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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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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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EXPLORING JAPANESE POLITENESS STRATEGIES IN MORIARTY THE PATRIOT: A PRAGMATIC ANALYSIS OF WILLIAM JAMES MORIARTY’S UTTERANCES Defi Rahmawati; Dwi Puji Asrini
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.v10i1.13480

Abstract

This study investigates the politeness strategies employed by William James Moriarty in the anime Moriarty the Patriot from a pragmatic perspective to identify the types of politeness strategies used by the character and examine their communicative functions within social interactions. Using a descriptive qualitative approach, the data were collected from episodes 1–11 through observation, listening, and transcription techniques. The data were then analyzed using Brown and Levinson’s (1987) politeness theory, which classifies politeness strategies into bald on-record, positive politeness, negative politeness, and off-record strategies. The findings reveal that all four strategies appear in William’s utterances, with negative politeness and positive politeness occurring most frequently. These strategies are used not only to maintain social harmony and demonstrate respect, but also to construct authority, manipulate psychological responses, and control communication in various situations. Furthermore, the study shows that Japanese politeness is highly contextual and closely connected to indirectness, social hierarchy, interpersonal relationships, and communicative intentions. This research contributes to pragmatic studies on Japanese politeness in anime, particularly within the crime-thriller genre, by highlighting the dynamic relationship between politeness, power, and psychological communication in fictional discourse.
NAVIGATING PROBLEM-BASED LEARNING CHALLENGES IN PEKALONGAN SECONDARY EFL READING CLASSROOMS Munazihah Munazihah; 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.v10i1.12879

Abstract

This study investigates the systemic and pedagogical challenges faced by English teachers in implementing Problem-Based Learning (PBL) under the Kurikulum Merdeka. Grounded in a qualitative design, data were collected from nine EFL teachers in Pekalongan Regency through interviews, observations, and pedagogical audits. The analysis employed Miles and Saldaña’s (2018) interactive model and Fullan’s (2015) theory of educational change. The findings reveal two interrelated barriers: chronic resource deprivation and a prevalent state of 'False Clarity.' This conceptual ambiguity occurs when teachers adopt the PBL label without its analytical substance. Consequently, these constraints compel teachers to revert from facilitators of inquiry to translators of content. This shift effectively pushes learners into a 'Zone of Frustration' where linguistic barriers stifle critical engagement. The study highlights the urgent need for contextually grounded teacher training and equitable infrastructure investment to foster sustainable educational reform.
NEEDS ANALYSIS OF ACADEMIC ENGLISH SKILLS AMONG ETHIOPIAN POLICE UNIVERSITY STUDENTS Geremew Garda Wozie
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.v10i1.13136

Abstract

This study investigates the academic English language needs of first-year students at the Ethiopian Police University (EPU), aiming to inform the design of a discipline-sensitive English for Academic Purposes (EAP) curriculum. English functions as the medium of instruction at EPU. However, many students experience difficulties with the academic literacy skills essential for success in policing, law enforcement, and criminal justice education. The study employed a mixed-methods research design grounded in English for Specific Purposes (ESP), EAP, and Needs Analysis (NA) frameworks. Data were collected through questionnaires administered to 200 students and 30 instructors, as well as semi-structured interviews with selected 10 students and five teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to identify patterns in perceived academic language challenges and required competencies. The findings indicate that six core skills—listening, speaking, reading, writing, grammar, and vocabulary—emerged as critical for academic success. The analysis also revealed perception gaps between teacher emphasis on academic reading and writing and student prioritization of oral communication. These results highlight a misalignment between institutional expectations for advanced academic literacy and students’ current proficiency levels. Based on the findings, the study recommends the development of a structured, needs-based EAP curriculum that strengthens academic literacy, enhances student performance, and aligns language instruction with the disciplinary demands of policing and criminal justice education.
AUTONOMOUS LEARNING IN GRADUATE ENGLISH EDUCATION: INSIGHTS FROM INDONESIA AND THAILAND Nurul Evita Istiqomah; Fazri Nur Yusuf
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.v10i1.13484

Abstract

Autonomous learning is widely recognized as essential for graduate students, empowering them to take responsibility for their learning. However, practical understanding of how autonomous learning is sustained in higher education contexts remains limited, particularly at the graduate level. This study explored autonomous learning among graduate students enrolled in English language education programs in Indonesia and Thailand. The study involved 25 graduate students, comprising 17 students from Indonesia and 8 students from Thailand. Data were collected using an adapted Autonomous Learning Scale (ALS) and open-ended questions to examine students’ learning experiences, strategies, and challenges. Questionnaire data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. The findings revealed relatively moderate levels of autonomous learning, with an overall mean score of 3.11, indicating developing responsibility, learning independence, and intrinsic motivation. However, challenges persisted in learning habits, particularly in time management and overcoming procrastination. Students also adopted diverse learning strategies, including utilizing digital resources, participating in peer discussions, and engaging in self-directed learning practices. The findings suggest that learner autonomy should be understood as a dynamic and continuously developing process requiring not only cognitive independence but also sustained behavioral regulation and motivational consistency in higher education contexts. This study enriches scholarship on learner autonomy by offering cross-contextual insights and underscoring the importance of sustained development in higher education.
POLITICAL DISCOURSE DURING CRISIS: DISCURSIVE STRATEGIES IN PRESIDENTIAL COVID-19 SPEECHES Osei Yaw Akoto; Sanka Washew; Kwasi Sarfo-Adu
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.v10i1.13090

Abstract

This study investigates the discursive strategies employed by Ghana’s President, Nana Akufo-Addo, in his public addresses on the COVID-19 pandemic. The corpus consists of twenty-nine televised national update speeches delivered between March 2020 and May 2023. Socio-cognitive model of critical discourse analysis, the study examines how discursive strategies are used to construct ideological representations, shape public consciousness, and sustain political legitimacy during a period of national crisis. Employing a qualitative interpretive approach, the analysis identifies eighteen discursive strategies, including authority, metaphor, number game, evidentiality, victimization, comparison, and national self-glorification. These strategies are strategically deployed to construct ideological polarization, mobilize public emotions, justify governmental interventions, and reinforce presidential authority and national unity. The findings reveal how political discourse functions not merely as communication, but also as a mechanism of persuasion, ideological reproduction, and crisis management. The study contributes to scholarship on political discourse, critical discourse analysis, and crisis communication by demonstrating how rhetorical and ideological resources shape public perception and legitimize political power during national emergencies.
PERSUASIVE LINGUISTIC STRATEGIES IN DIGITAL TOURISM: DISCOURSE ANALYSIS OF THE DOLAN BANYUMAS WEBSITE Gigih Ariastuti Purwandari; Indah Puspitasari; Kristianto Setiawan
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.v10i1.12694

Abstract

This study analyses persuasive linguistic strategies on the Dolan Banyumas tourism website to examine how promotional discourse constructs destination image and shapes audience perception. Using qualitative discourse analysis, the study examines promotional texts across key sections of websites, including homepage narratives, destination descriptions, cultural content, and calls-to-action. The findings reveal that persuasive discourse is effective through the integration of emotional engagement, experiential storytelling, and credibility-oriented information, presenting Banyumas as an attractive, accessible, and culturally distinctive destination. The website strategically combines evocative language with informative content to enhance affective appeal while maintaining institutional legitimacy. A key contribution of this study is its identification of vernacular affective language, particularly the local expressions ngangeni and mbetaih, which function as symbolic resources to reinforce authenticity and emotional attachment in digital tourism promotion. The study contributes theoretically and methodologically to tourism discourse and digital discourse analysis by demonstrating how persuasive language functions across promotional contexts. Practically, the findings offer insights for culturally sensitive digital place branding, highlighting the value of local affective expressions in strengthening destination image and audience engagement.
A MULTIMODAL ANALYSIS OF FRENCH MULTINATIONAL LIPSTICK ADVERTISEMENTS ON YOUTUBE (2024-2025) Eva Margareth Sylvana Tio; Tri Indri Hardini; Rika Widawati
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.v10i1.13453

Abstract

This study analyzes visual and auditory elements in French multinational lipstick advertisements to examine how multimodality constructs brand identity. Although multimodal discourse analysis has been widely applied in advertising studies, limited attention has been devoted to how multinational French cosmetic advertisements construct global beauty identity through the integration of visual and auditory semiotic resources on digital platforms such as YouTube. This study applies the Gunther Kress and Theo van Leeuwen theory of multimodal discourse to understand the interaction between modalities in digital advertisements. This study employed a qualitative descriptive method exploring how individuals interpret social or human issues through inductive analysis and contextual interpretation. Data were drawn from French multinational lipstick advertisements aired on YouTube between 2024 and 2025. This study employed a descriptive qualitative method. The findings reveal that visual (color, background, shooting techniques, models) and auditory (music) modes work synergistically not only to convey product messages but also to construct femininity, elegance, inclusivity, and the globalized image of French beauty ideals, as well as enhance consumer engagement and strengthen brand appeal, exemplified by Dior Lip Glow. The study concludes that multimodal discourse analysis effectively enhances audience appeal and reinforces brand identity in advertising. This study contributes by extending multimodal discourse analysis to French multinational lipstick advertisements, a domain rarely examined.
A LINGUISTIC LANDSCAPE ANALYSIS OF ISLAMIC BOARDING SCHOOLS IN EAST BANDUNG Jefira Setia Aini; Agus Karim; Muhammad Ibnu Pamungkas
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.v10i1.13004

Abstract

This study investigates verbal and visual semiotics in the linguistic landscape of Islamic boarding schools (pesantren) in East Bandung, Indonesia, examining how public signs are used to construct and project institutional identity. Using qualitative semiotic analysis of photographs and textual data, this study examines how verbal and visual signs construct meaning in the school environment. The research draws on data collected through participatory observation, photographic documentation, and interviews in four case-study institutions: Al-Mu’awanah, Ma'had Al-Jami'ah, Al-Mahad Al-Lughawi, and Al-Ihsan. The signs, including signboards, banners, and logos, were analyzed using Landry and Bourhis’s linguistic landscape framework and Charles Sanders Peirce’s semiotic model. The analysis reveals three dominant semiotic functions: reinforcement of religious identity, regulation of institutional authority, and integration of visual and verbal codes in daily school life. Each pesantren strategically cultivates a distinct identity through its linguistic landscape, ranging from a balance between tradition and modernity to “progressive traditionalism” that blends classical religious aesthetics with modern corporate branding. This study is among the first to examine the linguistic landscape of Islamic boarding schools in Indonesia, showing how semiotic practices in these religious educational spaces reflect broader cultural and institutional dynamics. The findings contribute to semiotic and linguistic landscape scholarship by demonstrating how verbal and visual signs in religious institutions construct identity and authority. This study underscores the importance of analyzing linguistic landscapes in religious educational settings to understand how semiotics mediates identity, authority, and cultural continuity.
SOCIOPRAGMATIC STRATEGIES FOR SUNDANESE LANGUAGE PRESERVATION IN YOUTUBE VIDEOS FEATURING DEDI MULYADI Imas Melasari; Yayat Sudaryat; Temmy Widyastuti
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.v10i1.13494

Abstract

The declining use of regional languages in Indonesia necessitates the search for innovative preservation strategies in the digital era. Unlike previous studies that have focused primarily on political communication and media framing, this study highlights the sociopragmatic dimensions of regional language preservation through digital communication. This study analyzes sociopragmatic communication strategies within Kang Dedi Mulyadi's YouTube content, focusing on the use of Sundanese and speech elements that enhance the vitality of regional languages. Using a descriptive qualitative approach, data from three of Kang Dedi Mulyadi's YouTube videos were transcribed and coded into relational, educational, and cultural/identity categories, and subsequently analyzed through thematic interpretation. This study substantiates the notion that the sociopragmatic practices of public figures on digital platforms can serve as a potential model for revitalizing regional languages. The findings extend sociopragmatic perspectives by demonstrating how digital discourse contributes to regional language revitalization through the integration of cultural identity, communicative practices, and audience engagement.
INDIGENOUS PROVERBS AS PEDAGOGICAL TOOLS FOR CONFLICT RESOLUTION: EDUCATIONAL USES OF XITSONGA PROVERBS IN SOUTH AFRICAN HOME LANGUAGE CLASSROOMS Tinyiko Esther Chauke
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.v10i1.13486

Abstract

This study examined how Xitsonga proverbs can cultivate conflict resolution skills in the South African Home Language classroom. It addressed rising interpersonal conflicts among learners and the limited use of indigenous oral traditions in classrooms. The study noted that emphasis on academic performance reduced opportunities for developing learners’ social and emotional competencies. Grounded in Indigenous Knowledge Systems and Culturally Relevant Pedagogy, the study emphasized integrating culturally familiar content to enhance engagement, moral development, and social cohesion. A qualitative design was employed, using classroom observations, semi-structured interviews, and learner artefact analysis. The study was conducted in selected Further Education and Training (FET) Phase secondary schools offering Xitsonga Home Language and involved Xitsonga Home Language teachers and learners. Purposive sampling was used to select participants with direct experience relevant to the study. Thematic analysis was used to interpret the findings. Learners improved in interpreting figurative meanings of proverbs and applying them to peer conflict resolution. Teachers observed enhanced empathy, restorative dialogue, collaborative problem-solving, moral reasoning, respect, and participation when proverbs were integrated into teaching. The study concluded that Xitsonga proverbs are effective pedagogical tools for promoting conflict resolution and affirming cultural identity. Findings highlight the importance of integrating indigenous knowledge into formal education to support both academic achievement and social development. This study contributes to discourse on culturally relevant pedagogy by demonstrating how indigenous oral traditions can foster conflict resolution and social cohesion in classrooms.

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