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All Journal ELITE Journal: Journal of English Linguistics, Literature, and Education Metta: Jurnal Penelitian Multidisiplin Ilmu Educia Journal
Senowarsito
Universitas PGRI Semarang, Indonesia
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Other

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Expressive Speech Acts Found on the Main Character in Venom: Let there be Carnage Movie Erika Dwi Kusumawardani; Senowarsito; Fitri Yulianti
ELITE JOURNAL Vol 5 No 1 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

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Abstract

People as social beings (homo socialist) need to build up a good relationship to others. Broadly, pragmatics concentrates on the meaning of language usage in communication based on the context.The objectives of the study are to expressive speech acts found on the main character in Venom: Let There Be Carnage movie. The language used in Venom:Let There Be Carnage movie is a speech act that people usually use to communicate in modern life. People in their everyday communication are figuring out the performance of speech act.The method used by the writer was descriptive qualitative.The expressive speech acts found on the main character Venom: Let There Be Carnage movie are greeting and apologizing. Keywords:SpeechAct, Expressive,Venom:Let There Be Carnage, Movie
Analisis Deiksis dalam Film Cocaine Bear (2023) Karina Dilla Indrianing; Senowarsito; Nur Hidayat
Jurnal Penelitian Multidisiplin Ilmu Vol 2 No 4 (2023): Desember 2023
Publisher : Melati Institute

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This study aims to determine the types of deixis and references used by the main character in the COCAINE BEAR (2023) movie, and to determine the dominant deixis used by the main character in COCAINE BEAR (2023) movie. The study employs qualitative methods to gather data from the main character’s spoken sentences from the COCAINE BEAR (2023) movie, which were downloaded from the internet. According to the study's results, 608 deixis expressions were utilized. The expressions are divided into five deixis, 397 person deixis, 29 place deixis, 2 time deixis, 5 social deixis, 24 discourse deixis. The references found in this study are, first person deixis found are “I”, “me”, “my”, “we”, and “our”; as the second person deixis are “you” and “your”; and these words are found in third person deixis, namely “it”, “she”, “he”, “him”, and “they”. Words are found in place of deixis; “here”, “there”, “that”, and “this.”. Words like “now”, and “weekend”, can be found in time deixis. These words are found in social deixis, “Dad” and “your mother”. The last discourse deixis found is “that” and “this”. The dominant deixis used by the main character in the film COCAINE BEAR (2023) is persona deixis.
Pedagogical and Cultural Challenges in Teaching and Learning English at a Salafiyah Islamic Boarding School in Kendal: Teachers’ Coping Strategies and Students’ Responses M. Tajul Mafachir Muhtarom; Senowarsito; Ngasbun Egar
Educia Journal Vol. 4 No. 2 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/742666

Abstract

This study aims to explore the pedagogical and cultural challenges of teaching and learning English at a Salafiyah Islamic boarding school in Kendal Regency, as well as to examine EFL teachers’ coping strategies and students’ responses to English language teaching practices. This study employed a qualitative method with a case study approach. Data were collected through in-depth interviews, classroom observations, and document analysis involving three EFL teachers as key informants and three students as supporting informants selected through purposive sampling. The data were analyzed using thematic analysis, while trustworthiness was ensured through triangulation, member checking, and thick description. The findings reveal that pedagogical challenges include students’ reluctance to speak due to fear of making mistakes, pronunciation difficulties, limited instructional resources and technology, insufficient learning time, student fatigue, and varied English proficiency levels. These challenges are reinforced by the culture of adab, the dominance of religious knowledge and Arabic, limited exposure to English outside the classroom, and the mismatch between some EFL materials and Islamic values. Teachers address these challenges through context-based material adaptation, scaffolding, integration of Islamic content, flexible language use, and affective encouragement. Students respond more actively when learning activities are culturally appropriate and relevant to their needs and future aspirations
Co-Authors Erika Dwi Kusumawardani Fitri Yulianti Karina Dilla Indrianing M. Tajul Mafachir Muhtarom Ngasbun Egar Nur Hidayat