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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat PROJECT (Professional Journal of English Education) ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education
Siti Aisyah
Universitas PGRI Delta Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALYSIS OF PERLOCUTIONARY SPEECH ACT IN PRESIDENT BIDEN’S REMARKS ON CONFLICT BETWEEN ISRAEL AND PALESTINE Ferdin Tri Wahyuda; Siti Aisyah; Esther Hesturini
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The perlocutionary speech acts are an important part of speech acts to find out the response of the effect given by the communicator.The purpose of this study was to identify the types of perlocutionary speech acts and the dominant type of perlocutionary speech acts in President Joe Biden's remarks when talking about terrorist attacks between Israel and Palestine. This research was designed using a qualitative approach by analyzing through three stages, namely data reduction, data display, and drawing conclusions. The results showed that Joe Biden's remarks contained all types of perlocutionary speech acts such as expressive, directive, representative, declarative and commissive with 51 data found. Joe Biden's remarks included 7 expressive acts, 6 directive acts, 5 representative acts, 11 declarative acts, and 6 commissive acts, with declarative acts being the most dominant at 11 instances.  
Employing Teacher Feedback as a Strategy to Mitigate Learners’ Speaking Anxiety: A Case Study Arif Rachman; Siti Aisyah; Kani Sulam Taufik
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16333

Abstract

This study investigates the effect of teacher feedback on speaking anxiety among secondary school ESL students. Speaking anxiety is one of the major challenges faced by students when required to speak English in class, often hindering their oral communication development. The study involved 120 participants, consisting of 100 students and 20 English teachers. Employing a qualitative case study design, data were collected using three main instruments: semi-structured interview guidelines, a structured classroom observation checklist, and students’ reflective journal prompts. The interview protocol explored participants’ perceptions of feedback and its influence on their confidence and anxiety. The observation checklist documented the type, timing, tone, and delivery mode of teacher feedback, as well as students’ immediate behavioral reactions. Reflective journals captured students’ personal emotional responses to feedback during speaking activities. The findings reveal that supportive, empathetic, and constructive feedback significantly reduced students’ speaking anxiety, increased self-confidence, and encouraged active participation in oral tasks. A positive classroom atmosphere characterized by respectful teacher–student interaction further enabled learners to engage in speaking without fear of negative judgment. In contrast, harsh or overly critical feedback, particularly when delivered publicly, tended to trigger embarrassment and heightened anxiety. The study also highlights the importance of balancing corrective and supportive feedback while remaining sensitive to individual and gender differences, as students’ perceptions of feedback mediated its emotional impact and willingness to communicate. Teacher feedback functions not only as a pedagogical tool for improving linguistic accuracy but also as an affective support mechanism that shapes students’ emotional readiness to speak in a second language. Emotionally responsive feedback practices are therefore essential in ESL classrooms.
The Denotative and Connotative Meanings in the Song Lyric of “If Ain’t Got You” By Alicia Keys Putri Adelia Ningsih Boimau; Yuliyanto Sabat; Siti Aisyah
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.v11i3.2812

Abstract

Song lyrics often convey meanings that extend beyond their literal interpretations, making semantic analysis essential for understanding the messages embedded in musical texts. However, studies specifically examining denotative and connotative meanings in English popular songs remain relatively limited. Therefore, this study aims to identify the denotative and connotative meanings found in Alicia Keys' *If I Ain't Got You* and explain how these meanings contribute to the song's overall message. This research employed a descriptive qualitative approach using document analysis as the primary method. The data consisted of lyrical expressions selected from the song and analyzed based on semantic theory. The findings revealed 20 lyrical expressions, including 7 denotative meanings and 13 connotative meanings. The predominance of connotative meanings indicates that figurative and implied language plays a significant role in communicating the song's central message. The analysis shows that the lyrics emphasize the importance of genuine love, emotional connection, and personal fulfillment over material wealth, social status, fame, and power. These findings highlight the value of semantic analysis in revealing deeper meanings and enhancing the interpretation of song lyrics.
DEVELOPING A MODEL OF MOTHER’S EMPOWERMENT TO SUPPORT LEARNING AUTONOMY IN SAWOHAN VILLAGE Mas'udi Dermawan; Siti Aisyah
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 6 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i6.2468-2476

Abstract

This community service program aims to develop a mother-empowerment model to support children’s learning autonomy in Sawohan Village, Buduran District, Sidoarjo Regency. The program was motivated by the low level of parental involvement and limited understanding of effective home-learning strategies among mothers. A Participatory Action Research (PAR) approach was employed, involving mothers and community stakeholders in all stages of the program, including problem identification, planning, implementation, and evaluation. The activities consisted of community education, practical training, consultation and mentoring, and advocacy to ensure program sustainability.Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed using thematic qualitative analysis. The results indicate increased awareness among mothers regarding their roles in supporting children’s learning, improved practical skills in facilitating home-learning activities, and strengthened collaboration within the community. The program also produced simple handbooks and practical guidelines, as well as encouraged the formation of a community learning group (Kelompok Belajar Ibu dan Anak) as a local support network. Overall, the program resulted in a sustainable and replicable empowerment model that can be adapted in other communities with similar social and economic characteristics
DEVELOPING A MODEL OF MOTHER’S EMPOWERMENT TO SUPPORT LEARNING AUTONOMY IN SAWOHAN VILLAGE Mas’udi Dermawan; Siti Aisyah; Endah Alamsari
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 6 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i6.%p

Abstract

Program pengabdian masyarakat ini bertujuan untuk mengembangkan model pemberdayaan ibu untuk mendukung otonomi belajar anak di Desa Sawohan, Kecamatan Buduran, Kabupaten Sidoarjo. Program ini dimotivasi oleh rendahnya tingkat keterlibatan orang tua dan terbatasnya pemahaman tentang strategi belajar di rumah yang efektif di kalangan ibu. Pendekatan Penelitian Aksi Partisipatif (PAR) digunakan, yang melibatkan ibu dan pemangku kepentingan masyarakat di semua tahapan program, termasuk identifikasi masalah, perencanaan, implementasi, dan evaluasi. Kegiatan terdiri dari pendidikan masyarakat, pelatihan praktis, konsultasi dan pendampingan, serta advokasi untuk memastikan keberlanjutan program.Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, dan dianalisis menggunakan analisis kualitatif tematik. Hasil menunjukkan peningkatan kesadaran di kalangan ibu mengenai peran mereka dalam mendukung pembelajaran anak, peningkatan keterampilan praktis dalam memfasilitasi kegiatan belajar di rumah, dan penguatan kolaborasi di dalam masyarakat. Program ini juga menghasilkan buku panduan sederhana dan pedoman praktis, serta mendorong pembentukan kelompok belajar masyarakat (Kelompok Belajar Ibu dan Anak) sebagai jaringan dukungan lokal. Secara keseluruhan, program ini menghasilkan model pemberdayaan yang berkelanjutan dan dapat direplikasi, serta dapat diadaptasi di komunitas lain dengan karakteristik sosial dan ekonomi yang serupa
Co-Authors Arif Rachman Endah Alamsari Esther Hesturini Ferdin Tri Wahyuda Kani Sulam Taufik Mas'udi Dermawan Mas’udi Dermawan Putri Adelia Ningsih Boimau Yuliyanto Sabat