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All Journal Journal of English Language Teaching and Literature (JELITA)
Iin Baroroh Ma’arif
Universitas K. H. Abdul Wahab Hasbullah, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Communication Intentions through Illocutionary Speech Acts: A Pragmatics Analysis of My Oxford Year Ala Alaika Wahidatus Sifa; Yuyun Bahtiar; Iin Baroroh Ma’arif; Nurul Afidah
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1326

Abstract

This research investigates the use of illocutionary speech acts in the film My Oxford Year. Although previous studies have analyzed illocutionary speech acts in films, most focus on identifying speech act types, with limited attention to the role of contextual and non-verbal elements in interpreting speakers’ intentions. Therefore, this research aims to analyze the types and functions of illocutionary speech acts used by the main character in My Oxford Year. This research employed a descriptive qualitative method. The data consisted of dialogues containing illocutionary speech acts, supported by contextual information such as facial expressions, gestures, and intonation. The data were collected through observation, transcription, and note-taking, and analyzed using Searle’s (1979) theory of illocutionary speech acts and Leech’s (1983) theory of illocutionary functions. The findings revealed 76 utterances containing illocutionary speech acts. Assertive speech acts were found to be the most frequently used type, particularly in expressing information, opinions, and beliefs. In terms of function, collaborative functions appeared most frequently, indicating that the characters mainly used language to exchange information and maintain interpersonal relationships. These findings suggest that the interpretation of illocutionary speech acts is influenced not only by the linguistic form of the utterances but also by the context and accompanying non-verbal expressions. Therefore, this research contributes to pragmatic and discourse studies by demonstrating how verbal and non-verbal elements work together to construct meaning and shape communication in film discourse.
Perspectives of Students Towards Quizizz Paper Mode as Grammar Assessment Tool at Al-Mardliyah Islamic Boarding School, Tambakberas, Jombang. Muchammad Nuru Faukonuri; Yuyun Bahtiar; Iin Baroroh Ma’arif; Nurul Afidah
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1499

Abstract

This study aims to investigate students’ perspectives toward the use of Quizizz Paper Mode as a grammar assessment tool at Al-Mardliyah Islamic Boarding School, Tambakberas, Jombang. The study also explores the advantages and obstacles experienced by students during its implementation. Considering the limited access to gadgets and the internet in Islamic boarding schools, Quizizz Paper Mode was selected as an alternative technology-based assessment that does not require students to use smartphones. This research employed a mixed-method approach using a convergent design. Quantitative data were collected through a Likert-scale questionnaire distributed to 40 students, while qualitative data were obtained from interviews, open-ended questionnaires, and classroom observations involving 20 students. Both datasets were analyzed separately and then integrated to provide a comprehensive understanding of students’ perspectives. The findings reveal that students generally have positive perceptions of Quizizz Paper Mode as a grammar assessment tool. Quantitative results indicate that most students agreed that Quizizz Paper Mode is easy to use, helps improve grammar understanding, provides effective instant feedback, and increases motivation and engagement during assessment. These findings are supported by qualitative data, which show that students felt more enthusiastic, focused, and confident when learning grammar, particularly in gerund and pronoun materials. The instant correction feature enabled students to identify mistakes and learn independently without always relying on teacher explanations.
Co-Authors Ala Alaika Wahidatus Sifa Muchammad Nuru Faukonuri Nurul Afidah Yuyun Bahtiar