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Al-Lisan
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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Articles 166 Documents
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Psychometric evaluation of the Arabic language fluency assessment (ALFA): Evidence from classical test theory Dagi Mardhan Agae Agni; M. Baihaqi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7830

Abstract

Background: Language assessment is widely used to determine learners’ proficiency; however, the accuracy of score interpretation depends on the quality of the measurement instrument. Aims: This study aims to evaluate the psychometric quality of the Arabic Language Fluency Assessment (ALFA) using Classical Test Theory. The psychometric findings are subsequently interpreted from the perspective of communicative language assessment informed by the CEFR framework. Methods: A quantitative descriptive-evaluative design was employed using Classical Test Theory (CTT). Data were collected from 92 beginner-level learners and analyzed using item difficulty, discrimination index, reliability (Cronbach’s Alpha), and distractor functioning. Results: The findings show that the test is dominated by easy items, with mean difficulty indices of 0.93 and 0.88, resulting in limited score variability. Consistent with this pattern, most items exhibited poor discrimination, while a large proportion of distractors were non-functioning. Although the reliability coefficients were relatively high (0.885 and 0.843), these values indicate internal consistency rather than overall measurement quality. Implications: Within the present sample, the ALFA demonstrated limited ability to differentiate learner performance. The psychometric findings also raise the possibility of construct underrepresentation when interpreted from the perspective of communicative language assessment informed by the CEFR framework. The findings support systematic revision of the ALFA instrument and may also inform the improvement of institution-developed Arabic language assessments in comparable educational contexts.
A decade of digital politeness: Systematic review of strategies, gaps, and impoliteness taxonomies (2015–2025) Ach Fauzi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7853

Abstract

Background: Although computer-mediated communication (CMC) has been widely adopted as a primary mode of human interaction, there has been no systematic synthesis comprehensively mapping research on politeness strategies in digital environments over the past decade. This lack of synthesis obscures theoretical trends, empirical gaps, and emerging constructs specific to digital pragmatics. Aims: This systematic literature review aims to synthesize empirical studies on politeness strategies in CMC published between 2015–2025, identify dominant theoretical frameworks, catalogue the strategies documented across studies, and develop a taxonomy of CMC-specific impoliteness phenomena. Methods: Following PRISMA 2020, studies were identified through a Scopus search restricted to publications from 2015 to 2025, followed by sequential database filtering and full-text eligibility review. The final corpus comprised 29 peer-reviewed studies, which were analyzed through narrative synthesis and a quality appraisal adapted from the Mixed Methods Appraisal Tool (MMAT). Results: Three principal findings emerge. First, Brown and Levinson’s politeness theory dominates the field, appearing in 20 of the 29 studies reviewed, despite well-documented inadequacies in CMC contexts, evidencing a theoretical conservatism the review terms “framework inertia”. Second, positive politeness and bald-on-record strategies are the most robustly documented, yet platform informality frequently appeared to attenuate cultural hierarchy norms in the cases reviewed, a “platform-as-channel-mediator” effect unaccounted for by existing frameworks. Third, three CMC-specific impoliteness constructs, adversative (im)politeness, e-mpoliteness, and impoliteness resonance, collectively form the field’s first coherent taxonomy of digital-native face-attacking phenomena. Implications: Theoretically, this review challenges universalist accounts of digital politeness and establishes that cultural context is constitutive, not incidental, to CMC pragmatic norms. Practically, findings necessitate platform-differentiated EFL/ESL pedagogy and community-norm-sensitive content moderation. Longitudinal design, cross-platform comparisons, and AI-mediated communication research constitute the field’s most urgent unaddressed agenda.
M-Reads: Mobile application based on OSS (Open Source Software) for reading materials Griselda Gian Heris Herdina; Nurul Aini; Toyyibah; Debebe Darcho Lota; Naufal Siddiqi Nasrullah
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7878

Abstract

Background: Although the previous data indicated that students have met the expected standard, further engagement and literacy skills still need to be improved through innovative learning media. Few studies have explored the feasibility and acceptance of M-Reads applications. Hence, this study seeks to fill this gap by creating and testing the M-Reads AI-based learning app. Aims: This research aimed to design and develop applications within the scope of Mobile Assisted Language Learning (MALL) with research targets in the English department in the Reading for General Information (RGI) course in semester 2. Methods: This research used the Research and Development (R&D) method from Borg and Gall (2007). The steps consisted of needs assessment, plan, early product development, field test, product revision, operational test, and implementation. The data were collected quantitatively using questionnaires from 56 RGI English students and supported by qualitative interviews. The validation instruments were reviewed for content validity and demonstrated acceptable reliability. Data analysis was performed using quantitative and thematic analysis. Results: The research results showed that media experts, material experts, and 56 students have provided responses and input. In addition, M-Reads was supported in terms of an attractive appearance, updated material, reading tips, quizzes, good application performance, and features that helped students with their reading skills. This research concluded that the percentage of validity level criteria is 85%, which indicated that M-Reads is “valid” and provided several important recommendations for RGI courses to integrate reading learning with M-Reads. Implications: These findings were expected to contribute to the RGI course and spur further research in this field.
Exploring ChatGPT as corrective feedback in Arabic writing: A phenomenological study of Indonesian university students’ experiences Thoriq Majid; Asep Sunarko; Lulu Alyaida
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8181

Abstract

Background: Artificial Intelligence (AI), particularly ChatGPT, has created new opportunities in language learning by providing automated written corrective feedback. However, studies examining students’ experiences in using ChatGPT as corrective feedback in Arabic writing skills instruction remain limited, particularly within the context of higher education in Indonesia. Aims: This study explores students’ experiences using ChatGPT as corrective feedback in Arabic writing instruction, identifying perceived benefits, challenges, and educational significance. Methods: This study employed a qualitative approach using a descriptive phenomenological research design. The participants were students of the Arabic Language Education Program, FITK UNSIQ Wonosobo, selected through purposive sampling. Data were collected through in-depth interviews and documentation, including students’ written assignments and screenshots of their interactions with ChatGPT. Data were analyzed using Colaizzi’s phenomenological analysis method. To ensure the trustworthiness of the findings, source triangulation, member checking, and peer debriefing were employed. Results: The findings revealed five major themes: (1) ChatGPT provides corrective feedback that is easy to understand through clear explanations; (2) it enhances students’ revision skills and learner autonomy; (3) it supports idea development and improves the quality of students’ writing; (4) it encourages students to verify the feedback due to concerns regarding its accuracy; and (5) it improves task completion efficiency by providing rapid feedback. Overall, the participants perceived ChatGPT as an effective learning companion; however, they emphasized that it cannot replace the role of lecturers in the teaching and learning process. Implications: The findings suggest ChatGPT has considerable potential as a corrective feedback tool to support Mahārah al-Kitābah instruction, particularly in developing revision skills and learner autonomy.
Cognitive processing and self-reflection in student translation of historical paratext elements: An ability-based analysis of Indonesian–English translation Lia Agustina Damanik; Resdilla Pratiwi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8390

Abstract

Background: This study examines the cognitive processes and self-reflective practices underlying translation decision-making among sixth-semester student translators when translating paratextual elements of Indonesian online historical magazine articles from Historia.id into English. Aims: It investigates how students with different levels of translation and analytical ability identify problems, evaluate alternatives, reflect on their choices, and revise their translations. Methods: Employing a qualitative descriptive design through a classroom-based field study, the research was conducted over four weeks at STAIN Mandailing Natal during the 2025/2026 academic year. Twenty students who had completed two semesters of Translation coursework were classified through a baseline diagnostic task into high-ability (n = 8), medium-ability (n = 6), and low-ability (n = 6) groups. Data were collected through draft and final translations, translation logs, revision records, retrospective annotated translations, reflective journals, semi-structured interviews, and classroom observations, and were analyzed thematically using cross-group comparison. Results: The findings demonstrate that translating historical paratexts involves a recursive cognitive process comprising problem identification, contextual knowledge activation, alternative generation, functional evaluation, and revision. Self-reflection emerged as a key factor distinguishing decision-making quality across ability groups. High-ability students generated multiple alternatives, activated extensive historical knowledge, and revised deliberately; medium-ability students identified problems but generated fewer alternatives and revised reactively; while low-ability students frequently overlooked paratextual problems, relied on literal transfer, and revised superficially. Implications: The study concludes that reflective and context-sensitive decision-making is central to developing translation competence in historical paratexts. It highlights the need for differentiated and scaffolded pedagogy that strengthens problem identification, contextual reasoning, alternative generation, and reflective revision.
Marturi oral tradition as culturally responsive pedagogy for enhancing speaking skills in Indonesian EFL context Ayu Meita Puteri Siregar; Suadi; Diah Safitri Armin
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8393

Abstract

Background: Oral traditions represent valuable cultural resources that can be revitalized as speaking pedagogical tools. The Marturi tradition, a storytelling practice within Mandailing Natal society, offers significant potential as a culturally responsive strategy for developing speaking competence. Aims: This study examines the forms and implementation processes of the Marturi tradition, identifies its pedagogical values, and evaluates its potential as a culturally responsive strategy for enhancing speaking skills. Methods: Employing a qualitative descriptive design, data were collected through in-depth semi-structured interviews with cultural informants knowledgeable about the tradition, direct observation of Marturi practice, and documentation in Simaninggir Village, Siabu District, Mandailing Natal Regency, Indonesia. Data were analyzed through manual thematic coding involving data reduction, data display, and conclusion drawing, with trustworthiness established through source triangulation and member checking. Results: Marturi encompasses diverse narrative genres including folktales, legends, myths, genealogical narratives, and moral advice (poda), performed in informal communal settings. The tradition cultivates essential speaking competencies including fluency, expressive vocal technique, nonverbal communication, narrative organization, and audience engagement. These competencies translate into concrete pedagogical strategies: a storytelling framework for sequencing speaking tasks, expressive-delivery and dramatic-reading practice, interactive question-and-answer storytelling, nonverbal-communication activities, and retelling tasks that build oral fluency and confidence. Implications: The findings suggest practical applications for integrating Marturi into speaking instruction as a revitalization strategy, extending prior research on culturally responsive material development and local language barriers in EFL contexts.

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