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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Educational Sciences LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Siti Sopiah
English Language Education, Universitas Islam Nusantara, Bandung, West Java
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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INTEGRATING INTENTION ATTRIBUTION INTO HATE SPEECH CORPUS IN THE INDONESIAN CONTEXT: A PRAGMATIC FRAMEWORK FOR NLP FOUNDATIONS Fauzan Novaldy Pratama; Eri Kurniawan; Andika Dutha Bachari; Siti Sopiah; Zainul Muttaqin
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10932

Abstract

This study develops a hate speech corpus by integrating Searle’s Speech Act theory to identify the illocutionary intentions behind offensive utterances, elaborated in two research objectives: 1) identifying illocutionary points within the corpus containing social identity content by employing Searle’s speech acts approach, and 2) evaluating corpus quality from a natural language processing perspective. Achieving these objectives requires a methodology that integrates linguistically qualitative description with quantitative machine learning measurement. The data was obtained from a readjusted corpus, with a focused annotation on 3,315 data points containing social identity markers. The study employed a qualitative linguistic framework for intention attribution, followed by a quantitative evaluation using a hybrid BiLSTM-IndoBERT algorithm to assess corpus consistency and model predictability. The findings indicate that hate speech in the Indonesian context is predominantly manifested through negatively expressive utterances, with religion being the most frequent target, followed by ethnicity-based directive attacks. The hybrid model achieved an F1-score of 87%, demonstrating the viability of the annotated corpus for automated detection. Integrating intention attribution provides a more granular linguistic foundation for language models compared to purely semantic-based approaches. This study offers a framework for stakeholders to map hate speech patterns, though future work should incorporate more diverse sociopolitical contexts.
TEYL PRINCIPLES IN PRACTICE: A CONTENT ANALYSIS OF PRE-SERVICE TEACHERS’ DIGITAL STORYTELLING VIDEOS Siti Sopiah
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10393

Abstract

This study investigates how Teaching English to Young Learners (TEYL) principles are represented in digital storytelling videos created by pre-service teachers. Drawing on theories of digital storytelling and TEYL pedagogy, the study aims to examine the extent to which Meaningful Learning, Contextualization, Interaction, Scaffolding, Repetition and Recycling, and Affective Engagement are integrated into digital learning media. A qualitative content analysis was employed to analyze seven digital storytelling videos produced by pre-service teachers within a single instructional context. The videos were selected using purposive sampling based on specific criteria, and the data were analyzed using a coding framework derived from established TEYL principles. The findings reveal an uneven integration of pedagogical principles. Meaningful Learning, Contextualization, and Affective Engagement are consistently implemented at a strong level, indicating that pre-service teachers are able to create engaging and context-rich storytelling. However, Interaction and Scaffolding are weakly represented, with most videos relying on one-way narration and limited instructional support. Repetition is present across videos but is generally used as a narrative feature rather than as a structured learning strategy. Only one video demonstrates a balanced integration of all principles. These findings suggest that pre-service teachers tend to approach digital storytelling as a performance-oriented activity rather than a pedagogically driven instructional tool. The study contributes to the literature by highlighting the gap between the theoretical potential of digital storytelling and its practical implementation in TEYL contexts. It also emphasizes the need for teacher education programs to provide more explicit guidance on integrating pedagogical principles into digital media design. 
Students' Perceptions of Using TikTok in Learning English Vocabulary at Senior High School Vianny Kurniawan; Paulina Novarita; Siti Sopiah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11790

Abstract

This study investigates students' perceptions of using TikTok in learning English vocabulary at SMAN 1 Margaasih, Bandung. The increasing integration of social media in students' daily lives has made platforms like TikTok a potential medium for educational purposes, yet most existing studies on TikTok as a vocabulary learning tool have focused on university EFL learners or measured students' general attitudes without disaggregating perceptions into specific usefulness and ease-of-use dimensions, leaving senior high school students underrepresented in this line of research. This study addresses that gap through a descriptive quantitative approach using a 16-item Likert-scale questionnaire adapted from Alshreef and Khadawardi (2023), grounded in the Technology Acceptance Model (TAM) by Davis (1989) with two dimensions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Data were collected from 32 eleventh-grade students selected through purposive sampling, and the instrument was confirmed valid and reliable through Pearson product-moment correlation and Cronbach's Alpha testing. The results showed that students hold a positive perception of TikTok in both dimensions, with the PU dimension yielding a mean score of 3.91 (Positive) and the PEOU dimension yielding a mean score of 4.00 (Positive), producing an overall mean of 3.95 (Positive). Item 2 recorded the highest score in the PU dimension (mean = 4.16), indicating that TikTok is particularly helpful in understanding new vocabulary meanings, while Item 10 reached the Very Positive category in the PEOU dimension (mean = 4.22), reflecting students' strong agreement that TikTok is easy to access for vocabulary learning. These findings extend TAM-based evidence, previously drawn mainly from university samples, to the senior high school context, supporting the model's applicability across educational levels of language learning. The results suggest that TikTok can be integrated purposefully into secondary English vocabulary instruction as a supplementary medium to strengthen students' engagement with new words beyond the classroom.
EFL University Students' Attitudes Toward the Use of Code-switching in English Learning Content on TikTok in Supporting English Language Learning Yusi Nurhasanah; Siti Sopiah; Riki Ruswandi
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.1188-1206

Abstract

TikTok has provided EFL students with various learning content. However, studies that have examined how students perceive code-switching and whether they depend on their first language when learning English through digital platforms are still limited. This study aimed to explore EFL students' attitudes toward code-switching in English-learning content on TikTok and to identify their level of first-language dependency. This study employed a descriptive quantitative research design with 71 students from the Faculty of Teaching Training and Education at a private university in Bandung, Indonesia. Data were collected through a Likert-scale questionnaires compromising three dimensions: cognitive, behavior, and affective. The questionnaires were analyzed using descriptive statistics. The findings showed that students had positive attitudes toward code-switching, with an overall mean score of 4.09. Among the three dimensions, the cognitive dimension obtained the highest mean score (M = 4.27), followed by the affective dimension (M = 4.07) and the behavioral dimension (M = 3.93). In terms of first language dependency, the participants tend to be at a moderate level (M = 3.30). These findings indicate that code-switching can serve as a useful learning support strategy that helps students to understand English content without highly dependent on the use of the first language.
Co-Authors Andika Dutha Bachari Eri Kurniawan Fauzan Novaldy Pratama Paulina Novarita Riki Ruswandi Vianny Kurniawan Yusi Nurhasanah Zainul Muttaqin