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All Journal PROJECT (Professional Journal of English Education) Jurnal Pendidikan Jasmani (JPJ) Jurnal Pengabdian Kepada Masyarakat Ungu ( Abdi Ke Ungu) Journal of English Language and Education Journal RESPECS (Research Physical Education and Sports) Aisyah Journal of English Language Teaching
Arif Alexander Bastian
Universitas Aisyah Pringsewu
Humanities Computer Science & IT Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Other

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A PRAGMATIC STUDY: ILLOCUTIONARY ACTS IN "YOWES BEN 2" MOVIE Arnoi, Khoirun Nisaa'; Muhamad Safi'i; Arif Alexander Bastian
Aisyah Journal of English Language Teaching (AIJELT) Vol. 3 No. 1 (2024): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v3i1.1604

Abstract

This study explores speech acts as pragmatic studies in the film "Yowes Ben 2". The researcher will investigate the many forms of speech acts and classify them focusing on the illocutionary categories employed in the film. This study follows John Rogers Searle's (1975) illocutionary action theory, which is assertive (the speaker's confidence in something), directive (something the listener should do), commissive (commitment to do something), expressive (expression of an attitude or feeling), and declarative (making changes such as pointing, stating, etc.)The research design implemented in this study is qualitative. Researchers gathered information by screening the film "Yowes Ben 2" and analyzing the different forms of speaking acts. Researchers employed content analysis to analyze their data. The steps in data analysis are as follows: the researcher will identify, analyze, interpret, and draw conclusions. In accordance to the data, expressive speech acts account for the greatest number of illocutionary acts (56%). Directive speech accounted for 38%, commissive speech 3%, representational speech 0%, and declarative speech 3%.
Bridging the Gap between Reading and Presenting: Examining Psychological Constraints and Adaptive Coping Strategies in EFL Academic Presentations Arif Alexander Bastian; Bungsudi Bungsudi; Eka Pratiwi Yunianti
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2436

Abstract

Why do students who understand effective presentation practices continue to rely on reading from slides? This study investigates the cognitive, affective, and strategic mechanisms underlying this discrepancy in EFL academic presentations. Using a convergent parallel mixed-methods design, data were collected from 16 Indonesian undergraduate students through Likert-scale questionnaires and semi-structured interviews. The findings generate three key contributions. First, text dependency is reconceptualized not as a performance deficit but as a performance-stabilization strategy, enabling learners to manage fluency and reduce anxiety under real-time communicative pressure. Second, the study identifies a persistent affective–cognitive disjunction, in which anxiety operates independently of content mastery and overrides metacognitive intention during performance. Third, the study documents the emergence of AI-mediated coping, where students use generative AI tools as real-time cognitive extensions during moments of uncertainty, revealing a previously untheorized form of distributed performance regulation. Taken together, these findings reconceptualize the knowing–doing gap as a multidimensional performance regulation system shaped by the dynamic interaction of cognition, affect, and technology. Building on this integration, the study proposes the PACE Framework (Psychological–Affective–Cognitive–Ecological AI) as a pedagogical model for supporting adaptive and authentic communication in AI-mediated learning environments. The study contributes to the extension of Communication Apprehension theory into digital contexts and advances a distributed cognition perspective on L2 oral performance. Pedagogically, it highlights the need for integrated approaches that address not only speaking skills, but also affective regulation, cognitive load management, and ethical AI use in academic communication.
Co-Authors Ahmad Nuruhidin Andri Prasetiyo Ariyanti, Septika Armanjaya, Satria Arnoi, Khoirun Nisaa Bungsudi Bungsudi Dyah Fitri Mulati Eka Pratiwi Yunianti Faricha Rizqi Garda Arif Wicaksono Gustianing, Defy Muhamad Safi'i Mulati, Dyah Fitri Prasetyawan Aji Sugiharto Ramlan Ginting Suka Reza Adhi Nugroho Rizki Anugrah Putri Rahayu Sari, Felinda Trinanda, Aditya Ujang Suparman Ziko Fajar Ramadhan