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All Journal LingTera OKARA: Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Jurnal Educatio FKIP UNMA UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching ELLITE: Journal of English Language, Literature, and Teaching
Rahmi Munfangati
Universitas Ahmad Dahlan, Yogyakarta
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTATION OF GENRE-BASED EFL WRITING: CLASSROOM REALITIES IN A VOCATIONAL MUSIC SCHOOL Muhammad Ra'is Zhaliifunnas; Rahmi Munfangati
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13461

Abstract

This study investigates the implementation of the Genre-Based Approach (GBA) in EFL writing instruction at a vocational music senior high school, focusing on the challenges teachers face in classroom practice. A qualitative case study design was employed, with data collected through classroom observations, in-depth interviews with an English teacher, and document analysis. Thematic analysis was used to identify patterns related to instructional practices, scaffolding strategies, and contextual constraints. GBA was implemented through its core pedagogical stages from Building Knowledge of the Field (BKOF) to Independent Construction of Text (ICOT) in alignment with its theoretical framework. However, implementation was constrained by several interrelated challenges, including limited instructional time, heterogeneous beginner-level proficiency, and restricted technological resources. In response, the teacher employed adaptive strategies such as flexible scaffolding, differentiated instruction, collaborative learning, bilingual explanations, and the use of artificial intelligence. Flexible scaffolding and bilingual explanations, in particular, enabled students to produce genre-appropriate texts despite their limited proficiency. The findings reveal a persistent gap between the idealized conceptualization of GBA and its actual realization in classroom practice. Effective GBA implementation requires pedagogical flexibility and contextual awareness, not rigid adherence to procedural implementation. This study enriches empirical GBA research by illustrating how teachers negotiate its principles under non-ideal classroom conditions.
Graphic Novels for Multimodal Literacy and Reading Comprehension Development in an EFL Extensive Reading Course Rahmi Munfangati; Maman Suryaman
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20468

Abstract

EFL students in Extensive Reading course often encounter reading comprehension difficulties due to limited vocabulary, insufficient inferential skills, and restricted exposure to authentic English texts. Although graphic novels have been recognized as engaging reading materials, limited research has examined their role in fostering multimodal literacy and reading comprehension in EFL Extensive Reading contexts. This study aimed to explore how graphic novels support multimodal literacy and reading comprehension among EFL students enrolled in an Extensive Reading course. A qualitative descriptive design was employed involving three undergraduate students from the English Language Education Study Program at Universitas Ahmad Dahlan. Participants were selected through purposive sampling based on their experience in reading graphic novels during the course. Data were collected through semi-structured interviews and analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that graphic novels facilitated reading comprehension by providing visual support for understanding context, emotions, vocabulary, and narrative structure. The multimodal features of graphic novels also increased students’ engagement, supported contextual reading strategies, and promoted the integration of visual and textual information. However, challenges were identified, including students’ overreliance on visual elements and differing perceptions regarding the contribution of graphic novels to critical thinking. The study concludes that graphic novels are effective multimodal resources for supporting multimodal literacy and reading comprehension in EFL Extensive Reading contexts. The findings suggest that teachers are encouraged to integrate graphic novels into Extensive Reading course while providing explicit guidance on interpreting visual and textual elements to maximize learning outcomes.
Cohesion as functional resource in multimodal ESP discourse: A study of communication studies students’ English project videos Prayudha Prayudha; Rahmi Munfangati; Fitri Heyza Galuh Kirana
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.559-576

Abstract

This study investigates how cohesion is realized in English project videos produced by communication studies students within an English for Specific Purposes (ESP) context. While cohesion has traditionally been examined as a structural feature of written discourse, limited attention has been given to its role in spoken and multimodal communication. Adopting a qualitative discourse-analytic approach grounded in Halliday and Hasan’s framework, this study analyzes 13 student-generated self-introduction videos to identify patterns of grammatical and lexical cohesion and their functional roles in meaning-making. The analysis identified 90 cohesive instances across five dominant categories: personal reference, conjunction, lexical repetition, demonstrative reference, and collocation. The findings reveal that personal reference serves as the primary organizing mechanism, supporting identity construction and audience alignment, while lexical repetition functions as a strategic resource for thematic continuity. Conjunctions provide minimalist yet effective logical structuring, and demonstrative references frequently operate across both verbal (spoken language) and visual (on-screen gesture and imagery) channels, indicating the presence of multimodal cohesion. These patterns suggest that students employ cohesion not merely as a structural linguistic system but as an adaptive communicative strategy shaped by real-time production demands and digital discourse contexts. Based on this limited dataset, this study offers a preliminary contribution toward reframing cohesion as a functional, strategic, and multimodal resource rather than a purely structural feature, warranting further investigation with larger corpora. Pedagogically, the findings highlight the importance of integrating discourse-based and multimodal approaches in ESP instruction to support students’ communicative competence in digital environments.
Co-Authors Aisyah Nur Handayani Desi Ramadhani Dhea Aulia Nurita Hanung Fitri Heyza Galuh Kirana M. Luthfi Imama Maman Suryaman Muhammad Ra'is Zhaliifunnas Namira Prasetya Rizky Ramadhani Nori Indriyani Pratomo Widodo Prayudha, Prayudha Rifdah Diniatulhaq