https://digilib.iainptk.ac.id/xmlui/handle/123456789/19 2026-05-21T02:41:53Z 2026-05-21T02:41:53Z Zulkarnia, Henni https://digilib.iainptk.ac.id/xmlui/handle/123456789/8653 2026-04-27T04:45:58Z 2026-01-28T00:00:00Z

AN ANALYSIS OF DOMINANT SPEECH ACTS PERFORMED BY ARTHUR CURRY IN AQUAMAN MOVIE: ITS IMPLICATIONS FOR ELT Zulkarnia, Henni This study examines the speech acts performed by Arthur Curry in the Aquaman 2018 movie through a pragmatic analysis framework. Grounded in George Yule's (1996) speech act theory, this research aims to: (1) reveal the speech acts performed by Arthur Curry from Yule's theoretical perspective, (2) identify the dominant speech acts among the five categories representatives, directives, commissives, expressives, and declarations, and (3) describe the pedagogical implications of these findings for enhancing pragmatic competence in English Language Teaching (ELT) contexts. The study employs qualitative descriptive methods based on Yule George (1996) speech act theory, which categorizes speech acts into five types: representatives, directives, commissives, expressives, and declarations. Data were collected through observation and note-taking techniques by watching the movie, identifying Arthur Curry's utterances, transcribing relevant dialogues, and classifying them according to speech act categories. The analysis focuses on the frequency distribution and contextual application of each speech act type. The findings reveal that representative speech acts are the most dominant type performed by Arthur Curry, accounting for 34,2% of his total utterances, followed by directives (28,5%), commissives (17,1%), expressives (14,2%), and declarations (5,7%). The prevalence of representatives reflects his character arc as someone who communicates through confident, truth-based statements as he transitions from a reluctant hero to the King of Atlantis. Furthermore, Arthur Curry's diverse speech act patterns offer authentic and engaging materials for EFL/ESL classrooms, helping learners understand the relationship between language form, function, and social context. This study concludes that cinematic discourse serves as a valuable resource for developing learners' pragmatic competence in real-world communication.

2026-01-28T00:00:00Z SHUFI, AHMAD https://digilib.iainptk.ac.id/xmlui/handle/123456789/8563 2026-04-27T04:45:57Z 2026-01-27T00:00:00Z

THE INFLUENCE OF GOOGLE FORMS ON THE VOCABULARY MASTERY OF GRADE 10th STUDENTS AT AL-MADANI PONTIANAK VOCATIONAL HIGH SCHOOL SHUFI, AHMAD AHMAD SHUFI. The Influence of Google Forms on the Vocabulary Mastery of Grade 10th Students at Al-Madani Pontianak Vocational High School. Tadris English Study Program. Faculty of Tarbiyah and Teacher Training. State Institute for Islamic Studies Pontianak (IAIN Pontianak), 2026. This study aims to investigate: (1) Students' perceptions of using Google Forms in learning vocabulary, (2) The level of students' vocabulary mastery, and (3) The significance of the influence of Google Forms on students' vocabulary mastery. This research employed a quantitative approach with a descriptive correlational design and simple linear regression analysis. The population consisted of 10 grade students at SMK Al-Madani Pontianak. The sample consisted of 26 students from the Software Engineering (RPL) class, selected through purposive sampling. Research instruments included a validated vocabulary mastery test (20 items, Cronbach's Alpha 0.895) and a perception questionnaire (25 items). Data analysis techniques encompassed descriptive statistics, normality tests (Shapiro-Wilk), linearity tests, simple linear regression, and hypothesis testing (t-test, F-test). The findings reveal that: (1) Students' perception of using Google Forms was very positive (mean score 114.19/125). (2) Students' vocabulary mastery was at a moderate to good level (mean score 14.85/19 or 78.2%). (3) The simple linear regression analysis showed that Google Forms does not have a statistically significant influence on vocabulary mastery (F=1.474, p=0.236, R²=0.058), with only 5.8% of variance explained. The weak positive correlation (r=0.241) indicates a tendency for higher perception scores to associate with higher vocabulary scores, but this relationship is not statistically significant. These results suggest that while Google Forms is well-received by students and can serve as a supportive digital tool, its direct impact on vocabulary mastery in this specific educational context is limited, underscoring the importance of pedagogical integration beyond tool adoption.

2026-01-27T00:00:00Z MAHARANI, SITI https://digilib.iainptk.ac.id/xmlui/handle/123456789/8501 2026-04-27T04:45:58Z 2026-01-23T00:00:00Z

STUDENT’S PERCEPTION OF THE USE OF TIKTOK AS A LEARNING MEDIUM TO INCREASE VOCABULARY MASTERY IN THE FOURTH SEMESTER STUDENTS OF ENGLISH TADRIS STUDY PROGRAM MAHARANI, SITI Siti Maharani, 2025. “Student’s Perception Of The Use Of Tiktok As a Learning Medium To Increase Vocabulary Mastery In The Fourth Semester Students Of English Tadris Study Program”. Thesis (S1) English Tadris Study Program (TBI). Faculty of Tarbiyah and Teacher Training (FTIK). State Instiute for Islamic Studies of Pontianak (IAIN). Advisor I: Nanik Shobikah, M.Pd. Advisor II: Vibry Andina Nurhidayah, M.Hum. Academic Year 2024/2025. The purpose of this study is to investigate the perceptions of fourth semester students of the English Tadris Study Program (Class 4B) toward the use of the TikTok application as a learning medium in improving English vocabulary. Specifically, this research aims to: (1) identify students’ perceptions of TikTok as an English learning platform, (2) examine how TikTok is used in supporting vocabulary learning, and (3) analyzing how TikTok helps students learn English vocabulary. This study used a mixed methods research design to gain a through knowledge of students' perspectives and learning experiences while also providing quantitative data to back up the findings. This study's participants were fourth semester English Tadris Study Program class 4B students. The data were gathered through classroom observations, semi-structured interviews, and questionnaires. These tools were used to collect data on students' Tiktok usage frequency, content genres, learning experiences, and opinions on Tiktok effectiveness in enhancing vocabulary knowledge. The acquired data was then analysed using qualitative and quantitative descriptive procedures, which included organising, categorising, interpreting, and summarising the data in order to reach relevant findings. The findings indicate that Tiktok has considerable potential as a supplementary learning medium for vocabulary development. The results show that 80.55% of the students actively use Tiktok and perceive it as helpful in learning new words and expressions. Students stated that Tiktok provides short, interesting, and contextual videos which make vocabulary learning more enjoyable and easier to understand. The application also helps students learn the pronunciation, meaning, and usage of words in real-life contexts through authentic examples. However, the study also reveals several challenges. Some students reported difficulties in fully understanding the learning materials due to unclear explanations or the fast pace of the videos. In addition, the presence of non educational and entertainment content may distract students and reduce their learning focus. Therefore, although Tiktok is considered a fun and creative learning tool, it should be used wisely and selectively. It is recommended that students use Tiktok as a complementary medium alongside more structured learning resources, and that teachers guide students in choosing appropriate educational content to maximize its benefits for vocabulary learning.

2026-01-23T00:00:00Z ANGGRAENI, PUTRI OKTAVIA https://digilib.iainptk.ac.id/xmlui/handle/123456789/8467 2026-04-27T04:45:58Z 2026-01-23T00:00:00Z

THE EFFECTIVENESS OF PRE-READING PLAN TECHNIQUE ON STUDENTS’ READING COMPREHENSION: A QUASI EXPERIMENTAL STUDY AT EIGHTH GRADE OF MTs AL JIHAD PONTIANAK ANGGRAENI, PUTRI OKTAVIA Putri Oktavia Anggraeni. 2025. The Effectiveness of Pre-Reading Plan Technique on Students’ Reading Comprehension: a Quasi Experimental Study at Eighth Grade of MTs Al Jihad Pontianak. This research aims to investigate the students’ reading comprehension before the implementation of Pre Reading plan, of the treatment the students’ reading comprehension after the implementation of Pre Reading Plan, and the significance of students’ reading comprehension after using the Pre Reading Plan technique. Therefore,this research employed a quasi-experimental method with a pre test-post test control and experimental group design. The population of this study was the eighth grade students of MTs Al Jihad Pontianak. The sample was selected through cluster sampling, consisting of one experimental class (n=19) and one control class (n=19). This research instrument was a narrative text reading comprehension test (pre test and post test) which had been tested for validity and reliability. Data analysis technique included descriptive statistic (mean dna standard deviation), normality test (Shapiro-Wilk), homogeneity test (Levene’s Test), Wilcoxon Test, hypothesis testing using the independent sample t-test. The findings reveal that students’ reading comprehension was at a low to moderate level in the pretest (Experimental: M = 35.16, SD = 27.081; Control: M = 65.53, SD = 29.875) and showed positive changes in the posttest for both groups (Experimental: M = 53.79, SD = 29.875; Control: M = 64.00, SD = 29.330), with a significant difference found in the experimental group based on the Wilcoxon Signed Rank Test (p = 0.025). However, the Independent Samples t-test showed no statistically significant difference between the posttest scores of the experimental and control groups (p = 0.295), and the effect size (Cohen’s d = 29.60) indicated a negligible practical effect. These results suggest that although the Pre-Reading Plan technique demonstrated a certain level of effectiveness in supporting students’ reading comprehension, it was not proven to be more effective than conventional teaching methods.

2026-01-23T00:00:00Z