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All Journal Linguistik Indonesia Peradaban Journal of Interdisciplinary Educational Research
Riza Ady Sampurna
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Languages of Power and Belongings: A Case Study of a Papuan Student’s Struggle for Identity in a Multilingual University Satriyo, Aria Maulana; Riza Ady Sampurna; Roosi Rusmawati
Linguistik Indonesia Vol. 43 No. 1 (2025): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v43i1.715

Abstract

This research explores how the variation in language, including practices like code-switching and shifts in dialect, influences the formation of social identities within academic communities characterized by multilingualism. The study focuses on a student from Papua at Universitas Kristen Satya Wacana (UKSW), where language plays a critical role in expressing cultural connections, managing interpersonal dynamics, and navigating power structures. By conducting a qualitative research through interviews and participant observation, the study investigates how the student utilizes his diverse linguistic skills to negotiate his identities and either connect with or distance himself from different social groups. The findings highlight the dual role of language in both including and excluding individuals, which mirrors broader sociocultural power structures. Specifically, the Papuan student employs language strategically to assert his regional identity while also adapting to national and global standards. This research advances our understanding of language variation as a significant sociolinguistic phenomenon and underscores its intricate relationship with identity construction in academic environments. The results offer valuable insights for both the field of sociolinguistics and for understanding how marginalized linguistic communities navigate the challenges of social and academic integration.
Exploring the Impact of Language Models on Undergraduate Thesis Writing Skills among Higher Education Students Ilma, Agnia; Riza Ady Sampurna
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.152

Abstract

This article explores the impact of language models on undergraduate thesis writing skills among higher education students. With advancements in technology, language models have become integral to the digital writing landscape. This study examined the influence of language models on students' confidence and motivation in academic writing. The research employs a qualitative approach, conducting semi-structured interviews with five students from an English Language Education program who utilized AI tools in their thesis writing process. Despite acknowledging the advantages, participants underscored challenges encompassing overreliance, inaccuracies, and disruptions in the natural flow of their writing. The impact of these tools on participants' confidence and motivation in academic writing manifested diversely, introducing varying degrees of perceived artificiality in writing proficiency. There were already numerous researches regarding the pretinence of language models usage on students’ writing aptitude. However, there remains a gap in understanding their specific influence on undergraduate thesis writing. Thematic analysis of the interview data reveals insights into the influence of language models, on the writing proficiency of higher education students engaged in the process of crafting undergraduate theses. Employing a methodology encompassing interviews, participants reported noteworthy enhancements in the coherence, clarity, grammar, syntax, and vocabulary of their theses facilitated by the utilization of these language tools. Overall, the incorporation of language models in the writing process emerged as a catalyst for heightened efficiency, skills development, and enhanced clarity in undergraduate theses, affirming the constructive role of AI technology in educational settings. Individualized experiences with language models exhibited variance contingent upon personal preferences and attitudes towards the writing process.
Co-Authors Ilma, Agnia Roosi Rusmawati Satriyo, Aria Maulana