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All Journal LINGUISTIK : Jurnal Bahasa dan Sastra Jurnal Ilmiah Bina Bahasa Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) JELL (Journal of English Language Learning
Muhammad Yazir
Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Empowering Learner Soft Skills in Digital Teaching: A Study of Teacher Perspectives Yentri Anggeraini; Fitria Aprilia; Muhammad Yazir; Lianasari; Nopa Yusnilita
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.17000

Abstract

The necessity of soft skills for digital native learners is paramount, underscoring the urgency of integrating them into pedagogical processes to equip students with essential life competencies for navigating the digital age. This study investigates English educators' perspectives and implementation strategies for fostering eight key soft skills (communication, collaboration, critical thinking, creativity, adaptability, emotional intelligence, leadership, and time management) within the English as a Foreign Language (EFL) classroom. A mixed-methods approach was employed, gathering data from 35 English teachers using both interviews and a closed-ended questionnaire. The qualitative and quantitative analysis revealed that teachers successfully implement a range of project-based and interactive activities. Specifically, the findings demonstrate that activities such as peer tutoring, role-playing, mini drama projects, group presentations, reader's theatre, and self-peer feedback are effective in empowering all eight targeted soft skills in EFL learners. The study concludes that diversified and project-based activities are highly effective pedagogical tools for the simultaneous development of a broad spectrum of soft skills in the digital teaching environment. These findings offer practical implications for curriculum designers and educators seeking to enhance soft skill development in language education.
Code-Switching in Commercial Activities at Moneng Sepati Market Muhammad Yazir; Yentri Anggeraini
Linguistik : Jurnal Bahasa dan Sastra Vol 11, No 2 (2026): LINGUISTIK : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v11i2.484-491

Abstract

One of the phenomena that most often occurs and is discussed in a speech event is code switching. Code switching is the transition from one code to another. The phenomenon of code switching occurs at least in bilingual and even multilingual speech communities; on the contrary, this phenomenon will not occur in monolingual speech communities. The Lubuklinggau community which is a non-monolingual speech community, also experienced the phenomenon of code switching. The code, which is a speech system in the Lubuklinggau Society, consists of various variants. Code switching in the community in Lubuklinggau is very easy to find in the market, where people often make buying and selling transactions, and one of them is in the market Moneng Sepati. Code switching, which consists of various variants, also has various social functions.
CONSTRUCTING IRAN IN THE GUARDIAN: A CRITICAL DISCOURSE ANALYSIS Muhammad Yazir; Firma Pradesta Amanah; Yentri Anggeraini; Faiza Naurah
Jurnal Ilmiah Bina Bahasa Vol 19 No 1 (2026): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/92dhcs38

Abstract

This study examines how Iran is represented in a The Guardian news article that discusses post-ceasefire Iran–United States relations. The focus is placed on how media language, while appearing neutral, can still carry ideological meanings through subtle linguistic choices. The study draws on Critical Discourse Analysis (CDA), supported by Systemic Functional Linguistics and pragmatic analysis, to examine ten selected excerpts. These excerpts contain features such as modality, nominalization, negation, hedging, and rhetorical questioning, which are used to shape how Iran is linguistically constructed in the text. The analysis suggests that Iran is represented as a state actor with strategic positioning and resilience. This representation is not stated directly but emerges through repeated patterns of wording and grammatical choices across the text. In this way, language contributes to how geopolitical actors are understood in relation to power, legitimacy, and conflict. Rather than treating the news text as purely objective reporting, this study highlights how micro-linguistic patterns contribute to the framing of geopolitical actors in news discourse. However, the findings are limited to a single article and are not intended to represent Western media in general.
Co-Authors Amrullah Faiza Naurah Firma Pradesta Amanah Fitria Aprilia Hesti Wahyuni Anggraini Ismail Petrus Lianasari Machdalena Vianty Nopa Yusnilita Tita Ratna Wulan Dari Yentri anggeraini Zuraida