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Bahing Bahing
Universitas Palangka Raya
Humanities Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences

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An Analysis of Speech Act In Award-Winning Short Movie (The English Teacher-2020) Raviona Annida; Bahing Bahing; Joni Bungai
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i4.2759

Abstract

English has become an international language that plays an essential role in communication. One way of communicating is speaking, which is practised in all parts of life. So, humans need to learn the language for the way communication occurs to get a piece of information. This implies that the relationship of a speech determines its form and function. Pragmatics is closely related to the study of language and communication in society, particularly speech acts. The purpose of this study is to determine the speech act applied by the actor in The English Teacher films. This study focuses on analyzing the speech performance in the film The English Teacher. This study examines the illocutionary; representatives or assertive, directives, commission, expressive, and declarations produced in the film The English Teacher. The researcher investigates the dialogue scripts of the performers in The English Teacher films. Data collection and analysis were conducted using the qualitative research method. Qualitative research is research that processes descriptive data from the subject in the form of written or spoken language. In qualitative research, the researcher employs sampling technique or targeted sampling to collect specific information about the topic of study. the results show that The forms of illocutionary speech acts in the film “the English Teacher” include representative, directive, expressive and commission speeches. The most dominant form of speech act in the film "The English Teacher" is a representative speech act with a total of 20 representative speech acts
AN ANALYSIS OF TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH USED BY THE TEACHER IN WRITING SKILL AT BINA CITA MANDIRI (BCM) COURSE & COUNSELING Bahing; Bahing Bahing; Mayang Meilatina
Journal of Innovation Research and Knowledge Vol. 5 No. 11 (2026): April 2026
Publisher : Bajang Institute

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Abstract

This study was an Analysis of Task-Based Language Teaching (TBLT) Approach Used by The Teacher in Writing Skill at Bina Cita Mandiri (BCM) Course & Counseling. It is done by lecturers of Magister of English Language Education, Graduate Program, University of Palangka Raya. It was conducted by (I) Dr. Bahing, S.PD. M.PD. (II) Dr. Mayang Meilantina, M.Sc. Task-Based Language Teaching (TBLT) is a communicative approach to language teaching and learning that views language primarily as a tool for communication rather than as a subject of study. In this approach, learners engage with the language through meaningful tasks that are carefully designed and sequenced, allowing them to acquire and use the language in real-world, communicative contexts. The purpose of the research was to know how the teacher at BCM Course & Counseling apply Task-Based Language Teaching (TBLT) approach in teaching writing skill, and to know the obstacles are encountered in teaching English writing using the Task-Based Language Teaching (TBLT) method.The researcher used descriptive qualitative method. Three instruments were utilized observation, interview, and documentation for collecting the data. The subject was the English teacher at 5th Grade in BCM Course & Counseling, Palangka Raya. The researcher obtained the teacher at Bina Cita Mandiri (BCM) Course & Counseling utilized the TBLT approach by integrating a series of well-designed tasks into the English writing curriculum, which align with real-world activities. Tasks such as arranging sentences, translating words, and filling in blanks worksheets task from online resources like ISL Collective and Live Worksheet. Group discussions form a core part of the TBLT approach at BCM. Students are divided into small groups, and each group works collaboratively on the assigned writing tasks. The problems that the researcher found while observing and interviewing the teachers. There were students' cognitive abilities, difference in curricula, student attendance, motivations, and limited practice opportunities
STUDENTS’S PERCEPTIONS IN USING GRAMMARLY AND QUILLBOT FOR IMPROVE WRITING SKIIL AT MA ANNUR TELUK PALINGET GRADUATE STUDENTS OF PALANGKARAYA UNIVERSITY Bahing; Bahing Bahing; Mayang Meilantina; Wahipal Akhmad
Journal of Innovation Research and Knowledge Vol. 5 No. 5 (2025): Oktober 2025
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v5i5.11405

Abstract

By using a descriptive quantitative design, data were collected through a cross-sectional survey. The population included 95 students from grades 10 to 12 who regularly used both tools for English writing. After a pilot test with 30 students, 65 students were selected as the final sample. Data were gathered using a validated questionnaire via Google Forms, covering four dimensions: tool features, Grammarly and QuillBot are al-power tool that help users identity and correct grammar, vocabulary, and sentence structure errors. All these tools become more common in Education, understanding students’ perception of their effectiveness is essential for optimizing their use in EFL writing instruction. This research explores students’ perceptions of Grammarly and quillBot for writing development at Ma Annur Teluk Palinget in the year of 2025 by focusing on Grammar improvement and the factors shaping those perception.feedback quality, knowledge and ability development, and learning experience. Analysis used frequency, percentage, and mean scores in Microsoft Excel. Validity (Pearson > 0.349) and reliability (Cronbach's Alpha = 0.967) were confirmed through pilot testing. The results indicate that students at MA Annur Teluk Palinget held very positive perceptions of both Grammarly and QuillBot, with identical overall mean scores of 3.85. All dimensions—features, feedback quality, knowledge development, and learning experience—were rated very positively, with over 80% strongly agreeing that the tools provided helpful grammar feedback, clear suggestions, and useful explanations. Students particularly noted improvements in understanding subject-verb agreement (89%), sentence structure (85%), and tense consistency (80%), along with increased confidence and motivation. These perceptions were primarily shaped by three factors: accessibility (mean: 3.91), educational effectiveness (3.84), and user experience (3.83), which explained 77% of the total variance. While a small number of students raised concerns—such as language barriers, internet dependence, and feedback accuracy for complex grammar—both tools significantly supported grammar improvement and were seen as suitable for integration into high school EFL instruction
Co-Authors Bahing Joni Bungai Mayang Meilantina Mayang Meilatina Raviona Annida Wahipal Akhmad