Hendi Pratama
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Journal : IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

A Pragmatic Comparison of Commissive Acts in Grammarly and QuillBot advertisements on YouTube Vivin Sumanti; Hendi Pratama; Rini Susanti Wulandari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7266

Abstract

Abstract This study aims to compare the utilization of commissive acts in Grammarly and QuillBot advertisements on YouTube from a pragmatic perspective. In digital advertising, brands often use language to express commitments that influence viewer behavior. However, limited research has focused on how brands strategically use commissive acts to build trust and persuade viewers. This study specifically analyzes how commissive acts like promises, guarantees, and offers are utilized by Grammarly and QuillBot to convey brand commitments and influence viewer perceptions. A qualitative descriptive methods were applied to fourteen video advertisements (seven per brand) published between 2021 and 2025. Each commissive utterance was identified, categorized by type, and analyzed using the illocutionary force indicator device (IFID). The findings revealed 33 guarantees, 24 promises, and 4 offers in the Grammarly advertisements, while QuillBot displayed 14 guarantees, 11 promises, and 26 offers. In addition, ten informants participated in a Likert-scale questionnaire and semi-structured interviews to assess the clarity, persuasiveness, and credibility of commissive messages. The results showed that Grammarly tended to emphasize emotionally driven promises and assurances to build credibility, while QuillBot focused on functional offers related to academic tasks. The informants generally considered Grammarly’s commissive acts clearer and more persuasive, while QuillBot’s were perceived as practical but less emotionally appealing. The study concludes that commissive acts play an important role in digital brand communication and that pragmatic analysis provides valuable insights into how linguistic strategies shape audience responses.  
Using Teams Games Tournament (TGT) to Increase Students’ Vocabulary Acquisition and Reduce Their Learning Anxiety the Case of Seventh-Grade Students at Junior High School Alwi, Mughits; Hendi Pratama; Henrikus Joko Yulianto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9246

Abstract

This study focuses on two persistent issues in EFL classrooms, limited vocabulary acquisition and high levels of learning anxiety among seventh-grade students. The researcher examined whether the Teams Games Tournament (TGT) Scramble Game is more effective than traditional instruction in improving vocabulary acquisition while reducing anxiety. Using a mixed-methods, quasi-experimental design with a nonequivalent control group, the study involved 60 students at Junior High School Brebes, divided equally into an experimental group and a control group. Vocabulary achievement was measured through pre-tests and post-tests, while anxiety levels were assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), supported by classroom observations and semi-structured interviews. Quantitative analysis using N-Gain scores showed that the experimental group reached a moderate improvement (62%), which was substantially higher than the control group’s 48%, indicating stronger vocabulary development through TGT. In terms of affective outcomes, students in the experimental group shifted from being “very anxious” to “mildly anxious” or “relaxed,” while anxiety in the control group largely remained high. Qualitative findings further revealed that students perceived the TGT Scramble Game as “fun, motivating, and less stressful,” promoting peer support and active participation. Consistent with cooperative learning theory (Slavin), Thus, the TGT Scramble Game effectively enhances vocabulary learning while creating a low-anxiety classroom environment, offering meaningful implications for student-centered EFL instruction.