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All Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Siti Sopiah
Universitas Islam Nusantara
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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INTEGRATING INTENTION ATTRIBUTION INTO HATE SPEECH CORPUS IN THE INDONESIAN CONTEXT: A PRAGMATIC FRAMEWORK FOR NLP FOUNDATIONS Fauzan Novaldy Pratama; Eri Kurniawan; Andika Dutha Bachari; Siti Sopiah; Zainul Muttaqin
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10932

Abstract

This study develops a hate speech corpus by integrating Searle’s Speech Act theory to identify the illocutionary intentions behind offensive utterances, elaborated in two research objectives: 1) identifying illocutionary points within the corpus containing social identity content by employing Searle’s speech acts approach, and 2) evaluating corpus quality from a natural language processing perspective. Achieving these objectives requires a methodology that integrates linguistically qualitative description with quantitative machine learning measurement. The data was obtained from a readjusted corpus, with a focused annotation on 3,315 data points containing social identity markers. The study employed a qualitative linguistic framework for intention attribution, followed by a quantitative evaluation using a hybrid BiLSTM-IndoBERT algorithm to assess corpus consistency and model predictability. The findings indicate that hate speech in the Indonesian context is predominantly manifested through negatively expressive utterances, with religion being the most frequent target, followed by ethnicity-based directive attacks. The hybrid model achieved an F1-score of 87%, demonstrating the viability of the annotated corpus for automated detection. Integrating intention attribution provides a more granular linguistic foundation for language models compared to purely semantic-based approaches. This study offers a framework for stakeholders to map hate speech patterns, though future work should incorporate more diverse sociopolitical contexts.
TEYL PRINCIPLES IN PRACTICE: A CONTENT ANALYSIS OF PRE-SERVICE TEACHERS’ DIGITAL STORYTELLING VIDEOS Siti Sopiah
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10393

Abstract

This study investigates how Teaching English to Young Learners (TEYL) principles are represented in digital storytelling videos created by pre-service teachers. Drawing on theories of digital storytelling and TEYL pedagogy, the study aims to examine the extent to which Meaningful Learning, Contextualization, Interaction, Scaffolding, Repetition and Recycling, and Affective Engagement are integrated into digital learning media. A qualitative content analysis was employed to analyze seven digital storytelling videos produced by pre-service teachers within a single instructional context. The videos were selected using purposive sampling based on specific criteria, and the data were analyzed using a coding framework derived from established TEYL principles. The findings reveal an uneven integration of pedagogical principles. Meaningful Learning, Contextualization, and Affective Engagement are consistently implemented at a strong level, indicating that pre-service teachers are able to create engaging and context-rich storytelling. However, Interaction and Scaffolding are weakly represented, with most videos relying on one-way narration and limited instructional support. Repetition is present across videos but is generally used as a narrative feature rather than as a structured learning strategy. Only one video demonstrates a balanced integration of all principles. These findings suggest that pre-service teachers tend to approach digital storytelling as a performance-oriented activity rather than a pedagogically driven instructional tool. The study contributes to the literature by highlighting the gap between the theoretical potential of digital storytelling and its practical implementation in TEYL contexts. It also emphasizes the need for teacher education programs to provide more explicit guidance on integrating pedagogical principles into digital media design. 
Co-Authors Andika Dutha Bachari Eri Kurniawan Fauzan Novaldy Pratama Zainul Muttaqin