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All Journal LINGUAMEDIA Journal International Journal of Research in Education (IJRE)
Sony Junaedi
University of 17 Agustus 1945 Semarang
Education Other

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An Analysis of Illocutionary Act in Movie Script of Frozen II Ranal Rein; Sony Junaedi
LINGUAMEDIA Journal Vol 3, No 01 (2022): Maret: Linguamedia Journal
Publisher : Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (423.936 KB) | DOI: 10.56444/lime.v3i01.2869

Abstract

This study analyzes the types and function of illocutionary act in movie script of Frozen II. The approach in this study is pragmatic focusing on illocutionary act based on Searle. The writer found that many dialogues in movie script of Frozen II contains illocutionary act. In this study, the writer uses a qualitative method. Qualitative method is an analysis method based on data in the form of text. In this study, the writer found that there are five types of illocutionary acts contained in the movie script of Frozen II: 10 dialogues for representative illocutionary act, 8 dialogues for commissive illocutionary act, 9 dialogues for directive illocutionary act, 7 dialogues for expressive illocutionary act, and 2 dialogues for declaration illocutionary act. each type of illocutionary act in the script movie has a different function. Keywords: pragmatic, illocutionary act, qualitative, types, Frozen II
English Lecturers' Perceptions towards the Quillbot App: An Alternative for Students in Paraphrasing and Rewriting English Writing Sony junaedi
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1219

Abstract

This study examines the perceptions of English lecturers at the Faculty of Languages and Culture, University of 17 Agustus 1945 Semarang, regarding the use of QuillBot, an AI-powered paraphrasing tool, in academic writing. In an era where digital tools are transforming educational practices, QuillBot offers features such as grammar improvement, paraphrasing, and plagiarism prevention, which are particularly beneficial for non-native English speakers. Employing a quantitative research approach, data were collected through structured questionnaires and semi-structured interviews with seven English lecturers familiar with QuillBot. Findings reveal that 85% of lecturers perceive QuillBot as beneficial for enhancing students' paraphrasing and rewriting skills, while 70% believe it improves grammar and sentence structure. However, 30% expressed concerns about over-reliance on the tool, which may hinder the development of students’ independent writing abilities. The study underscores the importance of integrating QuillBot into teaching strategies responsibly. While its utility in fostering academic integrity and writing proficiency is evident, lecturers emphasize the need to balance its use with traditional learning methods to ensure holistic language development. The research highlights the potential of QuillBot to supplement instruction, but cautions against its overuse, which might compromise critical thinking and originality in student writing. Recommendations include incorporating QuillBot into process-oriented writing pedagogies, promoting digital literacy, and utilizing peer-review sessions to mitigate dependency. The study contributes to the discourse on AI-driven tools in education, advocating for a balanced approach that maximizes their benefits while maintaining academic integrity. Limitations include the small sample size and focus on a single institution, suggesting avenues for future research involving diverse contexts and quantitative assessments of QuillBot’s impact on writing quality and plagiarism rates.
Co-Authors Ranal Rein