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All Journal Al-Irsyad: Journal of Education Science Jurnal Ilmu Sosial, Humaniora dan Seni Journal of Linguistics, Culture and Communication
Qani’ah, Binti
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Directive Speech Act used by the Main Characters in Barbie and the Three Musketeers Movie Anadhiva, Ananda Anisa Anadhiva; Prasetyani, Nuning Yudhi; Qani’ah, Binti
Journal of linguistics, culture and communication Vol 2 No 2 (2024): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v2i2.315-329

Abstract

This study explored the use of directive speech acts by the main characters in the film Barbie and the Three Musketeers. The primary objective was to identify and analyze the types of directive speech acts employed, drawing on Searle's theory. A descriptive qualitative approach was utilized to dissect the dialogue in the film, which revealed nine distinct types of directive speech acts: requesting (12 instances), ordering (11 instances), commanding (8 instances), advising (7 instances), challenging (5 instances), permitting (4 instances), inviting (4 instances), begging (4 instances), and prohibiting (2 instances). The analysis highlighted how these speech acts were integral to the characters' interactions and their quest to become female musketeers, a role traditionally seen as male-dominated. The directive speech acts reflected the characters' emotions and propelled the narrative forward, illustrating their determination, resourcefulness, and collaboration. Challenging societal stereotypes, the characters used directive speech acts to assert their agency and challenged the notion that musketeering was exclusively for men. This study contributes to a deeper understanding of how language functioned in animated films to shape character development and advance thematic elements.
Illocutionary Acts Used By Newt Scamander In Fantastic Beast (The Crimes Of Grindelwald) Movie Script Qani’ah, Binti; Agustina, Syarifah Rini
Jurnal Ilmu Sosial, Humaniora dan Seni Vol. 2 No. 3 (2024): November - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jishs.v2i3.1501

Abstract

This study examined the illocutionary acts performed by Newt Scamander, the main character in the Fantastic Beast (The Crimes of Grindelwald) movie script, with the aims of identifying the types and explaining the meaning of the illocutionary acts performed by the main character. This study employed George Yule's (1996) theory of illocutionary acts. The descriptive-qualitative method was used for this study. This study discovered 114 illocutionary acts spoken by the main character in the Fantastic Beast (The Crimes of Grindelwald) movie. There were 59 representatives data, 32 directives data, 15 expressives data, 6 commissives data, and 2 declaratives data. Newt was a person who likes to speak the truth rather than express feelings. In this movie, Newt had the ambition to prevent conflict, so he rarely expressed himself. He more often expressed existing facts and opinions.
ACADEMIC ENGLISH PROFICIENCY: TOEFL ITP COMPARISON BETWEEN UNDERGRADUATES AND GRADUATES AT AN ISLAMIC UNIVERSITY Ukhrowi, Wim Banu; Qani’ah, Binti
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.242

Abstract

This research explores the gap in academic English proficiency between undergraduate (S1) and postgraduate (S2) students at a pesantren-based university, using TOEFL ITP scores as the primary benchmark. Although academic English has been widely studied in university contexts, limited attention has been given to pesantren-based institutions—especially in comparing the proficiency levels of students across educational stages. This study addresses that gap by offering fresh insights from a unique educational setting that combines religious and academic curricula. A quantitative comparative approach applied involved 140 students, divided equally between the undergraduate and postgraduate levels. After testing the data distribution using the Shapiro-Wilk test, results indicated non-normality (p < 0.05), leading to the use of the Mann-Whitney U test for statistical comparison. Descriptive analysis revealed that postgraduate students scored higher on average (M = 468.9; SD = 23.57) than undergraduates (M = 447.6; SD = 20.32). Furthermore, score ranges differed noticeably: undergraduates commonly scored between 430–460, while postgraduates were more frequently in the 460–500 range. The Mann-Whitney U test confirmed a statistically significant difference between the two groups (U = 1890.500, p = 0.020). These findings suggest a clear disparity in academic English mastery between undergraduate and postgraduate students in this context. The results highlight the importance of implementing targeted academic interventions at the undergraduate level—such as integrated English instruction, intensive support programs, and context-based language learning. By reinforcing English proficiency early in students' academic journeys, it can prepare their graduates to succeed in global academic and professional arenas.
Co-Authors Agustina, Syarifah Rini Anadhiva, Ananda Anisa Anadhiva Nuning Yudhi Prasetyani Wim Banu Ukhrowi