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All Journal Academic Journal Perspective : Education, Language, and Literature Frasa: English Education and Literature Journal Journal of Educational Management Research
Nunung Nurjannah
Universitas Swadaya Gunung Jati
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An Analysis of Interpersonal Meanings in Students' Instagram Caption Hena Rifa Fauziyah; Nunung Nurjannah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (620.841 KB) | DOI: 10.33603/perspective.v7i2.2784

Abstract

Sometimes the writer's intent (speech function) do not match with mood, it can be happen because they exchange their message through indirect illocutionary act. This exchange meaning phenomenon could be seen in Social Media, such as Instagram. In Instargram, the user write their message or feeling through Caption. This research want to know how the interpersonal meanings are realized when the writer exchange their message through indirect illocutionary act in students' instagram caption. The writer analyzes 17 captions Instagram caption from students in the same University. In this research, the analyzes are based on the theory of Functional Grammar and Speech Function proposed by Halliday (1994) and supported with Illocutionary Acts theory proposed by Searle (1979) and Yule (1996). The method that used in this research is descriptive qualitative method. This reseach show that based on the roles of Illocutionary acts, giving directive like command, recommand, and request and also giving expressive like lament and congratulate can be identified as Indirect Illocutionary Acts in Declarative Mood.
EFL STUDENTS’ KAHOOT! EXPERIENCE: PERSPECTIVES FROM INDONESIAN SECONDARY SCHOOL STUDENTS IN LANGUAGE LEARNING Meita Dwi Putri Angelita; Nabilla Purnama Asri; Afida Annisa; Wendi Kusriandi; Nunung Nurjannah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5120

Abstract

The use of technology into English language learning is becoming more and more vital for keeping students interested and motivated. Kahoot! is a gamified learning platform that provides dynamic and enjoyable learning experiences across a range of technical instruments. Nonetheless, studies examining students' firsthand experiences with Kahoot! in EFL (English as a Foreign Language) classrooms in Indonesia are still scarce. This study seeks to investigate the experiences of intermediate-level EFL students utilising Kahoot! as a tool for English language acquisition and to ascertain how its characteristics enhance motivation, engagement, and comprehension of the educational content. A descriptive qualitative methodology was utilised, gathering data via questionnaires and semi-structured interviews with 21 Grade 11 students from a senior high school governed by the Ministry of Religious Affairs in Cirebon Regency. The results show that Kahoot! makes the classroom more fun and interactive, helps students stay focused, and helps them understand better. Also, gamification features like competition, awards, and rapid feedback really encourage kids to become involved. These findings indicate that Kahoot! can function as an efficacious technology-driven pedagogical approach that fosters student-centered education and encourages constructive learning dispositions within the Indonesian EFL setting.
Exploring EFL Learners' Experiences of Using English Movies to Enhance Listening Skills Siti Nurhaliza; Devi Mulatsih; Nunung Nurjannah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2794

Abstract

This study aimed to explore EFL learners’ experiences of using English movies to enhance their listening skills, identify the benefits they gained, and examine the challenges they encountered during the learning process. A qualitative descriptive approach was employed to provide an in-depth understanding of learners’ experiences. The participants consisted of three undergraduate EFL students purposively selected from a private university in Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that watching English movies significantly contributed to the improvement of learners’ listening skills by enhancing their comprehension of authentic spoken English, pronunciation, vocabulary acquisition, and awareness of various English accents. Furthermore, the participants reported increased motivation, confidence, and enjoyment in learning English through authentic audiovisual materials. Despite these benefits, they experienced several obstacles, including rapid speech, unfamiliar accents, connected speech, and limited vocabulary. To address these challenges, they adopted various learning strategies such as using subtitles, replaying difficult scenes, and inferring meaning from context. The study implies that integrating English movies into EFL instruction can provide an engaging and authentic learning environment that effectively supports listening development while fostering learners’ motivation and autonomous learning skills.
Co-Authors Afida Annisa Devi Mulatsih Hena Rifa Fauziyah Meita Dwi Putri Angelita Nabilla Purnama Asri Siti Nurhaliza Wendi Kusriandi