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All Journal Linguistica BAHAS Al Ishlah Jurnal Pendidikan Indonesian Journal of Education, Social Sciences and Research (IJESSR) LINGUISTIK TERAPAN Student Scientific Creativity Journal Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED AR-RUMMAN: Journal of Education and Learning Evaluation
Muhammad Natsir
Universitas Negeri Medan
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE USE OF DEIXIS IN STUDENTS’ WRITING DESCRIPTIVE TEXTS Mutia Olivia Indriastuti; Anni Holila Pulungan; Muhammad Natsir
LINGUISTIK TERAPAN Vol 20, No 3 (2023): December, 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v20i3.58571

Abstract

Students are able to convey their ideas, emotions, and feelings to the reader through their piece of writing. One area of pragmatics called deixis is also one of the writing aspects that students must be aware of in order provide meaning in writing. This article was aimed to found  how  the reason deixis used in the students’ writing descriptive text at the tenth grade MIA 2 high school Kemala Bhayangkari Medan. The data in the study is analyzed through descriptive qualitative. Three methods used include document analysis, observation, and interviews by the researcher. The result of this research showed five types of deixis, how the deixis used, and the reason deixis used in their writing using Levinson theory (1983). The results have revealed that the reason students used deixis are: to indicate a specific location, chronology events, to conveying a personal point of view, to incorporate cultural and social signifiers, and to create a strong and coherent connection. This study's results should help students learn more about how language works in real life and how words point to things. This will especially help them use the right words to improve their writing skills.
Discursive Toxicity and Cyberbullying in TikTok User Comments: A Critical Discourse Analysis Approach Dio Manik; Yeni Adventry Tanjung; Annisa Ananda Utomo; Amelia Amelia; Muhammad Natsir
Student Scientific Creativity Journal Vol. 4 No. 3 (2026): Student Scientific Creativity Journal
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sscj-amik.v4i3.6177

Abstract

The rapid development of social media has created new spaces of interaction that not only expand public participation but also give rise to problematic communication practices, such as toxicity and cyberbullying in netizen comments. This phenomenon has become increasingly relevant in the context of contemporary digital society, where the boundary between individual expression and verbal aggression is often blurred. This study aims to understand how discursive practices in netizen comments shape, reproduce, and construct the meaning of toxicity and cyberbullying from the participants’ perspectives. Employing a qualitative approach with a case study design, the research involves 10–15 participants who are active social media users in Indonesia. Data were collected through in-depth interviews, non-participant observation, and document analysis of digital comments, and were analyzed using thematic analysis combined with a Critical Discourse Analysis (CDA) framework. The findings reveal three primary patterns: the normalization of verbal aggression as part of digital communication culture, psychological distress that leads to ambivalent coping strategies, and the dynamics of social identity that reinforce polarization in online interactions. These findings suggest that cyberbullying is not merely an individual act but a discursive practice embedded in power relations and digital social norms. Theoretically, this study enriches discourse analysis by integrating linguistic, social, and subjective experiential dimensions; practically, it offers implications for strengthening digital literacy, content moderation policies, and mental health based interventions. Furthermore, this research opens avenues for broader and more diverse explorations of digital discourse dynamics.
Ethical Discourse on Artificial Intelligence in Media Reporting A Critical Discourse Analysis (CDA) Approach Nadya Hafizah Harahap; Ridha Khairani; Muhammad Hilmy Zhafran; Muhammad Natsir
AR-RUMMAN: Journal of Education and Learning Evaluation Vol. 3 No. 1 (2026): Juni 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/arrumman.v3i1.8560

Abstract

The rapid development of artificial intelligence (AI) within the digital media landscape has generated increasingly complex ethical discourses, not only at the level of policy and institutional frameworks but also within the everyday experiences of users. This phenomenon is significant as media functions not merely as a channel of information, but as a powerful force shaping how individuals interpret, experience, and negotiate the meaning of technology in social life. This study aims to explore how ethical discourses surrounding AI in media coverage are interpreted through individuals’ subjective experiences. Employing a qualitative approach with an interpretative phenomenological design, data were collected through in-depth interviews, digital observation, and document analysis involving ten participants who are active social media users. Data analysis was conducted using thematic analysis integrated with a Critical Discourse Analysis (CDA) perspective. The findings reveal three central patterns: ethical ambivalence between convenience and anxiety, tensions between media framing and personal experience, and the negotiation of identity and self-value in the context of AI advancement. These results indicate that AI ethics is not merely understood as a normative construct, but as a lived and dynamic experience shaped by contradictions and ongoing meaning-making processes. Theoretically, this study extends CDA by incorporating the dimension of subjective experience into discourse analysis. Practically, it offers implications for strengthening critical digital literacy, developing more context-sensitive policies, and designing educational frameworks that are responsive to the ethical challenges of emerging technologies. Furthermore, this study opens new avenues for exploring the interconnections between technology, discourse, and identity formation in the digital era.
Co-Authors Alda Mustika Amelia Amelia Amrin Saragih ANGGRAINI THESISIA SARAGIH Anni Holila Pulungan Annisa Ananda Utomo Anwar Soleh Purba Bakhrul Khair Amal Busmin Gurning Cory Flora Oktavia Butarbutar Debby Aritonang Dina Finanti Dio Manik Dirgahayu Tumangger DONNY JOHANNES P Dorlina Nababan EKA NOVIYANTI Ellyana Ellyana EVA SERVIYANA FAHMI FAHMI Fauziah Khairani Lubis Harahap, Neni Afrida Sari IMMANUEL PRASETYA GINTINGS Lidiman Sahat Martua Sinaga Muhammad Hilmy Zhafran MULIANI MAHARA Mutia Olivia Indriastuti Nadya Hafizah Harahap Pani Gultom Radhwa Khalisya Hari Rahmad Husein Ridha Khairani Sisila Fitriany Damanik, Sisila Fitriany SITI Aisah Ginting WILLEM SARAGIH Yeni Adventry Tanjung Zainuddin Zainuddin Zuhra Saritza