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All Journal GANEC SWARA JALL (Journal of Applied Linguistics and Literacy) JIIP (Jurnal Ilmiah Ilmu Pendidikan) JOLLT Journal of Languages and Language Teaching KARYA: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Nusantara Jurnal Riset Kajian Teknologi dan Lingkungan GLOBAL: Journal of Language and Humanity Education English Review: Journal of English Education
Tarihoran, Irfan Hamonangan
STKIP Paracendekia N W Sumbawa
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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DEVELOPING CULTURALLY RESPONSIVE ENGLISH E-BOOKS USING SPEECH ACT THEORY FOR YOUNG EFL LEARNERS Irfan Hamonangan Tarihoran; Sartika; Iwan Jazadi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.27

Abstract

This study explores the application of speech act theory in the development of culturally responsive English-language e-books for young EFL learners. Employing a modified Research and Development (R&D) methodology, ten short stories rooted in Sumbawanese cultural themes were created by novice authors and iteratively refined through expert validation and learner feedback. Dialogues were constructed using Searle’s five illocutionary types, with representative and directive acts emerging as the most dominant. Initial field trials revealed that indirect speech acts hindered reader comprehension, prompting revisions toward more direct and pragmatically transparent expressions. The revised e-books demonstrated marked improvements, with over 85% of participants accurately interpreting dialogue functions and moral messages. Embedding localized content enhanced learner engagement, supported cultural identity formation, and aligned with principles of culturally responsive pedagogy. These findings affirm that speech act-informed, culturally grounded materials can significantly improve pragmatic literacy and narrative comprehension in early-stage English language learning. The study offers practical insights for ELT practitioners and material developers aiming to integrate local culture and pragmatic awareness into language instruction.
Creativity Between the Illustrator and Non-Illustrator Writers in Applying Pragmatic Discourse to Narrative Pictures Irfan Hamonangan Tarihoran; Sartika Sartika
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.21384

Abstract

The present study examined creativity in shaping English-language children's stories through instructions to arrange random pictures into narratives. The objectives of this study were to identify, i.e. i) significant differences in creativity in applying pragmatic discourse to narrative pictures between illustrator and non illustrator writers; ii) how pragmatic discourse was applied to narrative pictures by both groups of writers; and iii) how narrative pictures were arranged. A total of 40 college students consisting of 20 illustrator writers and 20 non illustrator writers participated in this study. The present study employed a mixed-method sequential explanatory design. Quantitative data were obtained from creativity tests, specifically the element of fluency associated with pragmatic discourse by Blum Kulka. Quantitative data analysis employed non-parametric tests, specifically the Mann-Whitney U test. The quantitative analysis was supported by qualitative data from closed-ended questionnaires and interview results. The pragmatic approach through picDRT, in conjunction with Blum Kulka's pragmatic discourse, served to elucidate the problem. The findings indicated that implicature as a component of pragmatic discourse, exhibited substantial disparities between both groups of writers; with the illustrator writers demonstrating a higher degree of dominance compared to the non-illustrator writers. However, although not significantly different, the non-illustrator writers can be more dominant in terms of adaptation to context. Furthermore, the non-illustrator writers tend to prioritize narration and continuity-related coherence relations more than the illustrator writers. 
Co-Authors ARDI PUTRA HIDAYAT Deni Salifitrawan Dirgahayu Pratiwi Fahmi Yahya Fauzi Hamsul Hermansyah Hermansyah Istianti, Hadijah Iwan Jazadi Muhammad Irham Sartika Sartika, Sartika Satria Yanti Solihin Solihin Supriadin Supriadin Syafruddin Syafruddin Utari Swiyandara