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All Journal JURNAL SMART Ahmad Dahlan Journal of English Studies PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Indonesian Journal of Learning Education and Counseling Journal of English Language Teaching and Learning (JETLE) Jounal of Education and Teaching (JET) Mattawang: Jurnal Pengabdian Masyarakat Journal Corner of Education, Linguistics, and Literature JCDD Empowerment: Jurnal Pengabdian Masyarakat International Journal Corner of Educational Research (IJCER) Proceeding of International Conference on Science, Education, and Technology QOSIM: Jurnal Pendidikan, Sosial & Humaniora Interaksi : Jurnal Pengabdian Kepada Masyarakat Educalingua Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Karsa : Jurnal Pengabdian Masyarakat
Amrizal Amrizal
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
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INTERPERSONAL METAFUNCTIONS IN L2 JOURNALISM: TENOR AND MODALITY ANALYSES OF EFL STUDENTS’ SOFT NEWS Zulfikar Zulfikar; Amrizal Amrizal; Teuku Zulfikar; Mohamad Syafri
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10712

Abstract

This study investigates how interpersonal meaning is constructed in EFL students’ soft news writing through the lens of Systemic Functional Linguistics. Drawing on a qualitative descriptive design, the research analyzed a corpus of eleven student-produced soft news articles written by Indonesian undergraduate EFL learners. The analysis focused on two complementary dimensions of interpersonal meaning: the socio-semiotic variable of tenor and the lexicogrammatical system of modality. Tenor analysis revealed that the students generally position themselves appropriately as reporters or chroniclers, maintaining a formal yet empathetic relationship with a generalized readership and adopting affective stances consistent with the human-interest orientation of soft news. At the grammatical level, modality analysis showed a strong preference for implicit, objective modalization with low to median values of probability and usuality, reflecting journalistic caution and an emerging awareness of neutrality. In contrast, modulation is used infrequently and displays a polarized distribution, with obligation realized either weakly or strongly and inclination largely restricted to low values. This asymmetry suggests that while students demonstrate greater control over epistemic positioning, they show more limited ability to negotiate interpersonal pressure and reader alignment. The findings highlight the pedagogical value of SFL-informed instruction in helping EFL learners connect contextual awareness with linguistic realization and develop more flexible control of interpersonal resources in journalistic writing.
The Impact of Google Docs–Mediated Electronic Feedback on Students’ Academic Writing Amrizal; Henni Zuraidah; Nur Hasanah; Nikmatul Wahidah
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7863

Abstract

This study seeks to investigate the role of Google Docs–facilitated electronic feedback in enhancing students’ academic writing skills within a higher-education context. Using a qualitative descriptive methodology, the study engaged 20 undergraduate students enrolled in an academic writing course. The data were gathered via semi-structured interviews, reflective journals, and document analysis of students’ writing drafts. The results show that students found electronic feedback helpful in improving the quality of their writing, particularly in organization, clarity, and grammar. Using Google Docs also made students more likely to revise their work multiple times, got them more involved in their learning, and gave them more freedom to learn on their own. Students engaged with the comments and exhibited greater awareness of their writing strengths and weaknesses. However, problems with limited access to technology and varying levels of digital literacy were also identified. The study demonstrates that Google Docs–mediated feedback provides significant and effective support for enhancing academic writing when used with appropriate pedagogical guidance across diverse learning environments.
Co-Authors Anggraini Eka Pratiwi Anjar Setiawan Annisa Widya Sucipto Balqis Husain Candraning Prihatini Dodi Mulyadi Dodi Mulyadi Eko Heriyanto Henni Zuraidah Mekah Syahfitri Mohamad Syafri Nikmatul Wahidah Nil Adrian Afandi Matondang Nur Hasanah Nurbianta - Nurul Khasanah, Nurul Pryla Rochmahwati Riana Eka Budiastuti Riana Eka Budiastuti Rica Umrina Lubis Roldan C. Cabiles Rona Adani Ulayya Shohenudin Shohenudin Sigit Apriyanto Siswahyudianto Syahida Maghfira Testiana Deni Wijatiningsih Testiana Deni Wijayatiningsih Teuku Zulfikar Winda Putri Ardina Yazidi, Rachid El Zohri Hamdani Zohri Hamdani Zohri Hamdani Zohri Hamdani, Zohri Zulfikar Zulfikar