JL3T (Journal of Linguistics, Literature and Language Teaching)

ChatGPT as a Speaking Partner: Investigating Its Impact on Students’ Speaking Anxiety

Skolastika Noe, Fazri Nur Yusuf, Yanti Wirza — Fri, 02 Jan 2026 22:52:11 +0800

This study examines how the use of ChatGPT, an AI-driven chatbot, influences learners’ speaking anxiety and their spoken performance in an English as a Foreign Language setting. The analysis is guided by a framework of language-learning anxiety that highlights three key components of speaking anxiety: communication apprehension, fear of negative evaluation, and test anxiety. A qualitative approach was employed, involving 30 university students from Eastern Indonesia. Data were collected through a 25-item Likert-scale questionnaire adapted from FLCAS, six open-ended questions, and semi-structured interviews with 10 selected participants. The findings reveal that ChatGPT plays a crucial role in reducing communication apprehension, fear of negative evaluation, and test anxiety, allowing students to practice speaking English in a low-pressure environment. Notably, findings showed that after using ChatGPT in speaking practice, 60% of students experienced moderate speaking anxiety, while 26.67% exhibited high levels and 13.33% reported low anxiety. Additionally, frequent AI-assisted interaction enhances fluency, confidence, and structured speech formulation, improving oral proficiency. However, limitations were identified in pronunciation feedback, conversational naturalness, and expressive interaction, suggesting that AI should serve as a supplementary tool rather than a standalone language learning solution. Given these findings, future AI improvements should focus on voice recognition for pronunciation accuracy, adaptive conversational dynamics, and multimodal interaction strategies. This study underscores ChatGPT’s potential to effectively reduce speaking anxiety while advocating for integrated AI-human interaction approaches in language education to support comprehensive and immersive speaking practice.

Improving Students’ Pronunciation Accuracy through Shadowing Technique combined with minimal pairs in An English Pronunciation Class

Muman Muman, Hendra Husnussalam — Fri, 02 Jan 2026 23:00:23 +0800

This study investigated how students’ English pronunciation skills improved through the implementation of the shadowing technique combined with minimal pairs practice. The study aimed to address students’ pronunciation problems, specifically errors in vowel and consonant articulation and inconsistent intonation patterns, which hindered their fluency and intelligibility. The participants were 37 students enrolled in the Pronunciation course of the English Education Study Program at IKIP Siliwangi during the even semester of the 2024/2025 academic year. The research followed two action research cycles, each involving the stages of planning, action, observation, and reflection. Data were collected through pronunciation pre-tests, cycle assessments, post-tests, classroom observations, and reflective journals. Quantitative data were analyzed by comparing the average pronunciation scores across the stages, while qualitative data were used to describe behavioral and attitudinal changes. The findings revealed a significant improvement in students’ pronunciation performance, with the average score increasing from 46.1 in the pre-test to 75.6 in Cycle 1 and 82.8 in Cycle 2. Students demonstrated greater accuracy in producing segmental sounds and showed more natural rhythm and intonation patterns in spoken tasks. The integration of shadowing and minimal pairs proved effective in enhancing both fluency and accuracy. These results imply that incorporating systematically structured and interactive pronunciation activities into English language instruction can provide a practical and effective approach for addressing learners’ segmental and suprasegmental difficulties, ultimately supporting more intelligible and confident oral communication.

The The Effectiveness of ChatGPT Integration in Improving English Learning Autonomy in Senior High Schools (SMA) in Banda Aceh City

Meta Keumala - — Fri, 02 Jan 2026 23:08:48 +0800

The rapid development of artificial intelligence (AI) has introduced new opportunities for language learning, particularly through tools such as ChatGPT. Despite its global use, the ChatGPT application in Indonesian high schools remains limited, particularly in supporting independent learning under the Independent Curriculum. This study investigated the effectiveness of ChatGPT in enhancing students’ English learning independence, with a focus on engagement, motivation, and performance. A mixed-methods design was applied in three Banda Aceh schools (SMA 3, SMA 4, and SMA 5). Data were gathered through pre-tests and post-tests with 102 students divided into experimental groups using ChatGPT and control groups using conventional methods. Quantitative data were analysed using descriptive statistics, the Shapiro-Wilk test, Levene’s test, and paired sample t-tests, while qualitative data were examined thematically. Results showed significant improvement across schools. SMA 3 increased from a pretest mean of 80.39 to a posttest mean of 94.17 (t = 16.60, p = 3.646e-18). SMA 4 rose from 74.00 to 91.00 (t = 23.49, p = 5.164e-23), while SMA 5, with the lowest baseline (57.10), reached 83.93 (t = 17.09, p = 1.106e-16). Homogeneity tests indicated pretest variances differed (p = 0.001), but posttest variances became homogeneous (p = 0.650). The novelty of this study lies in showing that ChatGPT not only improved achievement but also reduced variability among students. In conclusion, ChatGPT effectively fostered independent English learning, balanced student outcomes, and offered a promising tool for adaptive, self-directed learning in Indonesian high schools.

The Effect of Discovery Learning Model by Integrating Virtual Writing Tutor on Students' Writing Achievement

Anggie Isma Aprianti Aprianti, Linda Astuti Rangkuti , Meida Rabia Sihite — Fri, 02 Jan 2026 23:16:03 +0800

ABSTRACT

The objective of this research is to find out if Discovery Learning model by integrating Virtual Writing Tutor significantly affects students' writing achievement. The study's population consisted of tenth-grade students at SMA Negeri 11 Medan. There were 10 parallel classes at the tenth-grade, each consisted of 35 students. In the process of this study, two classes were selected as samples, resulting in a total sample of 70 students. Cluster random sampling technique was used in selecting the samples. This study employed a quantitative experimental design, and data were collected through written tests in the form of pre-tests and post-tests. The finding revealed that the use of Discovery Learning model integrated with Virtual Writing Tutor positively affected students' writing achievement. After the data analysis was conducted using t-test with SPSS version 20 software, the significance value (2-tailed) it was found that t_observed was higher than t_table (16.143 > 1.995) with the degree of freedom df =68 at the level of significance Î± =0.05. Therefore, it can be concluded that Hâ‚€ is rejected and Hâ‚ is accepted, indicating that the Discovery Learning model integrated with Virtual Writing Tutor significantly affected students' writing achievement. This approach can be considered an alternative strategy for delivering more interactive, engaging, and relevant writing instruction to meet students' learning needs in the digital era.

Keywords: Discovery Learning Model; Students' Writing Achievement; Virtual Writing Tutor.

Developing an ELT- Oriented Online PBL Model to Support EFL Students’ Speaking Fluency

Fri, 02 Jan 2026 23:33:33 +0800

Project based Learning models need to be developed in English learning. This research is needed to support learning model innovation. The purpose of this study is to produce an online-based PJBL model that is valid and appropriate to use in learning English. This study uses research and development (R&D) methods, with a 4-D development model (Define, Design, Development, Disseminate). However, caused of the time limitation to accomplish the steps, this research only implemented at three steps; define, design and development. The instruments used are interview guidelines, questionnaire sheets, and documentation. The subjects in this study were English teachers at SMA Muhammadiyah Langsa and expert lecturers at Samudra University. The results showed that at the Define stage the development of an Online-based PJBL model in English lessons in senior high schools was needed. At the design stage, a draft model and a hypothetical model are obtained. Furthermore, at the Development stage, the results of the media expert validation analysis with an average of 91.25% while material expert validation analysis with an average of 90% concluded that the draft model developed was valid with a fairly high category. , the percentage of the feasibility of the model based on the teacher's response was 0,83% with the Very Eligible category. Therefore, the Online-based PJBL model is valid and appropriate to use in learning English at SMA Muhammadiyah Langsa.

Manjae Oral Tradition: An Anthropolinguistic Study of The Tobanese Community In North Sumatra

Gratia Sialagan — Fri, 02 Jan 2026 23:54:04 +0800

Study explores the manjae tradition of the Batak Toba Toba community as a form of oral cultural expression that integrates language, ritual, and social values. Positioned within the framework of anthropolinguistics, the research investigates how customary speech, gestures, and symbolic materials function as performative acts that signify social transition, particularly following marriage. Using a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews, and textual documentation, with analysis guided by Spradley’s ethnographic model and speech act theory. The findings reveal that manjae comprises distinct ritual stages—mamio, core ceremonial activities, and manjalangi—each rich in structured speech and symbolic performance. Expressions such as “Horas ma dihita sasudena” and “Hamuna ma situtupi adatmuna” reflect layered functions of advice, blessing, and identity affirmation. The study highlights how elements like ulos, proxemic arrangements, and kinetic gestures reinforce social legitimacy and cultural continuity. In doing so, this research contributes to the understanding of oral tradition not merely as storytelling, but as a dynamic system of communication and cultural inheritance. It also underscores the urgency of preserving manjae amidst sociocultural change, offering a significant contribution to the fields of linguistic anthropology and cultural heritage studies.

A Functional Typology Perspective on Exclamative Sentences in Sundanese Folktales

Wida Mulyanti, Eri Kurniawan, Rinaldi Supriadi, Rinaldi Supriadi — Sat, 03 Jan 2026 00:04:21 +0800

This study analyzes exclamatory constructions in Sundanese folktales (narrative genre), 9,005 tokens from 30 texts through corpus-driven and functional-typological frameworks. Findings reveal that directive particles (hayu), intensifiers (pisan, teuing), and interjections (duh, yeuh)—not generic emotional terms—dominate exclamatory usage, reflecting communal pragmatics. The particle hayu (7 instances), as in “Hayu urang buru embe!” (“Let’s chase the goat!”), merges mobilization with collective urgency through syntactic patterns: direct action, metaphorical appeals (“paganteng-ganteng tunangan!” = “most handsome fiancés!”), and elliptical structures. Intensifiers like pisan (29 instances) amplify affective states (“Haus pisan!” = “So thirsty!”), while reduplication (alus-alus teuing = “so beautiful!”) heightens emotive emphasis. Interjections (duh, yeuh) anchor climactic moments through performative incompleteness (“Duh, Gusti...” = “Oh, God…”). Hybrid interrogative-exclamatives (“Naha anjeun teu éra...?!” = “How dare you?!”) and imperative-exclamatives (“Kudu make akal!” = “Use your brain!”) blur grammatical boundaries, prioritizing cultural intent over syntax. These constructions challenge Eurocentric mood models, instead encoding communal ethics, moral critique, and oral tradition aesthetics. The study underscores exclamatives as cultural-linguistic acts vital to sustaining Sundanese narrative identity, advocating context-sensitive approaches in indigenous language pedagogy and folklore preservation.

Illocutionary Acts in the Hashtag #KaburAjaDulu: A Cyber Activism Discourse Study on Social Media X

Sat, 03 Jan 2026 00:13:59 +0800

Emerging as a digital reaction to economic hardship, and later as a form of political critique, this hashtag represents the dynamic nature of public discourse in Indonesia. This study analyzes how language functions as a performative instrument in online activism through the hashtag #KaburAjaDulu on the social media platform X (formerly Twitter). This study uses a mixed-methods approach that combining qualitative and quantitative analyses based on Searle's Speech Act Theory. Data were collected from influencer accounts verified with a blue checkmark or having more than 2,000 followers on their personal accounts on X during two viral periods in 2025 (February and September) to identify and classify the illocutionary acts used by social media users. These findings reveal variations in how illocutionary acts construct collective meaning and reflect public sentiment across various ongoing sociopolitical contexts. This study found that assertive illocutionary acts were the most dominant, followed by Directive, Expressive, and Commissive illocutionary acts. Rather than being a mere linguistic phenomenon, the hashtag functions as a space in which individual emotions, social critique, the expression of aspirations, and political awareness converge. This study highlights the evolving relationship between language, digital communication, and social psychology, providing new insights into how online expressions can mobilize discourse and shape collective attitudes in a digital society.

Language of Innovation: Abbreviations in Jakarta Smart City Annual Report

Enggar Mulyajati — Sat, 03 Jan 2026 00:32:14 +0800

A Sociolinguistic Analysis of Insulting Language in Indonesian Online Media

Salsabila As Shofi -, Dwi Anggoro Hadiutomo — Sat, 03 Jan 2026 00:52:21 +0800

This study investigates how insulting language is used in Indonesian online media and how it reflects social context through the lens of register theory. The research aims to examine how the use of offensive terms such as bodoh, tolol, goblok, and dungu varies according to field, tenor, and mode, and how these variations relate to the speaker's role and communicative purpose. The study analyzed 20 utterances containing insulting language, quoted in news articles published on detik.com between January and June 2025. The data were purposively sampled to include diverse speakers, netizens, religious leaders, political figures, and commentators, allowing the study to capture linguistic variation across social roles. Using a qualitative descriptive approach, the study employed manual content analysis based on Halliday’s (1978) theory of register. Each utterance was examined in relation to its field, tenor, and mode. The results show that netizens tend to use insults as spontaneous expressions of emotion and group alignment, while public figures use similar language more strategically, either to persuade, criticize, or assert authority. Religious and political leaders, for example, use offensive terms rhetorically within moral or ideological discourse, revealing that insulting language is not always intended to harm but can also serve as a tool for emphasis, contrast, or resistance. The study concludes that offensive language in digital media is deeply shaped by social context and communicative intent. These findings contribute to sociolinguistics and applied communication by demonstrating how language, especially in its harshest forms; constructs identity, authority, and meaning in contemporary digital interaction.