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All Journal Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi International Journal of Social and Education (INJOSEDU)
Cantika Khaerunnisa Wijaya
UIN Sultan Maulana Hasanuddin Banten
Education

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Assertive Speech Acts in YouTube Comments on the ‘Democratic Candidates Debate Education’ Video Cantika Khaerunnisa Wijaya; Muhammad Ali Isa Penna; Tatu Siti Rohbiah
Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Vol. 1 No. 4 (2025): November : Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jkaipbaku.v1i4.176

Abstract

This research explores how people use assertive speech acts in the comment section of a YouTube video titled “Democratic Candidates Debate: Education,” which was uploaded by ABC News. A qualitative method with content analysis is employed to examine how users share their thoughts, express agreement or disagreement, and participate in online discussions through assertive language. The data were collected from selected comments posted between 2019 and 2020, particularly those reacting to the candidates’ views on education. The analysis applies Searle’s speech act theory, focusing on seven types of assertive speech acts: claiming, stating, reporting, describing, informing, complaining, and concluding. A total of 24 assertive utterances were identified, with the following distribution: claiming (11), reporting (3), complaining (4), stating (2), informing (2), describing (1), and concluding (1). Among these, "claiming" appeared most frequently, indicating that many users shared strong opinions or support, especially for Andrew Yang’s stance on education. Overall, the findings suggest that YouTube serves not only as a platform for viewing content but also as a space where people actively engage in discussions, express their beliefs, and respond to public issues through language.
A Systematic Review of Flashcards for English Language Teaching (ELT) Cantika Khaerunnisa Wijaya; Naila Aulia; Nafan Tarihoran
INJOSEDU: International Journal of Social and Education Vol. 2 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

Flashcards have long been recognized as a valuable tool in English Language Teaching (ELT), particularly for helping students build and retain vocabulary. With the rise of technology, traditional paper-based flashcards have evolved into digital formats, making them more versatile and widely accessible in language learning. This study aims to analyze trends in flashcard research and explore their impact on vocabulary acquisition, student engagement, and technological integration. This systematic review explores the effectiveness of flashcards in ELT, focusing on primary school students by analyzing studies published between 2020 and 2024. Following the PRISMA framework, relevant studies were selected from databases such as Google Scholar, Mendeley, and Semantic Scholar, ensuring a rigorous screening process based on specific inclusion and exclusion criteria. The findings reveal that flashcards improve vocabulary retention, increase student engagement, and foster motivation. Digital flashcards, in particular, offer interactive features, multimedia support, and ease of access, creating a more engaging and adaptable learning experience. However, challenges such as unequal access to technology and the risk of over-reliance on digital tools must be considered. This review emphasizes the importance of integrating flashcards with other teaching strategies to maximize their impact in ELT classrooms.
Co-Authors Muhammad Ali Isa Penna Nafan Tarihoran Naila Aulia Tatu Siti Rohbiah