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All Journal Linguistica Journal of English Language Studies SALTeL Journal (Southeast Asia Language Teaching and Learning) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Tamaddun Transform : Journal of English Language Teaching and Learning Indonesian Journal of Education and Development Research Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Dan Cendikiawan Nusantara Journal of Humanities Education Management Accounting and Transportation Journal of Citizen Research and Development Jurnal Pendidikan Kurikulum dan Pembelajaran INTERNATIONAL JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (INJOSS) International Journal of Social and Education (INJOSEDU) Humanitis (Jurnal Humaniora Sosial dan Bisnis)
Rita Hartati
Universitas Negeri Medan
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Social Sciences Transportation Other

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STUDENT SENATE'S COMMUNICATION STYLE ON “SEMA UNIMED” INSTAGRAM: IDENTIFYING FRAMING MESSAGE FOR ACADEMIC POLICIES Rachel Mutiara Lolita Marpaung; Bella Yanti Marpaung; Rita Hartati
International Journal Of Humanities, Social Sciences And Business (INJOSS) Vol. 4 No. 3 (2025): SEPTEMBER
Publisher : ADISAM Publisher

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Abstract

This research examines how students at Universitas Negeri Medan (UNIMED) express their opinions through Instagram, focusing on the @semaunimed.id account managed by the Student Senate. Using qualitative content analysis, this study explores the themes, communication styles, and emotional framing found in students' comments. The findings show that students often use sarcasm, humor, and informal language to voice their concerns, especially on issues such as academic policies and campus facilities. Sarcasm emerged as the most dominant style (33%), while negative emotional framing appeared in 60% of the analyzed comments, indicating a tendency towards dissatisfaction and criticism. However, positive expressions of support and constructive feedback also appeared. Using the theoretical framework from Norton, Gudykunst, and Entman, this study shows that Instagram not only serves as a platform for informal dialog, but also as a space for advocacy, institutional accountability, and student participation in higher education discourse.
THE ROLE OF MIRRORING IN IMPROVING THE QUALITY OF INTERPERSONAL COMMUNICATION ON ENGLISH PODCAST “THERAPUSS WITH JAKE SHANE” Yessika Apriani Simanihuruk; Anastasya Dwika Simanjuntak; Rita Hartati
International Journal Of Humanities, Social Sciences And Business (INJOSS) Vol. 4 No. 3 (2025): SEPTEMBER
Publisher : ADISAM Publisher

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Abstract

Mirroring is a behavioral phenomenon that helps foster connection and communication by prompting individuals to unconsciously mimic the words, body language, or facial expressions of their interlocutors. This study aims to examine the realization and application of NLP mirroring patterns in host and guest interactions on Therapuss with Jake Shane. Drawing upon the mirroring theory by Shlomo Vaknin (2008), this study utilizes a qualitative content analysis approach to identify and analyze the use of behavioral, symbolical, and exchanged match mirroring in conversations between Jake Shane (host) and Rose, Larray, and Tate (guests). According to the results, behavioral mirroring accounts for 61.22% of mirroring instances, symbolic mirroring for 30.61%, and exchanged matches for 8.16%. Behavioral mirroring is used most frequently, reflecting the repetition of words and gestures during interaction. These findings highlight the significance of mirroring in interpersonal communication, demonstrating its role in strengthening social bonds and shaping interpersonal exchanges. This study aims to contribute to a greater understanding of how NLP mirroring mechanisms are applied in digital media interactions.
EMPOWERING COMMUNICATION GOALS IN SDGs CLIMATE ACTION WITH ANCHORING TECHNIQUE: A LINGUISTIC APPROACH Angelica Laurina Silaban; Grace Yolanda Panjaitan; Rita Hartati
International Journal Of Humanities, Social Sciences And Business (INJOSS) Vol. 4 No. 3 (2025): SEPTEMBER
Publisher : ADISAM Publisher

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In the digital era, effective communication is crucial for advancing climate action within the framework of the Sustainable Development Goals (SDGs). This study examines the application of anchoring strategy techniques through a linguistic approach to enhance climate change communication. By analysing digital content such as social media posts, videos, and captions the research identifies the impact of comparative, basic, counter, and debiasing anchoring strategies on audience engagement. Quantitative analysis of interactions (likes, comments, and shares) reveals that strategic semantic framing, persuasive discourse, and pragmatic language use significantly improve message clarity and foster a sense of collective responsibility. The findings suggest that leveraging these linguistic techniques can bridge existing communication gaps, motivate proactive climate behaviour, and support more effective climate action. Future research should explore additional linguistic methods to further refine communication strategies across diverse audiences.
Improving Speaking Confidence and Delivery Performance through Toastmasters-Based Evaluation Sessions: A Case Study of English Literature Students Siska Mustikawati Hasibuan; Salsabila Eka Ananda; Rita Hartati
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 01 (2026): Februari - Maret 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

This research originates from the problem of low confidence and public speaking performance among English Literature students, which is often triggered by a rigid numerical assessment system. This qualitative case study was conducted at Universitas Negeri Medan to evaluate the effectiveness of implementing Toastmasters-based evaluation sessions as an alternative assessment model. Through direct observation and structured questionnaires, the findings show that systematic feedback loops are able to improve both the psychological and technical aspects of students simultaneously. The data indicate that 70% of respondents felt calmer and more confident due to the supportive evaluation environment. Technically, there was a significant improvement in eye contact and a reduction of filler words by 86.7%, where all participants (100%) agreed that systematic feedback was far more effective than traditional numerical grading. The uniqueness of this research lies in the transition toward a “micro-evaluative” model that empowers students to take on specific roles such as Ah-Counter and Timer to develop deeper technical awareness. The study concludes that the integration of structured peer feedback is a key factor in bridging the gap between theoretical linguistic knowledge and professional communication competence.
Exploring Students’ Perceived Communication Practices through Toastmasters-Based Activities in Internship Programs within Society 5.0 Rita Hartati; Niaarota Buulolo
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.38776

Abstract

Internship programs serve as a bridge between academic learning and workplace practice, where communication competence plays a critical role in professional readiness. In the context of Society 5.0, students are expected not only to communicate effectively but also to sustain language as part of cultural identity. This study explores students’ perceived communication practices through Toastmasters-based speaking activities in MBKM internship programs and examines how these are reflected in internship performance. A descriptive mixed-method design was employed, involving 50 English Literature students at Universitas Negeri Medan. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation based on the DPNA evaluation model, while qualitative data were analyzed thematically from students’ reflective responses. The findings indicate that students reported improvements in communication clarity, confidence, listening awareness, nonverbal communication, and teamwork. Toastmasters roles such as Table Topics and Ah-Counter were associated with spontaneous thinking, attentive listening, and interactive communication. The quantitative results show relatively high mean scores (M > 3.80) with low standard deviation (SD < 0.25), indicating consistent performance among participants. Overall, the study suggests that Toastmasters-based activities are associated with students’ perceived communication practices while supporting linguistic and cultural expression in workplace contexts. These findings are interpreted as descriptive patterns rather than evidence of causal relationships.
Development of An Artificial Intelligence-Based Digital Platform: Enhancing Intercultural Communication Among University Students Muhammad Abiyyu De Rossi; Mhd Agri Amri; Rita Hartati; Nadia Kumari; Juniar Elfrida Sihotang; Azzahrah Andrianti
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1365

Abstract

Artificial Intelligence (AI) is increasingly used to support communication and learning in culturally diverse higher-education environments. This study examined the potential of an AI-based digital platform to enhance university students’ intercultural communication competence and explored their perceptions of the platform. A quantitative pre-experimental design employing a one-group pre-test–post-test model was used with 50 undergraduate students from diverse cultural, linguistic, and regional backgrounds. Intercultural communication competence was measured before and after the AI-supported learning intervention across seven dimensions: cultural awareness, cultural empathy, respect for cultural diversity, cross-cultural communication confidence, communication adaptability, appropriate language use across cultures, and conflict management in intercultural contexts. A post-intervention questionnaire was also administered to assess students’ perceptions of the platform. Descriptive analysis showed that the overall mean intercultural communication competence score increased from 3.13 in the pre-test to 4.44 in the post-test. Post-test scores improved across all seven dimensions, with respect for cultural diversity obtaining the highest mean score (M = 4.58), while conflict management recorded the lowest post-test mean (M = 4.33). Students also reported highly positive perceptions of the platform, with an overall mean of 4.58. The findings indicate that AI-supported learning may facilitate cultural awareness, communication adaptability, culturally appropriate language use, confidence, and intercultural reflection. The study highlights the pedagogical potential of AI as a reflective communication-support tool while emphasizing that human judgment, cultural sensitivity, and critical AI literacy should remain central to intercultural learning.
Summarizing AI Application on Student Learning Efficiency in Understanding Academic Reading Materials Elizabeth Hutapea; Ristama Hutabalian; Rita Hartati
Indonesian Journal of Education and Development Research Vol. 3 No. 1 (2025): Januari 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijedr.v3i1.4878

Abstract

Artificial Intelligence (AI) has fundamentally transformed educational methodologies, particularly in enhancing students' learning efficiency and comprehension of academic reading materials. This research investigates the role of AI applications in supporting students' understanding of complex academic texts. Utilizing a mixed-method approach with 30 university student respondents, the study explores how AI tools impact reading comprehension, study efficiency, and academic skill development. The findings reveal that 70% of students consistently use AI applications for academic reading, with 83.3% finding AI-generated summaries understandable. Approximately 60% of respondents reported increased study time efficiency, and 70% experienced improved confidence in understanding academic materials. While the study highlights the potential of AI in educational support, it emphasizes the need for critical engagement and careful integration of these technologies into academic learning processes.
The Role of ChatGPT in Enhancing Paraphrasing Skills to Minimize Plagiarism in Student Assignments May Devi Triana; Sriwi Anceli Naibaho; Sepania Handayani Br Sihite; Rita Hartati
Journal of Citizen Research and Development Vol. 2 No. 1 (2025): Mei 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jcrd.v2i1.4787

Abstract

The innovation of artificial intelligence (AI) in education has opened up new avenues to improve academic skills, especially in improving paraphrasing and reducing plagiarism. This research explores the role of ChatGPT, an AI-based language model developed by OpenAI, in helping university students improve paraphrasing and avoid plagiarism in academic tasks. Using quantitative methods, a survey was conducted among 30 university students to assess their experiences and perceptions of ChatGPT's effectiveness. The results showed that 76.7% of students reported improvement in paraphrasing skills after using ChatGPT, and 46.6% believed that ChatGPT helped reduce plagiarism. However, some respondents remained neutral or sceptical about the effectiveness of this tool. Although the findings suggest that ChatGPT can be a valuable resource in academic writing, this study highlights the need for further refinement of this technology and more comprehensive guidelines for its use. This research provides insights for students and educators in integrating AI tools such as ChatGPT to foster academic integrity and improve reding skills.
Brain Facts or Brain Myths? Exploring Gen Z’s Neuroscience Literacy on Social Media Siska Mustikawati Hasibuan; Salsabila Eka Ananda; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 6 (2026): November : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i6.3037

Abstract

Social media has become an important source of neuroscience-related information for Generation Z, but the circulation of unsupported claims and neuromyths raises concerns about how students interpret and evaluate such content. This study explores selected aspects of neuroscience literacy among Gen Z university students from various academic disciplines and universities, focusing on their exposure to neuroscience-related information, recognition of selected claims, and self-reported evaluation practices. A descriptive approach combining quantitative and qualitative questionnaire data was employed. Data were collected through a 20-item online questionnaire completed by 30 respondents aged 18–25. Quantitative responses were analyzed using frequencies and percentages, while open-ended responses were examined thematically. The findings show that 66.7% of respondents encountered neuroscience-related content often or very often, with brain hacks and productivity tips being the most frequently encountered type of content (30%). The 10% brain myth was rejected by 80% of respondents, whereas only 10% rejected the learning-styles claim. Regarding information evaluation, 86.7% reported questioning claims that sounded too simple or too good to be true, while 73.3% reported checking sources, seeking scientific evidence, and comparing information from reliable sources. However, only 60% reported distinguishing scientific evidence from personal opinions. Overall, the findings reveal variations in respondents’ recognition of neuroscience-related misconceptions and reported evaluation practices. Due to the small purposively selected sample and reliance on self-reported data, the findings provide a descriptive account rather than a comprehensive measure of neuroscience literacy.
Roots and Stories: Short Stories in Two Languages about Culture and Local Identity: A Textual Analysis of Critical Literacy and Neuro-Linguistic Programming (NLP) Rita Hartati; Checilya Panggabean; Gabriella Harefa
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 6 (2026): November : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i6.3080

Abstract

Roots and Stories Bilingual Short Stories on Culture and Local Identity is a bilingual literacy product that connects English learning with local cultural meanings and identity creation. This essay explores ten short-story texts with Critical Literacy as the predominant lens of analysis and Neuro-Linguistic Programming (NLP) as the complementary lens to analyse language patterns and meaning-making. The analysis focuses on the cultural representation, the local identity, the voice and positioning, the bilingual meaning, and recurring patterns of NLP orientation such as framing, reframing, presupposition, sensory language, anchoring, metaphor, and generalisation. The findings suggest that local identity is not given as a permanent cultural designation, but through family interactions, food, place, memory, language, tradition and shifting generational perspectives. The bilingual style also provides a room for negotiating cultural meanings as culturally distinctive expressions cannot often be entirely transferred from Indonesian and English. The stories demonstrate contradictions between tradition and modernity, between local and global perspectives, and between preservation and transformation, from a Critical Literacy perspective. NLP provides a reflective vocabulary to ask how wording could structure attention and subjective interpretation. NLP is approached cautiously as assertions that linguistic patterns directly dictate cognition or conduct remain debated in the academic literature. This paper presents a text-based strategy for integrating critical cultural reading with reflective language analysis in bilingual literacy resources.
Co-Authors Anastasya Dwika Simanjuntak Angelica Laurina Silaban Anjelia Limbong Azzahrah Andrianti Bella Yanti Marpaung Checilya Panggabean Dwi Angelica Purba Elisa Betty Manullang Elizabeth Hutapea Emia Rafenna Depari Fadya Sahira Zulham Fadya Sahira Zulham Fika Niasari Saragih Gabriella Harefa Grace Yolanda Panjaitan Hanna Sartika Meliala Imelda Malawaty Simorangkir Ivana Gracia Br Tarigan Joy Lasmita Siregar Juniar Elfrida Sihotang Khairunnisa Fitri Krismelinda Krismelinda May Devi Triana Meisuri, Sri Apulina br Ginting and Mhd Agri Amri Mika Rafael Kataren Muhammad Abiyyu De Rossi Muhammad Agri Amri Nabila Ariska Pertiwi Nadia Kumari Nazla Azqila Rifana Lubis Nazla Fadliani Nia Mutia Nasution Niaarota Buulolo Niaarota Buulolo Rachel Mutiara Lolita Marpaung Rafika Dewi Nasution Ristama Hutabalian Sabrina Amanda Salsabila Eka Ananda Sepania Handayani Br Sihite SILVINA SILVINA Siska Mustikawati Hasibuan Siti Aisyah Ginting Sophia Tithania Sitorus Sriwi Anceli Naibaho Tiarnita M.S. Siregar WIDYA ANDAYANI Yesi Atania Hutauruk Yessika Apriani Simanihuruk Yohana Afriana Siagian Yulies Pristina Simanjuntak Zahwa Adelia Putri Damanik