cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Asy'ari
Contact Email
m.asyari@litpam.com
Phone
+6285338219596
Journal Mail Official
m.asyari@litpam.com
Editorial Address
Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Journal of Authentic Research
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28283724     DOI : 10.36312/jar
Core Subject : Health, Science, Education, Social,
Earth & Planetary Sciences Education Public Health Social Sciences Other
Journal of Authentic Research (ISSN. 2828-3724) is an open-access journal that published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM). This journal publishes research papers in the field of social science and natural science. Journal of Authentic Research publish twice a year (bianually) in January and July. This journal has OAI address: https://journal-center.litpam.com/index.php/jar/oai
Arjuna Subject : Umum - Umum
Articles 889 Documents
 85   86   87   88   89 
Speech Acts and the Development of Characters and Theme in Moana 2: A Pragmatic Analysis Farizi, M. Zidan Al; Arafiq; Hijriati, Sartika
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7130

Abstract

This study examines how the distribution of illocutionary acts reflects character development and themes in the 2024 animated film *Moana 2*. Previous speech act research on the *Moana* franchise has generally provided only aggregate profiles for specific films or characters, failing to track shifts across narrative phases or compare distributions against an independent narrative baseline; furthermore, in the case of *Moana 2*, only directive acts have been previously investigated. To address these gaps, this study employs a qualitative descriptive design supplemented by simple frequency counts. Verbal utterances from nine main characters were extracted from the film’s script (excluding songs) and coded according to their locutionary, illocutionary, and perlocutionary dimensions. Illocutionary acts were classified into Searle’s five categories and evaluated against his felicity conditions. The resulting distributions were interpreted through "Pragmatic Significance"—an analytical construct formulated for this study—and compared against a narrative baseline established prior to coding. The dataset comprises 698 illocutionary acts: assertives (40.1%), directives (34.8%), expressives (21.8%), commissives (3.0%), and declaratives (0.3%). Nearly all speech acts met their respective felicity conditions (98.9%). The proportion of directives used by Moana increased from 23.8% in the exposition to 51.3% in the climax, while the proportion of expressives used by Maui rose from 15.4% to 36.8% across the four narrative phases. Of the twelve comparisons made against the baseline, eight showed convergence, while four showed partial convergence—the latter being linked to specific key utterances or nonverbal actions rather than the aggregate distribution. This study concludes that the distribution of illocutionary acts serves as a meaningful, albeit partial, indicator of character development and thematic progression. The novelty of the research lies in the integration of a phase-by-phase temporal analysis with an independent narrative baseline and the construct of Pragmatic Significance.
Kajian Etnografi Fenomena Penggunaan Bahasa Gaul di Kalangan Siswa Sekolah Dasar di SDN 1 Bengkel Salsabila, Elsa; Setiawan, Heri; Maulyda, Mohammad Archi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7152

Abstract

Bahasa Indonesia sebagai bahasa resmi dan bahasa pengantar pendidikan menghadapi tantangan ketika siswa kelas tinggi sekolah dasar semakin akrab dengan bahasa gaul dalam interaksi sehari-hari. Paparan media digital seperti TikTok, YouTube, dan Instagram serta lingkungan pertemanan membuat siswa meniru istilah dan gaya berbicara informal, sehingga perlu dikaji secara kontekstual agar tidak mengganggu penggunaan bahasa Indonesia baku dalam situasi akademik. Penelitian ini bertujuan mengkaji fenomena penggunaan bahasa gaul di kalangan siswa kelas tinggi SDN 1 Bengkel melalui pendekatan kualitatif dengan metode etnografi komunikasi. Data dikumpulkan melalui observasi langsung terhadap interaksi siswa, wawancara semi-terstruktur dengan siswa dan guru, serta studi dokumentasi. Subjek ditentukan secara purposif pada siswa kelas IV, V, dan VI yang berusia 10–12 tahun. Hasil kajian menunjukkan bahwa penggunaan bahasa gaul didorong oleh lingkungan pertemanan dan paparan media digital; siswa meniru istilah dan gaya berbicara, dan secara sosial bahasa gaul berfungsi membangun keakraban, solidaritas, ekspresi perasaan, serta identitas kelompok. Fenomena ini berdampak positif pada kreativitas berbahasa dan keakraban sosial, tetapi berpotensi negatif jika ragam informal digunakan dalam konteks akademik yang menuntut bahasa Indonesia baku. Oleh karena itu, guru perlu membimbing siswa menyesuaikan penggunaan bahasa dengan konteks situasinya. Implikasi penelitian ini bersifat teoretis dan praktis: secara teoretis memperkaya pemahaman tentang fungsi sosial bahasa gaul dalam komunikasi anak, sedangkan secara praktis menjadi dasar bagi guru, sekolah, dan orang tua dalam membina literasi bahasa dan media digital siswa.
The Correlation Between Students’ Self-Efficacy and Their English Learning Achievement: A Study of Eighth-Grade Students at SMPN 3 Lingsar Haliza, Aina; Wilian, Sudirman; Junaidi, Ahmad
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7155

Abstract

This study aimed to determine the correlation between students’ self-efficacy and their English learning achievement among eighth-grade students at SMPN 3 Lingsar. Although previous studies have examined this relationship, most focused on senior high school or university learners in urban settings and often addressed a single language skill; research on junior high school students in non-urban Indonesian schools remains limited. This study addresses that gap by examining overall English achievement in a non-urban junior high school context. A quantitative correlational design was employed. The sample consisted of 34 eighth-grade students selected through cluster random sampling. Self-efficacy was measured using a six-item questionnaire adapted from the Questionnaire of Self-Efficacy in Learning a Foreign Language (QSLL) developed by Kutuk et al. (2023), and English learning achievement was obtained from first-semester report card scores. Data were analyzed using Pearson Product-Moment correlation in SPSS. Most students had a moderate level of self-efficacy and moderate English learning achievement. A moderate, positive, and significant correlation was found between self-efficacy and English achievement (r = 0.496, p = 0.003), with self-efficacy explaining about 24.6% of the variance. These results suggest that students with higher self-efficacy tend to achieve higher English learning achievement. The study contributes a context-specific perspective from a non-urban junior high school and supports the theoretical view that self-efficacy beliefs are associated with EFL achievement. English teachers are encouraged to build students’ self-efficacy through achievable tasks, constructive feedback, and a supportive classroom atmosphere.
Transitivity in English Recount Text: A Study on SMP English Textbooks Nasuha, Lale Agisna Hayatin; Mahyuni; Lail, Husnul
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7164

Abstract

This study examines the transitivity system in recount texts in the English textbook English for Nusantara for eighth-grade junior high school students. It focuses on three aspects of the transitivity system: process types, participant roles, and circumstance types. A mixed-methods content analysis design was used. Data were obtained from six recount texts purposively selected from the textbook. The data consisted of 1,252 tokens analyzed across 203 clauses. Of these, 202 clauses contained processes, while one clause was a minor clause without a process; therefore, the process percentages in this study were calculated from 202 processes. The analysis was conducted based on Halliday and Matthiessen’s (2014) transitivity system by identifying, classifying, and calculating the frequency and percentage of each transitivity element. The results showed that there were five types of processes: material, mental, relational, verbal, and existential, while behavioral processes were not found. Material processes were the most dominant, with 113 occurrences (55.94%). In terms of participants, actors were the most dominant role, with 81 occurrences (28.22%). Meanwhile, in terms of circumstance, location was the most dominant type, with 76 occurrences (71.03%). These findings indicate that recount texts in the textbook mostly represent experiences through actions or events carried out by characters, with information about time and place helping to organize events chronologically. Previous studies have largely examined student-written recount texts or general reading texts; fewer studies have specifically analyzed recount texts in the eighth-grade English for Nusantara textbook using a mixed-methods content analysis that integrates process, participant, and circumstance analysis. This study addresses that gap by providing a focused transitivity analysis of six textbook recount texts. Thus, the transitivity system in recount texts can help explain how experiences are represented through language choices in English textbooks for junior high school students.
The Effectiveness of Using English with Lucy Channel on Youtube to Improve the Vocabulary Mastery of 10th Grade Students at SMAN 3 Mataram Muthmainnah, Putri Nasyiatul; Zamzam, Ahmad; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7175

Abstract

Vocabulary mastery is the foundation of English proficiency, yet tenth-grade students at SMAN 3 Mataram still struggle to remember words, understand their meanings, and use them appropriately in context. This study aimed to describe the implementation of the English with Lucy YouTube video in vocabulary learning and to measure its effectiveness for tenth-grade students at SMAN 3 Mataram. A quantitative approach with a pre-experimental one-group pretest-posttest design was used with 35 students of class X.2 selected through purposive sampling. Data were collected through a try-out, a pre-test, three treatment meetings, a post-test, and documentation. The treatment used the video 100 Most Common English Words (Pronunciation & Example Sentence). Data were analyzed using descriptive statistics, N-Gain, the Shapiro-Wilk test, and the Wilcoxon signed-rank test. The results showed that the mean score increased from 86.23 to 96.57 with an N-Gain of 0.80 (high). The post-test means were 100.00 for form, 96.40 for meaning, and 95.14 for use, with an overall mean of 97.18 (very high). The Wilcoxon test showed a significant difference (Z = -5.109; p < .001; r = 0.86). Therefore, the video was effective. Although this channel is well known, quantitative evidence in the Indonesian senior high school context remains limited; this study offers novelty by providing quantitative evidence of the channel’s implementation in receptive vocabulary learning. Teachers are recommended to use short, structured videos combined with active classroom activities, and future researchers are recommended to apply a control-group design.
Students’ Perceptions on Reading Habits in The Extensive Reading Course: A Study at Fkip University of Mataram Titin, Ni Nengah; Wardana, Lalu Ali; Hijriati, Sartika
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7201

Abstract

This study explores students’ perceptions of reading habits and the challenges they face in maintaining those habits in the Extensive Reading (ER) course at the Faculty of Teacher Training and Education (FKIP), University of Mataram. Although ER is widely claimed to support reading habits, previous studies have mainly examined reading strategies, reading journals, or single ER activities and have not sufficiently explained how students themselves view the formation of their reading habits and the challenges they face. This qualitative descriptive study addresses that gap by foregrounding students’ perceptions and experiences. Data were collected through an open-ended questionnaire completed by 50 students who had taken the course and through semi-structured interviews with eight purposively selected participants. The questionnaire was developed from Day and Bamford’s ER principles, and the data were analyzed thematically and triangulated. The findings indicate that students perceive reading habits as shaped by the amount and regularity of reading, learner autonomy, reading for pleasure, and teacher facilitation. Twenty-eight participants (56%) reported reading more frequently after taking the course; 45 (90%) selected texts based on personal interest; 45 (90%) read voluntarily beyond course requirements; and 32 (64%) reported that regular assignments and reminders encouraged them to read. Challenges included low motivation, boredom, and mood dependence (66%); time constraints and academic workload (64%); digital distractions (64%); and language and text difficulty (50%). Students responded with time management, rescheduling, choosing easier or more interesting texts, and taking short breaks. The novelty of this study lies in integrating students’ perceptions of habit formation with the challenges and self-initiated strategies they use in one ER context. ER provides a supportive context for reading habits, but habit formation does not occur automatically; it depends on interest, autonomy, consistency, and support.
Translation Strategies of Idiomatic Expressions in the Subtitles of Enola Holmes Movie Salfinarti, Arsika Afrunnur; Amrullah; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7203

Abstract

Idiomatic expressions are frequent in film dialogue, but their figurative meanings and cultural associations can create difficulties in audiovisual translation. This study aimed to identify the types of idiomatic expressions and the translation strategies used in the English-Indonesian subtitles of Enola Holmes (2020) ) movie on Netflix by employing a descriptive qualitative method. The current research also sought to find out the dominant strategy used in the movie. The data consisted of idiomatic expressions identified in the English subtitles and their Indonesian translations. The data collection was conducted by extracting corresponding subtitle pairs, and organizing them in an observation table. The data analysis was employed by identifying idiomatic expressions found in the movie subtitles, classifying the expressions using Seidl and McMordie’s (1988) typology, while translation strategies were analyzed using Baker’s (1992) framework. The analysis identified 142 idiomatic expressions. Seven types were found: Verbal Idioms (98; 69.0%), Phrasal Verb Idioms (23; 16.2%), Idioms with Nouns (9; 6.3%), Idioms with Prepositions (6; 4.2%), Idiomatic Pairs (2; 1.4%), Idioms with Adjectives (2; 1.4%), and Special Category Idioms (2; 1.4%). Two translation strategies were identified: Using Similar Meaning (83; 58.5%) and Translation by Paraphrase (59; 41.5%). The dominant strategies used in the movie subtitles was the Verbal Idioms which count for 69.0%, while the least used strategies were Idiomatic Pairs (1.4%), Idioms with Adjectives (1.4%), and Special Category Idioms (1.4%). The findings indicate that the translator prioritized semantic equivalence, naturalness, and readability while adapting idiomatic expressions to Indonesian subtitles. Further research is recommended to explore how cultural differences influence the translation of idiomatic expressions, particularly in maintaining their figurative meanings and cultural nuances in Indonesian subtitles.
Picture Reading Strategy to Predict the Ideas of the Passage at the 8th Grade of SMPN 2 Gerung Hendriyani, Farida; Nawawi; Zamzam
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7204

Abstract

This study aims to determine the effect of the Picture Reading Strategy on the ability of Year 8 students at SMPN 2 Gerung to predict the main ideas of texts in the 2024/2025 academic year. Although previous studies have examined picture media for general reading comprehension, empirical evidence on a picture-based reading strategy that specifically trains idea prediction before reading among junior high school students remains limited. The novelty of this study lies in operationalizing the Picture Reading Strategy as a four-step cycle—observing pictures, making predictions, reading the passage, and confirming predictions—and testing its effect through a pretest–posttest control group design. This study employs a quantitative approach with a purposive sample of 48 students (24 in the experimental group; 24 in the control group). The instrument is a 20-item multiple-choice test measuring five indicators. Data are analyzed using descriptive statistics, Shapiro-Wilk normality tests, Levene’s homogeneity test, and an Independent Samples t-Test. The results show that the experimental group’s mean score increases from 49.75 to 81.79, while the control group’s mean score increases from 48.50 to 67.50. The t-test yields a significance value of 0.000 < 0.05. Therefore, the Picture Reading Strategy has a significant effect on students’ ability to predict the main ideas of texts.
The Correlation Between English Reading Habits and Reading Achievement of Eleventh Grade Students at MA NW Nurul Haramain Narmada Oktari, Popi Pitria; Zamzam, Ahmad; Junaidi, Ahmad
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7213

Abstract

Reading achievement is essential for academic learning, yet students’ reading performance may vary because of differences in their habitual engagement with English texts. This correlational study examined whether English reading habits significantly correlate with reading achievement among eleventh-grade students at MA NW Nurul Haramain Narmada. Unlike previous studies that often relied on documentation or were conducted in different school contexts, this study directly measured reading achievement through a reading test and reading habits through a nine-domain questionnaire in an Islamic senior high school setting. A quantitative correlational design was employed. Ninety-nine of 132 eleventh-grade students were selected through simple random sampling. Data were collected using a 62-item English reading habit questionnaire and a 30-item multiple-choice reading test. Descriptive statistics, the Kolmogorov–Smirnov normality test, Pearson product-moment correlation, and a t-test were used. Students generally reported high English reading habits, whereas their reading achievement was mostly low to moderate. A strong, positive, and statistically significant correlation was found between English reading habits and reading achievement. The alternative hypothesis was accepted. These findings indicate that consistent reading engagement is associated with better reading comprehension, although causality is not implied. Teachers should provide varied and sustained English reading activities. Future research should involve multiple schools, behavioral measures of reading, and wider text genres. The novelty of this study lies in context-specific evidence from an Islamic senior high school using a direct reading assessment and a multidimensional reading habit questionnaire.

Page 89 of 89 | Total Record : 889

 85   86   87   88   89 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 4 (2026): November Vol. 5 No. 3 (2026): August Vol. 5 No. 2 (2026): May Vol. 5 No. 1 (2026): Februari Vol. 4 No. 1 (2025): Juni 2025 Vol. 4 No. 2 (2025): December Vol. 4 No. Special Issue (2025): Agustus Vol. 3 No. 2 (2024): July Vol. 3 No. 1 (2024): January Vol. 2 No. 2 (2023): July Vol. 2 No. 1 (2023): January Vol. 1 No. 2 (2022): July Vol. 1 No. 1 (2022): January More Issue