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Muhammad Kiki Wardana
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Vernacular
Published by Universitas Harapan Medan
ISSN : 2798978X     EISSN : 28075773     DOI : 10.35447
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
VJLLC, a peer-reviewed journal, is an interdisciplinary publication of original research on Linguistics, Literature, and Communication that aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning, including: Applied Linguistics Literature/Language Communication Culture
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 62 Documents
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a journal: PENGGUNAAN VERBA AGEMASU DAN MORAIMASU DALAM BAHASA JEPANG Nasution, Laraiba; Siregar, M. Yusuf; Simanjuntak, Desyca Putri
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 1 (2025): July Edition 2025
Publisher : Universitas Harapan Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35447/vernacular.v5i1.1160

Abstract

Agemasu and moraimasu are two Japanese verbs that are often used in the context of giving and receiving. This study aims to find out the meaning of agemasu and moraimasu verbs, find out the use and function of agemasu and moraimasu by using the literature method. Agemasu ( あげます) means ‘to give’ and is used when someone gives something to another person, usually in the context of giving something from the speaker to another person or from someone of higher status to a lower one. Moraimasu (もらいます) means ‘to receive’ and is used when someone receives something from another person. It is usually used in contexts where the receiver is lower in status than the giver, or in more informal situations. Both are important in everyday communication as they help to illustrate social relationships and interactions in Japanese culture, which places great importance on hierarchy and social etiquette. The verb ‘agemasu’ focuses on the act of giving from the perspective of the giver, while ‘moraimasu’ focuses on the act of receiving from the perspective of the receiver. In the same situation, ‘agemasu’ would be used by the giver and ‘moraimasu’ by the receiver, yet both speak of the same action from different perspectives. The verb moraimasu means to receive. The receiver here can be the speaker or someone close to the speaker. It can also come in the form itadakimasu, if the giver is of a higher social level.
PEDAGOGICAL APPROACHES IN TEACHING MANDARIN FOR FIRST-YEAR STUDENTS OF APPLIED MANDARIN LANGUAGE BACHELOR PROGRAM AT UNIVERSITAS PRIMA INDONESIA Siregar, Feby Yoana; Jessica; Purba, Wanda Angelia Fenensia; Syahputra, Fikry Prastya
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 1 (2025): July Edition 2025
Publisher : Universitas Harapan Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35447/vernacular.v5i1.1167

Abstract

This study aims to examine the pedagogical approaches used in teaching Mandarin to first-year students of the Mandarin Applied Bachelor Program at Universitas Prima Indonesia. The research method used is descriptive qualitative through classroom observation and interviews with teachers and students. The main focus of this study is to identify the learning methods applied, assess their effectiveness, and understand the challenges faced in the process of mastering the four language skills: listening (听 tīng), speaking (说 shuō), reading (读 dú), and writing (写 xiě). The results of the study indicate that the pedagogical approaches used include Communicative Language Teaching (CLT), scaffolding, direct method, audio-lingual, and grammar translation method. These approaches encourage active student involvement, improve understanding of language concepts, and create a communicative and collaborative learning environment. Several challenges are still found, such as the lack of variation in learning media, less conducive learning time, and differences in student motivation levels. This study suggests the integration of interactive digital media and project-based learning approaches as solutions. The novelty of this study lies in the reflective integration of classical pedagogical approaches with the practical needs of business communication in the global era, as well as the direct mapping between learning time, student sitting position, and level of learning enthusiasm, which have not been widely explored in the local context of Mandarin learning in Indonesia.
CIRI-CIRI MAKNA IDEASIONAL DALAM IKLAN PERAWATAN KULIT MS GLOW UNTUK WANITA simatupang, Assyifa Dara Humairah
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 1 (2025): July Edition 2025
Publisher : Universitas Harapan Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35447/vernacular.v5i1.1178

Abstract

This study aims to reveal the existence of ideational meanings contained in MS GLOW skin care product advertisements where the existence of these meanings can influence women's way of thinking and persuade them to buy the product.The researcher here collects the data related to the study by capturing on Ms Glow website.The theory used in this research is transitive theory.The ideational meaning is obtained from the transitivity system analysis.There are six processes that appear in MS Glow skin care product advertisements which consist of material, relational and mental processes.The most dominant process that appears is the material in which the process is used to represent women's products and attitudes.
THE ROLE OF MOTIVATION AND DIGITAL TECHNOLOGY IN ENHANCING MANDARIN LANGUAGE PROFICIENCY AMONG STUDENTS OF THE MANDARIN LANGUAGE FOR BUSINESS AND PROFESSIONAL COMMUNICATION PROGRAM AT UNPRI Manalu, Tetti S.Y.; Vic Nixson; Lisa, Mei; Hualangi, Cynthia
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 1 (2025): July Edition 2025
Publisher : Universitas Harapan Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35447/vernacular.v5i1.1179

Abstract

The aim of this study is to examine the extent to which motivation and digital technology influence the improvement of Mandarin language proficiency among students in the Mandarin Language for Business and Professional Communication Study Program at Universitas Prima Indonesia. Specifically, this research analyzes the effect of motivation on language mastery, the role of technology in the learning process, and the combined impact of both factors on learning outcomes. A quantitative descriptive approach was employed, with data collected through a questionnaire as the main instrument, completed by 37 respondents. The findings indicate that motivation has a significant impact on Mandarin language proficiency (significance value < 0.05; t-value = 4.390 > t-table = 2.032). In contrast, the individual use of digital technology does not have a significant effect (significance = 0.983 > 0.05). However, the integration of motivation and technology demonstrates a significant simultaneous effect (significance < 0.05; F-value = 76.279 > F-table = 3.27). These findings emphasize the importance of motivation in language learning and highlight the potential of technology when appropriately applied. Therefore, educational institutions are encouraged to develop learning approaches that combine these two aspects to enhance Mandarin language mastery.
LANGUAGE MAINTENANCE OF NIAS LANGUANGE IN GUNUNG SITOLI CITY – NIAS Hia, Yuniarti
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 1 (2025): July Edition 2025
Publisher : Universitas Harapan Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35447/vernacular.v5i1.1190

Abstract

This study aims to investigate the language maintenance of Nias Language in GunungSitoli Nias. The maintenance of vernacular has always been a challenging study for investigation. It has its own challenge as it stands among the national language and foreign language. These days vernaculars seem to be facing a threat to be maintenanced in their domains. The hit of English referred as a prestigious language at schools and Indonesian Language as a communication language has signed of a language shift. Nias language as a vernacular is one of the vernaculars that is needed to be preserved which have withstood the cultural strength among the speakers. The older speakers tend to speak Indonesian and only use Nias Language among their generation. The young generation comprehend the Nias Language through their listening during the parents spoken. This circumstance makes Nias Language remains a major concern for Niasnese parents, linguists, educators, language activists and for immigrant families, who need to support and maintain their vernaculars for the next generation.
THE INFLUENCE OF ENGLISH TEACHERS’ SPEECH FUNCTIONS ON STUDENTS’ COGNITIVE, BEHAVIORAL, AND EMOTIONAL LEARNING ENGAGEMENT: A LINGUISTIC SEMIOTIC STUDY IN INDONESIAN EFL CLASSROOMS Mayasari; Misla Geubrina; Zuindra; Fuan Indri Maysha Siregar; Intan Kurnia Sari
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 3 No. 2 (2024): January Edition 2024
Publisher : Universitas Harapan Medan

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Abstract

The role of English teachers' speech functions as socio-semiotic resources is undeniably crucial in shaping student learning engagement, yet its psychological impact remains under-explored in Indonesian English as a Foreign Language (EFL) classrooms. This study aimed to systematically investigate the types of speech functions utilized by EFL educators and critically analyze their direct socio-semiotic impact on students' behavioral, emotional, and cognitive engagement. Employing a qualitative descriptive design framed within Systemic Functional Linguistics (SFL), the research involved twenty eleventh-grade students and their teachers over a four-week naturalistic observation period. Data were rigorously collected through high-fidelity audiovisual recordings, multidimensional engagement observation protocols, and stimulated-recall interviews for methodological triangulation. Preliminary baseline data indicated that 80% of the students exhibited merely low to moderate engagement, relying heavily on superficial behavioral compliance. The subsequent linguistic discourse analysis empirically revealed that the teachers' dominant use of unmitigated commands and declarative statements created a highly restrictive semiotic environment that actively stifled spontaneous participation. Conversely, the strategic deployment of authentic, open-ended questions and supportive pedagogical offers functioned as inviting semiotic signs that significantly elevated students' emotional security and cognitive effort. The study concludes that a teacher's linguistic choices are not neutral instructional mechanisms, but rather powerful semiotic instruments that fundamentally construct or deconstruct the psychological reality of the learning space..
INTERTEXTUALITY THEME AND NARRATIVE TRANSFORMATION ON VERONICA ROTH’S DIVERGENT Misla Geubrina; Mayasari; Aditya Anggada; Nurul Aini
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 2 (2026): January Edition 2026
Publisher : Universitas Harapan Medan

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Abstract

This study investigates the intertextuality in Veronica Roth's Divergent by examining the thematic and narrative relationships between the novel and earlier dystopian literary works. Grounded in Julia Kristeva's theory of intertextuality and Gérard Genette's concept of transtextuality, the research explores how Divergent absorbs, transforms, and reconstructs established dystopian conventions to generate new meanings within contemporary young adult fiction. Employing a qualitative descriptive design and library research approach, the study uses Divergent as the primary source of data, while books and scholarly publications on intertextuality, dystopian literature, and literary criticism serve as secondary sources. Data were collected through close reading, textual documentation, and thematic coding, and analyzed using qualitative textual analysis focusing on thematic intertextuality and hypertextual narrative transformation.The findings reveal that Divergent establishes significant intertextual relationships with canonical dystopian novels, particularly Nineteen Eighty-Four, Brave New World, The Giver, and The Hunger Games. These relationships are evident in the reconstruction of major dystopian themes, including identity, social conformity, freedom, resistance, fear, knowledge, and social classification. However, Veronica Roth does not merely replicate these earlier texts; instead, she transforms their ideological and narrative structures to address contemporary concerns regarding diversity, individuality, ethical responsibility, and personal agency. From Genette's perspective, Divergent functions as a hypertext that creatively adapts the dystopian tradition by modifying the protagonist's developmental journey, institutional power structures, conflict patterns, and representations of authority. The concept of "Divergence" itself serves as a symbolic reinterpretation of identity that challenges rigid systems of categorization and promotes the coexistence of multiple human qualities.The study concludes that intertextuality in Divergent functions as a creative strategy for literary innovation rather than simple textual borrowing. By engaging in dialogue with earlier dystopian narratives, Roth constructs a novel that simultaneously preserves the conventions of the dystopian genre and redefines them for twenty-first-century readers. This research contributes to contemporary literary criticism by demonstrating how intertextuality enriches the thematic complexity and narrative originality of young adult dystopian fiction while expanding scholarly discussions beyond feminist, ideological, and sociological approaches that have dominated previous studies of Divergent.
THE EFFECT OF CULTURAL IDENTITY REPRESENTATION IN BRITISH LITERARY WORKS ON CROSS-CULTURAL UNDERSTANDING AMONG INDONESIAN STUDENTS Royaat; Hidayati; Misla Geubrina; Petra Eklesia; Winanda Salvira
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 2 (2026): January Edition 2026
Publisher : Universitas Harapan Medan

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Abstract

This study aims to examine the effect of cultural identity representation in selected British literary works on the cross-cultural understanding of Indonesian undergraduate students. The research is motivated by the limited ability of students to interpret cultural identity represented in literary texts and to relate those representations to broader social and cultural contexts. A mixed-methods approach was employed by integrating qualitative literary analysis with quantitative investigation of students' responses. The participants consisted of twenty undergraduate students enrolled in an English Literature program who participated in a literature-based instructional intervention. Data were collected through literary text analysis, pre-test and post-test questionnaires, classroom observations, reflective journals, and semi-structured interviews. Qualitative data were analyzed using thematic analysis, while quantitative data were examined using descriptive and inferential statistical techniques. The findings indicate that prior to the intervention, students demonstrated a moderate level of cross-cultural understanding, with a mean pre-test score of 62.45. Following the implementation of literature-based learning activities, the participants showed noticeable improvement in recognizing cultural identity representation, appreciating cultural diversity, developing empathy, and strengthening intercultural communication skills. Qualitative findings further revealed that collaborative discussions, reflective reading, and critical literary analysis encouraged students to construct broader perspectives on cultural diversity and intercultural relationships. The study concludes that cultural identity representation in British literary works has a positive influence on Indonesian undergraduate students' cross-cultural understanding when supported by structured, reflective, and student-centered instructional strategies. These findings contribute to the advancement of literary studies, cultural studies, and intercultural communication while providing practical implications for the development of English literature curricula and literature-based intercultural learning in Indonesian higher education.
THE EFFECT OF POSTCOLONIAL LITERARY STUDIES ON STUDENTS' HISTORICAL AWARENESS AND PERSPECTIVES TOWARD CULTURAL DIVERSITY Bima Prana Chitra; Zuindra; Lisna Sari Siregar; Febianti Ngongo; Widelya Shafa April
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 5 No. 2 (2026): January Edition 2026
Publisher : Universitas Harapan Medan

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Abstract

This study aimed to examine the effect of postcolonial literary studies on undergraduate students' historical awareness and their perspectives toward cultural diversity in higher education. The research employed a quantitative approach supported by qualitative evidence to obtain a comprehensive understanding of both the instructional process and its educational outcomes. Twenty undergraduate students from the English Literature Study Program participated in the study. Data were collected through Likert-scale questionnaires, classroom observations, semi-structured interviews, and students' reflective journals. The data were analyzed using descriptive statistics, instrument validity and reliability testing, and analyses of relationships among the research variables based on the proposed conceptual framework. The descriptive findings indicated that, prior to the instructional intervention, students demonstrated a moderate level of historical awareness with a mean score of 59.65, while their perspectives toward cultural diversity were categorized as moderately positive, with a mean score of 64.40. Throughout the learning process, students showed improved ability to connect literary texts with colonial history, understand the construction of cultural identities, and develop more inclusive attitudes toward cultural diversity. Classroom discussions centered on postcolonial literary texts encouraged critical reflection on power relations, cultural representation, and the continuing influence of colonial legacies in contemporary society. The findings suggest that postcolonial literary studies have considerable potential as an effective pedagogical approach for strengthening historical literacy, promoting intercultural understanding, and fostering inclusive perspectives among university students. This study contributes to the development of literary pedagogy, literature-based history education, and multicultural education within higher education institutions.
A SYNTACTIC ANALYSIS OF ENGLISH NEWS ARTICLES IN THE JAKARTA POST AND ITS IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING IN INDONESIA Zuindra; HIdayati; Misla Geubrina; Vinya Hafizah Arini; Siti Aisyah
Vernacular: Linguistics, Literature, Communication and Culture Journal Vol. 4 No. 2 (2025): January edition 2025
Publisher : Universitas Harapan Medan

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Abstract

The increasing use of authentic English materials in Indonesian English as a Foreign Language (EFL) classrooms has highlighted the need to understand the syntactic characteristics of newspaper discourse. However, limited studies have comprehensively examined the syntactic features of English news articles and their implications for English language teaching in Indonesia. This study aimed to analyze the syntactic features employed in The Jakarta Post news articles and explore their pedagogical implications for English language teaching. A qualitative descriptive design was adopted using document analysis. The data consisted of twenty news articles selected through purposive sampling from The Jakarta Post. The collected data were analyzed through data condensation, data display, and conclusion drawing following the interactive model proposed by Miles, Huberman, and Saldaña. The findings revealed that all four major sentence types—simple, compound, complex, and compound-complex—were identified, with complex sentences occurring most frequently. The analysis also indicated the extensive use of coordination and subordination to organize information effectively in authentic journalistic discourse. These findings suggest that The Jakarta Post provides authentic linguistic input that can support the teaching of English syntax, reading comprehension, and academic writing. Consequently, authentic newspaper texts can serve as valuable instructional resources for enhancing students' syntactic awareness and bridging the gap between grammatical knowledge and real-world language use

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