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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Panggung Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal Edu-Ling: Journal of English Education and Linguistics JURNAL EDUCATION AND DEVELOPMENT LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL PENDIDIKAN TAMBUSAI JEES: Journal of English Educational Study Jurnal Ilmiah Aquinas JURNAL MUTIARA PENDIDIKAN INDONESIA Jurnal Pendidikan dan Konseling Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Elsya : Journal of English Language Studies Pioneer: Journal of Language and Literature JURNAL ILMIAH SIMANTEK JURNAL ILMIAH KOHESI Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Suluh Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Sinestesia Jurnal Visi Pengabdian Kepada Masyarakat International Journal of Community Service ALACRITY : Journal Of Education Joal : Journal of Applied Linguistics Linguistic, English Education and Art (LEEA) Journal Jurnal Kajian Ilmu Pendidikan (JKIP) Journal Of Human And Education (JAHE) The Explora Academic Journal Perspective : Education, Language, and Literature Kajian Linguistik dan Sastra Journal of Language and Literature Studies HUMAN: South Asian Journal of Social Studies Innovative: Journal Of Social Science Research SOCIETIES: Journal of Social Sciences and Humanities Journal of Language Education Journal of English Language Teaching, Literatures, Applied Linguistics Panggung Journal of English Language Teaching and Literature (JELITA) Inovasi Kurikulum
Arsen Nahum Pasaribu
Universitas HKBP Nommensen
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Politeness Strategy and Principles Used in Conversation on Green Book Film Yosia Rajagukguk; Erika Sinambela; Arsen Nahum Pasaribu
International Journal of Educational Research & Social Sciences Vol. 2 No. 3 (2021): June 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i3.47

Abstract

The aims of this study is to examine the Politeness Principles and Politeness Strategy in the context of the film Green Book. This is a qualitative study, and the data are analyzed descriptively. The data was collected and shown in a table, which included turn-taking, speech, and speakers. This study's findings revealed four key points. To begin, Brown and Levinson's theory suggested three politeness concepts and four politeness strategies: positive face, negative face, and face threatening-acts as politeness principles, and positive politeness strategy, negative politeness strategy, bald on-record, offrecord. Second, the politeness strategy On-record, off-record, pessimistic face, good face, they were both bald. Finally, the most common forms of politeness values were negative face (45.5%) and negative politeness technique (36.4%). Finally, the most strong of negative politeness accounted for 36.4% of all politeness strategies, followed by optimistic politeness and off-record politeness strategies, both accounting for 27.3%, and bald on-record politeness accounting for 18.2%
The Effect Of Using Task Based Language Teaching In Teaching Speaking Virtually For The Seventh Grade Students Of Methodist-2 Medan Jessica Tryadi; Sondang Manik; Arsen Nahum Pasaribu
International Journal of Educational Research & Social Sciences Vol. 2 No. 4 (2021): August 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i4.144

Abstract

The study is intended to see whether using task-based language teaching invirtual classroom is effective in teaching speaking for the seventh grade studentsof SMP Methodist-2 Medan. Asking students to memorize expressions used indialogues is not the key to achieve success in teaching speaking for students.Language learners should be able to communicate not only in the classroompractices but also in the real situations. Creating such situations in an onlineclass are challenging yet essential to help students acquire speaking skills.Task-Based Language Teaching is the way to solve the problem where learnersare provided with chances to learn language by working to complete ameaningful task. The writers want to find out whether using task-basedlanguage teaching (TBLT) in teaching speaking can overcome the challenge andcan make significant effect in teaching speaking English especially when it isconducted on virtual classes. This is an experimental research. Analyzing theeffect of the implementation of using the approach in teaching speaking for theseventh grade students of SMP Methodist-2 Medan is conducted virtually. Theresult of this research is alternative hypothesis (H1) which states that studentswho are taught through task-based language teaching have better speaking skillthan those who are not.
EXPLORING STUDENTS’ INTEREST IN LEARNING ENGLISH AS A FOREIGN LANGUAGE THROUGH TRADITIONAL GAMES IN 2nd GRADERS nurasid, Ami; Pasaribu, Arsen Nahum; Sinambela, Erika; Zour, Minliw; Wag, Yong
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1917

Abstract

This study investigates students’ interest in learning English as a foreign language through traditional games in primary school. Using a qualitative descriptive method, the research focuses on student interest based on classroom observations and interviews, applying Schiefele’s (2009) indicators of student interest. The study population includes grades 2A, 2B, and 2C (87 students) at SDIT Permata Hati, Tebing Tinggi. A purposive sample of 29 students from grade 2B was selected. Data collection involved interviews and classroom observations. The findings indicate that a majority of students show high interest in learning English through traditional games. During game-based activities, 96% of students demonstrated positive emotional responses such as excitement and enthusiasm, reflecting key indicators of interest. These results suggest that traditional games can effectively enhance student motivation and engagement in English learning. The findings offer practical implications for English teachers in utilizing traditional games as instructional media. Moreover, the study recommends further research to explore the effectiveness of traditional games in secondary school contexts, particularly in enhancing interest and developing language skills such as listening, speaking, reading, and writing.
An Investigation of Illocutionary Acts in ChatGPT’s Responses on Students’ Questions Halawa, Ardiwan; Manik, Sondang; Pasaribu, Arsen Nahum
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1247

Abstract

This study examines the realization of illocutionary acts in ChatGPT’s responses to students, focusing specifically on representative and directive illocutionary acts based on John R. Searle’s Speech Act Theory (1979). As artificial intelligence becomes increasingly integrated into educational contexts, understanding how AI performs communicative actions through language is essential from a pragmatic perspective. This research employs a qualitative descriptive method to analyze 256 ChatGPT utterances collected from written interactions with 20 English Literature students. The students were asked to engage in natural conversations with ChatGPT, while the analysis concentrated exclusively on ChatGPT’s responses as the primary data. The findings reveal that representative illocutionary acts are dominant, occurring in 150 utterances (58.37%), while directive illocutionary acts appear in 106 utterances (41.63%). Representative acts are primarily used to explain, define, and evaluate information, positioning ChatGPT as an informative and explanatory interlocutor. Directive acts function mainly to provide guidance, suggestions, and encouragement, supporting students’ decision-making and problem-solving processes. This distribution indicates that ChatGPT balances informational and instructional roles in academic interaction. The study concludes that ChatGPT demonstrates emerging pragmatic competence in educational settings through its effective use of representative and directive illocutionary acts. However, the findings are limited to a specific academic context and two illocutionary categories. Future research is encouraged to explore other types of speech acts and broader educational environments to further examine AI-mediated academic discourse.
Code-Mixing in Agatha Chelsea’s Utterances on Raditya Dika’s YouTube Podcast Nababan, Sundari Daratista; Pasaribu, Arsen Nahum; Sembiring, Rony Arahta
Kajian Linguistik dan Sastra Vol. 5 No. 2 (2026): Mei 2026
Publisher : Prodi Sastra Indonesia, FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/kalistra.v5i2.54197

Abstract

This study aims to analyze the types and contextual patterns of code-mixing in the utterances of Agatha Chelsea on Raditya Dika’s YouTube podcast using Muysken’s (2000) typology. This study employs a descriptive qualitative method. The data consist of 173 utterances containing Indonesian-English code-mixing, collected through documentation and transcription, while data analysis is conducted using coding based on Muysken’s structural classification and contextual observation. The results show that insertion is the dominant type (67.6%), followed by alternation (15.0%) and congruent lexicalization (17.4%). In terms of conversational contexts, insertion functions as a basic strategy across all settings. Alternation appears most frequently in interpersonal and relational contexts, where it marks shifts in perspective. Congruent lexicalization is prominent in academic and scientific discourse as well as in professional and creative practice, reflecting closer structural integration between the two languages. These findings indicate that code-mixing in Agatha Chelsea’s speech is systematic and varies according to conversational context. Abstrak Penelitian ini bertujuan untuk menganalisis tipe dan pola kontekstual campur kode dalam tuturan Agatha Chelsea pada podcast YouTube Raditya Dika menggunakan tipologi Muysken (2000). Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data berupa 173 ujaran yang mengandung campur kode bahasa Indonesia-Inggris dikumpulkan melalui teknik dokumentasi dan transkripsi, sedangkan analisis data dilakukan dengan teknik pengkodean berdasarkan klasifikasi struktural Muysken dan observasi kontekstual. Hasil penelitian menunjukkan bahwa insertion merupakan jenis yang paling dominan (67,6%), diikuti oleh alternation (15,0%) dan congruent lexicalization (17,4%). Dalam konteks percakapan, insertion berfungsi sebagai strategi dasar di seluruh situasi. Alternation paling banyak ditemukan dalam konteks interpersonal dan relasional, berfungsi menandai pergeseran perspektif. Congruent lexicalization muncul secara menonjol dalam wacana akademis dan ilmiah serta praktik profesional dan kreatif, mencerminkan integrasi struktural yang lebih erat antara kedua bahasa. Temuan ini menunjukkan bahwa campur kode dalam tuturan Agatha Chelsea bersifat sistematis dan bervariasi sesuai konteks percakapan.
INVESTIGATING LANGUAGE STYLE IN H3 PODCAST YOUTUBE CHANNEL Meysi Natasya Sitepu; Arsen Nahum Pasaribu; Donna Ria Pasaribu
Linguistik : Jurnal Bahasa dan Sastra Vol 11, No 2 (2026): LINGUISTIK : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v11i2.281-287

Abstract

This study aims to identify the types of language styles and determine the dominant style used by audiences in the YouTube comment section of the H3 Podcast channel. This research employs a descriptive qualitative approach based on Martin Joos’s theory of language style, which classifies language into five categories: frozen, formal, consultative, casual, and intimate. The data consist of English comments collected from three H3 Podcast videos with high audience engagement. The data were collected through documentation by selecting relevant comments and analyzed based on the linguistic characteristics of each language style. The findings reveal that four types of language styles are used, namely casual, intimate, consultative, and formal, with casual style being the most dominant. This dominance indicates that digital communication in YouTube comment sections tends to be informal, spontaneous, and expressive. The findings also confirm that Martin Joos’s theory remains relevant in analyzing language use in contemporary digital communication contexts.
The Analysis of Slang Variation and Emotional Expression in Selected Song Lyrics by Billie Eilish[ Sinta Elsalina Sinulingga; Arsen Nahum Pasaribu; Rotua Elfrida Pangaribuan
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.526

Abstract

This study analyzes slang variation and emotional expression in selected song lyrics by Billie Eilish using sociolinguistic and pragmatic approaches. Previous studies have generally examined slang usage and emotional expression separately, with limited attention to how slang contributes to emotional meaning construction in contemporary popular music. This study addresses that gap by investigating the relationship between slang variation, emotional expression, and identity representation in Billie Eilish’s lyrics. The study also contributes theoretically by integrating sociolinguistic theories of slang with pragmatic analysis of emotional meaning. This research employs a qualitative descriptive method with data collected from nine selected songs: “Bad Guy,” “Bury a Friend,” “Therefore I Am,” “Lost Cause,” “Your Power,” “Happier Than Ever,” “My Strange Addiction,” “idontwannabeyouanymore,” and “Six Feet Under.” The findings reveal three types of slang: General Slang (45%), Creative Slang (32.5%), and Group Slang (22.5%). General Slang is dominant because it creates conversational authenticity and emotional closeness with listeners. The emotional expressions identified include sadness (30%), anger (22.5%), fear or anxiety (17.5%), frustration (12.5%), insecurity (7.5%), emotional vulnerability (5%), and confidence or rebellion (5%). The findings demonstrate that slang functions not only as informal language but also as a sociolinguistic and pragmatic strategy for intensifying emotional meaning, expressing identity, and representing youth culture in contemporary song lyrics.
DEVELOPING A DIGITAL LITERACY-BASED EFL LEARNING MODEL FOR SENIOR HIGH SCHOOL STUDENTS Donnes Harianto Sirait; Arsen Nahum Pasaribu; Sondang Manik
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2474

Abstract

This study addresses the limited integration of digital literacy in English as a Foreign Language (EFL) classrooms, where instructional practices often emphasize language forms without fostering students’ ability to critically engage with digital content. Despite the growing importance of digital literacy, there is still a lack of structured learning models that systematically integrate digital competencies with English learning outcomes. Therefore, this study aims to develop and evaluate a Digital Literacy-Based English Learning Model (DL-EFL) for senior high school students. This research employed a Research and Development (R&D) design using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 37 twelfth-grade students at Senior High School 1 Talawi. Data were collected through observations, interviews, questionnaires, and pretest posttest assessments. The data were analyzed using descriptive quantitative techniques, including validity, practicality, and effectiveness testing through Normalized Gain (N-Gain).The findings reveal that the existing integration of digital literacy in English learning was not optimal and lacked structured guidance. The developed DL-EFL model was validated as highly valid by experts and highly practical based on student responses. In terms of effectiveness, the model significantly improved students’ learning outcomes, as indicated by an average N-Gain score of 0.74 (high category).his study contributes to the field of digital pedagogy by providing a structured and empirically validated learning model that integrates digital literacy into EFL instruction. The model offers practical guidance for teachers to design interactive, student-centered, and technology-enhanced learning environments, thereby supporting both language proficiency and digital competence in the digital era.
Training Teachers To Use Action Research In The Classroom Arsen Nahum Pasaribu; Sondang Manik; Erika Sinambela; Tiara K Pasaribu; Jubil Ezer Sihite; Rony Arahta Sembiring; Febrika Dwi Lestari; Ance Juliet Panggabean
International Journal Of Community Service Vol. 1 No. 2 (2021): August 2021 (Indonesia - Malaysia)
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v1i2.24

Abstract

Teachers are trained in senior high schools to increase their competence in designing and implementing CAR in the classes they teach. Seven students and eight teachers from SMAN 2 Panyabungan made up the training participants for this course. On the first day, CAR planning was stressed, and on the second day, CAR implementation was detailed. The community service was conducted by 8 lecturers of Universitas HKBP Nommensen Medan, on March 5-6, 2021. The results show that teachers' understanding of the CAR cycle had increased, however they required additional training to improve their ability to collect data and do data analysis techniques.
Reading Comprehension Difficulties on Students’ Perception in Narrative Text Dewi Purnamasari Laia; Arsen Nahum Pasaribu; Lastri Wahyuni Manurung
Journal of Language Education (JoLE) Vol. 2 No. 2 (2024): June
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v2i2.160

Abstract

This research aims to identify the reading comprehension difficulties faced by eleventh-grade students and how to solve the students' reading comprehension difficulties. This research uses mixed methods with an explanatory sequential design to collect data, both quantitative and qualitative. They are reading tests to collect quantitative data and interviews to collect qualitative data. Twenty students from SMKN 1 Lolomatua participated in obtaining quantitative and qualitative data. The research results showed that 76,25% of students experienced difficulty in making conclusions. Second, 44.3 % of students had difficulty determining the main idea. Third, 68,3 % of students have difficulty interpreting vocabulary. Fourth, 45 % of students found it difficult to identify references. Fifth, 52 % of students had difficulty detailing information. Then, four are the strategies to solve students' difficulties in reading comprehension. They are students who have to read a lot of English books, master the vocabulary, and find synonyms and antonym words. For pronunciation, students can use smartphone applications.
Co-Authors Agnes Caroline Baene Agnes Shinta Sibarani Agustina Septua Sapta Sihotang Agustinus Gea AMANDO SINAGA Amos Ruben Panjaitan Anita Purba Ardiwan Halawa Argatha Samuel Riandika asaribu, Tiara K Bakara, Julita Cici Melysa Desminar Debora Rangkuti Desminar Debora Rangkuti Desy Deria Panggabean Dewi Purnamasari Laia Dicky Armey S Brahmana Donna Pasaribu Donna Ria Pasaribu Donna Ria Pasaribu Donnes Harianto Sirait Dorayanti Lumban Gaol Dwi Handayani Silitonga Eka Sarinah Napitupulu Elisabet Dakhi Endang Rotua Panjaitan Epi Hetnawati Simangunsong Era Mita Theresia Simamora Erika Sinambela Erikson Saragih Ester Alischa M Eston Hernandes Panggabean Fadhila, Fara Febrika Dwi Lestari Fider Putri Hartati Gea Frilia, Yudithy Galingging, Kamaluddin Gea, Agustinus Geby Apriyanti Sigalingging Ginting, Dameria Gunawati Gho Halawa, Ardiwan Happy Waruwu Harefa, Febriwan Hutauruk, Melisa Novriarta Immanuel Padang Jakub Širlo Jednostranná Jeli Elvira Mangaraja Jessica Tryadi Joseph Anderson Gulo Jubil Ezer Sihite Jubilizer Sihite Junianti Naibaho Junita Batubara Kammer Tuahman Sipayung Kartini Manalu Kathleen Phoibe Manullang Keren Febrian Mendrofa Ketaren, Selfiyani Kevin Yvonnaha Harefa Khadijah Kristiani Lisma Vera Br Ginting Kristina Butar Butar Laia, Dewi Purnamasari Lastri Wahyuni Manurung Leriana Leriana Leriana Marbun Leriana Marbun Lismawati Sarumaha Mangaraja, Jeli Elvira Manullang, Vitri Rosalina Marbun, Leriana Maria Elizabet Silitonga Martina Holcová Libeř, Libeň č.p Melissa Sidauruk Melysa, Cici Metta Indah Jayanti Mey Trisnawati Hulu Meysi Natasya Sitepu Milala, Herian Bastanta Miranda Wangisari Padang Mutiara Zai Nababan, Ester Maria Nababan, Sundari Daratista Nainggolan, Lasmaida Napitupulu, Agustin Praspinsa Niadaniati Silitonga Nova Claudia Tampubolon nurasid, Ami Nurmayanti Margaret Panggabean Pasaribu, Dusman PASARIBU, TIARA K Poster Sagala Putri M Situmeang Putri Novita Nainggolan Ray Josua Putra Sidabutar Rikky Yosep Munthe Rini Saragih Rismauli Tinambunan Rizky Munthe Rony Arahta Sembiring Rotua Elfrida Rowinda Nicayana Simarmata Sabam Simandalahi Sahlan Tampubolon Samuel Situmeang Saragih, Yohana Insani Sarma Panggabean Septian Mangaratua Panjaitan Siahaan, Restu Berkah Sibagariang, Ruth Olga Sigalingging, Jernih Sihite, Jubil Ezer Sinaga, Eunike Angita Sinta Elsalina Sinulingga Sintia Friskila Rajagukguk Sipahutar, Ike Nurmayanti Sitompul, Dewi Sartika Sondang Manik Surbakti, Tiara Sari Tarigan, Enina Putri Aurora Br Tiara K asaribu Tiara K Pasaribu TIARA K. PASARIBU Tiara K. Pasaribu Tinambunan, Rismauli Titin Dismayanti Tumanggor Tresha Elyenta Rumapea Vitri Rosalina Manullang Wag, Yong Wiwik Damanik Wulan Sari Silalahi Yosia Rajagukguk Yuly Enjelina Br Pandia Yuni Siregar Zamorano, Alex Žaneta Kváčová Budovatelů Zour, Minliw