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Uncovering the Anti-Islamic Sentiment in The New Yorker Cover Issued on July 21, 2008: A Semiotic Analysis Ahmad Sugianto; Rizki Denarti; Ilham Agung Prasetyo
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol 3, No 1 (2021)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v3i1.1450

An image is deemed as one of the tools through which a magazine communicates particular messages. The messages may include various purposes, such as commercial or political purposes and values. Thereby, understanding a magazine cover image constitutes an essential issue for the underlying purposes and values that a magazine tries to communicate through it can be revealed. One of the most controversial magazine covers is that which was issued by The New Yorker on July 21, 2008, depicting Obama and his wife, Michelle. The portrayal was perceived as controversial on account of sentiment to a particular religion, namely Islam. Hence, this study aimed to figure out the meanings of the magazine cover, particularly in association with the anti-Islamic sentiment. Besides, the qualitative method, a semiotic analysis based on Barthes' (1986) theory of signification, were employed. The findings revealed that the signs had some indications for the anti-Islamic sentiment represented through the portrayals of the figures of Obama, Michelle, and the other pictures surrounding them. Moreover, some conclusions drawn from the analysis asserted that the magazine cover image represents signs having to do with the portrayal of Obama and Michelle during the election campaign and these also represents some attitudes vis-à-vis the anti-Islamic sentiment of some people in the US then. Finally, the present study advocates some considerations to reduce such a negative sentiment to Islam and Muslims, namely through education, appropriate and thorough framings from the American media, and intensive communication through inter-religious rapport and contact.

The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook Ahmad Sugianto; Devi Andriyani; Ilham Agung Prasetyo
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 1 (2021): July 2021
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i1.5865

The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.

'Is the Picture Worth a Thousand Words?': The Interpersonal Meanings of a Dialogue in an EFL Textbook Ahmad Sugianto; Ilham Agung Prasetyo; Widy Asti
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4510

This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.

Character Education in English Language Teaching (ELT): A Literature Review Article Ilham Agung Prasetyo; Didi Suherdi; Ahmad Bukhori Muslim
Cakrawala Repositori IMWI Vol. 6 No. 2 (2023): Cakrawala Repositori IMWI
Publisher : Institut Manajemen Wiyata Indonesia & Asosiasi Peneliti Manajemen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52851/cakrawala.v6i2.287

Character education is important since students should not only be smart but also have good character. Character education is the deliberate effort by all stakeholders to instil good character values in students therefore it should be integrated into all subjects taught. This research purpose is to evaluate and summarize current research on the incorporation of character education in English Language Teaching (ELT) in a systematic manner. This research is a literature review research. The method used is a literature review of articles from previous studies, which are related to the integration of character education in English Language Teaching (ELT). An electronic search was conducted to identify 25 relevant studies from several databases. The results of 25 studies show that English Language Teaching (ELT) is an excellent medium for cultivating character education in students, especially through literary texts. This research also provides insight for future research and gives specific recommendations for further study related to the integration of character education in online learning.

Demystifying the Hegemony of the English Language: Scrutiny of ‘Gak Bisa Bahasa Inggris!’ Advertisement within a Semiotics Lens Sugianto, Ahmad; Prasetyo, Ilham Agung; Aria, Dewi; Wahjuwibowo, Indiwan Seto
Elsya : Journal of English Language Studies Vol. 4 No. 2 (2022): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i2.7582

Due to its overarching status and power, the English language has dominated and influenced nearly in various means of communication, and one of which is instantiated in advertisements. However, studies concerning the hegemony of the English language represented in an advertisement were found to be under-explored. Thereby, the present study aimed to scrutinise the domination and power of the English language, particularly in Indonesia, represented in one of the advertisements, which is a remake video of a viral video from 2017 to date, entitled ‘Gak Bisa Bahasa Inggris!’ from a Youtube Channel named Pahamy. Semiotic analysis was employed to analyse the advertisement. The findings revealed only five out of eight types of syntagma found comprising descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. The present study concluded that it seemed not possible to have the eight syntagmatic types in a very short advertisement video, and some signs found in the advertisement could be used to shed light on the hegemony of the English language in Indonesia, which might result in either positive or negative effect; hence, any thoughtful consideration and action through multilingual education was advocated to solve or at least mitigate this issue.

Character Education in English Language Teaching (ELT): A Literature Review Article Ilham Agung Prasetyo; Didi Suherdi; Ahmad Bukhori Muslim
Cakrawala Repositori IMWI Vol. 6 No. 2 (2023): Cakrawala Repositori IMWI
Publisher : Institut Manajemen Wiyata Indonesia & Asosiasi Peneliti Manajemen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52851/cakrawala.v6i2.287

Character education is important since students should not only be smart but also have good character. Character education is the deliberate effort by all stakeholders to instil good character values in students therefore it should be integrated into all subjects taught. This research purpose is to evaluate and summarize current research on the incorporation of character education in English Language Teaching (ELT) in a systematic manner. This research is a literature review research. The method used is a literature review of articles from previous studies, which are related to the integration of character education in English Language Teaching (ELT). An electronic search was conducted to identify 25 relevant studies from several databases. The results of 25 studies show that English Language Teaching (ELT) is an excellent medium for cultivating character education in students, especially through literary texts. This research also provides insight for future research and gives specific recommendations for further study related to the integration of character education in online learning.

'Is the Picture Worth a Thousand Words?': The Interpersonal Meanings of a Dialogue in an EFL Textbook Sugianto, Ahmad; Prasetyo, Ilham Agung; Asti, Widy
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4510

This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.

From Monomodal to Multimodal Corpus: Grounds, Studies, and Agenda Argina, Ade Windiana; Prasetyo, Ilham Agung; Setiawan, Rozi
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v11i1.63079

This article provides a comprehensive literature review on the emergence and development of multimodal corpus pragmatics, a field that integrates multimodality, pragmatic theory, and corpus-based approaches. Technological advancement has shifted linguistic inquiry from traditional monomodal corpora toward multimodal data that capture verbal and non-verbal semiotic resources such as gesture, facial expression, prosody, and embodied actions. Drawing from theoretical contributions (Huang, Gu, Payrato, Kendon, Kress & van Leeuwen) and empirical studies across film, advertising, documentary, and product presentation contexts, this review highlights how multimodal corpora enrich the analysis of meaning-making, speech act performance, implicature recovery, and identity construction. The analysis discusses four major themes: (1) the conceptual grounds for transitioning from monomodal to multimodal pragmatic corpora, (2) theoretical and empirical findings demonstrating the methodological advantages of multimodal pragmatics, (3) proposed units of analysis for multimodal annotation, and (4) future agendas including methodological challenges, tool development, and interdisciplinary expansion. The review concludes that multimodal corpus pragmatics offers a more comprehensive representation of human communication while presenting substantial analytical and technical challenges. Its pedagogical implications suggest the relevance of integrating multimodal pragmatic awareness into language teaching to enhance learners’ communicative competence.

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