Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal JOLLT Journal of Languages and Language Teaching International Journal Artificial Intelligent and Informatics PMSDU Jurnal Pengabdian Nusantara English Review: Journal of English Education
Nurainun Hasibuan
Sekolah Tinggi Agama Islam Darul Arafah
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
SEXIST VERBAL VIOLENCE ON SOCIAL MEDIA: A PSYCHOLINGUISTIC STUDY OF ABUSIVE LANGUAGE Rahmawati Rahmawati; Herman Herman; Sutarno Sutarno; Arwin Tannuary; Nurainun Hasibuan; Nguyen Van Thao
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.100

Abstract

This study investigates the phenomenon of sexist verbal violence on social media through a psycholinguistic lens, focusing on the linguistic forms, communicative functions, and psychological impacts of abusive language directed at women. Triggered by the growing prevalence of gendered hate speech on platforms such as TikTok and Instagram, particularly targeting female public figures, this research employs a descriptive qualitative method supported by speech act theory (Austin, 1962; Searle, 1969). A total of 150 comments were analyzed, of which 55 were identified as containing sexist verbal abuse. The findings reveal that these utterances typically involve illocutionary speech acts such as insults, verbal sexual harassment, gender stereotyping, and moral policing. The corresponding perlocutionary effects include emotional harm, such as shame, fear, and diminished self-confidence in the victims. From a psycholinguistic perspective, the production of such language reflects internalized gender bias, affective disinhibition, and the activation of negative cognitive schemas. The study further highlights how digital anonymity and ethical disinhibition enable users to express aggression with minimal accountability. Overall, the results indicate that language is strategically used to exert power and reinforce patriarchal norms within digital discourse. This research underscores the need for greater linguistic awareness, the promotion of digital empathy, and the implementation of more responsive communication ethics in online environments. Creating safer, more inclusive digital spaces requires a multidimensional approach involving education, platform regulation, and cultural change in how language is used and interpreted.
Digital Impoliteness Strategies in Response to Finance Minister Purbaya’s Assertions on the High-Speed Whoosh Project: A Pragmatic Analysis Christina Natalina Saragi; Dewi Paulina Silalahi; Nurainun Hasibuan; Renita Br Saragih
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18410

Abstract

The phenomenon of impoliteness in digital spaces is gaining attention because it can affect the quality of public discourse, especially when it comes to national policy issues. This study aims to analyze the forms of impoliteness strategies used by netizens in responding to the attitude and statements of Finance Minister Purbaya regarding the project. Using a descriptive quantitative method, data was collected from netizen comments on the YouTube platform and classified based on Culpeper's impoliteness taxonomy. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. The results of the study show a total of 604 occurrences of impoliteness strategies, with positive impoliteness dominating at 37.1% through expressions of belittlement or disrespect. Bald on record impoliteness strategies also appeared significantly, mainly in the form of direct criticism without mitigation (10.76%). Meanwhile, negative impoliteness and sarcasm or mock impoliteness appeared in lower percentages, but still described a consistent pattern of verbal aggression. These findings indicate that netizens' responses tend to be evaluative-negative and are often realized through direct attacks on the self-image of public officials. This study concludes that netizens' rudeness is triggered by dissatisfaction with government statements and reinforced by the characteristics of digital communication, which allows for spontaneous expression without strong social control.
Introducing Toefl And Strategies For Listening Section: A Learning Program At SMA Negeri 1 Siantar Isabel Selmiola Sabrina; Gabriella Pardede; Sarah Theodora Lumbantobing; Ariel Silalahi; Bella Aritonang; Heltry Firdayati Samongilailai; Yanti Kristina Sinaga; Nurainun Hasibuan; Ernest Grace
Pengabdian Masyarakat Sumber Daya Unggul Vol. 3 No. 4 (2025): Volume 3 Nomor 4 Tahun 2025
Publisher : Lembaga Penelitian dan Publikasi Ilmiah, Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/pmsdu.v3i4.1665

Abstract

This mini research Introducing TOEFL and Strategies for Mastering the Listening Section: A Learning Program at SMA Negeri 1 Siantar was conducted with 21 eleventh-grade students (Class XI) as participants. The main objective of this study is to provide a structured and available step in preparing students to face academic English requirements, especially the TOEFL Listening section. The method used in this study consists of three stages: preparation, implementation, and evaluation. In the preparation phase, students were introduced to the TOEFL format and the types of listening questions. In the implementation phase, students were trained using listening strategies such as note-taking, predicting content, and managing time. In the evaluation phase, students’ progress and performance were assessed. The results showed a significant improvement in students’ familiarity with the test and their listening comprehension skills. This program highlights the importance of early training and strategic learning in preparing high school students for academic English proficiency tests.
Enhancing Listening Skills Through Communicative Language Teaching Using Technology Based Media in Elementary School Tria Joys Siburian; Yenni Adelina Sinaga; Oktania Rajagukguk; Herman Herman; Anita Sitanggang; Sukardo Sitohang; Nurainun Hasibuan
Jurnal Pengabdian Nusantara Vol. 4 No. 1 (2026)
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i1.126

Abstract

This community service program aimed to improve listening comprehension among fourth-grade students at SD Negeri 124385 Pematangsiantar through the integration of BBC Learning English audio and the Communicative Language Teaching (CLT) approach. The problem addressed was the limited use of authentic listening activities in classrooms. The program involved 19 students and was carried out in three phases: preparation, implementation, and evaluation. During the implementation, students participated in contextual listening tasks, vocabulary repetition, group analysis, and interactive question sessions. Rather than using formal tests, the evaluation focused on student engagement and response accuracy through observation. Results showed that 78.95% of students achieved strong listening performance. The findings suggest that integrating Communicative Language Teaching with accessible audio materials supports effective and affordable listening skill development in elementary classrooms.
The Role of Artificial Intelligence in Enhancing Foreign Language Learning: Toward Guided Human–AI Language Learning (GHAILL) John Bunce; Gumarpi Rahis Pasaribu; Nanda Dwi Astri; Nurainun Hasibuan; Dara Mubshirah
International Journal Artificial Intelligent and Informatics Vol. 4 No. 3 (2026): August 2026
Publisher : Research and Social Study Institute (ReSSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/0sdyya49

Abstract

  Artificial intelligence (AI) is rapidly reshaping foreign language learning by providing learners with immediate linguistic support, conversational practice, adaptive feedback, and opportunities for learning beyond formal classroom time. Yet the pedagogical value of AI cannot be reduced to technological availability alone. This qualitative study is designed to explore how 30 university students experience AI-supported foreign language learning, with particular attention to speaking development, learner agency, engagement, feedback, confidence, self-regulated learning, and critical AI literacy. Data are to be collected through semi-structured interviews and, where available, supplementary learning reflections or AI interaction records. The study adopts reflexive thematic analysis to identify patterns in how students use AI to rehearse speech, generate ideas, expand vocabulary, check grammar, seek pronunciation support, manage speaking anxiety, and regulate independent learning. At the same time, the study examines tensions related to inaccurate output, dependency, superficial learning, privacy, academic integrity, and the limited authenticity of machine-mediated interaction. The manuscript proposes Guided Human-AI Language Learning (GHAILL) as an interpretive model in which learners move from goal setting to AI-mediated practice, critical evaluation, linguistic modification, human communication, and reflection. The central argument is that AI is most educationally valuable when it functions as a scaffold and rehearsal partner rather than a substitute for learner thinking, teacher guidance, or human interaction. The study contributes to emerging scholarship on generative AI in language education by connecting AI use with agency, self-regulation, willingness to communicate, and speaking development in a university context.
Co-Authors Anita Sitanggang Ariel Silalahi Arwin Tannuary Bella Aritonang Christina Natalina Saragi Dara Mubshirah Dewi Paulina Silalahi Ernest Grace Gabriella Pardede Gumarpi Rahis Pasaribu Heltry Firdayati Samongilailai Herman Herman Isabel Selmiola Sabrina John Bunce Nanda Dwi Astri Nguyen Van Thao Oktania Rajagukguk Rahmawati Rahmawati Renita Br Saragih Sarah Theodora Lumbantobing Sukardo Sitohang Sutarno Sutarno Tria Joys Siburian Yanti Kristina Sinaga Yenni Adelina Sinaga