Aisyah Journal of English Language Teaching (AIJELT)

An Analysis of Code-switching by El Barack on TikTok Video

2025-05-30T04:44:29+00:00

This research focused on analysis of types and functions of code switching used by El Barack in TikTok videos. Ten samples of TikTok videos from the @inijedar channel featuring El Barack, the writers applied poplack theory which functioned to categorize the types of code-switching, and Gumperz which functioned to explain what are function used by El Barack on TikTok video. This research also adopted descriptive-qualitative methods. Data collection was carried out using observation, documentation and checklists. This research focuses on speeches containing code switching produced by El Barack. The analysis showed that subjects A4 to A10 showed different types of code switching, whereas subjects A1 to A3 did not. Overall, this research identified 58 examples of types and functions of code-switching across ten videos. These findings highlight the prevalence and variations of code switching in social media content and its potential implications for communication and education.

AN ANALYSIS OF SEVENTH GRADE STUDENTS ABILITY IN WRITING PROCEDURE TEXT AT SMPN 2 KOTA SERANG

2025-05-30T05:06:09+00:00

This study examines the ability of seventh-grade students at SMPN 2 Kota Serang to write procedure texts. Using a quantitative descriptive method, data were collected from a sample of 35 students through a written test where students created their own procedure texts. The findings revealed that 51.43% of students achieved "very good" scores (90 and above), 14.29% fell into the "good" category (70–85), and 34.29% scored in the "sufficient" range (50–65). No students were classified as "failed." The average score was 79.4, indicating a general proficiency in writing procedure texts. However, the analysis identified recurring linguistic errors, including inconsistent verb tense usage, incorrect article placement, and fragmented sentence structures. Students also demonstrated challenges in spelling, vocabulary selection, and providing clear, detailed instructions. These issues affected the overall coherence and readability of their texts. The study concludes that while students show foundational skills in writing procedure texts, targeted instruction on grammar, cohesion, and descriptive detail is essential to enhance their writing proficiency.

Directive Speech Acts in The King’s Speech Movie (2010)

2025-05-30T06:40:35+00:00

This study investigates the use of directive speech acts in The King’s Speech (2010) movie and explores their potential application in the EFL context, particularly in speaking classes. The film reflects power dynamics, collaboration, and motivational strategies that provide examples of authentic language use. The study employs the Content Analysis (CA) approach and finds 37 utterances from the main characters' interaction, which were categorized into five types of directive speech acts. The analysis revealed that the most frequently appearing in the dialogue was requesting (37.84%), followed by commanding (24.32%), inviting and suggesting (13.51% for each category), and forbidding (10.82%). These findings highlight the relevance of directive speech acts in EFL classrooms, where teacher can be used to design effective communication, foster interactive learning, and enhance students’ pragmatic competence. Integrating directive speech acts from The King’s Speech into teaching strategies can help to develop learners’ communication skills, build confidence, and support the principles of Communicative Language Teaching (CLT).

Analysis of Illocutionary Speech Acts in The Movie 'Agak Laen': A Pragmatic Study

2025-05-30T07:03:56+00:00

Abstract – Abstract in English

This study examines the various categories of illocutionary acts present in the film Agak Laen. The central research question guiding this investigation is: What types of illocutionary acts are utilized in the movie 'Agak Laen'? The primary objective of this research is to systematically categorize the illocutionary acts observed in the film.

The methodological approach employed is descriptive qualitative, involving a structured analytical process comprising identification, classification, detailed examination, and final interpretation. Data collection was conducted through repeated viewings of the film, careful listening to character dialogues, and systematic categorization of speech acts based on established linguistic frameworks.

The findings reveal that the illocutionary acts in Agak Laen encompass five key types: commissive, representative, directive, expressive, and declarative. Each type serves a distinct communicative function, contributing to the film’s narrative dynamics and interpersonal exchanges. These acts not only facilitate character interactions but also reflect underlying sociocultural nuances embedded within the dialogues.

In conclusion, this analysis underscores the significance of illocutionary acts in shaping discourse within cinematic narratives. By identifying and classifying these speech acts, the study highlights their role in conveying intentionality, advancing plot development, and mirroring broader communicative norms.

Keywords: Analysis, Illocutionary Acts, Agak Laen Movie, Pragmatics, Speech Act

Abstrak – Abstrak Bahasa Indonesia

Penelitian ini mengkaji berbagai kategori tindak ilokusi yang terdapat dalam film Agak Laen. Pertanyaan penelitian yang menjadi fokus kajian ini adalah: Jenis-jenis tindak ilokusi apa sajakah yang digunakan dalam film 'Agak Laen'? Tujuan utama penelitian ini adalah untuk mengklasifikasikan secara sistematis tindak ilokusi yang ditemukan dalam film tersebut.

Metode yang digunakan adalah kualitatif deskriptif, dengan tahapan analisis meliputi identifikasi, klasifikasi, pemeriksaan mendalam, dan interpretasi akhir. Pengumpulan data dilakukan melalui penayangan berulang film, penyimakan cermat terhadap dialog antarkarakter, serta pengategorian ujaran berdasarkan kerangka linguistik yang mapan.

Temuan penelitian mengungkapkan bahwa tindak ilokusi dalam Agak Laen mencakup lima jenis utama, yaitu komisif, representatif, direktif, ekspresif, dan deklaratif. Setiap jenis memiliki fungsi komunikatif yang khas, berkontribusi pada dinamika naratif dan interaksi antartokoh. Tindak ilokusi ini tidak hanya mendukung komunikasi antarkarakter, tetapi juga merefleksikan nuansa sosiokultural yang melatarbelakangi percakapan mereka.

Sebagai simpulan, analisis ini menegaskan peran penting tindak ilokusi dalam membentuk wacana di dalam narasi film. Dengan mengidentifikasi dan mengklasifikasikan tindak ujaran tersebut, penelitian ini menggarisbawahi fungsinya dalam menyampaikan maksud, menggerakkan alur cerita, serta mencerminkan norma komunikasi yang lebih luas.

Kata Kunci: Analisis, Tindak Ilokusi, Film Agak Laen, Pragmatik, Tindak Tutur

Communicative Language Teaching (CLT): A Strategy to Enhance Students’ Speaking Skills and Motivation

2025-05-30T07:17:27+00:00

Speaking is one of the foundational components of language proficiency, requiring learners to produce language spontaneously with fluency and accuracy, while motivation plays a key role in sustaining learners' engagement and willingness to communicate. In English as a Foreign Language (EFL) classrooms, both speaking ability and motivation remain common challenges. Communicative Language Teaching (CLT), which emphasizes interaction and authentic language use, can help students to develop both aspects by involving learners in real-life communicative tasks such as role plays. This study aimed to investigate the effectiveness of CLT in improving the speaking skills and learning motivation of seventh graders at SMPN 3 Kota Madiun. To provide a comparative measure, the Audio-Lingual Method (ALM), a traditional, drill-based method, was used with a control group. Employing a quasi-experimental design, students were divided into experimental and control groups. Data were gathered through speaking performance tests and motivation questionnaires, and then were analyzed using SPSS 25 with the Mann-Whitney U test, Independent Sample t-test, and N-Gain. The results demonstrated that CLT significantly enhanced both students’ speaking abilities (U = 259.000; p = 0.002) and motivation (p = 0.000) compared to ALM, with a moderate N-Gain effectiveness (56–75%) for the CLT group and minimal improvement (<40%) in the ALM group. These findings confirm CLT as a more effective and engaging instructional method in EFL classrooms.