Language Literacy: Journal of Linguistics, Literature, and Language Teaching
type: channel
description: e-ISSN: 2580-9962 | p-ISSN: 2580-8672 DOI PREFIX (By Crossref): 10.30743/ Language Literacy: Journal of Linguistics, Literature and Language Teaching is a blind peer-reviewed international journal biannually published by the Faculty of Literature, Universitas Islam Sumatera Utara (UISU), Medan, Indonesia. This journal issues publication in June and December with its first issue released in December 2017. It has been indexed in DOAJ since 27 June 2018. The journal is nationally accredited with Grade 3 (SINTA 3) by the Ministry of Research Technology and Higher Education of Republic Indonesia based on the Decree Number: 72/E/KPT/2024 dated 1 April 2024. This accreditation is effective from Volume 6 Number 2, 2022 to Volume 11 Number 1, 2027. Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals.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 processes. The journal's scope includes, but not limited to, the fields of linguistics, literature and language teaching with all submissions written in English. <a title="DOAJ" href="https://doaj.org/toc/2580-9962?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222580-8672%22%2C%222580-9962%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank">
publisher: Universitas Islam Sumatera Utara (UISU)
language: en-US
publication name: Language Literacy: Journal of Linguistics, Literature, and Language Teaching
issn: 2580-8672
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items: POLICING DESIRE: IDENTITY CONSTRUCTION IN MY POLICEMAN (2022)
items: GLOBALIZING JAVANESE CULTURE THROUGH LITERARY TRANSLATION: A CRITICAL DISCOURSE ANALYSIS OF JAVANESE TERMS IN RATIH KUMALA’S GADIS KRETEK
items: CULTURAL AWARENESS IN EFL PEDAGOGY: A SCOPING REVIEW
items: INTERPERSONAL METAFUNCTION IN BIRTHDAY AND CONDOLENCE MESSAGES: A COMPARATIVE REGISTER ANALYSIS OF DIGITAL DISCOURSE
items: EQUIVALENCE PROBLEMS FOUND IN MACHINE TRANSLATION OUTPUT: INSIGHTS FROM POST-EDITING ANALYSIS
items: NAVIGATING PROBLEM-BASED LEARNING CHALLENGES IN PEKALONGAN SECONDARY EFL READING CLASSROOMS
items: TAYLOR SWIFT’S COUNTER-NARRATIVE STRATEGIES IN RECLAIMING FEMALE AGENCY IN THE LIFE OF A SHOWGIRL
items: CONTRASTIVE MEANINGS OF THE ADJECTIVE "COLD" IN JAPANESE AND JAVANESE
items: READERLY INNOCENCE, MORAL SHOCK, AND INSTITUTIONAL AUTHORITY: A READER-RESPONSE ANALYSIS OF PENELOPE ROWE’S THE INNOCENTS
items: VOWEL MINIMAL PAIRS IN XITSONGA: PHONOLOGICAL CONTRASTS AND LEXICAL CATEGORISATION WITHIN A STRUCTURALIST
items: A LINGUISTIC LANDSCAPE ANALYSIS OF ISLAMIC BOARDING SCHOOLS IN EAST BANDUNG
items: NATIONAL SONGS AS PEDAGOGICAL DISCOURSE: AN INTERPERSONAL AND APPRAISAL ANALYSIS
items: CONSTRUCTING SOCIAL CRITICISM THROUGH CONNOTATIVE MEANING: A SEMANTIC ANALYSIS OF NAWAL EL-SA‘DAWI’S AL-BANĀT TAʿĪSYŪ
items: TEACHER COGNITION AND EARLY MULTILITERACIES PEDAGOGY IMPLEMENTATION IN EFL CONTEXT
items: LINGUISTIC HEDGING STRATEGIES IN DONALD TRUMP’S PEACE FORUM SPEECH: A DISCOURSE ANALYSIS
items: RELIGIOUS CONTACT AND LOANWORD STRATIFICATION IN INDONESIAN: A CORPUS-BASED STUDY
items: PSEUDO NOUN INCORPORATION IN BATAK TOBA: A MORPHOSYNTACTIC ANALYSIS
items: CONCEPTUAL METONYMY IN PRESIDENT PRABOWO’S FLOOD DISASTER SPEECH
items: MANUFACTURED INCLUSIVITY: A MULTIMODAL DISCOURSE ANALYSIS OF MAD FOR MAKEUP'S INSTAGRAM CAMPAIGN
items: PERSUASIVE LINGUISTIC STRATEGIES IN DIGITAL TOURISM: DISCOURSE ANALYSIS OF THE DOLAN BANYUMAS WEBSITE
items: MEET THE HERO WHO VISITS A LIBRARY CORNER TO ENHANCE SPELLING COMPETENCE
items: A STYLISTIC-SEMANTIC ANALYSIS OF DICTION IN IMAM SHAFI’I’S DA’IL AYYĀMA TAF’ALU MĀ TASYĀ’U AND ITS MORAL EDUCATIONAL VALUES
items: EXPLORING THE IMPACT OF AI TOOLS ON EFL LEARNERS' COMMUNICATION AND AUTONOMY
items: CLIMATE STRUGGLE AND IDEOLOGY IN MACRON’S SPEECHES (2024–2025): AN ECO-CRITICAL ANALYSIS
items: LEARNING ARABIC QAWĀ‘ID THROUGH INSTAGRAM: A MULTIMEDIA LEARNING PERSPECTIVE
items: ETHNIC STUDENTS’ MOTIVATION AND LEARNING ENVIRONMENT IN ENGLISH LANGUAGE CLASSROOM IN BANGLADESH
items: THE ROLE OF FIRST LANGUAGE IN SECOND LANGUAGE ACQUISITION: A CASE STUDY AT A BANGLADESHI UNIVERSITY
items: WOMEN’S WORLDVIEW IN WARTIME: A GENETIC STRUCTURALIST READING OF ZOULFA KATOUH’S AS LONG AS THE LEMON TREES GROW
items: POLITICAL DISCOURSE DURING CRISIS: DISCURSIVE STRATEGIES IN PRESIDENTIAL COVID-19 SPEECHES
items: PSYCHOLOGICAL ENTRAPMENT AND SPATIAL POLITICS IN CHARLOTTE PERKINS GILMAN’S THE YELLOW WALLPAPER
items: INHERITED SILENCE AND DIASPORIC IDENTITY FORMATION IN HALA ALYAN’S SALT HOUSES
items: GENDER PERFORMATIVITY AND MANIPULATION IN GILLIAN FLYNN’S GONE GIRL
items: PROMOTING AND PRESERVING MARGINALISED LANGUAGES IN MULTILINGUAL SOCIETIES IN AFRICA
items: AGE-RELATED ARTICULATORY VARIATIONS OF ARABIC /dˤ/: ACOUSTIC ANALYSIS IN ELDERLY NON-NATIVE SPEAKERS
items: POSTCOLONIAL MIMICRY AND ETHNIC HIERARCHIES IN KHALED HOSSEINI’S THE KITE RUNNER
items: DEEP LEARNING IN THE BAMI ARABIC INSTRUCTION METHOD
items: ENGLISH LANGUAGE DOMINANCE AND ITS IMPACT ON SEPEDI ORAL PROFICIENCY: A CASE STUDY OF GRADE 11 LEARNERS IN SOUTH AFRICA
items: NEEDS ANALYSIS OF ACADEMIC ENGLISH SKILLS AMONG ETHIOPIAN POLICE UNIVERSITY STUDENTS
items: ILLOCUTIONARY ACTS AND MOTIVATIONAL FUNCTIONS IN DR. JILL BOLTE TAYLOR’S TED TALK MY STROKE OF INSIGHT
items: ADJECTIVE SUFFIXATION AND STYLISTIC MEANING IN FRANZ KAFKA’S THE METAMORPHOSIS
items: COOPERATIVE HEGEMONIC MASCULINITY IN DISNEY’S MOANA: NEOLIBERAL GENDER POLITCS AND THE RECONFIGURATION OF PATRIARCHAL AUTHORITY
items: IMPLEMENTATION OF GENRE-BASED EFL WRITING: CLASSROOM REALITIES IN A VOCATIONAL MUSIC SCHOOL
items: SOCIOPRAGMATIC STRATEGIES FOR SUNDANESE LANGUAGE PRESERVATION IN YOUTUBE VIDEOS FEATURING DEDI MULYADI
items: HUMAN-CENTERED CONCEPTUAL METAPHORS IN PRABOWO SUBIANTO’S INTERNATIONAL DIPLOMATIC SPEECHES: A CRITICAL METAPHOR ANALYSIS IN POLITICAL DISCOURSE
items: AUTHENTIC MATERIALS IN EFL READING CLASSROOM: EFFECTS ON STUDENTS’ COMPREHENSION AND MOTIVATION
items: CHILDREN’S EMPOWERMENT IN THE LITTLE PRINCE: A LITERARY ANALYSIS BASED ON ANSHORI’S FRAMEWORK
items: EXPLORING JAPANESE POLITENESS STRATEGIES IN MORIARTY THE PATRIOT: A PRAGMATIC ANALYSIS OF WILLIAM JAMES MORIARTY’S UTTERANCES
items: REPRESENTING SOCIAL RELATIONS THROUGH ADDRESS TERMS IN ZOOTOPIA
items: DIGITAL TECHNOLOGY INTEGRATION IN TEXT-BASED ENGLISH FOR FRONT OFFICE INSTRUCTION IN VOCATIONAL TOURISM EDUCATION: A MIXED METHOD STUDY
items: PERCEPTION–PRACTICE GAPS IN BLENDED LEARNING: ENGLISH TEACHERS’ PRACTICES AND CHALLENGES IN TEACHING WRITING AT ADDIS ABABA UNIVERSITY
items: EMOTIONAL LANGUAGE IN SELF-IMPROVEMENT BOOK BLURBS: A PSYCHOLINGUISTIC APPROACH TO AFFECTIVE READER ENGAGEMENT
items: A MULTIMODAL ANALYSIS OF FRENCH MULTINATIONAL LIPSTICK ADVERTISEMENTS ON YOUTUBE (2024-2025)
items: DIGITAL STORYTELLING IN EFL CLASSROOM: SPEAKING AND CREATIVE THINKING SKILLS
items: OBJECTIFICATION AND COMMODITY FEMINISM IN PANTENE INDONESIA ADVERTISEMENTS: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS

POLICING DESIRE: IDENTITY CONSTRUCTION IN MY POLICEMAN (2022)
type: item
description: 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.
creator: Lea Zahra Santoso
creator: Salva Syeira Wijaya
creator: Yanti Rosalinah
rights: Copyright (c) 2026 Lea Zahra Santoso, Salva Syeira Wijaya, Yanti Rosalinah
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 1
ending page: 14
doi: 10.30743/ll.v10i1.12854

GLOBALIZING JAVANESE CULTURE THROUGH LITERARY TRANSLATION: A CRITICAL DISCOURSE ANALYSIS OF JAVANESE TERMS IN RATIH KUMALA’S GADIS KRETEK
type: item
description: 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.
creator: Eka Yunita Liambo
creator: Ika Oktaviana
creator: Rosdiana Puspita Sari
rights: Copyright (c) 2026 Language Literacy: Journal of Linguistics, Literature, and Language Teaching
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 15
ending page: 27
doi: 10.30743/ll.v10i1.12706

CULTURAL AWARENESS IN EFL PEDAGOGY: A SCOPING REVIEW
type: item
description: This scoping review maps 25 studies (2021–2025) on cultural awareness integration in English as a Foreign Language (EFL) contexts using Arksey and O'Malley's framework. Analysis identified four central themes: materials and curriculum representation, teacher beliefs and practices, learner perceptions and outcomes, and pedagogical strategies. Findings reveal persistent implementation challenges across all themes. Textbook analyses revealed systematic Western bias, with 70% of cultural content emphasizing target-culture contexts versus 30% local contexts. Teacher studies disclosed significant gaps between stated beliefs and classroom practices, which remained incidental rather than systematic. Learner research demonstrated positive attitudes toward intercultural learning, yet showed limited competence beyond familiar cultural contexts. Methodologically, databases searched included ERIC, Scopus, and Google Scholar using keywords including "cultural awareness in ELT," "intercultural competence in EFL," and "intercultural communicative competence." Qualitative approaches dominated (44% of studies). All reviewed studies were conducted in Indonesian EFL contexts, limiting generalizability. Critical gaps include scarcity of longitudinal designs, limited comparative multi-site research, insufficient experimental studies, concentration on tertiary education (75% of learner studies), and minimal investigation of technology-mediated intercultural learning. Pedagogically, findings indicate two reform priorities. First, curriculum design needs balanced cultural representation and assessment frameworks valuing intercultural competence alongside linguistic proficiency. Second, teacher development requires systematic training in intercultural communicative competence frameworks, particularly Byram's model, integrated with task-based, project-based, and technology-mediated pedagogies. This synthesis provides evidence-based guidance for curriculum designers, teacher educators, and res…
creator: Nofyan Fajry Amaruna
creator: Siti Tarwiyah
rights: Copyright (c) 2026 Language Literacy: Journal of Linguistics, Literature, and Language Teaching
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 28
ending page: 49
doi: 10.30743/ll.v10i1.12468

INTERPERSONAL METAFUNCTION IN BIRTHDAY AND CONDOLENCE MESSAGES: A COMPARATIVE REGISTER ANALYSIS OF DIGITAL DISCOURSE
type: item
description: This study applies Halliday’s Systemic Functional Linguistics (SFL) to compare interpersonal meanings in birthday and condolence messages. The study focuses on mood, modality, and pronoun use to examine how language constructs and sustains social relationships in celebratory versus grief contexts. A descriptive qualitative research design was used to gather and analyse data, consisting of 250 birthdays and 250 condolences messages from online message sources. Data were annotated with the UAM Corpus Tool, 6.2, to identify the interpersonal features of the texts. Results indicate that both registers are dominated by a declarative mood, but they differ in orientation. Birthday messages emphasised positive affect through certainty, possibility, and intention, while condolence messages use greater syntactic complexity, deontic modality, and third-person pronouns to acknowledge loss and express sympathy. The study advances an SFL-based register of short-form digital discourse and reveals how linguistic choices encode empathy, solidarity, and emotional alignments in contextually contrasting, yet relationally intimate genres. This study contributes to register analysis in digital discourse by highlighting interpersonal metafunctions in contrasting genres.
creator: Sanka Washew
creator: Daniel Dwamena Ofosu
creator: Andrews Kwame Osei
rights: Copyright (c) 2026 Sanka Washew, Daniel Dwamena Ofosu, Andrews Kwame Osei
date: 2026-06-05
publication date: 2026-06-05
volume: 10
number: 1
starting page: 50
ending page: 69
doi: 10.30743/ll.v10i1.12805

EQUIVALENCE PROBLEMS FOUND IN MACHINE TRANSLATION OUTPUT: INSIGHTS FROM POST-EDITING ANALYSIS
type: item
description: 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.
creator: Dwi Indarti
creator: Vera Nurlia
rights: Copyright (c) 2026 Dwi Indarti, Vera Nurlia
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 70
ending page: 89
doi: 10.30743/ll.v10i1.12714

NAVIGATING PROBLEM-BASED LEARNING CHALLENGES IN PEKALONGAN SECONDARY EFL READING CLASSROOMS
type: item
description: 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.
creator: Munazihah Munazihah
creator: Rahayu Puji Haryanti
rights: Copyright (c) 2026 Munazihah, Rahayu Puji Haryanti
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 90
ending page: 101
doi: 10.30743/ll.v10i1.12879

TAYLOR SWIFT’S COUNTER-NARRATIVE STRATEGIES IN RECLAIMING FEMALE AGENCY IN THE LIFE OF A SHOWGIRL
type: item
description: 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.
creator: Jonathan Irene Sartika Dewi Max
creator: Yofi Irvan Vivian
rights: Copyright (c) 2026 Jonathan Irene Sartika Dewi Max, Yofi Irvan Vivian
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 102
ending page: 114
doi: 10.30743/ll.v10i1.12942

CONTRASTIVE MEANINGS OF THE ADJECTIVE "COLD" IN JAPANESE AND JAVANESE
type: item
description: This study offers a comparative semantic examination of the Japanese cold-related adjectives samui and tsumetai with their Javanese equivalents adhem, atis, and anyep. The study used a qualitative descriptive method within a contrastive analytic framework to investigate the parallels and differences in meaning, usage, and semantic expansion between the two languages. The data indicate that samui pertains to an unpleasant and frequently intolerable body sensation induced by low temperatures, but tsumetai signifies the physical coldness of inanimate objects like water or air and might figuratively extend to characterize an individual's demeanor or disposition. In Javanese, adhem represents a cool temperature in the air or food and beverages, atis represents a cold sensation linked to air and precipitation, and anyep pertains to a wider semantic domain that includes cold sensations experienced through things and figuratively conveys a bland or insipid flavor. Conversely, samui semantically coincides with atis, whereas tsumetai aligns with adhem and anyep. The research indicates that metaphorical expansions of cold to characterize personality exist in Japanese but not in Javanese, while the link between coldness and insipid flavor is exclusive to Javanese. These findings emphasize cross-linguistic variations in the semantic conception of temperature-related adjectives and enhance contrastive linguistics and semantic research.
creator: Azizia Freda Savana
rights: Copyright (c) 2026 Azizia Freda Savana
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 115
ending page: 128
doi: 10.30743/ll.v10i1.12363

READERLY INNOCENCE, MORAL SHOCK, AND INSTITUTIONAL AUTHORITY: A READER-RESPONSE ANALYSIS OF PENELOPE ROWE’S THE INNOCENTS
type: item
description: This study is among the first to examine moral shock and narrative indeterminacy in Penelope Rowe’s The Innocents through reader-response criticism. While scholarship on ethically disturbing fiction often emphasizes thematic or ideological critique, less attention has been paid to how readerly affect evolves during the act of reading. Addressing this gap, the article employs a qualitative reader-response–oriented close textual analysis to investigate how sympathy, moral destabilization, and narrative indeterminacy structure interpretation. Rather than presenting empirical reader data, the analysis focuses on implied reader positions embedded in the text. The findings identify three interrelated mechanisms. First, innocence is constructed affectively through narrative alignment with the child protagonist. Second, moral shock destabilizes trust in institutional authority by exposing interpretive rigidity. Third, the open ending withholds psychological closure and transfers ethical responsibility to the reader. These responses are not incidental reactions but structured aesthetic strategies that generate the story’s ethical force. By demonstrating how affect, indeterminacy, and reader positioning operate together, this article advances reader-response criticism and literary ethics, showing how discomfort and uncertainty function as mechanisms of ethical meaning-making in morally unsettling short fiction.
creator: Yulhenli Thabran
rights: Copyright (c) 2026 Yulhenli Thabran
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 129
ending page: 138
doi: 10.30743/ll.v10i1.13022

VOWEL MINIMAL PAIRS IN XITSONGA: PHONOLOGICAL CONTRASTS AND LEXICAL CATEGORISATION WITHIN A STRUCTURALIST
type: item
description: 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.
creator: Respect Mlambo
creator: Muzi Matfunjwa
rights: Copyright (c) 2026 Respect Mlambo, Muzi Matfunjwa
date: 2026-06-03
publication date: 2026-06-03
volume: 10
number: 1
starting page: 139
ending page: 149
doi: 10.30743/ll.v10i1.12609

A LINGUISTIC LANDSCAPE ANALYSIS OF ISLAMIC BOARDING SCHOOLS IN EAST BANDUNG
type: item
description: 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.
creator: Jefira Setia Aini
creator: Agus Karim
creator: Muhammad Ibnu Pamungkas
rights: Copyright (c) 2026 Jefira Setia Aini, Agus Karim, Muhammad Ibnu Pamungkas
date: 2026-06-06
publication date: 2026-06-06
volume: 10
number: 1
starting page: 150
ending page: 166
doi: 10.30743/ll.v10i1.13004

NATIONAL SONGS AS PEDAGOGICAL DISCOURSE: AN INTERPERSONAL AND APPRAISAL ANALYSIS
type: item
description: Although national songs serve as powerful cultural and social tools, limited research in Indonesia has examined how their linguistic features construct interpersonal meaning within Systemic Functional Linguistics (SFL) and pedagogical discourse. This study investigates the interpersonal metafunction in Indonesian national songs and explores its pedagogical implications. Employing a qualitative discourse-analytic design, the study analyzes clauses as the unit of analysis from seven widely recognized Indonesian national songs. Drawing on Halliday’s interpersonal metafunction and Martin & White’s appraisal theory, the analysis systematically codes pronoun systems, mood types, modality markers, and attitudinal lexis. Analytical reliability was supported through iterative coding and cross-text comparison to ensure consistency of interpretation. The findings indicate that inclusive pronouns (kita, kami), persuasive declarative and imperative moods, and high-value evaluative lexis (e.g., merdeka, jaya) work together to construct solidarity, authority, and emotional alignment. These patterned linguistic resources position national songs as implicit pedagogical discourse that models civic identity and collective responsibility. The study demonstrates how culturally embedded texts can be strategically integrated into language pedagogy to support socio-emotional learning, cultural literacy, and civic value formation.
creator: Siska Eka Syafitri
creator: Maria Ulfa
rights: Copyright (c) 2026 Siska Eka Syafitri, Maria Ulfa
date: 2026-06-06
publication date: 2026-06-06
volume: 10
number: 1
starting page: 167
ending page: 179
doi: 10.30743/ll.v10i1.13052

CONSTRUCTING SOCIAL CRITICISM THROUGH CONNOTATIVE MEANING: A SEMANTIC ANALYSIS OF NAWAL EL-SA‘DAWI’S AL-BANĀT TAʿĪSYŪ
type: item
description: This study aims to analyze connotative meaning as a medium of social criticism in the short story Al-Banāt Ta‘īsyū by Nawal El Sa’dawi. The research uses a qualitative descriptive method with a dilālah (semantic) approach. The study examines one Arabic short story as the main text. Data were collected through reading and note-taking techniques and analyzed through data reduction, data display, and conclusion drawing. The findings show systematic patterns of connotative meaning that function as indirect forms of social criticism. These patterns express criticism of social decline, public suffering, and the oppression of women. In this story, connotative meaning does not only function as a stylistic element but works as a semantic strategy that describes social problems and challenges dominant social ideas in the text. The discussion also reveals several semantic patterns, such as images of social burden, sacrificial metaphors, and the dissolution of women’s identity within collective struggles. The novelty of this study lies in placing connotative meaning as the main analytical perspective for understanding social criticism in modern Arabic short fiction. This research contributes to Arabic literary semantics by showing that connotative meaning can function as an important linguistic tool for expressing ideological criticism in literary texts.
creator: Nurfitriani Romadoni Putri
creator: Ulil Absar
rights: Copyright (c) 2026 Nurfitriani Romadoni Putri, Ulil Abshar
date: 2026-06-06
publication date: 2026-06-06
volume: 10
number: 1
starting page: 180
ending page: 192
doi: 10.30743/ll.v10i1.12992

TEACHER COGNITION AND EARLY MULTILITERACIES PEDAGOGY IMPLEMENTATION IN EFL CONTEXT
type: item
description: 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.
creator: R. Rizkiki Azkia Hidayat
creator: Wawan Gunawan
creator: Budi Hermawan
rights: Copyright (c) 2026 R. Rizkiki Azkia Hidayat, Wawan Gunawan, Budi Hermawan
date: 2026-06-06
publication date: 2026-06-06
volume: 10
number: 1
starting page: 193
ending page: 208
doi: 10.30743/ll.v10i1.13060

LINGUISTIC HEDGING STRATEGIES IN DONALD TRUMP’S PEACE FORUM SPEECH: A DISCOURSE ANALYSIS
type: item
description: 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.
creator: Zhafran Fatih Ananda
creator: Puteri Anugrah Septianingsih
creator: Febry Aurlani
rights: Copyright (c) 2026 R. Rizkiki Azkia Hidayat, Wawan Gunawan, Budi Hermawan
date: 2026-06-06
publication date: 2026-06-06
volume: 10
number: 1
starting page: 209
ending page: 218
doi: 10.30743/ll.v10i1.13150

RELIGIOUS CONTACT AND LOANWORD STRATIFICATION IN INDONESIAN: A CORPUS-BASED STUDY
type: item
description: 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.
creator: Jean Paul Gotopo
rights: Copyright (c) 2026 Jean Paul Gotopo
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 219
ending page: 235
doi: 10.30743/ll.v10i1.13101

PSEUDO NOUN INCORPORATION IN BATAK TOBA: A MORPHOSYNTACTIC ANALYSIS
type: item
description: This study investigates the occurrence of Pseudo Noun Incorporation (PNI) in Batak Toba, a phenomenon not previously been analyzed within incorporation frameworks. PNI has been widely described in languages such as Niuean, Sakha, Hindi, and Tamil. The researchers realize that former studies have not examined PNI in Batak Toba. Drawing on two theoretical accounts by Massam (2001) and Baker (2014), this research analyzes morphosyntactic properties such as verb–noun adjacency, reduced nominal structure, and detransitivization. Using a qualitative descriptive approach based on corpus data and native-speaker judgments, the study identifies several PNI characteristics in Batak Toba, including adjacency, non-specific interpretation, restricted modification, and word-order variation. The findings demonstrate that PNI in Batak Toba aligns with cross-linguistic patterns while also exhibiting language-specific constraints, particularly in the absence of overt case marking. The present study fills and investigates the gap in which PNI in Batak Toba is possibly materialized. This study employs a descriptive qualitative method to systematically describe PNI as it occurs naturally. The data were obtained from naturalistic corpus data and relevant literatures. It is done to ensure empirical validity and grammatical reliability. The findings indicate that Batak Toba displays several characteristics of PNI, including adjacency and verb detransitivization. Furthermore, modified nominals, conjoined nominals, and changes in word order are also observed. Overall, this study offers the first systematic description of PNI in Batak Toba and contributes to broader typological and theoretical discussions of pseudo incorporation.
creator: Nurianti Sitorus
creator: Mulyadi Mulyadi
rights: Copyright (c) 2026 Nurianti Sitorus, Mulyadi
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 236
ending page: 250
doi: 10.30743/ll.v10i1.13241

CONCEPTUAL METONYMY IN PRESIDENT PRABOWO’S FLOOD DISASTER SPEECH
type: item
description: This study analyzes conceptual metonymy in the President’s speech during the flood disaster inspection in Bener Meriah Regency. The study focuses on metonymy within the Thing and Part Configuration of the Idealized Cognitive Model (ICM) proposed by Kövecses (1998), which includes the relations of whole-for-part and part-for-whole metonymy. Using qualitative discourse analysis, the study examined a 380-word official transcript of President Prabowo’s speech. Data collection employed documentation and indirect observation techniques, supported by audiovisual validation. Data analysis followed the framework proposed by Miles, Huberman, and Saldaña (2014), which consists of data reduction, data display, and conclusion drawing. Findings show that whole-for-part metonymy dominates, while part-for-whole occurs less frequently. The dominance of whole-for-part metonymy reflects a discourse strategy that emphasizes institutional responsibility and collective solidarity in crisis contexts. By employing this strategy, the President legitimizes state presence and authority while guiding public perception of disaster management. In this way, the study demonstrates that metonymy simplifies institutional realities, constructs collective responsibility, and facilitates public understanding in crisis communication. This research contributes to cognitive semantics and political discourse studies by highlighting metonymy’s role in crisis communication.
creator: Idawati Situmorang
creator: Mulyadi Mulyadi
rights: Copyright (c) 2026 Idawati Situmorang, Mulyadi
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 251
ending page: 257
doi: 10.30743/ll.v10i1.12702

MANUFACTURED INCLUSIVITY: A MULTIMODAL DISCOURSE ANALYSIS OF MAD FOR MAKEUP'S INSTAGRAM CAMPAIGN
type: item
description: 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.
creator: Amalia Rizki Nur Insani
creator: Muhammad Hafiz Kurniawan
rights: Copyright (c) 2026 Amalia Rizki Nur Insani, Muhammad Hafiz Kurniawan
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 258
ending page: 271
doi: 10.30743/ll.v10i1.13143

PERSUASIVE LINGUISTIC STRATEGIES IN DIGITAL TOURISM: DISCOURSE ANALYSIS OF THE DOLAN BANYUMAS WEBSITE
type: item
description: 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.
creator: Gigih Ariastuti Purwandari
creator: Indah Puspitasari
creator: Kristianto Setiawan
rights: Copyright (c) 2026 Gigih Ariastuti Purwandari, Indah Puspitasari, Kristianto Setiawan
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 272
ending page: 281
doi: 10.30743/ll.v10i1.12694

MEET THE HERO WHO VISITS A LIBRARY CORNER TO ENHANCE SPELLING COMPETENCE
type: item
description: Library learning resources have the potential to transform language competencies. This paper aims to investigate whether daily reading activities can substantially influence spelling competence. A qualitative research approach was administered. Findings revealed that (i) one-on-one tutoring improves spelling, and (ii) collaborative learning spaces have positive impact on language development. This study concludes that a shift in language teaching-learning approaches is not only necessary but also promising, with daily reading activities being a potential core practice.
creator: Bulelwa Makena
creator: Viwe Lungisani Feni
rights: Copyright (c) 2026 Bulelwa Makena, Viwe Lungisani Feni
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 282
ending page: 294
doi: 10.30743/ll.v10i1.9958

A STYLISTIC-SEMANTIC ANALYSIS OF DICTION IN IMAM SHAFI’I’S DA’IL AYYĀMA TAF’ALU MĀ TASYĀ’U AND ITS MORAL EDUCATIONAL VALUES
type: item
description: This study examines the stylistics of diction in Imam Shafi’is poem da’il ayyāma taf’alu mā tasyā’u (leave the days to do as they will) through a semantic stylistic perspective. While previous studies have widely explored its moral teachings, limited attention has been given to the role of diction at the semantic level in constructing moral meaning. This qualitative study employs content analysis through documentary study and literature review. The analysis applies Syihabuddin Qalyubi’s stylistic framework, particularly the semantic level (mustawā al-dalālī) focusing on lexical meaning (dalālah al-lafẓ al-mu'jamī) and its development through figurative stylistic elements at the imagistic level (mustawā al-taṣwīrī). The findings reveal that the lexical meaning develops into contextual meanings through stylistic devices such as methapor, personification, hyperbole, and imagery, generating semantic effects that reinforce moral values, including patience, humility, resilience, and trust in God (tawakkul). The study also identifies moral values across personal, social, and metaphysical dimensions, highlighting the integration of linguistic analysis and moral education. This study contributes to Arabic stylistics by demonstrating how semantic diction systematically constructs moral meaning in classical Arabic poetry.
creator: Tarisha Naila Sahrudin
creator: Asep Sopian
creator: Irfa Amalta
rights: Copyright (c) 2026 Language Literacy: Journal of Linguistics, Literature, and Language Teaching
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 295
ending page: 305
doi: 10.30743/ll.v10i1.13444

EXPLORING THE IMPACT OF AI TOOLS ON EFL LEARNERS' COMMUNICATION AND AUTONOMY
type: item
description: 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.
creator: Adrian Adrian
creator: Pupung Purnawarman
rights: Copyright (c) 2026 Adrian, Pupung Purnawarman
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 306
ending page: 319
doi: 10.30743/ll.v10i1.13433

CLIMATE STRUGGLE AND IDEOLOGY IN MACRON’S SPEECHES (2024–2025): AN ECO-CRITICAL ANALYSIS
type: item
description: 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.
creator: Anggeli Trisna Mekar Tiara
creator: Marliza Arsiyana
rights: Copyright (c) 2026 Anggeli Trisna Mekar Tiara, Marliza Arsiyana
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 320
ending page: 339
doi: 10.30743/ll.v10i1.13465

LEARNING ARABIC QAWĀ‘ID THROUGH INSTAGRAM: A MULTIMEDIA LEARNING PERSPECTIVE
type: item
description: 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.
creator: Fayza Maulidia
creator: Maman Abdurahman
rights: Copyright (c) 2026 Fayza Maulidia, Maman Abdurahman
date: 2026-06-08
publication date: 2026-06-08
volume: 10
number: 1
starting page: 340
ending page: 354
doi: 10.30743/ll.v10i1.13400

ETHNIC STUDENTS’ MOTIVATION AND LEARNING ENVIRONMENT IN ENGLISH LANGUAGE CLASSROOM IN BANGLADESH
type: item
description: Despite increasing enrollment, ethnic students in Bangladesh face challenges in equitable language learning environments. This research examines obstacles and supportive factors influencing motivation to acquire English and provides insights for developing more inclusive and supportive educational practices for learning the English language. Self-determination theory (SDT) by Deci and Ryan has been applied to focus on three basic psychological needs of learners, such as autonomy, competence, and relatedness. Data was collected through interviews with 10 EFL teachers, classroom observations, and interviews with 30 students. The researcher followed the qualitative method to collect the data, and the data was analyzed using interpretive phenomenological analysis. Findings reveal cultural-linguistic, societal-institutional, and motivational factors affecting acquisition of ethnic students. Therefore, it is imperative to take approaches to cultural sensitivity, enhanced support systems, and policies that promote inclusivity and equal opportunities for all students. Teachers must recognize pronunciation challenges faced by ethnic students, which differ from Bengali learners.
creator: Jiniya Bhoraty
rights: Copyright (c) 2026 Jiniya Bhoraty
date: 2026-06-10
publication date: 2026-06-10
volume: 10
number: 1
starting page: 355
ending page: 367
doi: 10.30743/ll.v10i1.13218

THE ROLE OF FIRST LANGUAGE IN SECOND LANGUAGE ACQUISITION: A CASE STUDY AT A BANGLADESHI UNIVERSITY
type: item
description: The use of Bangla in English classes has been a crucial issue in Bangladeshi classrooms. This research investigates the role of native language use in second language acquisition and the ways students utilize their native language while attempting to manage the interference between the two languages in classroom settings. A qualitative descriptive study was conducted based on five hours of classroom observation and a semi-structured interview schedule administered to four instructors of English at an English-medium private university in Bangladesh. The instruments used in this study where instruments were piloted to ensure consistency. Findings from this study indicated that Bangla served as a cognitive and communication support system for students as they learned English and did not serve as a barrier to the students' ability to learn English. Findings indicated that Bangla served as cognitive and communicative support, helping students clarify complex concepts, negotiate meaning, and generate ideas before producing English output. Findings further indicated that flexible language policies reduced student anxiety and increased participation. Most importantly, Bangla use decreased as students gained proficiency, indicating developmental rather than dependent L1 use. This study supports the notion that students should be encouraged to engage in pedagogically guided translanguaging practices and supports institutional policies that recognize native language use as a legitimate pedagogical resource in English-medium higher education.
creator: Chelsy Tonu Singha
rights: Copyright (c) 2026 Chelsy Tonu Singha
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
starting page: 368
doi: 10.30743/ll.v10i1.13198

WOMEN’S WORLDVIEW IN WARTIME: A GENETIC STRUCTURALIST READING OF ZOULFA KATOUH’S AS LONG AS THE LEMON TREES GROW
type: item
description: 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.
creator: Ninik Hardianti
creator: Nurholis Nurholis
creator: Udayani Permanaludin
rights: Copyright (c) 2026 Ninik Hardianti, Nurholis, Udayani Permanaludin
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13259

POLITICAL DISCOURSE DURING CRISIS: DISCURSIVE STRATEGIES IN PRESIDENTIAL COVID-19 SPEECHES
type: item
description: 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.
creator: Osei Yaw Akoto
creator: Sanka Washew
creator: Kwasi Sarfo-Adu
rights: Copyright (c) 2026 Sanka Washew, Osei Yaw Akoto, Kwasi Sarfo-Adu
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13090

PSYCHOLOGICAL ENTRAPMENT AND SPATIAL POLITICS IN CHARLOTTE PERKINS GILMAN’S THE YELLOW WALLPAPER
type: item
description: This article examines the dialectical relationship between psychological entrapment and spatial politics in The Yellow Wallpaper to critique the domestic ideology of nineteenth-century America. The study explores how domestic and social spaces restrict women’s agency, ability, and well-being through patriarchal expectations embedded within the home. Using theories of psychological entrapment and spatial politics, the analysis focuses on the protagonist’s confinement in the nursery room, where surveillance, enforced isolation, and patriarchal control gradually lead to her psychological breakdown. The room and the yellow wallpaper symbolize the oppressive structures imposed on women, while simultaneously becoming sites of resistance. As the narrative progresses, the protagonist increasingly recognizes and resists the forces that confine her, culminating in the symbolic destruction of the wallpaper. The study argues that Charlotte Perkins Gilman transforms domestic space from a site of oppression into one of psychological and symbolic resistance. By connecting mental confinement with domestic spatial control, the article demonstrates how the story remains a significant feminist critique of patriarchal ideology and domesticity.
creator: Mohanad Naeem Hulaib
rights: Copyright (c) 2026 Mohanad Naeem Hulaib
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13514

INHERITED SILENCE AND DIASPORIC IDENTITY FORMATION IN HALA ALYAN’S SALT HOUSES
type: item
description: In studies of diasporic literature, Salt Houses by Hala Alyan has frequently been examined through the lenses of trauma, displacement, and memory. However, less attention has been given to how silence operated as a mechanism through which these experiences were transmitted across generations. This study examined how inherited silence functioned not merely as the absence of speech, but as a force shaping memory, emotion, and diasporic identity. Tracing a Palestinian family across generations, the novel presented quietness and narrative gaps as embedded in both narrative form and everyday interaction. Drawing on Marianne Hirsch’s concept of postmemory and Stuart Hall’s theory of cultural identity, this study employed qualitative close reading of narrative gaps and silences within the text. The findings showed that the selective withholding of family history, emotional restraint, and epistemic gaps shaped the transmission of memory and the negotiation of diasporic identity across generations. More broadly, this study positioned silence as a communicative mode of transmission that extended existing discussions of postmemory and trauma beyond explicit narration and representation. By foregrounding silence as an active structure rather than a simple absence, this study contributed to broader discussions of intergenerational memory, diasporic belonging, and cultural identity formation. The study was limited to one literary text, which may have restricted broader generalizability.
creator: Sara Magdi Mamdouh Salama
creator: Lili Awaludin
creator: Yoga Sudarisman
rights: Copyright (c) 2026 Sara Magdi Mamdouh Salama, Lili Awaludin, Yoga Sudarisman
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13438

GENDER PERFORMATIVITY AND MANIPULATION IN GILLIAN FLYNN’S GONE GIRL
type: item
description: 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.
creator: Michelle Arletta
creator: Rahayu Puji Haryanti
rights: Copyright (c) 2026 Michelle Arletta, Rahayu Puji Haryanti
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13515

PROMOTING AND PRESERVING MARGINALISED LANGUAGES IN MULTILINGUAL SOCIETIES IN AFRICA
type: item
description: 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.
creator: Billy James Chavalala
rights: Copyright (c) 2026 Billy James Chavalala
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13180

AGE-RELATED ARTICULATORY VARIATIONS OF ARABIC /dˤ/: ACOUSTIC ANALYSIS IN ELDERLY NON-NATIVE SPEAKERS
type: item
description: 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.
creator: Tanzil Nurholis
creator: Mohamad Zaka Al Farisi
creator: Nalahuddin Saleh
rights: Copyright (c) 2026 Tanzil Nurholis, Mohamad Zaka Al Farisi, Nalahuddin Saleh
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13512

POSTCOLONIAL MIMICRY AND ETHNIC HIERARCHIES IN KHALED HOSSEINI’S THE KITE RUNNER
type: item
description: This study analyzed Khaled Hosseini’s The Kite Runner (2003) to expose the legacy of colonial authoritarianism and racial hierarchies that exist within ethnic tensions. Ethnic hierarchies and authoritarian power structures often have deep historical roots and are sustained in institutions in many multi-ethnic societies, making them seem natural in social life. This research examines the representation of ethnic hierarchies in the novel, the construction of the authoritarian legacy, and its reflection on Afghanistan's broader ethnic conflict. This analysis employed a qualitative method, using Homi K. Bhabha's postcolonial theory of mimicry as the analytical framework. Primary data were drawn from the novel, supported by secondary scholarly sources. Previous studies have discussed trauma, racism, and ethnic oppression in the novel; however, limited attention has been given to how colonial authoritarian ideology is reproduced through postcolonial mimicry. This study contributes to postcolonial literary criticism by demonstrating how mimicry operates not merely as cultural imitation but as a mechanism for reproducing authoritarian violence. The findings reveal how the ethnic hierarchy is reinforced through religious discrimination, physical stereotyping, and structural exclusion. Entrenched ethnic hierarchies and authoritarian legacies, reproduced through mimicry and institutionalized by Taliban governance. The conclusion reveals how the colonial legacies continuously reproduce structures of power and racial inequality, which affirms that as a literary text, The Kite Runner reflects both personal redemption and the persistence of colonial legacies in sustaining ethnic oppression. This study is limited to textual analysis and does not address broader historical complexities.
creator: Athaya Haura Ibrahim
creator: Rahayu Puji Haryanti
rights: Copyright (c) 2026 Athaya Haura Ibrahim, Rahayu Puji Haryanti
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13501

DEEP LEARNING IN THE BAMI ARABIC INSTRUCTION METHOD
type: item
description: Arabic language learning practices at Integrated Islamic Schools (SIT) are often dominated by textual memorization and formal grammatical rules, which frequently hinder the development of functional communication skills. This study analyzes the implementation of the BAMI Method (Bahasa Arab Metode Insantama) through a deep learning perspective, focusing specifically on the pedagogical transition from surface-level theory to functional conversation (hiwar). A qualitative approach with a reflective-phenomenological design was employed to capture the essence of the learning transformation. The research involved 20 participants, consisting of one Arabic language teacher and 19 female 11th-grade students at SMAIT Insantama Bogor. Data were gathered through semi-structured interviews, direct classroom observations, and questionnaires. Findings reveal that 78.9% (n=15) of students reported high satisfaction, correlating the method's success with the synergy between contextual teaching and the daily realities of boarding school life. Key results indicate that systematic scaffolding and mindful strategies, such as visual associations and oral exercises, accelerate the internalization of linguistic meaning more effectively. Concurrently, 36.8% (n=7) of students also noted facing challenges in independent practice due to psychological barriers like shyness and physical fatigue during morning sessions. This study concludes that the BAMI Method effectively aligns linguistic mastery with holistic deep learning principles. These findings suggest that integrating more joyful learning elements can further optimize student autonomy and interactive engagement in Arabic pedagogy.
creator: Nasywa Alya Silmina Khoiri
creator: Shofa Mushtofa Khalid
rights: Copyright (c) 2026 Nasywa Alya Silmina Khoiri, Shofa Musthofa Khalid
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13476

ENGLISH LANGUAGE DOMINANCE AND ITS IMPACT ON SEPEDI ORAL PROFICIENCY: A CASE STUDY OF GRADE 11 LEARNERS IN SOUTH AFRICA
type: item
description: 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.
creator: Morokwe Piet Matlebjane
creator: Phaswane Phillip Phokwane
creator: Ngwanamphaga Alettah Matji
rights: Copyright (c) 2026 Morokwe Piet Matlebjane, Phaswane Phillip Phokwane, Ngwanamphaga Alettah Matji
date: 2026-06-12
publication date: 2026-06-12
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13235

NEEDS ANALYSIS OF ACADEMIC ENGLISH SKILLS AMONG ETHIOPIAN POLICE UNIVERSITY STUDENTS
type: item
description: 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.
creator: Geremew Garda Wozie
rights: Copyright (c) 2026 Geremew Garda Wozie
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13136

ILLOCUTIONARY ACTS AND MOTIVATIONAL FUNCTIONS IN DR. JILL BOLTE TAYLOR’S TED TALK MY STROKE OF INSIGHT
type: item
description: 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.
creator: Muna Inarul Hida
creator: Ruminda Ruminda
creator: Hasbi Assiddiqi
rights: Copyright (c) 2026 Muna Inarul Hida, Ruminda, Hasbi Assidqi
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13467

ADJECTIVE SUFFIXATION AND STYLISTIC MEANING IN FRANZ KAFKA’S THE METAMORPHOSIS
type: item
description: This study examines adjective-forming suffixation in Franz Kafka’s The Metamorphosis by integrating derivational morphological analysis with stylistic interpretation. The study aims to identify the types and frequencies of adjective-forming suffixes and to explore their contribution to the novel’s thematic and stylistic construction. Employing a qualitative descriptive approach supported by quantitative frequency analysis, the data were collected from the English translation of The Metamorphosis and analyzed using theories of derivational morphology proposed by Katamba (2018), Plag (2018), and related scholars. The analysis identified 73 valid instances of adjective-forming suffixation distributed across eighteen suffix types. The most productive suffixes were -ful (13 instances), -al (8 instances), -y (7 instances), and -less (6 instances). The findings indicate that most derived adjectives function as qualitative adjectives, describing emotional states, psychological conditions, and physical characteristics, while relational adjectives primarily establish social and contextual relationships. The distribution of suffixes reveals a significant increase in adjective use in the final chapter, corresponding to the intensification of Gregor Samsa’s psychological decline and social isolation. Furthermore, suffixes such as -ful and -less contribute to the representation of suffering, vulnerability, powerlessness, and alienation, which constitute central themes of the novel. The study concludes that adjective-forming suffixation functions not only as a productive morphological process but also as a stylistic resource that supports characterization, thematic development, and meaning construction in literary discourse.
creator: Palqi Wijdani
creator: Nurholis Nurholis
creator: Toneng Listiani
rights: Copyright (c) 2026 Palqi Wijdani, Nurholis, Toneng Listiani
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13563

COOPERATIVE HEGEMONIC MASCULINITY IN DISNEY’S MOANA: NEOLIBERAL GENDER POLITCS AND THE RECONFIGURATION OF PATRIARCHAL AUTHORITY
type: item
description: This study examines the representation of hegemonic masculinity in Disney’s animated film Moana (2016). Drawing on Connell’s theory of hegemonic masculinity, this research employs a qualitative constructionist approach to examine how male authority operates within a seemingly progressive narrative. The analysis focuses on the characters of Moana and Maui, whose dominance, confidence, and technical competence embody traditional masculine ideals. Although the film promotes themes of collaboration and empowerment, Maui’s mentorship continues to shape Moana’s growth, subtly reaffirming male centrality. His transformation from an authoritative figure to a supportive mentor reflects the adaptive nature of hegemonic masculinity, which redefines itself as emotionally intelligent and cooperative rather than overtly dominant. The findings reveal that while Moana advances female empowerment, it simultaneously preserves patriarchal values through subtle mechanisms of validation and guidance. By embedding male authority within a cooperative framework, the film perpetuates traditional gender hierarchies in a modernized and socially acceptable form. This study contributes to media and gender studies by extending Connell’s theory of hegemonic masculinity into the realm of contemporary animated cinema, showing how masculine dominance is recalibrated into culturally acceptable forms of guidance, partnership, and emotional vulnerability without relinquishing structural authority.
creator: Previani Nuzuliansyah
creator: Inayatul Chusna
rights: Copyright (c) 2026 Previani Nuzulliansyah, Inayatul Chusna
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.12276

IMPLEMENTATION OF GENRE-BASED EFL WRITING: CLASSROOM REALITIES IN A VOCATIONAL MUSIC SCHOOL
type: item
description: 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.
creator: Muhammad Ra'is Zhaliifunnas
creator: Rahmi Munfangati
rights: Copyright (c) 2026 Muhammad Ra’is Zhaliifunnas, Rahmi Munfangati
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13461

SOCIOPRAGMATIC STRATEGIES FOR SUNDANESE LANGUAGE PRESERVATION IN YOUTUBE VIDEOS FEATURING DEDI MULYADI
type: item
description: 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.
creator: Imas Melasari
creator: Yayat Sudaryat
creator: Temmy Widyastuti
rights: Copyright (c) 2026 Imas Melasari, Yayat Sudaryat, Temmy Widyastuti
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13494

HUMAN-CENTERED CONCEPTUAL METAPHORS IN PRABOWO SUBIANTO’S INTERNATIONAL DIPLOMATIC SPEECHES: A CRITICAL METAPHOR ANALYSIS IN POLITICAL DISCOURSE
type: item
description: This study examines how recurring human-centered metaphors construct Indonesia’s diplomatic identity and represent the country as a political actor in the international speeches of President Prabowo Subianto. Drawing on Critical Metaphor Analysis (CMA) and the Metaphor Identification Procedure (MIP), the study analyzes sixteen English-language speeches delivered during the first year of Prabowo’s presidency. Metaphorical expressions were identified through systematic linguistic analysis and subsequently interpreted through conceptual mapping and critical explanation. The findings reveal two dominant metaphorical patterns: interpersonal relationship metaphors and human body metaphors. Indonesia and its international partners are frequently represented as “friends,” “brothers,” and members of a “human family,” while global issues and national characteristics are framed through expressions such as “lungs of the earth,” “embedded in our DNA,” and “welcome with open arms.” These metaphors portray Indonesia as cooperative, inclusive, globally engaged, and environmentally responsible. At the ideological level, they function to promote solidarity, legitimacy, and mutual cooperation while simultaneously obscuring strategic interests, power asymmetries, and geopolitical tensions. The study demonstrates that human-centered metaphors serve not only as cognitive and rhetorical devices but also as ideological resources for constructing national identity and shaping international perceptions. By highlighting the role of metaphor in diplomatic communication, this research contributes to the fields of metaphor studies, political discourse analysis, and international political communication.
creator: Farah Fadhilah
creator: Elvi Citraresmana
creator: Ani Rachmat
rights: Copyright (c) 2026 Farah Fadhilah, Elvi Citraresmana, Ani Rachmat
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13447

AUTHENTIC MATERIALS IN EFL READING CLASSROOM: EFFECTS ON STUDENTS’ COMPREHENSION AND MOTIVATION
type: item
description: This study aimed to find out the effect of using authentic materials in learning English, especially for reading comprehension. Besides, the students’ motivation in reading was also explored. This study employed a quantitative experimental design using a one-group pre-test/post-test approach. The population consisted of 11 first-grade classes at a senior high school in Langsa. One class of 25 students was selected through purposive sampling as the sample. A reading test in the form of multiple choices and a student response questionnaire were administered to collect the data. The results showed that there is a good improvement in students’ reading comprehension. This finding is supported by the difference between the pre-test and post-test scores. Students’ average scores improved from 56.8 (pre-test) to 80.8 (post-test), surpassing the minimum competency standard. Students also reported increased interest, motivation, and vocabulary acquisition when using authentic materials. Findings suggest that authentic materials can enhance reading comprehension and student motivation. This study contributes to EFL pedagogy by demonstrating the effectiveness of authentic materials in improving reading comprehension and motivation. However, the study was limited to one class and may not generalize to broader populations.
creator: Meutia Aulia Saputri
creator: Evi Zulida
creator: Surya Asra
creator: Fadlia Fadlia
rights: Copyright (c) 2026 Meutia Aulia Saputri, Evi Zulida, Surya Asra, Fadlia
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13413

CHILDREN’S EMPOWERMENT IN THE LITTLE PRINCE: A LITERARY ANALYSIS BASED ON ANSHORI’S FRAMEWORK
type: item
description: 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.
creator: Ning Difani Wulan
creator: Adam Anshori
rights: Copyright (c) 2026 Ning Difani Wulan, Adam Anshori
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13452

EXPLORING JAPANESE POLITENESS STRATEGIES IN MORIARTY THE PATRIOT: A PRAGMATIC ANALYSIS OF WILLIAM JAMES MORIARTY’S UTTERANCES
type: item
description: 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.
creator: Defi Rahmawati
creator: Dwi Puji Asrini
rights: Copyright (c) 2026 Defi Rahmawati, Dwi Puji Asrini
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13480

REPRESENTING SOCIAL RELATIONS THROUGH ADDRESS TERMS IN ZOOTOPIA
type: item
description: 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.
creator: Syifa Zahra
creator: Muhammad Hafiz Kurniawan
rights: Copyright (c) 2026 Syifa Zahra, Muhammad Hafiz Kurniawan
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13485

DIGITAL TECHNOLOGY INTEGRATION IN TEXT-BASED ENGLISH FOR FRONT OFFICE INSTRUCTION IN VOCATIONAL TOURISM EDUCATION: A MIXED METHOD STUDY
type: item
description: This study investigates how digital technology is integrated into text-based English for Front Office (EFO) instruction to support language literacy, digital literacy, and employability skills in vocational tourism education. The integration of digital technology in English for Specific Purposes (ESP) has often been tool-oriented, with limited attention to teachers’ pedagogical practices in vocational contexts. The study employed a mixed-method design with an explanatory sequential approach involving 20 English teachers from vocational tourism schools. Data were collected through questionnaires, interviews, and document analysis. The data were analyzed using descriptive statistics and thematic analysis. The findings reveal that teachers utilize various digital technologies, including learning management systems, presentation tools, communication applications, video editing tools, virtual tours, and AI-based applications. These technologies are integrated through multimodal literacy practices such as role-play simulations, video projects, virtual tour narratives, and interactive assessments that engage students in reading, writing, speaking, and digital meaning-making. However, teachers face challenges related to limited infrastructure, varying levels of digital literacy competence, student motivation, and increased instructional workload. The study concludes that pedagogically grounded digital technology integration enhances text-based EFO learning by supporting language literacy and digital literacy in authentic workplace contexts. The findings imply the need for continuous teacher professional development and institutional support to promote sustainable literacy-oriented digital pedagogy in vocational tourism education. This study contributes to literacy-oriented ESP pedagogy by foregrounding teachers’ digital pedagogical practices in vocational tourism education.
creator: Ni Putu Era Marsakawati
creator: Rima Andriani Sari
creator: I Ketut Armawan
creator: Putu Ayu Prabawati Sudana
rights: Copyright (c) 2026 Ni Putu Era Marsakawati, Rima Andriani Sari, I Ketut Armawan, Putu Ayu Prabawati Sudana
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13245

PERCEPTION–PRACTICE GAPS IN BLENDED LEARNING: ENGLISH TEACHERS’ PRACTICES AND CHALLENGES IN TEACHING WRITING AT ADDIS ABABA UNIVERSITY
type: item
description: Blended learning (BL) has been widely recognized as a promising approach for enhancing English language teaching and learning. This study investigated the perception–practice gap in blended learning implementation among English language teachers at Addis Ababa University, particularly in teaching writing skills. A convergent mixed-methods design was employed by combining survey data collected from 31 English language teachers with semi-structured interviews conducted with six participants. Quantitative and qualitative data were analyzed separately and later integrated to provide a comprehensive understanding of teachers’ perceptions and classroom practices. The findings revealed that teachers valued blended learning for improving student motivation, flexibility, learner autonomy, and access to learning resources. However, its actual implementation remained limited and largely informal. In practice, blended learning was mainly restricted to material sharing, task assignment, and communication through messaging applications. Major challenges include unreliable internet connectivity, inadequate technological infrastructure, insufficient practical training, and weak institutional support as key contributors to the perception–practice gap. The findings suggest that successful blended learning implementation requires institutional investment in technological infrastructure, sustained professional development, and stronger policy support. The study contributes to current discussions on technology integration in English language teaching by highlighting the contextual realities of blended writing instruction in Ethiopian higher education.
creator: Agmasie Tarekegn Mekonnen
creator: Hailom Banteyerga Amaha
rights: Copyright (c) 2026 Agmasie Tarekegn Mekonnen, Hailom Banteyerga Amaha
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13376

EMOTIONAL LANGUAGE IN SELF-IMPROVEMENT BOOK BLURBS: A PSYCHOLINGUISTIC APPROACH TO AFFECTIVE READER ENGAGEMENT
type: item
description: 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.
creator: Isabela Widya Nadita
creator: Emy Sudarwati
rights: Copyright (c) 2026 Isabela Widya Nadita, Emy Sudarwati
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13535

A MULTIMODAL ANALYSIS OF FRENCH MULTINATIONAL LIPSTICK ADVERTISEMENTS ON YOUTUBE (2024-2025)
type: item
description: 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.
creator: Eva Margareth Sylvana Tio
creator: Tri Indri Hardini
creator: Rika Widawati
rights: Copyright (c) 2026 Eva Margareth Sylvana Tio, Tri Indri Hardini, Rika Widawati
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13453

DIGITAL STORYTELLING IN EFL CLASSROOM: SPEAKING AND CREATIVE THINKING SKILLS
type: item
description: This study investigated EFL students’ speaking and creative thinking skills through digital storytelling activities using Book Creator. The objectives were to assess changes in speaking performance, evaluate creative thinking levels, and explore the Book Creator’s role in supporting both skills. This study employed a pre-experimental one-group pretest–posttest design within a quantitative framework. Data were collected through pretest and posttest speaking scores, rubric-based creative thinking assessment, and field notes. The findings showed a marginal increase in mean speaking scores from 78.30 to 78.48. However, the paired-sample t-test indicated that the improvement was not statistically significant (Sig. = 0.831). In contrast, students demonstrated competence to excellent creative thinking, evident in their ability to generate and express ideas through visual, written, and audio elements. Field notes indicated increased comfort in independent recording, although speaking anxiety persisted. These findings suggest that digital storytelling facilitated idea expression and organization but did not significantly improve speaking performance. This study contributes by integrating multimodal digital storytelling into EFL contexts, highlighting its potential for fostering creativity despite its limited impact on speaking performance. Future research may further explore cognitive load, interactive speaking practices, and other 4C skills to provide a more holistic understanding of DST in EFL contexts.
creator: Dinda Hanifa Dewi
creator: Arjulayana Arjulayana Arjulayana
creator: Yudhie Indra Gunawan
rights: Copyright (c) 2026 Dinda Hanifa Dewi, Arjulayana, Yudhie Indra Gunawan
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13422

OBJECTIFICATION AND COMMODITY FEMINISM IN PANTENE INDONESIA ADVERTISEMENTS: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS
type: item
description: Advertising plays a significant role in shaping public perceptions of gender and beauty, often reinforcing dominant social ideologies through verbal and visual representations. This study investigates how women are objectified in Indonesian hair-care advertising by analyzing two Pantene commercials, The Raline Look Super Straight Hair! (2015) and For Hair, No More Half-Hearted! (2022). The study aims to examine the discursive strategies through which these advertisements construct female identity and reproduce gendered power relations within neoliberal consumer culture. This research employs Multimodal Critical Discourse Analysis (MCDA), integrating Fairclough’s three-dimensional framework of Critical Discourse Analysis, van Leeuwen’s theory of visual representation, and Nussbaum’s theory of objectification. The analysis focuses on spoken utterances, on-screen text, visual representations, and character interactions to explore the relationship between textual features, discursive practices, and broader social structures. The findings reveal that both advertisements construct women as deficient subjects whose social value depends on achieving an idealized hairstyle through product consumption. The 2015 commercial associates flawless hair with personal identity, attractiveness, and self-worth, thereby positioning women as objects of visual evaluation. Meanwhile, the 2022 commercial employs performative shaming, in which a male character attributes a woman’s romantic failure to inadequate hair care, reinforcing male authority in defining female value. Across both advertisements, objectification is normalized through narratives framed as humorous, aspirational, and empowering, obscuring the patriarchal assumptions embedded within the promotional discourse. The study concludes that Pantene’s advertising discourse reproduces and adapts patriarchal ideologies by linking female worth to physical appearance and consumer practices.
creator: Albert Tallapessy
creator: Ghanesya Harimurti
rights: Copyright (c) 2026 Albert Tallapessy, Ghanesya Hari Murti
date: 2026-06-15
publication date: 2026-06-15
volume: 10
number: 1
doi: 10.30743/ll.v10i1.13466