UNVEILING POWER STRATEGIES IN THE INDONESIAN PRESIDENT’S POLITICAL SPEECHES: A POLITICAL PRAGMATICS AND SPEECH ACT APPROACH

2025-12-01T10:31:57+07:00

The speech of a political leader goes beyond the literal meaning of the words, encompassing the underlying dialog and power dynamics that influence their language use. This study compares the political speech acts of Joko Widodo and Prabowo Subianto from a pragmatic perspective. This study uses the speeches of these two figures as a tool for analysis, which is tracked algorithmically through transcripts. The Corpus-Assisted Discourse Study (CADS) method is used to identify linguistic patterns representing discourse strategies. The constructed corpus dataset contains 419,492 tokens, including 135 transcripts of Prabowo’s speeches collected between October 2024 and August 2025, totaling 119,220 tokens, and 388 transcripts of Jokowi’s speeches collected between October 2019 and August 2020, totaling 300,272 tokens. An inductive approach was used by observing corpus data that led to the context in speech acts. Micro-linguistic analysis focused on the semantic patterns of personal pronouns, persuasive elements, and metaphors to examine modality in illocution and leadership discourse. The results of the study show that Jokowi’s speech acts are directive-instructional, emphasizing consistency, obligations, and the roles of state and public officials. Prabowo’s speech acts are commissive-projective, with promises of strategic national achievements that spark the collective imagination.

USING PICTURE BOOKS TO SUPPORT ENGLISH WRITING DEVELOPMENT IN THAI PRIMARY EDUCATION: STAKEHOLDERS’ INSIGHTS

2025-12-01T10:36:26+07:00

Writing remains one of the most challenging skills for Thai learners of English as a foreign language (EFL), largely due to teacher-centered instruction and limited opportunities for meaningful writing practice. Traditional methods often fail to foster creativity and confidence, resulting in low writing proficiency among primary students. To address this issue, picture books have been proposed as an innovative pedagogical tool; however, research on their application in writing instruction, particularly in Thai primary education, remains limited. This qualitative study explored stakeholders’ perspectives on integrating picture books into English writing instruction for Grade 5 students. Data were collected through in-depth interviews with six participants, including an educational supervisor, an academic teacher, two English teachers, and two parents. Interviews were conducted in Thai using a semi-structured guide, audio-recorded with consent, and analyzed thematically. Findings revealed five key themes: (1) positive perceptions of picture books as engaging and age-appropriate; (2) improved student motivation, confidence, and creative writing skills; (3) pedagogical benefits such as contextual learning and reduced writing anxiety; (4) challenges including limited resources, time constraints, and lack of teacher training; and (5) recommendations for teacher development, resource support, and home–school collaboration. The study concludes that picture books are a promising tool for enhancing EFL writing instruction in primary education. However, successful implementation requires institutional support, teacher training, and policy-level integration to ensure sustainability and equity.

ANPOR Annual Conference Proceedings

UNVEILING POWER STRATEGIES IN THE INDONESIAN PRESIDENT’S POLITICAL SPEECHES: A POLITICAL PRAGMATICS AND SPEECH ACT APPROACH

USING PICTURE BOOKS TO SUPPORT ENGLISH WRITING DEVELOPMENT IN THAI PRIMARY EDUCATION: STAKEHOLDERS’ INSIGHTS