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p-Index From 2021 - 2026
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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of General Education and Humanities
Rahmadsyah Rangkuti
University of North Sumatra
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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NON-VERBAL COMMUNICATION OF THE SIMPSONS MEMES IN “MEMES.COM” INSTAGRAM Vivian Savenia Sumeisey; Rahmadsyah Rangkuti; Rohani Ganie
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 3, No 1: June 2019
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.641 KB) | DOI: 10.30743/ll.v3i1.992

Abstract

The research aims to identify the nonverbal communication especially kinesics aspect in the Simpsons memes in “memes.com” instagram. The nonverbal communications in the Simpsons memes convey the meme users’ emotions, feelings and messages through expressive actions. By analyzing the non verbal communication, the meme users are able to understand the meaning of the meme and the meme readers are able to understand what the memes senders try to communicate. The research was conducted by means qualitative descriptive analysis. The data of the research was the Simpsons meme and the source of data was “memes.com” instagram. The data collection was qualitative audio and visual material because the data is a picture. The sample of the research was forteen Simpsons memes. Facial expression, posture and gesture are the kinesics aspect that found in the Simpsons memes in “memes.com” instagram. The results of the researchwere one meme showed posture and gesture, two memes showed facial expression and gesture, three memes showed facial expression and posture, memes only showed posture and five memes showed the character’s facial expression in conveying the message.
Multimodal Literacy: A Visual Grammar Analysis of Indonesian EFL Textbooks In Senior High Schools Raihana Sakdiyah; Alemina Perangin-angin; T. Thyrhaya Zein; T. Silvana Sinar; Rahmadsyah Rangkuti
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1223

Abstract

The increasing multimodal design of English as a Foreign Language (EFL) textbooks has not been accompanied by sufficient empirical investigation into how visual elements systematically construct meaning and how students interpret these elements in classroom contexts. This study aims to examine how multimodal literacy is realized through visual grammar in the English Grade X textbook used at MAN 2 Deli Serdang, Indonesia, and to explore how students interpret these multimodal features. This research employed a qualitative descriptive design. Data were collected through multimodal content analysis of selected textbook units using Kress and van Leeuwen’s (2006) visual grammar framework and semi-structured interviews with ten EFL students. The analysis focused on representational, interpersonal, and compositional meanings constructed through visual, linguistic, and spatial modes. The findings reveal that the textbook systematically constructs meaning through narrative and conceptual visual representations, strategic use of gaze and social distance to build interpersonal relations, and compositional arrangements that highlight information value and salience. Students reported that these multimodal elements facilitated comprehension of abstract concepts, increased engagement, and enhanced perceived relevance of the learning materials. However, variations in interpretation indicate that visual meaning-making is influenced by students’ prior knowledge and literacy experience. These results suggest that multimodal design plays a significant pedagogical role in EFL textbook effectiveness and should be purposefully integrated into instructional material development. The study contributes to multimodal literacy research by integrating visual grammar analysis with students’ interpretive perspectives in the Indonesian EFL context.
Co-Authors Alemina Perangin-angin Raihana Sakdiyah Rohani Ganie T. Silvana Sinar T. Thyrhaya Zein Vivian Savenia Sumeisey