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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Jurnal Arbitrer Journal of Research on English and Language Learning (J-REaLL) LingPoet: Journal of Linguistics and Literary Research Journey: Journal of English Language and Pedagogy
Rusdi Noor Rosa
Universitas Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Tiktok Usage's Linguistic Effect on a Preschooler's Language Development: A Qualitative Case Study Nadya Elchaira; Alemina Br. Perangin-angin; Rusdi Noor Rosa
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.835

Abstract

Tik Tok is incredibly popular across all age groups, including young children. Its attractiveness, use, and accessibility have a big influence on how children perceive linguistic exceptions when using the app. The focus on this study is to investigate the impact of TikTok on the linguistic development of a five-year-old child. This study utilizes a case study methodology and a qualitative research strategy. In this study, interviews and observations are the methods used to collect data. Feiza Elhayatein, a five-year-old child who watches Tik Tok videos at times, is the study's subject. The study's findings indicated that Feiza had a greater capacity for language use, but parents should exercise greater caution in this regard. Feiza's parents do need to set limits and restrictions for her Tiktok video consumption, even though this application may help her learn the language.
Engagement Strategies in the USU English Debate Forum: An Appraisal Theory Perspective Faninsky Aryanti La Ajina Hasibuan; Deliana Deliana; Nurlela Nurlela; Rusdi Noor Rosa
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.134434

Abstract

Previous studies on engagement have a primary focus on textual discourse or written communication analysis rather than on interactive, spoken communication. This leaves a room for further exploration into how engagement functions dynamically, such as in debates. This study aims to find out the engagement strategies used in the USU English Debate Forum 2023 through the lens of Martin and White’s (2005) appraisal theory of engagement. Using a qualitative content analysis, this study categorizes debate discourse into monoglossic and heteroglossic engagement systems to analyze how the debaters construct meaning, position themselves in relation to their audience, and employ linguistic features to sustain engagement. The data were collected using observation and documentation methods and were analyzed using an interactive model of data analysis. The findings indicate that heteroglossic engagement overwhelmingly dominates the debate discourse, accounting for 83.3% of the engagement strategies used. Among the heteroglossic features, dialogic contraction strategies such as Deny (21.17%) and Counter (16.47%) were frequently employed, highlighting the competitive nature of debate discourse. Dialogic expansion, particularly Entertainment (32.94%), also played a significant role, allowing the debaters to introduce assessments of probability and possibility. The results suggest that the debaters strategically navigate linguistic resources to challenge opposing arguments, reinforce their stance, and engage with alternative perspectives. This study contributes to the understanding of engagement strategies in academic debates, offering implications for debate training and rhetorical education.
Interpersonal meaning in AI-human conversations: An SFL analysis of casual VS. academic interactions in ChatGPT responses Mutiara Zein; Rusdi Noor Rosa; Rahmadsyah Rangkuti; T. Thyrhaya Zein; Rahmah Fithriani
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.24749

Abstract

The increasing use of conversational artificial intelligence in casual and academic communication raises significant questions about how such systems create interpersonal meaning through language. Limited research has been conducted in terms of linguistic mechanisms through which interpersonal relationships are established across different registers. Addressing this gap, the current study explores how ChatGPT creates interpersonal meaning in informal and formal academic interactions through the lens of the systemic functional linguistics (SFL) framework. This qualitative SFL-based analysis research examines 10 ChatGPT-generated responses to prompts that were purposely designed, comprising five casual and five academic interactions that were broken down into 86 clauses and analyzed through the lens of the interpersonal metafunction, focusing on mood, modality, and appraisal, facilitated by register theory and the three dimensions of human-machine communication (HMC). The findings reveal a clear variation in the use of ChatGPT's interpersonal strategies depending on the register. Casual interactions exhibit a higher number of appraisal resources, especially affect and engagement, which reflect a relational and user-oriented stance. In contrast, academic interactions are described by the predominance of declarative mood and medium to high. This study provides insight into how AI imitates human behavior, such as interactional roles through language selection. The findings highlight the importance of register sensitivity in AI-human communication and have implications for linguistics, language education, and chatbot design. It is suggested that further studies should consider investigating larger datasets, more registers, and comparative analyses of different AI models.
Using Communicative Language Teaching Method in Teaching English to Senior High School Students in Karo Regency T. Thyrhaya Zein; Rudy Sofyan; T. Silvana Sinar; Rusdi Noor Rosa; Bahagia Tarigan
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 1 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One persistent challenge in English language teaching (ELT) at senior high schools in Karo Regency, Indonesia, is teachers’ limited access to and familiarity with communicative teaching methods. Professional training that provides teachers with communicative methodologies constitutes a viable strategy to tackle this challenge. This study aims to examine the advantages of implementing Communicative Language Teaching (CLT) in English instruction at the senior high school level in Karo Regency. Using a descriptive research design, the study involved English teachers who had previously received training in the CLT method. Data were collected through classroom observations and semi-structured interviews and analyzed descriptively. The findings reveal five major advantages of CLT implementation: (1) increased classroom interaction, (2) reduced student boredom, (3) decreased speaking-related shyness, (4) a more enjoyable and engaging learning atmosphere, and (5) improved speaking fluency. These results indicate that CLT effectively supports teachers in achieving the primary objective of ELT, namely the development of students’ communicative competence. The research points out the need for continuous professional development in communicative methodologies to enhance the quality of English language instruction in regional educational contexts.
Beyond Accuracy: The Essential Contribution of Text Function to Translation Quality Assessment Rudy Sofyan; Rusdi Noor Rosa; Bahagia Tarigan
Jurnal Arbitrer Vol. 13 No. 1 (2026)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.13.1.1-15.2026

Abstract

The growing diversity of translation quality assessment (TQA) models has raised concerns about consistency and reliability, as previous studies show that the same target text may receive different quality judgments when evaluated using different frameworks. This variation exposes the limitations of accuracy-oriented approaches and underscores the need for a more function-sensitive assessment model. In response, the Function-Based TQA model introduces text function as a key quality dimension that extends evaluation beyond linguistic correctness to communicative effectiveness. This study examines the importance of incorporating text function as a central criterion in TQA and explores its perceived role among translation professionals. Adopting a descriptive research design, the study draws on qualitative data from questionnaires and semi-structured interviews with translation lecturers and professional translators actively engaged in TQA. The data were analyzed using an interactive qualitative data analysis model. The findings demonstrate that text function plays a fundamental role in TQA by determining whether the target text fulfills the same communicative purpose as the source text within its target context. To facilitate practical assessment, this study proposes clearly defined quality descriptions and a corresponding scoring system for different levels of functional adequacy. Overall, the study argues that including text function as a distinct quality dimension enhances the consistency, explanatory power, and applicability of TQA models, contributing to a more holistic approach to translation evaluation.
Co-Authors Alemina Alemina Bahagia Tarigan Deliana Faninsky Aryanti La Ajina Hasibuan Mutiara Zein Nadya Elchaira Nurlela Rahmadsyah Rangkuti Rahmah Fithriani Rudy Sofyan T. Silvana Sinar T. Thyrhaya Zein