International Journal of English Learning and Applied Linguistics (IJELAL)

ANALYSIS OF LOCUTION, ILLOCUTION, PERLOCUTION OF BUYER AND SELLER IN THE TIKTOK SHOP LIVE FORUM

Nike Aulia Andhini — 2025-12-31

This study examines the intricacies of speech acts within the context of buyer-seller interactions on the TikTok Shop Live platform. Through a descriptive qualitative approach, the research analyzes 15-minute video recordings to identify and classify locutionary, illocutionary, and perlocutionary speech acts. The findings emphasize the significance of understanding these speech acts to enhance communication effectiveness, minimize misunderstandings, and improve the online shopping experience. The study underscores the vital role of pragmatic theory in deciphering the intentions and impacts of utterances in a digital marketplace.

WORD-BUILDING IN FAITH SPACES: HOW AFFIXES SHAPE MEANING ON ISLAMWEB.NET

Dinar Dipta — 2025-12-31

Morphological analysis remains a challenging area in linguistic research, especially in distinguishing derivational from inflectional affixes, as their overlapping forms can blur the line between grammatical function and lexical meaning. Despite their vital role in shaping language structure and understanding, studies on affixation in digital religious discourse are limited. This research addresses that gap by analysing derivational and inflectional affixes in selected articles from Islamweb.net to (1) categorise the types of affixes used and (2) examine their role in word formation. Using a descriptive qualitative approach, seven articles published from April to August 2024 were analysed with a content analysis framework, involving identification, classification, tabulation, and description. Results show that inflectional affixes are more prevalent, mainly serving grammatical functions to maintain syntactic cohesion, while derivational affixes contribute to broadening semantic scope and lexical diversity. These findings highlight the dynamic link between form and meaning in online religious language, emphasising the importance of morphological awareness in understanding linguistic patterns in digital discourse. This study offers a novel perspective on morphology by linking word-building processes to belief representation, highlighting
that affixation in religious texts is not merely formal but ideational—serving as a linguistic bridge between grammatical form and spiritual meaning.

BETWEEN POWER AND LANGUAGE: A DISCOURSE INQUIRY INTO HOW HEADLINES REPRESENT PURBAYA’S STATEMENTS

Dias Andris Susanto — 2025-12-31

This study explores how linguistic structures in news headlines construct and circulate meanings about authority through the representation of statements made by Indonesia’s Minister of Finance, Purbaya. Anchored in the framework of Critical Discourse Analysis, the research examines the interplay between language and power in shaping public understanding of economic discourse. A corpus of selected headlines from major national media outlets was analyzed using Fairclough’s three-dimensional model, focusing on lexical selection, modality, and intertextual references. The findings reveal that economic authority is not simply reported but strategically framed through evaluative terms and discursive positioning that reinforce institutional legitimacy. Certain lexical patterns were used to soften or intensify Purbaya’s financial stance, reflecting the ideological alignment of media ownership and editorial preference. Beyond linguistic form, the study uncovers how headlines operate as micro-discourses that both reflect and reproduce broader power relations within the national economic narrative. These insights highlight the critical role of media discourse in mediating policy communication and suggest the need for heightened media literacy to recognize the subtle ways language constructs authority in public spaces.

KENYAN POLITICAL PARTY SYMBOLS: AN INTERPLAY BETWEEN LINGUISTIC AND POLITICS IN DESIGN AND CHOICE OF SYMBOLS

Moses James Olenyo Malande — 2025-12-31

This study examines the symbolic design of Kenyan Political Party (KPP) symbols by analyzing 118 symbols drawn from officially registered parties. Using a semiotic framework supported by Critical Discourse Analysis, the study identifies the structural features, types of signs, semantic fields, and sense relations represented in these symbols. The analysis shows that KPP symbols are strategically crafted to convey associative meanings linked to ideology, regional identity, class positioning, religious values, and the lived experiences of ordinary citizens. The findings further reveal that symbols function not only as visual identifiers for voters—including those with low literacy levels—but also as tools for political persuasion and identity construction. Overall, the study demonstrates that KPP symbols carry layered linguistic and political meanings, making them central to the discursive practices of Kenyan electoral politics.

CREATING ENGLISH MATERIAL OF SHORT FUNCTIONAL TEXTS USING CANVA AS A SIMPLE GRAPHIC DESIGN

Tira Nur Fitria — 2025-12-31

The increasing integration of digital design tools in language education highlights the need to examine their pedagogical value, particularly in developing English learning materials. However, previous studies have largely focused on Canva’s technical features rather than its instructional potential in creating English short functional texts. This study aims to investigate the use of Canva as a learning medium for designing English materials for short functional texts. Employing a descriptive qualitative approach, the data were collected from observations of Canva-based material development and analysis of sample instructional designs created using the platform. The findings reveal that Canva is a user-friendly and accessible design tool that supports teachers, lecturers, and students—especially beginners and non-designers—in producing visually engaging English learning materials. Canva provides a wide range of free templates, layouts, images, and design elements that facilitate the creation of short functional texts such as brochures, announcements, banners, flyers, invitation cards, greeting cards, advertisements, application letters, and curriculum vitae. The study also finds that Canva enables teachers to design project-based learning activities in which students modify existing templates to produce their own texts, allowing teachers to analyze linguistic features and text structures directly from students’ designs. This research contributes to English language teaching by demonstrating that Canva can function not only as a design tool but also as an effective learning medium that enhances students’ creativity, participation, and communicative competence in producing short functional texts.

PORTRAYING TEACHING-LEARNING PROCESS: STUDENTS’ MOTIVATION AND DEMOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Rita Nurfajriyati — 2025-12-31

This study investigates internal and external factors influencing motivation and demotivation in English language learning among eighth-grade students at a public junior high school in Banten province, Indonesia. Employing an explanatory sequential mixed-methods design, the research integrated questionnaires (N=32), semi-structured interviews, and classroom observations. Questionnaire data were analyzed using SPSS for descriptive statistics and independent samples t-tests, while interview and observation data underwent thematic analysis. The findings reveal that instrumental motivation, particularly desires to secure future employment (M=3.96) and achieve academic success (M=3.72), dominates students' reasons for learning English, while integrative motivations occupy secondary positions. Conversely, lack of self-confidence emerged as the most prominent demotivating factor (M=3.18), manifesting through fear of making mistakes and pronunciation anxiety. External factors such as classroom environment contribute to demotivation but to a lesser extent than internal psychological barriers. Comparative analysis revealed that high-achieving students demonstrated balanced motivation and consistent engagement despite confidence issues, while low-achieving students exhibited narrower motivational orientations and greater vulnerability to external demotivators. A paradoxical pattern emerged: students' motivation is predominantly driven by external instrumental goals, yet their demotivation stems primarily from internal psychological barriers. These findings extend Gardner's socio-educational model and Sakai and Kikuchi's demotivation framework by demonstrating how achievement levels moderate motivational constructs in Indonesian junior high school contexts, emphasizing the need for pedagogical interventions addressing both instructional content and students' affective dimensions, particularly self-confidence building.

STUDENTS’ SELF-ASSESSMENT OF FAN–N–PICK IMPLEMENTATION IN ENGLISH VOCABULARY LEARNING ACTIVITIES

Isnaini Eddy Saputro — 2025-12-31

This study investigates students’ responses to the implementation of the Fan–N–Pick structure in English vocabulary instruction through a self-assessment questionnaire. It was used for the first time in the Primary Teacher Education Program to capture students’ evaluations and reflections on their learning experience throughout Fan–N–Pick–based activities. A descriptive quantitative design was employed. 26 students completed a 20-item closed-ended self-assessment questionnaire adapted from Cepni and Oner (2015) and Goto Butler and Lee (2010). The questionnaire measured six indicators of students’ learning experiences. The results show predominantly positive responses across the six indicators: learning goals, learning planning, expectations for success, self-control, process self-assessment, and product self-assessment. Students frequently indicated strong engagement, improved vocabulary performance, and positive perceptions toward cooperative vocabulary learning through Fan–N–Pick. The study provides insights into the use of Fan–N–Pick as an effective cooperative learning structure for vocabulary development in higher education. The structure supports 21st-century learning by promoting collaboration, communication, creativity, critical thinking, and social interaction. These findings suggest that Fan–N–Pick can serve as an engaging and meaningful instructional strategy for vocabulary learning in teacher education programs.