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Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Published by Bale Literasi
ISSN : -     EISSN : 28094204     DOI : https://doi.org/10.58218/alinea/
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
ALINEA: Jurnal Bahasa, Sastra dan Pengajaran merupakan jurnal yang diterbitkan oleh Bale Literasi dengan e-ISSN: 2809-4204. Saat ini, ALENIA menjadi wadah bagi peneliti, dosen dan pemerhati bahasa untuk mempublikasikan hasil penelitiannya pada bidang bahasa dan sastra (lokal dan asing), serta pembelajaran bahasa dan sastra. Artikel yang dimuat adalah hasil penelitian, konsep teori dan pemikiran yang menawarkan nilai kebaharuan. ALENIA terbit tiga kali setahun yaitu bulan April, Agustus, dan Desember
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 732 Documents
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Generative AI Use and Students' Critical Thinking in Scientific Article Writing: A Quantitative Correlational Study Yoel Chrisnajaya Pengeu; Ida Nuraeni; Juniati; Gazali; Sukma
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4526

Abstract

The rapid adoption of generative artificial intelligence (generative AI) in higher education has raised concerns about its impact on students' critical thinking in academic writing, yet evidence on the conditions under which the two are related remains inconsistent. This quantitative correlational study examined the relationship between generative AI use and critical thinking among 34 Indonesian Language and Literature Education (PBSI) students participating in the Merdeka Student Exchange Program (PMM) when writing scientific articles. Drawing on Social Cognitive Theory and the cognitive offloading perspective, generative AI use was measured through four indicators (frequency, purpose, dependence, and AI literacy), and critical thinking through five aspects (analysis, evaluation, inference, synthesis–explanation, and reflection), using a four-point Likert questionnaire. Data were analyzed using simple and multiple linear regression, an independent-samples t-test, and moderated hierarchical regression. Composite generative AI use was not linearly related to critical thinking (p = .131) but showed an inverted-U pattern (p = .010), and intensive and selective users did not differ significantly (p = .097). AI literacy moderated the relationship between usage intensity and critical thinking (?R² = .222, p = .004; Holm-adjusted p = .016), with a significant positive relationship only among students with above-average AI literacy. These findings indicate that strengthening AI literacy in academic writing instruction, rather than merely restricting generative AI use, should underpin responsible, literacy-based generative AI policies in higher education.
Movie-Based Japanese Language Learning among Indonesian University Students: An Extended UTAUT2 Analysis Rita Agustina Karnawati; Ayu Putri Seruni; Akbar Nadjar Hendra; Retno Utari; Yuni Masrokhah; Ana Natalia Ana Natalia; Nia Septiany; Melda Sahfitri
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4528

Abstract

Movie-based media can provide authentic linguistic and cultural exposure in foreign-language learning; however, limited research has examined what drives university students’ intention to use such media for Japanese language learning, particularly in the Indonesian higher education context. Previous technology-acceptance studies have largely applied conventional UTAUT2 constructs, leaving the role of perceived learning value and satisfaction in movie-based language learning insufficiently explained. Addressing this gap, this study investigates the factors associated with behavioral intention to use movie-based Japanese learning media by extending the UTAUT2 framework with learning value and satisfaction. Data were collected through an online survey of 251 Indonesian university students recruited using convenience sampling. The proposed model examined facilitating conditions, habit, hedonic motivation, learning value, satisfaction, and behavioral intention to use. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. The results indicate that habit (? = 0.290, p < 0.001) and satisfaction (? = 0.485, p < 0.001) have positive and significant effects on behavioral intention to use movie-based Japanese learning media. In contrast, facilitating conditions (? = 0.124, p = 0.059), hedonic motivation (? = 0.002, p = 0.953), and learning value (? = 0.077, p = 0.225) do not significantly predict behavioral intention. Facilitating conditions (? = 0.584, p < 0.001) and hedonic motivation (? = 0.259, p < 0.001), however, significantly predict satisfaction. These findings suggest that students’ intention to use movie-based Japanese learning media is more closely associated with habitual engagement and satisfaction than with perceived learning value or supporting conditions alone. By incorporating learning value and satisfaction into UTAUT2, this study provides a more context-sensitive explanation of technology acceptance in movie-based language learning and offers implications for designing engaging Japanese language learning experiences within the specific higher education settings represented by the sample.
Lexical Construction of Historical Violence in Grade XI Independent Curriculum Short Stories: A Fairclough Critical Discourse Analysis Meylissa Putri; Moh. Tahir; Ida Nuraeni; Ulinsa; Agustan
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4587

Abstract

Historical violence is continually renarrated to young readers through short stories, yet the lexical choices that shape such representations are rarely questioned. The issue becomes sharper when the short stories appear in a state-issued textbook, because they have passed through official selection and are read by almost every student at that level, so their wording carries institutional legitimacy. This study aims to describe the lexical construction of historical violence at the textual dimension, to explain how the discursive practice of producing, distributing, and consuming the texts shapes its meaning, and to account for the sociocultural practice behind it. The study applies a qualitative descriptive interpretative design with the critical discourse analysis model of Norman Fairclough. The data consist of 75 lexical units taken from three historically themed short stories in Chapter 3 of the Grade XI Indonesian Language textbook of the Merdeka Curriculum, collected through documentation and close reading, classified by lexicalization device and by type of violence, and verified through theoretical and source triangulation. The findings show that the naming of perpetrators shifts according to the political distance of the event from the state today: colonial perpetrators are named completely, perpetrators of the 1948 conflict are named but attributed to hearsay, while state actors after 1965 are never named. The asymmetry between perpetrator and victim reverses accordingly, and euphemism proves not to be a monopoly of power. Critical potential thus resides in the wording of the texts but is left unactivated by the surrounding pedagogy.
Indonesian Language Education Students Perceptions of the Utilisation of Artificial Intelligence (AI) in Language Skill Learning Atikah Anindyarini; Andayani; Sumarwati; Septi Yulisetiani; Ari Suryawati Secio Chaesar
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4748

Abstract

This study aims to examine students’ perceptions of the utilisation of Artificial Intelligence (AI) in language-skill learning; identify the benefits and challenges experienced by students in using AI; and identify the AI applications most frequently used by students to support the learning process. A survey method was employed in this study. Data were collected through a questionnaire distributed to 46 students enrolled in the Indonesian Language and Literature Education Study Programme at Universitas Sebelas Maret. Purposive sampling was employed as the sampling technique. The research data consisted of information regarding students’ perceptions of the utilisation of AI in Indonesian language-skill learning; therefore, the selected participants were limited to sixth-semester students of the Indonesian Language Education Study Programme at the Faculty of Teacher Training and Education, Universitas Sebelas Maret. Theoretical and data-source triangulation were employed to establish data validity, while the Miles et al. data analysis model was used to analyse the research data. The findings indicate that: (1) almost all respondents expressed positive perceptions of the presence of AI in language-skill learning, particularly in listening, speaking, reading, and writing; (2) students perceived AI as beneficial to their learning, although dependence on AI was identified as the primary concern; and (3) ChatGPT was the most widely used AI-based application among the students. Consequently, AI should be integrated into language learning alongside lecturer supervision, AI literacy training, rigorous information verification, and clear academic-integrity guidelines. This study contributes to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), through the implementation of innovative learning practices, and SDG 9 (Industry, Innovation and Infrastructure), through the utilisation of technology to support educational transformation.
Implementation of the Ilqo’ Mufrodat Program in Developing the Arabic Language Skills of New Students at Pondok Modern Darussalam Gontor Jambi Abdul Azis Hasibuan; Yogia Prihartini; Afif Fuadi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4758

Abstract

This study examines the implementation of the Ilqo' Mufrodat Program in developing the Arabic language ability of new students at Pondok Modern Darussalam Gontor Jambi. Using a descriptive qualitative approach, data were collected through observation, semi-structured interviews with language administrators, supervisors, and new students, and documentation, then analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings show that the program is implemented through vocabulary delivery, meaning explanation, pronunciation practice, repetition, memorization, and communicative application, resulting in gradual improvement in students' receptive and productive vocabulary ability. Supporting factors include a conducive language environment, consistent mentoring, program routine, peer interaction, and contextually relevant material, while inhibiting factors include variation in students' initial ability, limited retention, low confidence, and inconsistent language use outside the program. The study concludes that vocabulary mastery alone does not guarantee speaking proficiency; sustained repetition and communicative practice are essential for developing functional Arabic ability among new students.
Hijaiyah Sound Exposure and Consonant Substitution Patterns in English Pronunciation among Indonesian EFL University Students Muthmainnah Mursidin
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.5164

Abstract

English pronunciation difficulties among Indonesian learners are usually traced to Indonesian and regional languages, but many of these learners also grow up reciting the Qur’an, which trains them in the articulation of the Arabic hijaiyah letters. Whether this second sound system leaves a trace in their English is largely unexamined. This qualitative descriptive study documented consonant substitutions in the English of 15 English Education students at a private Islamic university in Makassar, Indonesia, all of whom had prior exposure to Qur’anic recitation or Islamic schooling. Participants were selected purposively and read aloud 21 words and 10 sentences targeting six English consonants (dental and postalveolar fricatives and affricates). Their voice-note recordings were transcribed in the International Phonetic Alphabet and compared with reference forms. Every participant showed at least two substitution patterns. The dental fricatives were stopped most often (12 and 11 participants), followed by the replacement of the postalveolar fricatives with alveolar ones (8 and 4 participants) and the loss of affrication (4 and 2 participants). All substitutions kept voicing and changed only place or manner of articulation. Because Indonesian, regional languages, and hijaiyah exposure overlap in this group, the data cannot isolate hijaiyah as the source. The case for a hijaiyah-linked account is strongest for the voiceless postalveolar fricative and weakest for the dental fricatives, where Arabic articulation would predict help rather than interference. Teaching should contrast English consonants explicitly with both Indonesian and hijaiyah articulation, and comparative designs are needed to separate these influences.
EFL Students’ Responses to English-Language Climate Change Discourse: An Ecolinguistic and Local Wisdom Perspective Dian Rahmawati Arief; Burhanuddin Arafah; Khairil Anwar; Andi Wardatul Wahidah L.
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.5180

Abstract

English-language climate change discourse shapes how readers understand the ecological crisis, yet little is known about how English as a Foreign Language (EFL) students in non-Western contexts respond to it. This study examined Bugis-Makassar EFL students’ responses to this discourse, focusing on the ecolinguistic features of their writing, their interpretation of the texts, and the local wisdom they draw on. Using a qualitative descriptive design, the study analyzed written reflections from 20 English Literature students at Universitas Hasanuddin who read three genres of climate texts: an IPCC report, a COP30 decision, and a BBC news articles. Reflections were analyzed using Stibbe’s ecological discourse analysis and transitivity and modality analysis based on Systemic Functional Grammar, and triangulated with semi-structured interviews with 20 students. Material processes dominated the 82 ideational clauses analyzed (61.0%), but human agents were often replaced by abstractions or removed through passive constructions. Students built strong urgency through high modality and scientific and moral framing, while destructive metaphors were largely absorbed from the source texts. Thirteen reflections were beneficial, seven ambivalent, and none destructive; ambivalence arose from anthropocentrism. Local wisdom appeared spontaneously in only three reflections, through the Bugis rituals mappadendang and mappanini bosi, while one interviewee linked the COP30 term mutirão to gotong royong. Students thus took a negotiated position, absorbing the grammar of global climate discourse while evaluating it critically through local experience. EFL instruction should explicitly teach epistemic modality and agency analysis and bring local wisdom into reading and writing tasks.
The Symbolic Meaning of the Body and Love in the Poem “I Bear Witness That There Is No Woman But You " A Semiotic Study from the Perspective of Roland Barthes Andi Muh Fikram Azhari; Haeruddin; Andi Agussalim; Haeriyyah
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.5222

Abstract

This study aims to analyze the construction of symbolic meanings of the body and love in Nizar Qabbani’s poem I Bear Witness That There Is No Woman But You through Roland Barthes’s semiotic approach. This qualitative study, designed as library research, focuses on two main themes: (1) the construction of the signs of the body and love through denotative and connotative meanings, and (2) the formation of myths and ideological values regarding love and the body through second-order signification. Data were collected using the observe-note-document technique and analyzed through three stages: denotation, connotation, and myth. The results indicate that at the denotative level, the body and love are represented by physical parts (such as fingernails, the navel, breasts, eyes, and hair) as well as intimate/relational actions. At the level of connotation, these signs transform into symbols of maturity, protection, inner freedom, cosmic power, and dignified eroticism. At the mythical level, the text constructs women as nurturing figures, the center of men’s existence and emotional life, the catalyst for masculine identity, and revolutionary figures. Furthermore, love is constructed as a space of psychological liberation and a sacred inner experience. Thus, the female body and the speaker’s body in this poem are not merely biological aesthetic objects, but rather symbolic mediums and ideological arenas that shatter taboos and reconstruct the values of modern eroticism.
Language Variation in the Realization of Expressive Speech Acts in Instagram Comments: A Sociopragmatic Study Nazhifa Fadila; Hermandra; Charlina; Mangatur Sinaga
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.5223

Abstract

This social media comments combine lexical choices, orthographic modification, code-mixing, and graphic cues to express evaluation and affect. This study examines language variation and expressive speech acts in 161 public comments collected purposively from several posts on the unofficial Instagram account @coc_ruangguru concerning Clash of Champions Season 3 between 16 June and 22 August 2026. The study uses qualitative content analysis with descriptive counts and multi-label coding of speech-act types, expressive subtypes, language variations, and graphic cues. The analysis identified 106 comments (65.8%) containing at least one expressive act (TT4), whereas 55 (34.2%) did not meet the operational criteria for TT4. Praise, appreciation, and admiration are the most frequent expressive subtype (49 comments; 46.2% of TT4 comments), followed by sadness or disappointment (24; 22.6%), displeasure or criticism (12; 11.3%), and surprise (11; 10.4%). Informal or nonstandard forms occur in 147 comments (91.3% of the corpus), digital abbreviations in 104 (64.6%), and slang or colloquialisms in 90 (55.9%). Informal forms and abbreviations appear in both TT4 and non-TT4 comments, while expressive spelling is proportionally more frequent in the TT4 subset. Graphic cues are coded separately, and social functions are interpreted qualitatively rather than counted as a fixed code system. The findings are descriptive and do not establish causal effects.
A Comparative Study of Arabic Language Textbooks for Grade VII Islamic Junior High Schools (2020 and 2025) Based on Indonesian Book Quality Standards Muhammad Hanif Athallah; Alvin Tubagus Cahya Nugraha; Nabil Fikri Fuadi; Muhammad Rizki Kamal; Lina Marlina
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.5248

Abstract

This study compares the 2020 edition (based on Minister of Religious Affairs Decree No. 183 of 2019) and the 2025 edition (based on Decree No. 1503 of 2025) of the Grade VII Arabic language textbook for Indonesian Islamic junior high schools (Madrasah Tsanawiyah). Using qualitative comparative document analysis adapted from Bereday's four steps, the authors coded 21 indicators derived from Minister of Religious Affairs Regulation No. 9 of 2018 and Appendix I of Regulation No. 22 of 2022 in four theme-matched chapter pairs and in the digital files, using the descriptors met, partly met, not met, and not assessable, without scores. The editions share the author and themes but differ in curricular framework, section structure, values components, and listening media. The 2025 edition adds audio QR codes and gives every numbered figure in the sample a source line (56 of 101 credited to an AI tool and 45 to personal documentation), whereas the 2020 sample has no source lines; several photographs labelled as personal documentation in 2025 also appear without credit in the 2020 edition. Partly met codes for accuracy, language, or illustrations occurred in both editions. The 2025 file is 4.4 times larger, and neither file has a navigable table of contents. Inter-coder agreement was low, and disagreements were resolved by page verification. The findings describe the sampled chapters only and are not an official assessment.

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