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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Celt: A Journal of Culture, English Language Teaching & Literature Journal Of English Language and Education Abdimas Talenta : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society JLA (Jurnal Lingua Applicata) Lexeme : Journal of Linguistics and Applied Linguistics JOLLT Journal of Languages and Language Teaching Bahterasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Indonesian Journal Of Educational Research and Review Journal of General Education and Humanities LingPoet: Journal of Linguistics and Literary Research Proceeding International Conference on Malay Identity Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Educational Research Excellence (IJERE) Jurnal Pemberdayaan Masyarakat LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra International Journal Linguistics of Sumatra and Malay (IJLSM)
Sinar, T. Silvana
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Theme Realization in Everything, Everything Movie Script Tarigan, Nurhayati; Sinar, T. Silvana; Harefa, Yulianus; Yusuf, Muhammad
(JELE) Journal Of English Language and Education Vol 5 No 2 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v5i2.875

Abstract

There are two kinds of Theme: Unmarked Theme and Marked Theme. It is divided into two subtypes: simple Theme and multiple Theme. The theory of Systemic Functional Linguistics (SFL) is used, regarded with textual function that observes clause as a message and analyzes it from the thematic structure in the term of Theme-Rheme. The method of descriptive qualitative is applied. The source of data were Everything, Everything movie script, taken from Springfield Springfield site. Data of the research were selected, based on the second character dialog. The purpose of this research is to indicate the types and to describe the realization of the Theme markedness. The research findings showed, the dominant type of markedness realization is simple unmarked Theme with 69.4% percentage. It dominates the other markedness realization, that is simple marked Theme with 2.4% percentage, multiple unmarked Theme with 27.1% percentage, and multiple marked Theme with 0.9% percentage.
USING VIRTUAL WRITING TUTOR IN TEACHING WRITING TO EFL LEARNERS Zein, T. Thyrhaya; Sinar, T. Silvana; Deliana, Deliana
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36052

Abstract

The rapid advancement of technology has reshaped various sectors of human life, including education, where digital tools are increasingly integrated into instructional practices. Among these tools, the Virtual Writing Tutor (VWT) has emerged as a promising platform for enhancing writing instruction through real-time feedback and automated assessment. While existing studies have explored VWT’s potential in assisting writing tasks, limited research has examined its integration into a structured, pedagogically sound writing learning model. This study aims to evaluate the effectiveness of incorporating VWT within a comprehensive writing instruction model and its impact on improving students’ academic writing skills. Employing a descriptive research design, this study involved 30 undergraduate students from the English Literature Study Program at Universitas Sumatera Utara. Writing tests were administered before and after the implementation of the VWT-integrated model. Students' written outputs were assessed using VWT’s diagnostic features, focusing on coherence, grammar accuracy, vocabulary use, punctuation, and spelling. The data were analyzed descriptively to capture improvement patterns and student performance trends. The findings demonstrate that VWT significantly supports students in the writing process by helping them generate, structure, and refine their ideas with more autonomy. Students also showed improved awareness of language mechanics and vocabulary selection. A novel contribution of this study is its proposal of a VWT-integrated instructional framework that not only facilitates independent learning but also complements teacher feedback. These findings underscore the importance of embedding technological tools like VWT into writing pedagogy to enhance writing outcomes and promote learner-centered instruction in higher education.
Using Communicative Language Teaching Method in Teaching English to Senior High School Students in Karo Regency Zein, T. Thyrhaya; Sofyan, Rudy; Sinar, T. Silvana; Rosa, Rusdi Noor; Tarigan, Bahagia
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 1 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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Abstract

One persistent challenge in English language teaching (ELT) at senior high schools in Karo Regency, Indonesia, is teachers’ limited access to and familiarity with communicative teaching methods. Professional training that provides teachers with communicative methodologies constitutes a viable strategy to tackle this challenge. This study aims to examine the advantages of implementing Communicative Language Teaching (CLT) in English instruction at the senior high school level in Karo Regency. Using a descriptive research design, the study involved English teachers who had previously received training in the CLT method. Data were collected through classroom observations and semi-structured interviews and analyzed descriptively. The findings reveal five major advantages of CLT implementation: (1) increased classroom interaction, (2) reduced student boredom, (3) decreased speaking-related shyness, (4) a more enjoyable and engaging learning atmosphere, and (5) improved speaking fluency. These results indicate that CLT effectively supports teachers in achieving the primary objective of ELT, namely the development of students’ communicative competence. The research points out the need for continuous professional development in communicative methodologies to enhance the quality of English language instruction in regional educational contexts.
Multimodal Literacy: A Visual Grammar Analysis of Indonesian EFL Textbooks In Senior High Schools Sakdiyah, Raihana; Perangin-angin, Alemina; Zein, T. Thyrhaya; Sinar, T. Silvana; Rangkuti, Rahmadsyah
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1223

Abstract

The increasing multimodal design of English as a Foreign Language (EFL) textbooks has not been accompanied by sufficient empirical investigation into how visual elements systematically construct meaning and how students interpret these elements in classroom contexts. This study aims to examine how multimodal literacy is realized through visual grammar in the English Grade X textbook used at MAN 2 Deli Serdang, Indonesia, and to explore how students interpret these multimodal features. This research employed a qualitative descriptive design. Data were collected through multimodal content analysis of selected textbook units using Kress and van Leeuwen’s (2006) visual grammar framework and semi-structured interviews with ten EFL students. The analysis focused on representational, interpersonal, and compositional meanings constructed through visual, linguistic, and spatial modes. The findings reveal that the textbook systematically constructs meaning through narrative and conceptual visual representations, strategic use of gaze and social distance to build interpersonal relations, and compositional arrangements that highlight information value and salience. Students reported that these multimodal elements facilitated comprehension of abstract concepts, increased engagement, and enhanced perceived relevance of the learning materials. However, variations in interpretation indicate that visual meaning-making is influenced by students’ prior knowledge and literacy experience. These results suggest that multimodal design plays a significant pedagogical role in EFL textbook effectiveness and should be purposefully integrated into instructional material development. The study contributes to multimodal literacy research by integrating visual grammar analysis with students’ interpretive perspectives in the Indonesian EFL context.
Co-Authors Anshary, Elvira Putri Ayuanda, Winda Deliana, Deliana Dewi Nurmala Dwi Widayati, Dwi Gustianingsih, Gustianingsih Harahap, Fitri Rosalina Harefa, Yulianus Hia, Nadia Virdhani Ilma, Dzikri Laila, Atika Leonita Maria E Manihuruk Lubis, Muhammad Afdhaluz Zikri Maharani, Puan Mahriyuni Mahriyuni Masitowarni Siregar Muhammad Yusuf Nurlela Nurlela Nurlela Oktira, Harisa Dwi Panggabean, Devi Sari Perangin-angin, Alemina Pratiwi, Anggita Prihantoro Prihantoro Prihantoro Putri, Aqia Syahnayya Rahmad Husein Rahmah Fithriani Rangkuti, Rahmadsyah Rangkuti, Rahmadyah Rini Ekayati Ritonga, Siti Khairani Rusdi Noor Rosa Sakdiyah, Raihana Sembiring, Pemina Br. Sihite, Meida Rabia Silaban, Jelly Prima Krisnawati Sitio, Ihsan Tanama Sofyan, Rudy Sukma, Sukma Syahputra, Fikry Prastya T. Thyrhaya Zein Tarigan, Bahagia Tarigan, Nurhayati Teguh Satria Amin, Teguh Satria Weny, Krisna Zein, Mutiara