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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan JALC : Journal of Applied Linguistics and Studies of Cultural Jurnal Ragam Pengabdian
Alya Syahlani Saragih
Universitas Islam Negeri Sumatera Utara
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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LINGUISTIC STRATEGIES IN THE DISSEMINATION OF HOAXES ON TIKTOK: THE ROLE OF HASHTAGS IN SHAPING PUBLIC MISCONCEPTIONS Sholihatul Hamidah Daulay; Alya Syahlani Saragih; Lintang Bidadari
JALC : JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jalc.v3i2.556

Abstract

This study explores how hoaxes spread on TikTok by focusing on the use of language and hashtags as tools to influence public perception. Through the analysis of viral videos from 2025, the research uncovers how strategies like impersonating authority, emotional appeals, and simplified narratives are used to make false information feel convincing. Hashtags such as #fyp, #beritahoax, #deepfake, and #indonesiagelap play an important role in increasing visibility and shaping the tone of the content. These hoaxes often appear relatable, urgent, or credible—even when they are misleading. The findings show that TikTok’s algorithm, combined with the strategic use of language, makes it easy for misinformation to spread and influence how people perceive certain issues. The study highlights how easily misinformation can circulate in emotionally driven digital spaces and why digital literacy is essential to help users recognize and respond to manipulative content.
Run-On Sentence Errors in Indonesian Efl Learners’ Writing : Penelitian Lintang Bidadari; Alya Syahlani Saragih; Andre Widianto; Rasid Saleh Matondang; Siti Ismahani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5114

Abstract

Writing is a complex skill for English as a Foreign Language (EFL) learners, particularly in terms of grammatical accuracy. One common grammatical problem found in students’ writing is the occurrence of run-on sentence errors, which reduce clarity and coherence. This study aimed to analyze the types of run-on sentence errors produced by Indonesian EFL learners and to examine how these errors can be reconstructed into well-formed English sentences. The study employed a qualitative descriptive research design involving eighthgrade junior high school students selected through purposive sampling. The data were collected from students’ handwritten descriptive paragraphs and analyzed by identifying run-on sentence errors, classifying them into types, and reconstructing the incorrect sentences using appropriate punctuation and coordinating conjunctions. The findings revealed two main types of run-on sentence errors: fused sentences and comma splices, with fused sentences occurring more frequently. The results indicate that learners experience difficulties in recognizing sentence boundaries and applying correct punctuation in English. The study suggests that explicit instruction focusing on sentence structure and clause relationships is essential to reduce run-on sentence errors in EFL writing.
English Teacher’ Strategies to Teach Listening of ADHD in Senior High School Alya Syahlani Saragih; Diah Safitri Armin
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/k057zv74

Abstract

This study investigated the strategies used by an English teacher to improve the listening skills of a student with Attention Deficit Hyperactivity Disorder (ADHD) in an inclusive senior high school classroom. Using a qualitative case study design, data were collected through semi-structured interviews and classroom observations involving one English teacher who taught a student with ADHD. The data were analyzed using thematic analysis. The findings revealed six major themes: the teacher’s adaptation process, the student’s characteristics and responses during listening activities, the use of simple and repetitive instructions, the use of visual media and animation, challenges in managing distractions, and the development of the student’s focus skills. The teacher implemented various adaptive strategies, including individual guidance, repeated instructions, simplified explanations, audio-visual materials, and supportive teacher and student interactions. These strategies helped increase the student’s engagement and participation in listening activities despite ongoing attention difficulties. The study also found that the teacher relied primarily on personal teaching experience rather than formal training in inclusive education. The findings highlight the importance of adaptive teaching practices and the need for professional development programs to better prepare teachers to support students with ADHD in inclusive EFL classrooms.
Co-Authors Andre Widianto Diah Safitri Armin Lintang Bidadari Rasid Saleh Matondang Sholihatul Hamidah Daulay Siti Ismahani