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All Journal Journal of English Education and Linguistics English Education and Applied Linguistics Journal (EEAL Journal)
Astuti, Risa
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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SPEECH ACTS ANALYSIS ON LILLY CONTINO’S COMPLAINT VIDEOS IN A RESTAURANT SETTING Dewi, Sinta; Astuti, Risa; Nursalam, Hafidatun; Meekaeo, Pisit
Journal of English Education and Linguistics Vol. 5 No. 1 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i1.1729

Abstract

This study examines the use of Speech Acts complaining in Lilly Contino’s misgendering videos. Using Speech Acts categorizations by Searle (1969) and Moon’s (2002) complaining framework, the study aims to identify the strategy of complaints used by Lilly Contino and to examine its effectiveness. The study reveals that Lilly Contino used both implicit and explicit strategies. The implicit strategy used as an initial complaint by using assertive Speech Acts comprises reaffirming, recognizing, and stating, the explicit strategy used as a follow-up complaint by using directive Speech Acts includes demanding and requesting; and the expressive Speech Acts is used as well encompass Lilly’s personal feeling. It is also found that the implicit strategy is less effective for complaints rather than the explicit one. The study furthermore reveals that complaining has its level to address offensive situations. Therefore, this study is particularly useful for understanding the intent of complainers and how the hearer develops a suitable apology.
THE IMPLEMENTATION OF PROBLEM-BASED LEARNING IN THE TEACHING OF READING AT HIGHER EDUCATION LEVEL Astuti, Risa; Dewi, Sinta; Fujiarti, Hana Suci; Herawati, Dika Triya
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal)
Publisher : IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i3.72

Abstract

Problem-Based Learning (PBL) is one of the teaching methods highly promoted in the status quo, especially in EFL classes. Regarding this, numerous studies indicate that PBL is effective in enhancing student learning performance, particularly in enhancing problem-solving abilities and self-efficacy learning. However, research on PBL's use in Indonesia, particularly in EFL reading classes, is still barely to be found. Hence, this study is aimed to investigate the implementation of PBL in EFL reading classes by means to investigate how the stages of PBL were implemented and to see what PBL principles have been achieved in the learning activity. This study is produced from qualitative research in the form of a case study, where observations were done during the learning process. The findings indicate that PBL is applicable to be implemented in higher education because the teacher’s actions cover all stages of PBL. However, there is still one principle that must be considered namely student collaboration. One of the expectations of teachers for students is that they can have critical thinking and be able to learn independently, therefore, this can be achieved by making PBL a learning method in the classroom.
DOES MULTILINGUALISM ENDANGER LEARNERS’ IDENTITY? A NARRATIVE CASE STUDY OF ENGLISH EDUCATION PROGRAM STUDENTS Astuti, Risa; Nurjamin, Lucky Rahayu; Hamzah , Amir
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.223

Abstract

The phenomena of multilingualism influence how an individual constructs their identity, as language is one aspect of who they are. This study aims to investigate how five English college students view multilingualism and how it affects their sense of self. Semi-structured interviews were used as an instrument to collect the data, and it was found that their loyalty towards the local and national languages remains strong despite their exposure to the use of EFL in their daily lives. As multilingual speakers, the participants know the importance of maintaining their native language as their identity marker. Nonetheless, they agreed that being exposed to English changed their self-concept. These results demonstrate that appropriate sociocultural experience in language learning is essential.
Co-Authors Fujiarti, Hana Suci Hamzah , Amir Herawati, Dika Triya Meekaeo, Pisit Nurjamin, Lucky Rahayu Nursalam, Hafidatun Sinta Dewi