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All Journal Joal : Journal of Applied Linguistics Journal of Classrom Action Research Innovative Science and Technology Learning Journal (ISTLJ)
Azi Nurazima Juhastri
Universitas Pasir Pengaraian, Indonesia
Languange, Linguistic, Communication & Media

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An Analysis of Students’ Linguistic and Performance Challenges in Performing Under the Gaslight by Augustine Daly Eripuddin; Pipit Rahayu; Azi Nurazima Juhastri; Debora Martini Jai
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.651

Abstract

This study investigate the Drama is as an effective pedagogical approach in English Language Teaching (ELT) due to its potential to promote communicative competence, learner engagement, and expressive skills. However, the use of classical English drama, particularly nineteenth-century texts, may pose significant challenges for EFL learners. This study aims to analyze the linguistic and performance-related difficulties experienced by 23 fifth-semester students of the English Education Study Program at Universitas Pasir Pengaraian in performing Under the Gaslight by Augustine Daly. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, and documentation during rehearsal and performance sessions. The findings reveal that students encountered major difficulties involving both language and performance demands, including archaic vocabulary, complex sentence structures, pronunciation problems, stage fright, limited voice projection, inadequate body movement, and weak emotional delivery. These challenges were closely interconnected, with language barriers contributing to psychological anxiety and subsequently affecting overall performance quality. The study concludes that while drama remains a valuable instructional tool in ELT, the use of classical drama requires careful pedagogical mediation, including linguistic scaffolding, cultural contextualization, and systematic performance training. The findings are expected to contribute to the improvement of drama instruction, text selection, and teaching strategies in English teacher education programs, particularly in equipping prospective English teachers with the competence to implement drama-based learning effectively in future classrooms Keywords: Students’ Difficulties, Drama, Performance
A Needs Analysis of Using a Pragmatics Approach in Teaching Drama in EFL Contexts Eripuddin eripuddin; Pipit Rahayu; Azi Nurazima Juhastri
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.646

Abstract

This study investigates the need for integrating a pragmatics approach in teaching drama within an English as a Foreign Language (EFL) context. Employing a qualitative needs analysis design, the research involved 23 sixth-semester students of the English Department selected through purposive sampling. Data were collected using open-ended questionnaires structured around a needs analysis framework encompassing target needs (necessities, lacks, and wants) and learning needs. The data were analyzed through qualitative descriptive analysis to identify patterns related to students’ pragmatic competence and instructional expectations.The findings reveal more specific dimensions of learners’ needs. In terms of necessities, students are required to understand how meaning in drama is constructed through context, including implicature, speech acts, and sociocultural norms, in order to interpret characters’ intentions and perform dialogues appropriately. However, in terms of lacks, the data indicate that many students experience difficulties in interpreting implied meanings, recognizing indirect speech acts, and adjusting language use according to social context, which results in overly literal or mechanically delivered performances. Furthermore, regarding wants, students express a strong preference for more interactive and contextualized learning activities, such as role-play, script analysis focusing on pragmatic elements, and explicit instruction on how language functions in real communicative situations.These findings suggest that drama instruction in EFL contexts requires more explicit integration of pragmatic components, not only as supplementary material but as a core aspect of learning. The study highlights the pedagogical value of pragmatics as a conceptual foundation for enhancing both communicative competence and interpretive skills in drama learning. By positioning pragmatic competence as a central learning objective, this research contributes to the development of learner-centered and contextually grounded drama pedagogy in EFL settings. The findings also provide a more concrete basis for future instructional design and empirical research on pragmatics-based drama teaching. Keywords : Need Analysis; Pragmatics Approach; Teaching Drama
Kesadaran Etis Mahasiswa Pendidikan Bahasa Inggris dalam Penggunaan Alat Kecerdasan Buatan (AI) untuk Penulisan Esai Uchy Mukho Adrianty; Pipit Rahayu; Khabib Muafi; Azi Nurazima Juhastri
INNOVATIVE SCIENCE AND TECHNOLOGY LEARNING JOURNAL Vol. 1 No. 2 (2026): Innovative Science and Technology Learning Journal (ISTLJ), Vol 1 No 2, Mei 202
Publisher : Cv. Digital Education Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing adoption of generative artificial intelligence (AI) in higher education has created new opportunities for learning and academic writing while raising important ethical concerns. Understanding students’ awareness, knowledge, attitudes, and behaviors related to AI use is essential for promoting responsible and ethical academic practices. This study aimed to examine students’ AI ethics awareness, knowledge of academic policies, attitudes toward AI ethics, and actual behavior in AI-assisted writing. A descriptive quantitative research design was employed using a questionnaire distributed to 21 university students. The collected data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings revealed that all four indicators were categorized as high. AI ethics awareness obtained the highest mean score (M = 3.65, SD = 0.66), followed by attitudes toward AI ethics (M = 3.63, SD = 0.85), actual behavior in AI-assisted writing (M = 3.58, SD = 0.82), and knowledge of academic policies (M = 3.43, SD = 0.75). These results indicate that the respondents generally reported high levels of ethical awareness, positive attitudes toward ethical AI use, adequate knowledge of relevant academic policies, and responsible AI-assisted writing practices. In conclusion, the findings suggest that students demonstrate a positive foundation for the responsible use of AI in academic contexts. The consistently high scores across all indicatorss indicate that ethical awareness, knowledge of academic policies, positive attitudes toward AI ethics, and responsible AI-assisted writing practices are well represented among the respondents.
Co-Authors Debora Martini Jai Eripuddin Khabib Muafi Pipit Rahayu Uchy Mukho Adrianty