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All Journal JURNAL PENDIDIKAN TAMBUSAI Philosophiamundi : Journal of Global Humanistic Studies
Surbakti, Alika Nathania
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Social Sciences Other

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Emojis as Modern Punctuation and Their Effect on Digital Communication Surbakti, Alika Nathania; Lubis, Angga Dinata; Israra, Raia Fathi; Siregar, Rahma Wardani; Lubis, Yani
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i1.25098

Abstract

Studi ini mengeksplorasi peran emoji yang terus berkembang sebagai tanda baca modern dalam komunikasi digital. Emoji, yang sebelumnya dianggap sebagai simbol yang bersifat main-main, kini menjadi elemen penting dalam menyampaikan emosi, nada, dan konteks, sering kali menggantikan atau melengkapi tanda baca tradisional seperti titik dan tanda seru. Penelitian ini mengkaji bagaimana emoji mengurangi ambiguitas, meningkatkan ekspresi emosional, dan memperjelas pesan dalam percakapan berbasis teks. Dengan menganalisis penggunaan emoji di berbagai platform, studi ini menyoroti bagaimana simbol-simbol ini berfungsi dalam komunikasi informal serta mencerminkan pengaruh budaya dan sosial. Meskipun emoji menambahkan kedalaman pada interaksi digital, tantangan seperti kesalahpahaman dan perbedaan budaya tetap ada. Secara keseluruhan, emoji memainkan peran penting dalam membentuk cara kita berkomunikasi secara online, menyediakan cara yang lebih kaya dan ekspresif untuk menyampaikan makna.
The Difference Between Everyday Listening and Academic Listening in English Learning Saragih, Nur Annisa Ameliya; Surbakti, Alika Nathania; Hafida, Isma; Siregar, Deasy Yunita; Andini, Atika Dwi
Philosophiamundi Vol. 4 No. 1 (2026): Philosophiamundi February 2026
Publisher : PT. Kreasi Karya Majakata

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Abstract

Listening is widely recognized as a fundamental skill in English language learning because it serves as the primary channel through which learners receive linguistic input. Through listening, learners are exposed to vocabulary, grammatical structures, pronunciation patterns, and discourse features that shape overall language development. In everyday life, listening enables individuals to engage in social interaction, interpret meaning, and respond appropriately in informal communication. In academic contexts, particularly at the university level, listening plays a more complex and demanding role, as it supports learning, knowledge construction, and academic success. Despite its importance, many English as a Foreign Language (EFL) learners assume that listening skills developed through daily communication are sufficient for academic purposes. This assumption often leads to difficulties when learners encounter academic spoken discourse, such as lectures, academic discussions, and presentations, which are linguistically denser and cognitively more demanding. This article aims to examine the differences between everyday listening and academic listening in English learning. Using a qualitative descriptive approach based on a literature review, this study synthesizes theoretical perspectives and empirical findings related to listening comprehension. The findings indicate that everyday listening is spontaneous, context-dependent, and interaction-oriented, whereas academic listening is formal, goal-driven, and requires specific cognitive and strategic skills, including identifying main ideas, recognizing discourse structure, and taking notes. The article argues that academic listening competence does not automatically develop from everyday listening experience and therefore requires explicit attention in English
Co-Authors Andini, Atika Dwi Hafida, Isma Israra, Raia Fathi Lubis, Angga Dinata Lubis, Yani Saragih, Nur Annisa Ameliya SIREGAR, DEASY YUNITA Siregar, Rahma Wardani