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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature International Journal of Education PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education KEMBARA Journal of English and Education EDULITE: Journal of English Education, Literature and Culture Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education J-REaLL Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Indonesian Journal of EFL and Linguistics Jurnal Ilmiah Ilmu Terapan Universitas Jambi TELL - US JOURNAL Journal of Community Empowerment Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics Social Sciences and Humanities Reviews
Emi Emilia
Indonesia University of Education Indonesia
Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : KEMBARA

 1 
Integrating SFL and Visual Grammar in Genre-Based Pedagogy to Foster EFL Students’ Critical Reading of Multimodal Texts Emiliasari, Raynesa Noor; Emilia, Emi; Hermawan, Budi
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.41286

Abstract

This research aims to integrate Linguistic Functional Systems (SFL) and Visual Grammar in genre-based pedagogy to encourage EFL students' critical reading of multimodal texts. The main problem raised in this study is the lack of students' understanding of multimodal texts, often found in English as a foreign language (EFL) education. The main objective of this study was to explore how incorporating SFL and visual grammar can improve students' critical reading abilities of the text. The method used is a qualitative approach with a case study design that involves multimodal text analysis, classroom observation, and interviews with teachers and students. The research data was obtained through direct observation of learning interactions in the EFL classroom, multimodal text analysis, and student responses regarding the learning. The results show that the integration of SFL and visual grammar is effective in enriching students' understanding of structure and meaning in multimodal texts, as well as improving their critical skills. The conclusions of this study confirm that a genre-based pedagogical approach that combines SFL and visual grammar can strengthen students' critical reading, making them better prepared to understand and analyze multimodal texts in greater depth.
A process-genre approach with genAI Feedback: Interpersonal lexicogrammar development Zainurrahman, Zainurrahman; Emilia, Emi; Rodliyah, Rojab Siti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42479

Abstract

A genre-based approach is argued to be effective in developing students’ academic writing ability, but feedback provision remains a challenge. Studies on GenAI feedback have shown that GenAI tools can provide students with immediate, personalized feedback. However, a few studies have investigated the impact of integrating GenAI feedback into a genre-based approach. To fill this gap, this study integrated GenAI feedback into a process-genre approach (PGA) to teaching exposition, which is an academic genre. Focusing on students’ interpersonal lexicogrammatical developmental trajectory, this study employed a single-case study design. Data were collected from 15 EFL (English as a foreign language) undergraduate students' drafts (diagnostic writing test, four successive drafts, and final writing test). Students’ texts were scored using an SFL-informed rubric. The developmental trajectory was analyzed using repeated-measures ANOVA, along with the SFL mood, modality, and appraisal systems. The results indicated a statistically significant increment in students’ interpersonal grammar, F(2.85, 39.92) = 33.56, p < .001, ηp2 = .706, though a slight drop in the final writing test was observed. This study concludes that PGA with GenAI feedback could facilitate students’ interpersonal lexicogrammar, but students still needed learning and writing support from the teacher. The findings of this study contribute to our understanding of the PGA with GenAI feedback in teaching exposition.
Co-Authors Amalia, Wafa Amirul Mukminin Aunurrahman Aunurrahman Aunurrahman Bangga, Lungguh Ariang Budi Hermawan Citra Kusumaningsih Dimas Pujianto Emiliasari, Raynesa Noor Fadhillah, Ajeng Meidina Faradina, Widya Nur Fety Surfaifel Fikrianto, Misbah Finita Dewi Fuad Abdul Hamied Gin Gustine, Gin Habibi, Nurfitri Hamidah, Hasanatul Handi Gunawan Herawati, Herti Ika Lestari Damayanti Intan Satriani Kharismawati, Limala Ratni Sri Lola, Viville Irena Lulu Laela Amalia Maliqul Hafis, Maliqul Martinus Lafu Salu Melisa Sri, Melisa Nabung, Adrianus Nenden Sri Lengkanawati Nicke Yunita Moecharam Nugraha, Irsyad Pasaka, Rainal Wempi Pohan, Erwin Purnawarman, Pupung Rijal Anshar, Miftahur Rojab Siti Rodliyah Safrina, Raden Sahrawi Sahrawi, Sahrawi Sudarsono Muhammad Ihrom Sufiyandi, Sufiyandi Susan Santika Syairofi, Ahmad Syifa, Iva Laela Tri Indri Hardini Wawan Gunawan Yanty Wirza Yulia Hapsari Yulianeta Zainurrahman, Zainurrahman Zakia Habsari, Zakia