Indonesian Journal of ELT and Applied Linguistics

Analysis Of Illocutionary Acts in Dedi Mulyadi’s Speech at The National Awakening Ceremony: Let the Sarcastic People Be Hurt Forever

Eisya Dalila Nasution — Tue, 08 Jul 2025 02:03:36 +0000

This study examines the illocutionary acts in Dedi Mulyadi’s speech delivered during the National Awakening Ceremony, utilizing Searle’s (1976) taxonomy within a descriptive qualitative framework. A total of 72 utterances were identified and categorized: 40 assertive (55.5%), 15 directive (20.8%), 10 commissive (13.9%), 5 expressive (6.9%), and 2 declarative (2.8%) acts. Assertives dominate, reflecting Dedi’s sarcastic and informational style, while the rarity of declaratives underscores his emphasis on persuasion rather than formal proclamation. The analysis reveals how Dedi strategically employs sarcasm and militaristic directives to assert authority, critique societal issues, and influence public perception. These rhetorical choices strengthen his image as a decisive leader but may limit dialogic engagement. The study highlights the communicative function of illocutionary acts in political discourse and contributes to a deeper understanding of how language performs social and political actions in contemporary Indonesian rhetoric.

Vocational Students’ Perception towards Learning English through Social Media

Rizki Muhammad Ardian Setiadi — Tue, 05 Aug 2025 04:04:15 +0000

This study investigates vocational students' perceptions of using social media as a tool for learning English. With the increasing prevalence of social media platforms in students' daily lives, their potential in supporting language acquisition has become a relevant subject of inquiry. This research employs a descriptive qualitative approach, using a structured questionnaire with a 4-point Likert scale to gather data from 114 vocational high school students. The results show that students view social media positively in terms of its contribution to improving their English learning. Respondents reported that social media platforms make learning more enjoyable, reduce anxiety, boost confidence, and foster independent learning. Students also perceived improvements in core language skills—listening, speaking, reading, and writing—as well as vocabulary, pronunciation, and grammar. However, the study also identified challenges, including exposure to inappropriate content, privacy concerns, and limited internet access. These findings emphasize the need for digital literacy and proper guidance to fully leverage the educational advantages of social media. The study concludes that, with suitable teaching approaches and awareness of possible drawbacks, social media serves as an effective supplementary resource for vocational students learning English.

THE ALM (AUDIO-LINGUAL METHOD) FOR ENHANCING SPEAKING SKILL OF EFL STUDENTS IN INFORMATION TECHNOLOGY DEPARTMENT

Putri Ramadhani — Tue, 05 Aug 2025 04:10:42 +0000

THE ALM (AUDIO-LINGUAL METHOD) FOR ENHANCING SPEAKING SKILL OF EFL STUDENTS IN INFORMATION TECHNOLOGY DEPARTMENT

Putri Ramadhani

pramadhaniput@gmail.com

Fakultas Ilmu Komputer dan Teknologi Informasi, Universitas Budi Darma Medan

Abstract

Investigating the efficacy of the audio-lingual approach taught in the classroom by an English lecturer to second-semester information technology students who are learning English as a foreign language (EFL) is the significance of this study. ESP (English for Specific Purpose) is taught to EFL students with an emphasis on computers and technology. The teaching approach known as the audio-lingual method (ALM) is founded on psychological behaviorism and structural linguistics. Enabling students to speak the target language like native speakers is the aim of this approach. This approach can help EFL students develop language habits through drilling and mimicry. It can be difficult to teach speaking to EFL students in Indonesia because of the influence of mother tongues and traditional languages. Prior studies indicate this method is able to improve speaking skill ability. The result of this research shows speaking skill of EFL students gradually improve week by week by doing observation with pre-test and post-tet during four weeks

Keywords: Audio-Lingual Method, EFL students, Speaking Skill

THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN RAISING TERTIARY STUDENTS' PROFICIENCY

KURNIA ULFA — Tue, 05 Aug 2025 04:21:07 +0000

English speaking proficiency is a critical skill in both academic and professional contexts, especially for English as a Foreign Language (EFL) learners. Traditional language instruction, which often emphasizes grammar and writing, frequently fails to develop learners’ speaking fluency and confidence. This study investigates the effectiveness of Project-Based Learning (PBL) in enhancing English-speaking skills among first-semester Informatics students at the tertiary level. Grounded in constructivist and communicative language teaching theories, PBL emphasizes real-world communication, collaboration, and learner autonomy. Using a descriptive method, students participated in a one-month instructional project that culminated in video presentations, assessed across five key speaking indicators: comprehension, grammar, vocabulary, pronunciation, and fluency. After a one-month PBL intervention, it was shown that 20% of students reached the highest proficiency level (score 85-90), then 55% performed at an average level (score 75-80), and 25% remained at a lower proficiency level (score 60-70). 100% of students showed improvement: high and average performers improved by 15 points on average, and low performers improved by 10 points. Results showed significant improvement across all proficiency levels, particularly among high- and average-performing students. The findings indicate that PBL effectively improves learners’ speaking abilities by promoting engagement, authentic language use, and confidence. However, lower-performing students may require additional scaffolding and support. This study supports the integration of PBL into EFL curricula to promote more interactive and meaningful language learning experiences.