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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan JOURNAL OF LANGUAGE DedikasiMU: Journal of Community Service Journal Evaluation in Education (JEE) Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Authentic Research
Arafiq, Arafiq
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Religion Humanities Earth & Planetary Sciences Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Journal of Authentic Research

 1 
Speech Acts in Peter Parker’s Utterances in The Amazing Spider-Man Movie and Its Relevance to English Curriculum: A Pragmatics Perspective Fikri, Muhammad Husnul; Arafiq, Arafiq; Isnaini, Muh; Wilian, Sudirman
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v4i2.3702

Abstract

This study analyzes the speech acts in Peter Parker’s utterances in The Amazing Spider-Man (2012) movie and their relevance to the Indonesian Senior High School English Curriculum from a pragmatics perspective. Using Searle’s (1979) speech act theory, the research identifies four types of illocutionary acts, such assertives, directives, commissives, and expressives, while declaratives were absent. The qualitative analysis shows that assertives and directives are dominant, reflecting Peter’s dual identity as a teenager who informs and argues, and as Spider-Man who commands and requests in critical situations. The functions of these speech acts demonstrate how language is used to inform, request, commit, and express emotions based on context and intention. The findings also reveal that many utterances align with the curriculum’s communicative goals, particularly in expressing opinions, making requests, and showing feelings, suggesting that films can be authentic materials to enhance students’ pragmatic competence in English learning.
The Phonological Interference of Sasak Meno-Mene Dialect on English Pronunciation: A Case Study of Eleventh Grade Students at SMA Negeri 1 Janapria Bahril, Bahril; Arafiq, Arafiq; Isnaeni, Muh; Mahyuni, Mahyuni
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qbthmz70

Abstract

This study employs a qualitative approach with a case study design to examine the phonological interference of the Sasak Meno-Mene dialect (L1) on English (L2) pronunciation among eleventh-grade students at SMA Negeri 1 Janapria. The primary objective is to identify phonological differences and determine recurring patterns of pronunciation errors. Data were collected from 75 native speakers of the Meno-Mene dialect through minimal-pair testing, observations, and semi-structured interviews. The analysis reveals that the phonological system of the first language, which is comparatively simpler, lacks several key English phonemes, such as interdental fricatives (/?/, /ð/) and vowel length distinctions. The findings indicate consistent negative transfer, predominantly in the substitution of interdental fricatives with alveolar stops (/?/ ? /t/). Furthermore, the substitution of /f/ with /p/ suggests that the labiodental fricative, although present in loanwords, has not yet been fully internalized by the learners. Non-linguistic factors also contribute to the learners’ difficulties, including language anxiety and fear of ridicule, which discourage students from practicing spoken English and limit opportunities for self-correction. This research supports the Contrastive Analysis Hypothesis (CAH) and recommends that pronunciation instruction be targeted and psychologically supportive in order to enhance learner performance.
Case Marking System and Language Creativity of Bima Language on Social Media TikTok: Sistem Penandaan Kasus dan Kreativitas Bahasa dalam Bahasa Bima di Media Sosial TikTok Ibrahim, Ibrahim; Arafiq, Arafiq; Aziz, Atri Dewi; Isnaini, Muh.
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ev0btp08

Abstract

This study examines the case marking system and linguistic creativity of the Bima language as used on TikTok, focusing on how grammatical variation and creative expression shape linguistic identity in digital spaces. The research employs a mixed-methods approach combining qualitative descriptive analysis and limited quantitative categorization to explore the frequency and form of case-marking patterns. The significance of this study lies in its contribution to understanding how regional languages adapt to new communicative environments while preserving their grammatical essence and sociocultural relevance in the digital era. The findings reveal that the Bima language on TikTok predominantly maintains a nominative–accusative alignment, though occasional ergative-like patterns appear in informal or elliptical utterances. Linguistic creativity manifests through processes such as code-mixing, word simplification, and stylistic innovation, illustrating how speakers negotiate identity and solidarity through digital discourse. These results imply that digital platforms like TikTok can function not only as spaces of linguistic experimentation but also as instruments for regional language revitalization and intergenerational transmission. Nevertheless, this study is limited by its scope, which focuses exclusively on a small sample of Bima TikTok users and does not include data from other platforms or face-to-face interactions. Future research should expand the dataset and incorporate sociolinguistic variables such as gender, education, and network size to capture a more comprehensive picture of language dynamics in online contexts.
Genre Representation and Curriculum Alignment in English for Nusantara for Grade VII: A Critical Content Analysis of Text Types under the Merdeka Curriculum Qomah, Isti; Zamzam, Ahmad; Arafiq, Arafiq
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/5c3a0z10

Abstract

This study critically examines the representation of text genres in English for Nusantara for Grade VII and evaluates the extent to which the textbook supports the genre-based literacy expectations of the Merdeka Curriculum. The study responds to the need for systematic textbook evaluation because textbooks remain central instructional resources in English as a foreign language classrooms and because curriculum alignment cannot be inferred merely from official textbook status. A qualitative content analysis was employed to identify, classify, and interpret the main reading texts in the textbook by using three genre indicators: social function, generic structure, and linguistic features. The analysis shows that the textbook represents four principal genres, namely descriptive, procedure, recount, and report texts. Descriptive texts dominate the textbook and appear across several chapters, whereas procedure, recount, and report texts occur more narrowly and receive less sustained pedagogical attention. This pattern indicates partial alignment with Phase D learning outcomes, especially because students are expected to read, view, evaluate, and produce different kinds of texts in print, digital, visual, multimodal, and interactive forms. However, the uneven distribution also suggests that students may receive stronger support for describing familiar people, places, and objects than for developing informational, chronological, procedural, and analytical literacy. The novelty of this study lies in conceptualizing genre distribution as a critical indicator of curriculum alignment rather than treating alignment as the simple presence of selected text types. The study recommends that teachers supplement the textbook with additional model texts and genre-based tasks so that students can experience broader communicative purposes and more balanced literacy development.
Co-Authors Amrullah Amrullah Ansar Ansar Arfah, Hajriana Arifuddin Arifuddin Azis, Atri Dewi Aziz, Atri Dewi Baharuddin Baharuddin Bahril, Bahril Budiman, Lalu Muh Alan Byomantara, Dewa Gede Ngurah Fikri, Muhammad Husnul Ibrahim Ibrahim Isnaeni, Muh Isnaini, Muh Isnaini, Muh. isti qomah Jannah, Alda Raudatul Juniarti, Lisa Lalu Nurtaat, Lalu Mahyuni Mahyuni Muhammad Amin Nur Ahmadi, Nur Putra, Lalu Jaswadi Sood, Azzharah Kautsar Wilian, Sudirman Yanti, Lira Yusra, Kamaludin Zamzam, Ahmad