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All Journal JELLT (Journal of English Language and Language Teaching) Wiralodra English Journal (WEJ) JEE (Journal of English Education) Beyond Linguistika: Journal of Linguistics and Language Education
Anita Wijayanti
Universitas Mahakarya Asia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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SPEECH ACTS IN LANGUAGE COMMONLY USED BY PEDICAB DRIVERS IN PRAWIROTAMAN AREA OF YOGYAKARTA Anita Wijayanti; Rio Saputra
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 2, No 1 (2019): April
Publisher : Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.686 KB) | DOI: 10.36448/bl.v1i1.1345

Abstract

The objectives of this study is to describe (1) the types of speech acts used by pedicab drivers in Prawirotaman area of Yogyakarta and (2) the functions of the speech acts used by pedicab drivers in Prawirotaman area of Yogyakarta.The type of this study is a descriptive qualitative method. The sources of data used the utterances taken from the transcription of pedicab drivers in Prawirotaman area of Yogyakarta. The research instruments were the recorder to record the utterances produced by pedicab drivers in Prawirotaman area of Yogyakarta and the headset was used to hear the utterances produced by pedicab drivers. The technique that was used to analyze the data is a discourse analysis.This study shows that (1) based on the analysis, it can be concluded that there were four types illocutionary speech acts. They were commissive, directive, expressive, and representative. Based on the analysis, there were 4 utterances of commissive (30.7%), 3 utterances of directive (23.1%), 3 utterances of expressive (23.1%), and 3 utterances of representative (23.1%).  (2) Based on the result of analysis, the types of illocutionary speech acts of pedicab drivers’ utterances used by pedicap drivers in Prawirotaman area of Yogyakarta were commissive, directive, expressive, and representative. In commisive speech act, the pedicab drivers promised with the tourists that they would change their performed in order to get attentions from the other people. In directive, the pedicab driver used directives of request and command. The directive of request can be seen when the pedicab driver asked the tourist to give his command about bakpia as a special food from Yogyakarta. The directive of command can be seen when the tourists gave command that Bakpia is good and delicious. . In expressive, the pedicab driver often expressed the truth of the expressed proposition in his conversation. It happened when pedicab driver tried to give explanations about the specific location. In representative, the pedicab driver used expressive of thanking when tourists tanked to the pedicab driver because he had gave the money to get pedicab driver’s services.
IDENTIFICATIONS OF FACTORS BARRING STUDENTS FROM ASKING LECTURER AND THEIR SUBSTITUTE LEARNING STRATEGIES Anita Wijayanti; Putu Putrayasa; Yohanes Bambang Gunawan
Wiralodra English Journal Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.225

Abstract

The focus of this qualitative study is to discover the factors that discouraged the students of Mahakarya Asia University from not asking questions to the lecturer in their English class despite their incomplete mastery of the lessons. Employing questionnaires and interview as the main instruments, the study found the triggering factors, with the first three being the fear of making a wrongly structured question, appearing unlettered after asking, and talking in front of other people. In addition, students’ inflexible adaptation to asking orally, which is different from asking in writing they adopted during COVID-19 remote learning, discourages them as well. Confusion on how and what to ask also stopped students from asking a question. To compensate for their deliberate abandonment of opportunities to ask a question, students carried out a variety of learning strategies. The most widely employed strategy to obtain the missing knowledge is to search for answers on internet due to its advantages: quick response, accurate answer, minimal effort, and available anywhere and anytime. Another learning strategy is discussion with other people. Discussion is opted because it is enjoyable, lively, and people can guess well what the students problems are from indirect clues. The last adopted strategy is to consult textbooks, notes, or other related materials as they contain the very topics of the lessons the students fail to understand. Keywords: discouraging factors to asking questions, substitute learning strategies, searching internet, discussion, reading modules
THE EFFECTIVENESS OF AI-BASED CHATBOTS IN ENHANCING ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNING Rasmita; Dian Anggraini; Anita Wijayanti; Wienda Gusta; Ryan Hidayat Rafiola
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4574

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities for English as a Foreign Language (EFL) learning; however, research on the effectiveness of AI-based chatbots in improving students’ language skills and learning motivation remains limited, particularly in EFL contexts. This study investigates the impact of AI-based chatbots on students’ speaking and writing skills, as well as their motivation toward learning English. A quasi-experimental design was employed involving two groups of students: an experimental group using AI-based chatbots and a control group receiving traditional instruction. Data were collected through pre-tests, post-tests, questionnaires, and interviews to evaluate students’ achievement and perceptions. The findings revealed that the experimental group showed significantly greater improvement than the control group, with average post-test scores increasing by approximately 18% in speaking and 15% in writing. In addition, students reported higher levels of motivation, confidence, and classroom engagement due to the interactive and immediate feedback provided by the chatbots. These findings suggest that AI-based chatbots can effectively support EFL learning and complement conventional teaching methods by creating more interactive and student-centered learning environments. Future research is recommended to examine the long-term effects of chatbot-assisted learning and explore the integration of more advanced AI features in language education.
A Self-View on Teacher Leadership among Early Childhood Education English Teachers through Their Reading Classes Anita Wijayanti; Dyah Setyowati Ciptaningrum; Jamilah Setyowati Ciptaningrum
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21999

Abstract

This study investigates the natures of teacher leadership in early childhood education, specifically focusing on English reading class. Through questionnaires, the research explores the connections among teacher leadership perspectives, practices, and identity. The findings verify the significance of teacher leadership perspectives in shaping educators' beliefs about their role in improving student learning performance. Teachers possessing a strong sense of leadership are more likely to create literacy-rich environments, engage in collaborative practices, and support their students' needs. In addition, effective teacher leadership practices, such as involving parents in supporting children's reading development and utilizing innovative instructional strategies, play a crucial role in enhancing student outcomes. The results also reveal the relationship between teacher leadership perspectives, practices, and identity indicating that positive perspectives and effective practices contribute to the development of a strong teacher leadership identity. Nurturing both perspectives and practices allows educators to develop a sense of agency and empowerment. By prioritizing the development of teacher leadership, educational institutions can create more supportive and innovative learning environments. Professional development programs should be designed to equip teachers with the knowledge, skills, and dispositions necessary to assume leadership roles. Additionally, school leaders should foster a culture that values and supports teacher leadership. In conclusion, this study offers valuable insights into the complexities of teacher leadership in early childhood English education. By understanding the connectedness between perspectives, practices, and identity, educators can enhance their leadership capacity and ultimately improve student learning outcomes.
Co-Authors Dian Anggraini Dyah Setyowati Ciptaningrum Jamilah Setyowati Ciptaningrum Putu Putrayasa Rasmita Rio Saputra Ryan Hidayat Rafiola Wienda Gusta Yohanes Bambang Gunawan