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All Journal Syntax Literate: Jurnal Ilmiah Indonesia International Journal of Systemic Functional Linguistics Elsya : Journal of English Language Studies JOLLT Journal of Languages and Language Teaching
Prasetyo, Ilham Agung
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Teacher's Use of Gesture and Speech in a British Sitcom Sugianto, Ahmad; Prasetyo, Ilham Agung; Asti, Widy
International Journal of Systemic Functional Linguistics Vol. 5 No. 2 (2022)
Publisher : Warmadewa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55637/ijsfl.5.2.6004.38-45

Abstract

Gestures alongside language constitute one of the essential semiotic resources in an English classroom interaction. It is based on the credence that the meaning-making in any English classroom discourse is realised not only through a language as a semiotic resource, but gestures constitute the other determinant semiotic resources that might facilitate the effective instructional practices and assist students’ English learning. However, scant scrutiny of the way a native English teacher uses gestures in an EFL classroom setting was still found. Thus, the present study aimed to investigate one of the British sitcoms, Mind Your Language. This film is worth investigating for it tells about a native English teacher teaching pupils with multicultural backgrounds. A systemic functional multimodal discourse analysis (SF-MDA) focusing on the ideational metafunction was employed to analyse the artifact, the British sitcom. The findings reveal that various types of gestures were employed by the teacher. Also, the gestures deployed had significant roles and functions, i.e. not only help visualise the lesson learned but also indicate the teacher’s state or condition as well as state during the lesson delivery. Lastly, it suggests that English teachers should take into account the co-contextualising relation between semiotic resources for it might lead students to achieve the expected outcome of the curriculum.
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

Abstract

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.
'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

Abstract

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

Abstract

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.
Co-Authors Ade Windiana Argina, Ade Windiana Aria, Dewi Asti, Widy Rozi Setiawan, Rozi SUGIANTO, AHMAD Wahjuwibowo, Indiwan Seto