cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Purwarno
Contact Email
language_literacy@sastra.uisu.ac.id
Phone
+6261-7869911
Journal Mail Official
language_literacy@sastra.uisu.ac.id
Editorial Address
Jln. SM. Raja Teladan Medan 20217 Indonesia
Location
Kota medan,
Sumatera utara
INDONESIA
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 Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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
 43   44   45   46   47 
GLOBALIZING JAVANESE CULTURE THROUGH LITERARY TRANSLATION: A CRITICAL DISCOURSE ANALYSIS OF JAVANESE TERMS IN RATIH KUMALA’S GADIS KRETEK Eka Yunita Liambo; Ika Oktaviana; Rosdiana Puspita Sari
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.v10i1.12706

Abstract

This study analyzes Javanese cultural terms in Ratih Kumala’s Gadis Kretek and their English translations within the context of cultural globalization. As a contemporary Indonesian novel rich in local cultural expressions, Gadis Kretek presents challenges for translators in mediating Javanese social practices and cultural values for international readers. This study aims to identify Javanese cultural terms, classify them according to Katan’s cultural levels (surface, formal, and deep culture), and examine their ideological implications using Fairclough’s Critical Discourse Analysis framework. The data are drawn from the Indonesian source text and its official English translation, translated by Annie Tucker and published by Monsoon Books in 2016 (2024 edition). Employing a qualitative discourse analysis approach, this study compiled 167 culture-specific items and analyzed their corresponding renderings in the target text. Translation strategies were identified based on Baker’s taxonomy and interpreted through Venuti’s domestication and foreignization frameworks. The findings reveal a predominance of domestication-oriented strategies, particularly cultural substitution and neutralization, alongside selective foreignization through loan-word retention. This pattern indicates an ideological tendency to prioritize accessibility for global audiences while partially maintaining Javanese cultural markers. As a result, the cultural meanings intended for global introduction are not fully transmitted, as domestication tends to simplify, generalize, or dilute culture-specific nuances embedded in the source text. In this respect, the study demonstrates that translation acts as a mediating practice that reshapes cultural identity in globalization by negotiating between cultural visibility and readability, contributing to discourse-oriented research in literary translation.
AGE-RELATED ARTICULATORY VARIATIONS OF ARABIC /dˤ/: ACOUSTIC ANALYSIS IN ELDERLY NON-NATIVE SPEAKERS Tanzil Nurholis; Mohamad Zaka Al Farisi; Nalahuddin Saleh
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.v10i1.13512

Abstract

Age-related decline in speech motor control affects older adults’ ability to pronounce Arabic phonemes accurately. While prior studies examined working-age native speakers, this study addresses non-native older adults to map the specific articulatory challenges they face in pronouncing /dˤ/ and investigate aging's effect on acoustic stability. We employed descriptive and comparative phonetic analysis, evaluating four older adults (ages 51–73) with varying educational backgrounds (Islamic boarding, elementary, junior high, and senior high schools). Data were acoustically compared to native speaker standards using Praat software to measure the duration, fundamental frequency, intensity, and formant patterns of /dˤ/ in initial, medial, and final word positions. Findings indicate that Islamic boarding school education does not ensure later-life articulatory precision; rather, overcompensation led to velarization failure due to prolonged articulation. In contrast, participants with junior and senior high school backgrounds produced acoustic qualities closer to native speakers. Although motor limitations restrict airflow endurance, cognitive retention of articulation points remains well-preserved. Ultimately, none of the elderly participants matched native speaker standards due to physiological decline rather than phonological memory loss. Consequently, evaluations of elderly Quranic recitation should emphasize articulation point accuracy rather than energetic performance.
LEARNING ARABIC QAWĀ‘ID THROUGH INSTAGRAM: A MULTIMEDIA LEARNING PERSPECTIVE Fayza Maulidia; Maman Abdurahman
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.v10i1.13400

Abstract

This study investigated the use of the Instagram account @arabfaham as a medium for learning Arabic grammar (qawā‘id) from the perspective of the Cognitive Theory of Multimedia Learning. It aimed to examine how multimedia-based content can address learners’ difficulties in understanding qawā‘id, which are often perceived as abstract and theoretical. A descriptive qualitative method was used to analyze the presentation of instructional content and user responses. Data were collected through documentation of selected Instagram Reels focusing on mubtada’ and khabar, as well as online interviews with users. The findings showed that the content was mainly delivered through interactive quizzes combining Arabic text and visual elements, which supported active cognitive processing. User interactions indicated a high level of engagement, particularly through answering questions and participating in discussions in the comment section. Furthermore, the content reflected key principles of multimedia learning, including dual channel, limited capacity, active processing, contiguity, segmenting, and personalization. These studies contributed to the growing body of research on digital language learning by demonstrating that Instagram can serve not only as a content delivery platform but also as an interactive learning environment that enhances learners' understanding and practical application of Arabic grammatical structures.
SUMMARISING AS A PEDAGOGICAL STRATEGY FOR ENHANCING GRAMMAR ACCURACY AND WRITING QUALITY AMONG GRADE 12 EFAL LEARNERS Motlhaka Hlaviso
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.v10i1.13242

Abstract

English writing is increasingly important in both educational and professional contexts in non-native English-speaking countries. Several studies have used summary writing strategies to enhance learners’ reading comprehension. However, few studies have examined the relationship between summarising and improvements in grammar accuracy, organisation, and overall writing quality. Therefore, this study investigates whether summarising as an instructional strategy enhances the grammar accuracy and writing quality of English First Additional Language (EFAL) learners. The study adopted a convergent mixed-method research design in which quantitative and qualitative data were collected concurrently, analysed separately, and merged during interpretation. Simple random sampling was used to select 50 Grade 12 EFAL learners and purposive sampling was used to select two EFAL teachers. A pre-test on summary writing was administered prior to the six-week summarising intervention. The post-test mean scores were consistently higher than the pre-test mean scores, indicating improvement in learners’ writing abilities after the intervention. The findings suggest that summarising effectively enhances learners’ vocabulary, grammar accuracy, and overall writing quality. The study has implications for learners, curriculum development and future research. For Grade 12 EFAL learners, summarising helps them to become independent writers by enabling them to organise ideas, reduce repetition, and communicate information effectively, which may also improve examination performance. For curriculum development, curriculum planners and teachers may incorporate structured summarising activities, comprehension-based writing tasks, and grammar-focused exercises. Future studies may also investigate the effectiveness of summarising across different educational contexts, grade levels, and language proficiency groups.
RELIGIOUS CONTACT AND LOANWORD STRATIFICATION IN INDONESIAN: A CORPUS-BASED STUDY Jean Paul Gotopo
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.v10i1.13101

Abstract

This study examines how successive waves of religious contact—including Hindu-Buddhist, Islamic, and Christian influences—have contributed to loanword stratification in the Indonesian language. Religious contact has been a major driver of lexical borrowing across multilingual societies, yet its role in producing stratified loanword systems within national languages remains insufficiently understood. However, few studies have examined how successive waves of religious contact produce stratified lexical systems in contemporary Indonesian. Using a corpus-based analysis of 1,402 lexical items compiled from major dictionaries and national linguistic corpora, the study classifies loanwords according to their etymological origins and semantic domains. The results reveal a layered pattern of borrowing aligned with historical phases of religious and cultural contact. Sanskrit-derived terms constitute the largest group (31.2%), followed by Dutch (24.2%), Arabic (13.1%), and Portuguese (4.6%), with smaller contributions from Hindi, Pali, and regional languages. While these lexical strata reflect distinct historical influences, many borrowed forms have become fully integrated into contemporary Indonesian across religious, institutional, and everyday domains. The findings demonstrate that religious contact contributed not only to specialized religious vocabulary but also to broader layers of lexical borrowing that now form part of a shared sociolinguistic repertoire. By linking historical language contact with patterns of lexical integration, this study highlights how religious interaction can produce enduring stratification within the Indonesian lexicon.
REPRESENTING SOCIAL RELATIONS THROUGH ADDRESS TERMS IN ZOOTOPIA Syifa Zahra; 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.v10i1.13485

Abstract

This study investigates how terms of address in Disney’s Zootopia represent social relations, particularly unequal power relations and interpersonal closeness. Terms of address in conversation reflect various aspects of social relationships, including power relations, social distance, frequency of interaction, and emotional closeness. Employing a qualitative discourse analysis approach, the study analyzes address terms used by characters in both formal and informal interactions throughout the film. The study addresses two research questions: (1) How do terms of address reveal unequal power relations in formal settings? And (2) How do terms of address reveal interpersonal closeness in informal situations? The analysis integrates Eggins’ theory of tenor within the interpersonal metafunction framework and van Leeuwen’s theory of social actor representation. The findings reveal that formal interactions are predominantly characterized by formalization (71.4%) and honorification (87%), indicating the influence of institutional hierarchy and social distance on language choice. In contrast, informal interactions are dominated by appraisement (55.7%) and informalization (68.4%), reflecting familiarity, emotional closeness, and frequent social contact among characters. The findings demonstrate that address terms function not only as linguistic markers of identity but also as indicators of social hierarchy and interpersonal relationships. However, since this study focuses solely on a single animated film as a representation of social relations, future studies are encouraged to compare address-term usage across different films, genres, or cultural contexts.
TAYLOR SWIFT’S COUNTER-NARRATIVE STRATEGIES IN RECLAIMING FEMALE AGENCY IN THE LIFE OF A SHOWGIRL Jonathan Irene Sartika Dewi Max; Yofi Irvan Vivian
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.v10i1.12942

Abstract

This study is among the first to analyze agency through clause-level transitivity in Swift’s lyrics. This study applies a feminist stylistic framework, supported by Systemic Functional Linguistics (SFL), to analyze lyrics from her 12th album, The Life of a Showgirl, as a counter-narrative resisting patriarchal master plots. The analysis comprised three stages: clause segmentation and coding, discovery of linguistic patterns via quantitative and qualitative methods, and interpretation of these patterns to elucidate themes of agency and identity. The findings demonstrate that agency is constructed through a strategic foregrounding of the Actor in material processes, reframing identity in articulated cognition through mental processes, and introspecting the external constraints through mental processes. These techniques are central to the making of counter narrative and underscore Swift's innovative reassertion of discursive authority. The developed self-narrative is contesting gendered power dynamics and affirming epistemic independence. Findings advance feminist stylistics by showing how linguistic form becomes a locus of resistance.
ILLOCUTIONARY ACTS AND MOTIVATIONAL FUNCTIONS IN DR. JILL BOLTE TAYLOR’S TED TALK MY STROKE OF INSIGHT Muna Inarul Hida; Ruminda Ruminda; Hasbi Assiddiqi
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.v10i1.13467

Abstract

This study investigates how illocutionary acts function as motivational strategies in Dr. Jill Bolte Taylor’s TED Talk My Stroke of Insight. While previous studies have primarily focused on classifying speech acts, limited attention has been given to how illocutionary force contributes to the construction of motivational discourse in public speeches. Addressing this gap, the present research analyzes the intersection between linguistic action and motivational intent. Using a qualitative descriptive approach, 139 purposively selected utterances were examined based on their identifiable illocutionary force and motivational meaning. The analysis integrates Searle’s speech act framework with concepts of motivational communication, including emotional engagement, cognitive reframing, inspirational direction, supportive encouragement, and the strengthening of self-efficacy. The findings reveal that representative acts are the most dominant type, indicating the speaker’s emphasis on conveying information and personal insight. Emotional appeal appears as the most frequent motivational function, reflecting the talk’s strong affective orientation. Common combinations such as Representative + Emotional Appeal and Directive + Encouragement demonstrate how linguistic forms work synergistically with motivational strategies to enhance the persuasive and inspirational power of the message. This study contributes to a deeper understanding of how illocutionary acts shape motivational discourse in spoken communication.

Page 47 of 47 | Total Record : 468

 43   44   45   46   47 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10, No 1: June 2026 (In Progress) Vol 9, No 2: December 2025 Vol 9, No 1: June 2025 Vol 8, No 2: December 2024 Vol 8, No 1: June 2024 Vol 7, No 2: December 2023 Vol 7, No 1: June 2023 Vol 6, No 2: December 2022 Vol 6, No 1: June 2022 Vol 5, No 2: December 2021 Vol 5, No 1: June 2021 Vol 4, No 2: December 2020 Vol 4, No 1: June 2020 Vol 3, No 2: December 2019 Vol 3, No 1: June 2019 Vol 2, No 2: December 2018 Vol 2, No 1: June 2018 Vol 1, No 1: December 2017 More Issue