halliday’s Systemic Functional Linguistics (SFL) metafunctions, ideational, interpersonal, and textual and examines how language constructs meaning and sociocultural practices through Critical Discourse Analysis (CDA), drawing on Fairclough’s framework of representation, relations, and identity. Gibran’s composed demeanor functions discursively as a strategy of political deflection. His serenity, laughter, and simple language transform political criticism into harmless biological humor framed as natural and innocent. This strategy exemplifies ‘soft hegemony,’ whereby politicians employ humor and self-deprecation to diffuse critique and maintain authority. This study greatly advances the field of political discourse by broadening the scope of application of SFL and CDA frameworks to informal digital multimodal interactions, which are usually dismissed as trivial entertainment but are in fact highly complex and sophisticated sites for ideological negotiation and power reproduction.
TEACHER COGNITION AND EARLY MULTILITERACIES PEDAGOGY IMPLEMENTATION IN EFL CONTEXT R. Rizkiki Azkia Hidayat; Wawan Gunawan; Budi Hermawan
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.v10i1.13060

Abstract

This study investigates the initial implementation of multiliteracies pedagogy (MLP) in an English as a Foreign Language (EFL) classroom in Indonesia. Although the increasing complexity of language learning requires innovative pedagogical approaches, many EFL classrooms continue to rely on conventional teaching practices. In addition, limited studies have explored how teachers initially understand and apply MLP proposed by the New London Group in EFL contexts. Using a single-case qualitative design, this study involved one English teacher at an Indonesian senior high school. Data were collected through pre- and post-implementation interviews, classroom observations, and lesson plan documentation. The data were analyzed thematically to examine changes in teacher cognition and instructional practices during the implementation process. The findings indicate that the teacher’s understanding of pedagogy developed from a procedural focus on activities and media toward a more conceptual and pedagogically informed perspective. This shift was reflected in lesson design, questioning strategies, classroom interaction, and the teacher’s role in facilitating students’ meaning-making. Furthermore, the implementation process became a significant site for professional learning, fostering reflective and student-centered teaching practices. The study contributes to the growing discussion of MLP in EFL education by emphasizing the importance of supporting teachers in translating pedagogical frameworks into effective classroom practice and professional development.

Page 45 of 47 | Total Record : 468

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