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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) Aktual : Jurnal Pengabdian Kepada Masyarakat Aisyah Journal of English Language Teaching Altius: Jurnal Ilmu Olahraga dan Kesehatan
Arif Alexander Bastian
Universitas Aisyah Pringsewu
Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science 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.
Utilizing Canva as an Innovative Solution in Developing Digital Teaching Media in Schools Rendy Yudha Pratama; Bungsudi; Amir Syaifurrohman; Ulfa Isni Kurnia; Andri Prasetiyo; Arif Alexander Bastian; Jovana Renaldy Gumay; Ahmad Nuruhidin
Aktual: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2025): Aktual: Jurnal Pengabdian Kepada Masyarakat May 2025
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/aktual.v3i2.416

Abstract

Background of the study:Most teachers in primary and secondary schools continue to rely on conventional teaching materials. A key issue is the limited knowledge and skills in using digital design tools such as Canva, which hinders their ability to create engaging and interactive teaching media.Purpose and scope of the paper:This community service program aims to enhance teachers’ digital literacy and creative capacity by introducing Canva as a practical and innovative tool for developing digital teaching media, specifically targeting educators in Pringsewu Regency.Methods:The program engaged 20 teachers from various disciplines. It employed a combination of workshops, hands-on training, guided tutorials, and evaluations. Data collection methods included pre- and post-training questionnaires, observations, and documentation of participants’ teaching media outputs.Results:Following the program, 95% of participants showed improved skills in using Canva. Additionally, more than 25 digital teaching products were created. Teachers also reported increased confidence and motivation in integrating digital media into their instructional practices.Conclusion:Canva proves to be an effective and accessible tool for enhancing teachers’ capabilities in designing digital teaching materials. With proper training and support, teachers can independently develop innovative teaching media to foster better student engagement and improve learning outcomes
The effect of differentiated traditional game learning on physical fitness of elementary school students Satria Armanjaya; Fadlu Rachman; Andri Prasetiyo; Arif Alexander Bastian; Nasrul Khanafi
Altius: Jurnal Ilmu Olahraga dan Kesehatan Vol. 14 No. 1 (2025): Altius: Jurnal Ilmu Olahraga dan Kesehatan
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/altius.v14i1.91

Abstract

This study aims to examine the improvement of physical fitness through traditional game learning with differentiation. The design used in this research is quasi experiment. The population in this study were 4th and 5th grade students. The subjects of this study amounted to 20 students. Data collection using the TKJI test for ages 8-10 years. Data analysis techniques using t-test analysis, through prerequisite tests of normality and homogeneity. The results of hypothesis testing using paired samples T-test. The results of paired samples t-test statistical analysis in the control group of traditional game learning with differentiation have a sig value of 0.1111> 0.05, meaning that in the control group of traditional game learning with differentiation there is no significant difference between the initial variable and the final variable. Meanwhile, the experimental group of traditional game learning with differentiation has a sig value of 0.001 < 0.05 so that it can be interpreted that there is a significant difference between the initial variable and the final variable. It was concluded that learning traditional games with differentiation in the control group did not increase, while learning traditional games with differentiation in the experimental group experienced a significant increase, the increase from the initial 12.7 increased to 14.4 with an increase of 1.7.
Co-Authors Ahmad Nuruhidin Ahmad Nuruhidin Amir Syaifurrohman Andri Prasetiyo Ariyanti, Septika Armanjaya, Satria Arnoi, Khoirun Nisaa Bungsudi Dyah Fitri Mulati Eka Pratiwi Yunianti Fadlu Rachman Faricha Rizqi Garda Arif Wicaksono Gustianing, Defy Jovana Renaldy Gumay Muhamad Safi'i Mulati, Dyah Fitri Nasrul Khanafi Prasetyawan Aji Sugiharto Ramlan Ginting Suka Rendy Yudha Pratama Reza Adhi Nugroho Rizki Anugrah Putri Rahayu Sari, Felinda Trinanda, Aditya Ujang Suparman Ulfa Isni Kurnia Ziko Fajar Ramadhan