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All Journal Journal of English Teaching and Applied Linguistics (JETAL) English Teaching and Linguistics Journal (ETLiJ) Al'adzkiya International of Education and Sosial (AIoES) Journal LINGUISTIK TERAPAN
Molina, Merry Luz
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Social Sciences Other

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Metaphorical Euphemisms in Anies Baswedan’s Instagram Comments Ayunda, Riska; Meisuri, Meisuri; Molina, Merry Luz
AlAdzkiya International of Education and Sosial (AIoES) Journal Vol 6, No 1 (2025)
Publisher : Al'Adzkiya Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55311/aioes.v6i1.336

Abstract

This study investigates the use of metaphorical euphemisms in Instagram comments related to Anies Baswedan, a prominent figure in Indonesian politics. The aim is to analyze how netizens use euphemisms to navigate sensitive political discourse in a digital context. Metaphorical euphemisms, defined as expressions that soften or reframe controversial or harsh topics, play a significant role in managing political expression. The research uses a qualitative content analysis approach to examine 15 Instagram comments, categorizing euphemisms into three types: analogy, distortion, and borrowing (Allan & Burridge, 2020). The findings reveal that distortion euphemisms were most common (46.67%), followed by analogy euphemisms (40%) and borrowing euphemisms (13.33%). Distortion euphemisms often reframed negative political situations in a more acceptable or humorous light, while analogy euphemisms employed vivid comparisons to communicate complex ideas in a relatable manner. Borrowing euphemisms utilized terms from other contexts to soften their meaning. The study emphasizes the importance of these linguistic strategies in fostering constructive dialogue while mitigating conflict in politically polarized environments. The findings contribute to understanding how euphemisms function in digital political communication, revealing the creativity of netizens in expressing their views. This research offers insights into the role of language in shaping public opinion and engagement in the digital age.
Teachers' Perspectives on AI Integration in EFL Teaching: Perceived Benefits and Challenges Syafrayani, Putri Rizki; Ayunda, Riska; Molina, Merry Luz; Hutasuhut , Mahmud Layan; Siregar, Masitowarni
LINGUISTIK TERAPAN Vol. 21 No. 1 (2024): LINGUISTIK TERAPAN
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v21i1.64873

Abstract

This study investigates English course teachers' perspectives on the integration of artificial intelligence (AI) tools, specifically ChatGPT, in English Language Teaching (ELT) within the informal education sector in Medan, Indonesia. Employing a qualitative approach, data were collected from 17 teachers through questionnaires to explore their experiences, perceived benefits, and challenges associated with AI integration. The findings reveal that 64.29% of teachers recognized AI's potential to streamline lesson planning and generate ideas, while 42.86% appreciated its ability to personalize instruction. Additionally, 14.29% highlighted its role in enhancing language skill practice. However, significant concerns emerged, with 50% of teachers fearing reduced teacher-student interaction and 42.86% worrying about AI undermining traditional teaching values. Ethical issues, including potential bias (14.29%) and misinformation (7.14%), were also noted. The study concludes that while AI offers transformative opportunities in ELT, its integration must be supported by teacher training, resource allocation, and a balanced approach to preserve human-centered teaching principles. These findings provide valuable insights for educators, policymakers, and researchers aiming to harness the potential of AI in language education.
An Exploration of EFL Students' Perceptions of AI-Integration in the Learning Process Syafrayani, Putri Rizki; Ayunda, Riska; Molina, Merry Luz; Tambunan, Anna Riana Suryanti; Murni, Sri Minda
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1803

Abstract

This study explores EFL students’ perceptions of artificial intelligence (AI) integration in language learning, utilizing Kahneman’s Dual Process Theory (2011) to examine intuitive (System 1) and reflective (System 2) cognitive responses. The study aims to understand how junior EFL learners engage with AI tools, and to explore the perceived benefits and challenges of AI-assisted learning. A qualitative research approach was employed, involving 14 students from a Junior-Teenager Conversation class in Medan, selected through convenience sampling. Data were collected using a two-part questionnaire: the first part consisted of multiple-choice items to assess instinctive, emotional reactions, while the second part included open-ended questions to elicit analytical and evaluative responses. Data were gathered during regular classroom sessions and analyzed thematically using Braun and Clarke’s (2006) five-phase framework. The findings revealed that 71.4% of students found AI tools “interesting,” while 7.1% felt “optimistic” and 21.4% “amazed.” Key benefits included AI’s user-friendly interface (42.9%) and well-explained responses (35.7%), while concerns included reduced learning effort (57.1%) and potential academic dishonesty (35.7%). The study highlights the dual impact of AI enhancing personalization and engagement, while presenting ethical and pedagogical challenges. It recommends balanced integration of AI in EFL learning and further research into its long-term effects.
Exploring Semantic Equivalence in the Translation of the Putri Hijau Legend Syafrayani, Putri Rizki; Meisuri, Meisuri; Ayunda, Riska; Molina, Merry Luz
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.22012

Abstract

This study investigates the capabilities of neural machine translation (NMT) tools, Google Translate and DeepL, in translating culturally rich texts, with a focus on the Putri Hijau legend. Using Newmark’s Semantic Translation Theory, the research evaluates the translation of idiomatic expressions, metaphors, and culturally embedded terms to determine the semantic fidelity and cultural appropriateness of each tool. The findings reveal that DeepL outperforms Google Translate in preserving contextual and pragmatic nuances, particularly in idiomatic expressions and culturally specific terms, aligning more closely with semantic translation principles. However, both tools face significant challenges in translating metaphors, often resorting to literal interpretations that fail to capture the symbolic and poetic elements of the original text. The study highlights the limitations of current NMT tools in rendering complex cultural and figurative content accurately and underscores the importance of cultural understanding in translation. While DeepL demonstrates greater effectiveness, the research concludes that NMT tools should be used as supplementary aids rather than standalone solutions for culturally significant texts. Recommendations include further refinement of AI models to enhance their ability to handle figurative language and cultural nuances. These findings provide valuable insights for improving NMT technology and its application in translating culturally sensitive materials.
Co-Authors Ayunda, Riska Hutasuhut , Mahmud Layan Masitowarni Siregar Meisuri Sri Minda Murni Syafrayani, Putri Rizki Tambunan, Anna Riana Suryanti