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All Journal English Review: Journal of English Education Language Literacy: Journal of Linguistics, Literature, and Language Teaching BASIS (BAHASA DAN SASTRA INGGRIS) AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE Journal of Education, Humaniora and Social Sciences (JEHSS) Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal On Teacher Education (Jote) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) JOURNAL OF LANGUAGE International Journal of Educational Research Excellence (IJERE) International Journal of Educational Research
Efendi Barus
Universitas Islam Sumatera Utara
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Student Preferences on Using Artificial Intelligence (AI) Platform in Language Learning Siregar, Roswani; Subagiharti, Heni; Handayani, Diah Syafitri; Sutarno, Sutarno; Hasibuan, Ahmad Laut; Barus, Efendi
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.890

Abstract

Artificial Intelligence (AI) is a system that is developed and continues to innovate in various fields with the aim of making human work easier. As the name suggests, artificial intelligence is made to resemble human intelligence and is applied in various fields. Currently Artificial Intelligence technology is also used in the field of education, including teaching foreign languages. This article, which is based on a short field study, aims to find out student references regarding the use of Artificial Intelligence. The use of artificial intelligence (AI) in English Language Teaching (ELT) can be seen as both a benefit and a potential threat, depending on how it is used and implemented. On the one hand, AI technology has the potential to make language learning more efficient and effective, by providing personalized feedback and practice exercises tailored to the different student’s needs and learning styles. The research method used to determine this phenomenon is a qualitative descriptive research method with questionnaire data collection techniques by asking questions that can be answered directly by respondents according to their respective answers. Artificial Intelligence (AI) has the potential to play an important role in helping students in various tasks in learning English, i.e finding out the the meaning and definition of words, translating sentences, improving grammar, etc with reliable and timely results. However, on the other hand, AI has an impact on student abilities. Students are increasingly dependent on AI assistance in learning, thereby reducing its role in critical thinking and using memory
The Speech Act Associated with the Fundamental Kinship Relation in Karo Society Barus, Efendi; Hasibuan, Ahmad Laut; Risnawaty, Risnawaty; Erwina, Emmy
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1169

Abstract

This research is intended to analyze about the speech act associated with the fundamental kinship relation in Karo society. The fundamental kinship relation in Karo society is concerned with the Metenget “alertful or paying great attention”, Metami “loving, giving soft words, flattery” and Mehamat “loyal, respectful, honour”. All of these three words must be expressed through words or speech. The method of research is done by using library research or by taking some references from the articles and books. The analysis of this research is found that the speech act which are divided into three, such as locutionary act, illocutionary act and perlocutionary act are utilized in the three fundamental kinship relations. It is not only in the party, but also every where while they are meeting together between anak beru “sisters or her husband”, senina “brothers or the same clan” and kalimbubu “mother’s brother and his wife”. The conclusion is that the types of the speech acts, such as locutionary act, illocutionary act and perlocutionary act are very important in the implementation of the three fundamental kinship relations like metenget, metami and mehamat.
Pelatihan Pembuatan Modul Dan Workbook Printable Bertemakan Kreatifitas Bagi Tutor Di Lembaga Kursus SAS ANA Medan Hasibuan, Ahmad Laut; Wariyati, Wariyati; Harahap, Rosmawati; Barus, Efendi; Dara, Ferbri Risma; Sanjaya, Ferry
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 8 No 2 (2024): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v8i2.4007

Abstract

One of the non-formal education institutions in Medan is the SAS ANA Group course institution, which employs 12 tutors. These tutors come from non-education degree backgrounds, and some are still university students. The aim of this Community Service Program (PKM) is to provide tutors at the SAS ANA Group with experience in creating printable modules and workbooks with a creativity-based theme. The implementation method used is PAR (Participatory Action Research), which is interpreted as a participatory approach involving group members—in this case, tutors at SAS ANA Group in Medan—carried out with high enthusiasm to achieve the goal of creating creativity-themed printable modules and workbooks.The results of the program show that (a) tutors at SAS ANA were enthusiastic during the training sessions, (b) tutors expressed a strong interest in learning more about e-modules and printable workbooks, and (c) e-modules make it easier for course students to complete exercises anywhere.
Expressive Acts from Trauma in Violence Case Report: Forensic Linguistic Fifi Safreni; Nuzwaty Nuzwaty; Efendi Barus; Purwanto Siwi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 3 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i3.6111

Abstract

This research aims to investigate messages that describe the expressive speech act of the traumatic feelings experienced by the victim, caused by violence as a result of hatred that turned into revenge originating from humiliation, discrimination, betrayal, and injustice. Mental violence was experienced by the main perpetrator Zuraida Hanum, which is reflected in expressive acts stemming from trauma due to continuously experiencing humiliation, being degraded, and betrayed by the victim judge Jamaluddin, who was her husband. Forensic Linguistics is applied to scientifically analyze language and law in messages and statements of violence case reports. The theory used is the expressive speech act from pragmatics concerning the trauma experienced by the victim, employing a psychoanalytic approach. In conducting this research. The method used by Creswell (2014) is a qualitative descriptive method with data collection procedures related to the research topic, from primary data sources of court decisions and secondary data from books, journals, and current news. Collecting information using Searle's speech act theory in Yule, namely: pain, like, dislike, sorrow, apologize from trauma using Sigmund Freud's theory of impersonate trauma, interpersonate trauma, and attached trauma will help readers understand the meaning of expressions comprehensively, namely expressive acts from traumatic experiences, as well as causal relationships explained in detail. The finding of expressive acts are included pain, like, dislike, sorrow, and apologize, and trauma from mental violence such as interpersonal trauma and attached trauma. The result shows that the expressive speech acts experienced by trauma victims are significant, including dislike and sorrow and interpersonal trauma from the perpetrator dominates the reporting of these violence cases.
Teaching and Learning In Digital Technology Era: Method, Material Design and Media Siregar, Roswani; Heni Subagiharti; Diah Syafitri Handayani; Dermawan Hutagaol; Efendi Barus
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i2.1566

Abstract

This study presents a systematic literature review focusing on learning models, strategies, and the design of digital teaching materials in the context of education in the digital era. Drawing from 38 peer-reviewed articles published between 2018 and 2023, the research explores how digital technology has transformed pedagogical practices. The analysis reveals a strong emphasis on student-centered learning models, where students actively construct knowledge and develop problem-solving skills, rather than passively receiving information. Learning strategies such as problem-based, project-based, and research-based learning are widely promoted to foster critical thinking, creativity, communication, and collaboration. A key finding is the increasing adoption of blended learning, which combines face-to-face instruction with online platforms, thereby supporting more flexible and interactive educational experiences. However, the success of these strategies heavily depends on educators’ digital literacy, especially their competence in integrating technology with pedagogy and content. The design of digital teaching materials must also be aligned with learning objectives and students' needs. Effective materials incorporate diverse formats, such as infographics, videos, podcasts, and virtual labs, and are grounded in principles of relevance, consistency, and adequacy. The study concludes that digital pedagogy is becoming more widely implemented in Indonesia’s educational landscape. To ensure its effectiveness, educators must be equipped with adequate ICT skills, supported by proper infrastructure, and encouraged to collaborate with students for continuous improvement. With the right approach, digital technology can enhance educational outcomes, promote lifelong learning, and respond to the evolving needs of students in a technology-driven society
THE CONCEPT OF MORAL RESPONSIBILITY IN KANT PHILOSOPHY AND ITS RELEVANCE TO TEACHER PROFESSIONAL ETHICS Afni Rosalina; M Manugeren; Efendi Barus
BASIS (Bahasa dan Sastra Inggris) Vol 13 No 1 (2026): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v13i1.10892

Abstract

This study aims to examine the concept of moral responsibility in the moral philosophy of Immanuel Kant and its relevance to teacher professional ethics. Kant’s ethical theory emphasizes that the moral value of an action is determined by intention and adherence to duty rather than consequences. This research employs a qualitative descriptive approach using library research. The data sources include Kant’s primary philosophical texts and relevant literature on educational ethics. Data are collected through document analysis and analyzed using interpretative and thematic analysis to identify key ethical principles and their application in teaching practice. The findings show that the categorical imperative encourages teachers to treat students as ends in themselves, promoting fairness, respect, and integrity in classroom interactions. Teachers are positioned as moral agents responsible not only for knowledge transmission but also for students’ character development and dignity. However, challenges such as administrative pressures, curriculum demands, and social changes may hinder the consistent application of Kantian ethics in practice.mIn conclusion, integrating Kant’s moral philosophy into teacher professionalism supports a more humanistic and morally grounded educational environment, while highlighting the need for reflective practice and institutional support.
A PHENOMENOLOGICAL READING OF EXISTENTIAL EXPRESSIONS IN YOUTH SOCIAL MEDIA POSTS: A LINGUISTIC AND CULTURAL INTERPRETATION Ratna Sari Dewi; M. Manugeren; Efendi Barus
Philosophica: Jurnal Bahasa, Sastra, dan Budaya Vol. 9 No. 1 (2026): June 2026 (on Progress)
Publisher : English Literature Department, Faculty of Economics, Law, and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/pho.v9i1.4637

Abstract

This study explores how young people articulate existential meaning through their social media posts, employing a qualitative phenomenological approach to interpret their lived emotional and cultural experiences. Focusing on linguistic patterns and thematic expressions, the research analyzes how adolescents express concerns related to identity, purpose, emotional disconnection, and resilience within digital spaces. A corpus of youth-generated posts from platforms such as Instagram, TikTok, and X was examined using thematic, linguistic, and phenomenological analysis. Findings reveal three major existential themes: purpose-seeking, loneliness and the paradox of digital visibility, and hope-driven self-reconstruction. Purpose-seeking expressions often employed progressive verb forms—such as “searching,” “trying,” and “figuring out” indicating an ongoing process of meaning-making rather than a fixed goal. Posts related to loneliness highlighted the tension between being seen and being understood, reflecting emotional vulnerability mediated by digital interaction. Meanwhile, affirmations of hope and resilience demonstrated future-oriented modal constructions that signaled efforts toward emotional recovery and agency. Culturally, the study shows that social media serves as a liminal space in which youth negotiate societal expectations, articulate vulnerabilities, and construct emerging identities. Overall, the findings suggest that existential expressions in youth digital communication are deeply shaped by linguistic choices and cultural environments, revealing social media as a critical site for understanding contemporary youth experiences.
Cognitive Processes in Translation: A Systematic Review of Novice Translators’ Strategies and Research Trends Roswani Siregar; Heni Subagiharti; Diah Syafitri Handayani; Dermawan Hutagaol; Efendi Barus
International Journal of Educational Research Vol. 3 No. 3 (2026): September: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v3i3.496

Abstract

This study examines cognitive processes in translation with a particular focus on novice translators through a systematic literature review. The objectives are to identify the main cognitive stages in translation, examine cognitive and metacognitive strategies used by novice translators, analyze research methods in translation process studies, and identify research gaps for future investigation. Following the PRISMA 2020 guidelines, this review analyzes 27 peer-reviewed studies published between 2015 and 2025, sourced from Scopus, Web of Science, and Google Scholar. A thematic analysis approach was employed to classify the studies into five key themes: cognitive stages, cognitive and metacognitive strategies, novice–expert differences, research methodologies, and technology-mediated translation. The findings indicate that translation is a recursive cognitive process involving comprehension, transfer, production, and revision. Novice translators tend to rely on surface-level strategies and demonstrate limited metacognitive regulation compared to experts. Methodologically, translation process research is dominated by think-aloud protocols, supplemented by eye-tracking and keystroke logging, each with inherent limitations. In addition, the role of technology in shaping translation cognition remains relatively underexplored. This study highlights the need for integrated approaches that combine cognitive, metacognitive, and technological perspectives, and emphasizes the importance of process-oriented pedagogy in developing translation competence.
Co-Authors Abdurrozzaq Hasibuan Afni Rosalina Ahmad Laut Hasibuan Amelia Balqis Siregar Dara, Ferbri Risma Dermawan Hutagaol Dermawan Hutagaol Diah Syafitri Handayani Diah Syafitri Handayani Ekalestari, Susi Emmy Erwina Erwina, Emmy Fifi Safreni Handayani, Diah Syafitri Heni Subagiharti Immanuel Padang Jaria Jaria Lastri Wahyuni Manurung Liesna Andriany M Manugeren M. Ali Pawiro M. Ali Pawiro M. Manugeren Muarif Setiawan Mustofa Mustofa Nuzwaty Nuzwaty Purwanto Siwi Purwanto Siwi Purwarno, Purwarno Raja Fauziah Ratna Sari Dewi Risnawaty Risnawaty Risnawaty Risnawaty Rosmawati Harahap Roswani Siregar Saiful Anwar Matondang Sanjaya, Ferry Siti Halimah Br Sinulingga Sondang Manik Sri Wulan Susi Ekalestari Sutarno Sutarno Tristi Ananda Wariyati, Wariyati