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All Journal PROJECT (Professional Journal of English Education) Journal of English Language and Education Journey: Journal of English Language and Pedagogy
Siti Aisyah
Universitas PGRI Delta Sidoarjo
Education Languange, Linguistic, Communication & Media 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

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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.  
Using Kahoot Based Learning for Reading Excercises at Senior High School Muhammadiyah 4 Porong Santi Ayu Nanda Lestari; Siti Aisyah; Yudy Prasetyo
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2194

Abstract

Low levels of active participation and learning motivation remain persistent challenges in English language classrooms that rely heavily on lecture-based instruction and textbook-centered practices. Such conventional approaches often create a monotonous learning environment, particularly in reading activities that require sustained attention and cognitive engagement. These conditions call for more interactive and learner-centered strategies that align with students’ digital learning preferences. One potential alternative is Kahoot!, a game-based quiz platform designed to promote competition, enjoyment, and immediate feedback. This article examines the implementation of Kahoot-based learning as an innovative strategy to enhance students’ reading exercises. Reading is a fundamental language skill; however, learners frequently encounter difficulties due to limited motivation and minimal engagement in traditional instructional settings. By integrating Kahoot into reading activities, classroom interaction becomes more dynamic, participatory, and student-centered. The study aims to investigate how Kahoot-based learning supports reading comprehension, vocabulary development, and learning motivation. The research method involves administering reading exercises through Kahoot quizzes and observing students’ responses and performance during the instructional process. The findings indicate that Kahoot-based learning increases active participation, strengthens motivation, and improves comprehension through instant feedback and competitive elements. Moreover, it fosters a positive classroom climate and encourages collaborative learning. Therefore, Kahoot-based learning represents an effective alternative strategy for improving students’ reading skills.
Students’ Perceptions on the Use of Duolingo as a Tool for Pronunciation Practice Endah Alamsari Andayani; Roselina Maria Narjiani; Siti Aisyah
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy (On Going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3000

Abstract

Pronunciation is a component of spoken English because it affects intelligibility and learners’ confidence in oral communication, yet it often receives limited attention in english classrooms. Mobile language-learning applications offer additional opportunities for practice beyond classroom time. This study explored students’ perceptions of Duolingo as a supplementary tool for pronunciation practice and identified the benefits and challenges they experienced while using it. Employing a descriptive qualitative design, the study involved 21 third-semester students from the English Education Study Program at Universitas PGRI Delta Sidoarjo. Data were collected through closed and open-ended questionnaires and semi-structured interviews, then analyzed using data reduction, data display, and conclusion drawing. The findings indicate that many students perceived Duolingo positively, particularly for supporting repeated listening and speaking practice, providing immediate feedback, and fostering motivation and confidence through gamified features. Interview responses further showed that Duolingo encouraged regular practice in a low-pressure learning environment. However,limitations were reported, including inconsistent voice recognition accuracy, insufficient phonetic or articulatory guidance, and limited emphasis on sentence-level pronunciation practice. Overall, Duolingo is perceived useful for basic pronunciation practice and motivation, but it is not considered a substitute for teacher-led instruction. Integrating Duolingo with classroom pronunciation guidance is recommended to optimize learning outcomes.
Co-Authors Endah Alamsari Andayani Esther Hesturini Ferdin Tri Wahyuda Roselina Maria Narjiani Santi Ayu Nanda Lestari Yudy Prasetyo