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All Journal IJLHE: International Journal of Language, Humanities, and Education Journal of Transdisiplinary Studies in Education
Hasanul Misbah
UIN Raden Intan Lampung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Representing Sustainable Communication in Ecofashion Posters: A Multimodal Discourse Analysis of English Education Students' Works Hasanul Misbah
Journal of Transdisiplinary Studies in Education Vol. 2 No. 1 (2026): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v2i1.136

Abstract

Background: Sustainable communication is increasingly recognized as an important approach to promoting environmental awareness. However, limited research has examined how pre-service English teachers construct sustainability messages through multimodal learning activities. \ Aims: This study investigates how undergraduate English education students represent sustainable communication in ecofashion posters and explores the interaction between visual and verbal elements in conveying environmental messages. Methods: A qualitative design employing Multimodal Discourse Analysis (MDA) was adopted. Six ecofashion posters were purposively selected from projects produced by 180 students enrolled in six English education classes. The data were analyzed using a Multimodal Analytical Protocol integrating Kress and van Leeuwen’s Visual Grammar with Halliday’s Systemic Functional Linguistics. Results: Three major themes emerged: circular fashion and resource conservation, minimalist consumption through capsule wardrobes, and eco-literacy through digital content creation. The posters demonstrated coherent visual-verbal integration, combining material processes, imperative expressions, conceptual visual structures, and offer gazes to communicate sustainability as a practical and relatable lifestyle rather than a moral obligation. Conclusion: The findings suggest that multimodal composition activities can strengthen eco-literacy, multimodal competence, and critical communication skills. Integrating sustainability-oriented multimodal projects into English language education may provide meaningful opportunities for developing both language proficiency and environmental awareness.
Metacognitive Strategies for Overcoming Paraphrasing Challenges in EFL Students’ Thesis Writing Okta Indah Safitri; Nur Syamsiah; Hasanul Misbah
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/yqx9w970

Abstract

Paraphrasing is a key ability in academic writing. It shows that students can understand, interpret, and reiterate information while still being honest in their work. In contrast, many students learning English as a foreign language still struggle with paraphrasing, which is often owing to weak language skills and the absence of appropriate learning methods. This study explores how English Education students at UIN Raden Intan Lampung use metacognitive methods, such as planning, monitoring, and evaluation, to overcome difficulties with paraphrase in their thesis writing. Using a descriptive qualitative approach, data were obtained using close-ended questionnaires and semi-structured interviews with students in their last year of study. The thematic analysis shows that students who prepare carefully, check their understanding and how well they express themselves, and assess the quality and originality of their paraphrased work likely to create reformulations that are both cohesive and free from plagiarism. The findings indicate the necessity of developing metacognitive awareness to encourage learner independence and improve paraphrasing skills in English as a Foreign Language (EFL) academic writing.
Co-Authors Nur Syamsiah Okta Indah Safitri