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INDONESIA
Jurnal Arbitrer
Published by Universitas Andalas
ISSN : 23391162     EISSN : 25501011     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ARBITRER Jurnal Masyarakat Linguistik Indonesia, merupakan jurnal ilmiah yang menyajikan artikel orisinil tentang pengetahuan dan informasi penelitian atau aplikasi penelitian dan pengembangan terkini dalam bidang ilmu bahasa (linguistik). Jurnal ini merupakan sarana publikasi dan ajang berbagi informasi keilmuan terkait dan pengembangannya di bidang humaniora khususnya linguistic, yang diterbitkan oleh program studi Linguistik Unand. Pemuatan artikel di jurnal ini dialamatkan ke alamat editor. Informasi lengkap untuk pemuatan artikel dan petunjuk penulisan artikel tersedia di dalam setiap terbitan. Artikel yang diterbitkan telah melalui proses seleksi oleh editior dan reviewer. Jurnal ini terbit secara berkala sebanyak dua kali dalam setahun (April dan Oktober). Artikel yang lolos seleksi akan dipungut biaya guna keberlanjutan jurnal, sedangkan pengiriman naskah tidak dipungut biaya. Diharapkan ARBITRER Jurnal Masyarakat Linguistik Indonesia cabang Universitas Andalas dengan tampilan baru ini akan terbit berkelanjutan dan terakreditasi.
Arjuna Subject : -
Articles 11 Documents
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Search results for , issue "Vol. 12 No. 3 (2025)" : 11 Documents clear
Reading Level Distribution in School Districts: Implications for Curriculum Enhancements Bacus, Remedios; Alda, Rivika; Balo, Vincent Theodore; Arandia, Nestor
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.350-367.2025

Abstract

Reading is a core component of standardized tests and a cornerstone of academic success, prompting schools in the basic education to invest in reading programs for elementary learners. This study investigates the reading levels of Grades 4 to 6 students, analyzes reading performance trends across grade levels and school districts, and proposes curriculum enhancements in school districts in Cebu City, Philippines. Utilizing a cross-sectional study design, reading proficiency data were analyzed using frequency distribution and chi-square tests. Results indicate an overall improvement in reading levels, with a higher percentage of students moving from Frustration to Instructional reading levels, particularly in the North District. However, ongoing difficulties exist in the South District, where many higher-grade students remain at the Frustration level. Gender analysis reveals that females tend to demonstrate higher reading levels compared to males, with the difference becoming more pronounced from Grade 5 onward. Targeted curriculum enhancements like reading intervention programs in Grade 4 may support struggling readers, while teachers may benefit from professional development on culturally responsive reading strategies to improve reading instruction and promote literacy outcomes across district schools.
Book Review Papers in Language Related Journals: How Authors Evaluate and Promote the Books Under Review Juansyah, Mardi; Arsyad, Safnil; Whardana, Dian Eka Chandra; Annur, Yusri Fajri
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.289-303.2025

Abstract

Writing a research article for a reputable journal is not easy especially for new authors or postgraduate students in social sciences and humanities including language related fields but they can write and publish a book review paper (henceforth BRP) in a high impact journal to practice writing in English at an advanced level. This study is aimed at analyzing the discourse structure and argument style of BRPs in language related fields published in high impact journals. Sixty BRPs were chosen from six different journals published in several countries analyzed in this research. The four move BRP discourse pattern model as suggested by Bezerra (2001) was used in this study. The results show that, in terms of the appearance of moves: Move 1 or introducing the book and Move 4 or addressing a final idea about the book are categorized as conventional while Move 2 or outlining the book content and Move 3 or examining the book are obligatory. However, only one step (Move 2-Step B or highlighting the topic of the book) out of 16 steps in all moves is obligatory; 7 steps are classified as conventional and the other 8 are optional. In other words, in each move, there is at least one obligatory or conventional step. This implies that only a half or 50% of the steps are obligatory or conventional while the other half are optional. The optional steps are possibly used by the BRP authors to provide additional important information about the book being reviewed to attract readers to read and/or own the book.
Negotiating Honor Through Indirectness: Off-Record Politeness Strategies in Sasak Elopement Rites Lalu Nurul Yaqin
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.336-349.2025

Abstract

This study examines the off-record politeness strategies employed by the Pembayun Adat leaders during the Sasak elopement ceremony of the Sorong Serah ritual (Merariq). Using qualitative ethnography research. The study’s data were collected through participant observation, semi-structured interviews, and sixteen-hour audio-visual recordings of fifteen Sorong Serah ceremonies conducted in Lombok Timur, Indonesia. The data analysis employs Brown and Levinson’s (1987) politeness models, revealing four strategies: hinting, associative clues, overstating, and metaphorical. These strategies enable Pembayun to manage face-threatening acts (FTAs) used in critique, requests, and negotiations with minimal risk of confrontation. The results show that Pembayun politeness in this context is not merely a matter of linguistic preferences, but also a performance in cultural expectations of morality and ceremony. The study suggests a need to theorize a more culturally situated approach to politeness that captures the nexus between communication’s ethical and symbolic aspects in ritual contexts. By situating politeness in lived practices, this study contributes to cross-cultural pragmatics and ethnographic linguistics, providing relevant applications for intercultural communication, ritual language analysis, and culturally responsive dialogue strategies. It advances politeness theory by emphasizing the need for culturally specific models that account for moral symbolism, high-context communication, and collectivist norms.
Language Materiality and Transmodal Production in EFL Classroom: The Case of Dayaknese Students Handayani, Magpika; Luciana, Luciana; Sugiharto, Setiono
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.322-335.2025

Abstract

Globalization has ushered English language teaching (ELT) to a radical shift which results in the incorporation of post-humanist paradigm in ELT. Ironically, however, this paradigm has not been thoroughly considered in ELT in periphery contexts where sociocultural-semiotic symbols as language materiality abound. In this article we consider language materiality as part of cultural materiality and social life which highlights transmodal elements a key concept in parallel localization within communities. The present study examines how the indigenous Dayak community in Kalimantan, Indonesia, utilizes materiality and transmodal production in EFL classrooms to facilitate knowledge construction through interactions with diverse objects, symbols, and resources. An instant ethnography was employed to capture transmodal moments, such as from writing to speaking, video to text, or speech to action, which result in dynamic transformations and expansions of meaning in the multimodal discourses classroom to students who have not previously learned English in their primary school. Multimodal Conversation Analysis (MCA) was used to analyze the data, which revealed that materiality is a transmodal production that encourages students to create meaning via their own lenses. As the students immersed themselves in the phase-by-phase engagement with semiotic symbols related to their English classes, the result shows that they improved their communication skills, comprehension, and access to knowledge. Based on their understanding of English, the knowledge they gain provides them with the opportunities to think critically. Furthermore, transmodal through materials can be applied as sources for students to make meaning.
Factors Influencing Malay Language Learning among Malaysian Chinese Independent Secondary School Students Chew, Fong Peng
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.304-321.2025

Abstract

The Malaysian Chinese Independent Secondary Schools (MCISS) strive to develop students proficient in three languages: Chinese, English, and Malay. Despite the national status of the Malay language, learners in these schools consistently demonstrate low proficiency in it. A key reason for this shortfall is the students’ limited interest in learning the language. This study explores the underlying factors contributing to this phenomenon, including students’ attitudes toward the language, motivation, instructional methods, learning strategies, family engagement, National Education Policy and UEC recognition. Employing a quantitative survey design, data were collected from 4,602 Senior II MCISS students through convenience sampling. Pearson correlation analysis indicated positive relationships between language learning interest and variables such as language attitude, motivation, instructional methods, learning strategies, family engagement, and National Education Policy and UEC recognition. Multiple regression analysis revealed that motivation, attitude, classroom learning, family engagement, the National Education Policy, and UEC recognition collectively accounted for 32.2% of the variance in students’ interest in learning Malay. The study’s implications extend to policymakers, educators, and curriculum designers, suggesting the integration of culturally relevant and engaging teaching strategies, stronger home–school partnerships, and policy adjustments to strengthen Malay language learning motivation among MCISS students.
Myth and Ritual of Ine Pare: An Anthropolinguistic Study of Ende-Lio Ethnic Culture, Flores Rero, Dentiana; Hasanuddin, Hasanuddin; Malihah , Elly; Sapriya, Sapriya; Ratmaningsih, Neiny
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.383-400.2025

Abstract

This research on the myth and ritual of Ine Pare among the Ende-Lio community in Nida Village, Flores, Indonesia, aims to reveal how linguistic expressions encode local wisdom amid cultural marginalization. An ethnographic approach and linguistic anthropological theory are employed as the formal framework of the study. Data were collected through 16 weeks of participant observation and in-depth interviews with the traditional elder (Mosalaki) and five other key informants. Thematic data analysis found that the myth and ritual of Ine Mbu—the Rice Mother—represent a socio-ecological knowledge system supported by local rationality and religiosity. Socio-ecological knowledge is reflected in communal solidarity, equitable resource distribution, and environmental taboos. Local rationality is expressed through agricultural and nutritional knowledge. Religiosity is manifested in ancestor veneration, ritual obligations, and moral ethics enforced through communal sanctions. In this context, the Lio language, used in myths and ritual mantras, functions as the preserver and transmitter of these local wisdom values. The Nida-Ende community and its oral traditions and local wisdom remain relatively resilient due to geographic isolation. However, youth migration, digital and social media influx, and tourism commodification threaten these traditions. The implication of this research is strengthening linguistic anthropological scholarship regarding the relationship between oral traditions and local competencies (knowledge, skills, and attitudes) in sustaining ecological balance and social cohesion. These findings recommend undertaking cultural revitalization efforts, including documentation of local cultural heritage, integration of local wisdom into formal education curricula, and development of cultural tourism.
DICO-JALF v.1.0: Diponegoro Corpus of Japanese Learners as a Foreign Language in Indonesia with AI Error Annotation and Human Supervision Prihantoro, Prihantoro; Ishikawa, Shin'Ichiro; Liu, Tanjun; Fadli, Zaki Ainul; Rini, Elizabeth Ika Hesti Aprilia Nindia; Kepirianto, Catur
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.274-288.2025

Abstract

There is a growing body of research in using AI for corrective feedback in foreign language teaching. However, few studies have specifically addressed the accuracy of AI analysis in learner corpus research. This study aims to create an AI-annotated corpus whose data were obtained from learners of Japanese as a Foreign Language (JFL) in Indonesia with human supervision; branded it as DICO-JALF v.1.0. The aim is to measure to what extent ChatGPT accurately annotates errors. A task was first administered to collect corpus data and metadata to build the corpus. The corpus was error-annotated using ChatGPT 4.0. Human annotators manually supervised the accuracy of AI-generated annotations. Regarding errors committed by learners, it is observed that incorrect lexical choices and forms dominate the cause of errors, while underuse and overuse are minimal. It can be concluded that ChatGPT demonstrated an average accuracy of 70% correct identification of errors. Regarding error rate, the verb is the category where errors are most frequent, which maybe driven by its conjugation, a feature absent in Indonesian, the L1 of the students. This suggests that Indonesian learners' acquisition of Japanese verbs needs greater emphasis. As compared to other similar studies, this is relatively low. However, it can be argued that one factor determining the accuracy of ChatGPT annotations, or any other LLM-based tool, is the complexity of the annotation scheme they adhere to. The corpus have been made available for download. The annotations shall be readable by a corpus query system that reads XML tags. This corpus serves as a foundational resource for future research on AI-assisted error analysis in JFL learning contexts in Indonesia.
Language Policy and the Pursuit of a New Linguistic Identity in Morocco: A Critical Analysis of Pro-English Discourse on Twitter Elbourkhissi, Lhou; Houssaini, Khalid
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.401-423.2025

Abstract

Morocco’s sociolinguistic landscape has been shaped by enduring historical, political, and ideological forces that continue to structure public discourse on language policy. Moroccan language policy has fluctuated between the unassailable dominance of French in economic, educational and political domains and Arabisation initiatives to reinstate Arabic as the language of national identity. Recently, online campaigns, particularly on social media platforms like Twitter, called for the displacement of French in favour of English as the primary foreign language in the country. Drawing on a corpus of tweets posted between 1 September 2021 and March 2023, this paper uses corpus-assisted discourse studies to examine language ideologies articulated in Arabic, English, French, and Tamazight posts. Findings reveal that English, on one hand, is framed as a language of global opportunity, related to scientific advancement, professional mobility, and cultural modernity. On the other hand, French is portrayed as a colonial remnant, indicative of restricted economic horizons and historical inequality. Concurrently, Arabic and Tamazight emerge in the data not only as symbols of national identity but also as ideological anchors, invoked by some users to advocate for linguistic sovereignty. However, these official languages remain discursively marginal concerning science, technology, and international communication. This paper sheds light on the digital negotiation of Morocco’s linguistic future, where public discourse blurs the boundaries between language policy, colonial past, economic aspirations, and globalisation. By tracing these discursive struggles, this study adds substantially to the understanding of the evolving role of social media in shaping language planning and language ideologies.
Traditional Strategies and AI-Integrated Strategies in Learning English among EFL Omani Students Jomaa, Nayef; Mudhsh, Badri Abdulhakim; AlGhafri, Khalid
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.368-382.2025

Abstract

This study examines the impact of gender and academic levels on using both traditional and AI-integrated learning strategies among EFL Omani students. This quantitative study utilized a questionnaire with a five-point Likert scale based on Oxford’s Strategy Inventory for Language Learning (SILL) and other AI-related items adapted from current studies, including 152 students from a public Omani university. The research instrument was expert-reviewed, followed by a pilot study, and the main data were analyzed using SPSS, namely t-tests and ANOVA. Out of 35 question items related to traditional learning strategies, Omani female learners outperformed male students in 26 items, significantly in writing new words (F= 4.00, M= 3.63), online English classes (F= 3.36, M= 2.99), practice grammar (F= 3.56, M= 3.01), and learn pronunciation (F= 4.44, M= 3.78). Similarly, Omani female learners outperformed male learners in all nine AI-based strategies, namely AI tools to enhance speaking (F= 3.44, M= 3.15), learn pronunciation (F= 3.54, M= 3.19), and improve writing (F= 3.43, M= 3.25). Students’ academic levels also affected some strategies like listening, speaking, and pronunciation; higher-level students preferred interactive approaches related to AI compared with lower-level students. However, AI tools for learning grammar and writing were less commonly used. These findings suggest that integrating traditional and AI-assisted strategies could support learning foreign languages. Consequently, educators should encourage active engagement in AI-based learning while addressing students’ dependence on traditional strategies.
Writer Identity in Transition: A Narrative Study of Pakistani MA TESOL Students’ Academic Writing Ambreen Siddique; Zainuddin, Siti Zaidah; Cheong, Huey Fen
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.424-436.2025

Abstract

Writing a thesis in English as a Medium of Instruction (EMI), particularly by non-native English authors, does not merely involve overcoming linguistic difficulties but also requires negotiating academic identity. Although much of the existing research on L2 thesis writing has emphasized lexis, grammar, and genre features, limited empirical attention has been given to how postgraduate students construct their autobiographical, discoursal, and authorial selves in multilingual, postcolonial contexts such as Pakistan. After conducting a qualitative narrative inquiry with fifteen MA TESOL graduates, drawing on semi-structured interviews, written narratives, observations, and thesis Introduction chapters, this study revealed how students’ identity construction was shaped by both institutional expectations and personal agency. The results indicate that students frequently aligned with academic conventions to secure legitimacy, while at the same time attempting to assert individuality, often oscillating between cautious compliance and authorial presence. Moreover, supervisory practices and institutional gatekeeping were found to strongly influence the scope of identity options available to writers, limiting some while enabling others. Unlike prior studies that narrowly frame L2 writing as a linguistic challenge, this article combines narrative inquiry with rhetorical analysis of thesis texts in the Pakistani context. The study provides pedagogical implications for designing culturally responsive writing instruction and supervision practices.

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