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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching JELL (Journal of English Language Learning) Journal of English Education, Linguistic and Literature Voices of English Language Education Society Pena Justisia: Media Komunikasi dan Kajian Hukum TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Education and Teaching (JEET) JURMA : Jurnal Program Mahasiswa Kreatif English Journal JEE (Journal of English Education) JETA (Journal of English Teaching and Applied Linguistic) JOLLT Journal of Languages and Language Teaching Tarling : Journal of Language Education English Didactic JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning
Jaelani, Alan
Universitas Ibn Khaldun Bogor
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Transitivity Analysis of AJ Hoge’s Short Story “Day of the Dead” Alan Jaelani; Ihda 'Abidat; Amalul Umam; Movi Riana Rahmawanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3474

Abstract

This study analyzes a short story created by AJ Hoge, a well-known English Materials creator of effortless English learning with his short story. It aims to reveal how meanings are constructed and what characterizes the story. Transitivity system, a framework of Halliday's Systemic Functional Linguistics (SFL), is used as an analytical tool. The data are gathered from the short story entitled “Day of the Dead”. This study employs qualitative descriptive analysis incorporating SFL into the methodology and Transitivity system analysis. This study finds that the creator employs all six Process types of Transitivity i.e., Material, Mental, Relational, Behavioral, Existential, and Verbal Processes. In constructing meanings, the six Processes are manifested in the three elements of the story: orientation, sequence of events, and reorientation. The employment of the six Processes is as an effort to expose learner to the clause as representation completely, that is to provide learners with all possible represented experiences through Processes that may happen in the world. The dominant Process of Material becomes the characteristic of the text and meets the linguistic features of recount text.
Parental Strategies in Managing L1 Interference in Early Second Language Acquisition: An Intrinsic Case Study Jaelani, Alan; Rafli, Zainal; Murtadho, Fathiaty
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13704

Abstract

Drawing upon naturalistic data since the intake of English at the age of two, this longitudinal intrinsic case study examines the developmental trajectories of bilingual subject realization in an Early Second Language Acquisition (ESLA). Early bilingual exposure is widely recognized for its cognitive and linguistic benefits, yet challenges such as first language (L1) interference remain underexplored. This study focuses on a single child’s unique language learning journey which offers an in-depth exploration of how specific parental strategies, including exclusive use of English at home, curated media exposure, and interactive language use, contribute to the child reaching a CEFR B2 level by age seven. Despite the supportive language environment, this study identifies consistent patterns of L1 interference in areas such as syntax, word order, and morphology. Using qualitative analyses of spontaneous speech data, this study identifies recurring error patterns and their implications for bilingual language development. The findings emphasize the dual role of parental influence in fostering second language (L2) proficiency while also revealing structural challenges that necessitate personalized corrective strategies. This research offers practical insights for parents and educators in emphasizing the need for targeted interventions to mitigate L1 interference and optimize bilingual acquisition outcomes.
Contextualizing the Multimodal Assessment Framework for Junior High School EFL Learners Jaelani, Alan; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6623

Abstract

This study investigates the implementation of the Multimodal Assessment Framework (MAF) proposed by Ross et al. (2020) within a junior high school English as a Foreign Language (EFL) classroom. In response to the growing emphasis on multimodal literacy in 21st-century education, the research explores how assessment practices can be reimagined to align with students' diverse meaning-making capacities across visual, verbal, aural, and spatial modes. Using a qualitative case study design, the study involved classroom observations, semi-structured interviews, and the analysis of student-created multimodal artefacts. A rubric adapted from the MAF focusing on four key dimensions: criticality, cultivating creativity, holism, and valuing multimodality was used to evaluate student performance. Findings reveal that the framework enhanced student engagement and creativity, encouraged purposeful use of multimodal resources, and supported inclusive assessment practices. Challenges such as limited teacher familiarity, curriculum constraints, and unequal access to technology emerged. The study reveals the potential of multimodal assessment to foster equitable and meaningful learning in secondary EFL contexts. The results contribute to the growing body of literature on multimodal assessment and offer practical implications for pedagogy and policy in resource-constrained, multilingual educational environments.
Visualizing the hidden environmental costs of fashion: A systemic functional-multimodal discourse analysis Alan Jaelani; Ifan Iskandar; Ratna Dewanti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.16452

Abstract

In response to increasing environmental concerns regarding fashion waste, this study examines how digital campaign visuals construct and communicate environmental meanings through multimodal design. The data consist of four campaign visuals purposively selected from a single social media post published by the United Nations Environment Programme for the International Day of Zero Waste 2025. The visuals were selected based on their thematic relevance to fashion waste, multimodal richness, and representation of diverse visual strategies, including symbolic imagery, statistical emphasis, actional processes, and textual appeals. Drawing on the three metafunctions of Systemic Functional Linguistics and Kress and van Leeuwen’s framework of visual social semiotics, this study analyzes how representational, interactive, and compositional meanings are realized in the campaign visuals. Using qualitative content analysis, the findings show that the visuals combine conceptual symbolism and actional representation to reveal the hidden environmental costs of fashion, such as pollution, water overuse, and carbon emissions. Most images adopt an observer-oriented perspective that positions viewers as reflective witnesses rather than direct participants, while selective use of close-up imagery and vivid colour strengthens emotional engagement and ethical awareness. Compositional strategies, including information value, salience, and contrast, are used to prioritize key environmental messages and guide interpretation. The study reveals how strategic visual design enhances the persuasive power of environmental campaigns and offers practical implications for environmental communicators and campaign designers seeking to address fashion waste through effective visual communication.Keywords: Fashion waste, Metafunctions, Multimodal Discourse Analysis, Visual social semiotics, Representational, Interactive, compositional
How Images and Words Tell Stories Together: A Functional Multimodal Analysis of Let’s Read Digital Picturebooks Alan Jaelani; Zuriyati; Miftahulkhairah Anwar
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31986

Abstract

Although digital picturebooks have attracted increasing scholarly attention, relatively few studies have systematically applied functional image–text relation models to examine how meaning is multimodally organized, particularly in Southeast Asian open-access digital publishing contexts. This study investigates how visual and verbal modes are structurally coordinated in digital children’s literature by analyzing image–text relations and logico-semantic patterns in three adventure-themed storybooks published on the Let’s Read platform: A Cry by the Lake, Run Away to the Stars, and Which Route is Faster? Drawing on Martinec and Salway’s (2005) framework, which extends Halliday's logico-semantic principles to visual–verbal interaction, the study employs a qualitative multimodal discourse analysis. Each page containing a co-present illustration and written text was treated as a multimodal unit of analysis, resulting in a corpus of 50 pages. The findings indicate a recurrent preference for equal–complementary image–text relations, in which visual and verbal modes work interdependently to construct narrative meaning without clear modal dominance. Across the corpus, expansion relations, particularly elaboration and causal enhancement, emerge as prominent strategies for organizing narrative development, while projection–idea relations are concentrated in scenes involving imagination, reflection, and emotional realization. These patterns suggest that the selected digital picturebooks are semiotically designed to support narrative coherence and to represent experiential and interpersonal meanings through patterned visual–verbal coordination. The study highlights the analytical value of functional multimodal frameworks for examining children’s digital literature and offers theoretically grounded insights into image–text design practices in Southeast Asian open-access publishing.
Assessing communicative performance through a multimodal video project in English for tourism and hospitality Alan Jaelani; Ninuk Lustyantie; Fathiaty Murtadho
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5668

Abstract

In contemporary tourism and hospitality education, communicative competence is increasingly multimodal and digitally mediated. However, conventional assessments often fail to capture this complexity. Thus, this study examines the use of a multimodal video project to assess communicative language performance at a private tourism and hospitality school in Indonesia. The participants were 30 fourth-semester undergraduate students who worked collaboratively to produce short tourism promotion videos integrating spoken language, visual imagery, and audio elements. Data were collected through classroom observations, rubric-based performance assessments, analysis of student-produced video artefacts, and semi-structured interviews with 18 purposively selected students. The assessment focused on key components of communicative performance, including fluency, grammatical accuracy, pronunciation, vocabulary use, coherence, and multimodal integration. Findings revealed that the project provided an authentic assessment context, capturing both linguistic and paralinguistic features, while students highlighted motivation and engagement as critical to their participation. Although perceived as a fair assessment method, challenges in time management, technical skills, linguistic demands, and group coordination emerged. The study advocates for a shift in ESP assessment practices towards incorporating multimodal, performance-based tasks that reflect real-world communication and digital literacy skills.
INVESTIGATING STUDENTS’ BURNOUT AND ENGAGEMENT IN EFL CLASSROOM: A MIXED-METHOD STUDY Dasya Restiana Valerin; Amalul Umam; Rinta Nariza Imansani; Alan Jaelani
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/z9753y88

Abstract

Students’ burnout has become an important issue in EFL classrooms because it may affect students’ engagement and academic performance during English learning activities. Therefore, this study aimed to investigate students’ burnout and engagement in EFL classrooms using an explanatory sequential mixed-method design. Quantitative data were collected through questionnaires and analyzed using Mann-Whitney U test and Pearson correlation analysis. Qualitative data were obtained through semi-structured interviews with six students and analyzed using thematic analysis. The findings revealed a significant difference between male and female students’ burnout and engagement levels. In addition, the Pearson correlation analysis showed a significant negative relationship between students’ burnout and academic English performance. The qualitative findings identified three major factors contributing to students’ burnout, namely environmental, psychological, and individual factors. Among these factors, psychological factors emerged as the most influential contributor to students’ burnout experiences. Overall, the findings suggest that burnout may negatively affect students’ engagement and academic achievement in EFL classrooms.
Investigating Pre-Service English Teachers’ Feedback Literacy In Indonesia: A Mixed Method Study Sabila Lauren; Amalul Umam; Risna Syafitri; Alan Jaelani
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/4t5prn07

Abstract

Backround - Feedback plays a vital role in minimizing learning gaps, yet its effectiveness fundamentally depends on students' capacity to process and implement it.Urgency of Research - Although feedback research is abundant, studies specifically examining feedback literacy among Indonesian pre-service teachers remain scarce, with little mixed-method data combining quantitative trends with qualitative narratives.Research Objectives - Framed under a dual-dimension readiness framework, this study investigated student feedback literacy (SFL) among Indonesian English pre-service teachers, examining gender differences, its correlation with academic performance, and the underlying factors promoting this capacity.Research Method - An explanatory sequential mixed-method design was employed. Quantitative data were gathered from a survey of 70 English pre-service teachers, followed by qualitative semi-structured interviews with selected participants across high, medium, and low performance bands.Research Findings - The quantitative findings revealed a significant gender difference, with female pre-service teachers demonstrating higher feedback literacy scores than males. Furthermore, a significant positive correlation was established between feedback literacy and academic achievement. Qualitatively, socio-affective readiness characterized by a mature appreciation of feedback value and high behavioral proactivity emerged as the primary differentiator and dominant driver governing students' long-term engagement. Meanwhile, cognitive readiness served as the functional operational agent required to process technical corrections.Research Conclusion & Novelty - The integration of data indicates that the moderate correlation reflects asymmetric readiness profiles among students, where motivational drives and interpretive capacities often diverge. These insights underscore the need for teacher education programs to cultivate emotional resilience alongside technical skills to optimize the transformative potential of instructional feedback.  
Perbankan Syariah; Restrukturisasi Utang; Kepatuhan Syariah; Fikih Muamalah Abu Syhabudin; Dedi Dedi; Kurnia Rusmiyati; Alan Jaelani
Pena Justisia: Media Komunikasi dan Kajian Hukum Vol. 24 No. 1 (2025): Pena Justisia
Publisher : Faculty of Law, Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/pj.v24i2.6227

Abstract

This study aims to evaluate the effectiveness of debt restructuring in syariah banking by exploring three key perspectives i.e., institutional policy, customer perception, and Islamic legal scholarship. Using BJB Syariah Majalengka as a case study, the research investigates how the bank’s restructuring mechanisms align with Fatwa DSN-MUI No. 48/DSN-MUI/II/2005 and principles of Fiqh Muamalah. The study employs a qualitative approach, combining document analysis, in-depth interviews with bank officials and fiqh scholars, and structured questionnaires distributed to customers who have undergone restructuring. The findings reveal that BJB Syariah has implemented debt restructuring through rescheduling, restructuring, and reconditioning while maintaining the syariah-compliant framework. From the customers’ perspective, debt restructuring is perceived as a supportive solution during financial hardship, yet knowledge gaps about their rights and obligations persist. Meanwhile, fiqh scholars emphasize that the legitimacy of restructuring hinges on justice, transparency, and the avoidance of prohibited elements such as riba, gharar, and unjust enrichment (dzulm). This triangular perspective highlights the need for stronger integration between policy, customer literacy, and shariah oversight.
Co-Authors Abu Syhabudin Amalia Sadyawati Amalul Umam Annisa Ayu Fadhilah Audrya Dwiputri Anjani Dasya Restiana Valerin Dedi Dedi Elfira Dwi Rosanti Enni Erawati Saragih Fadia Holisah Fathiaty Murtadho Helsa Gita Almaida Ifan Iskandar Ihda 'Abidat Imanda Rizkatria Utami Indah Dwi Rizky Kurnia Rusmiyati Melasari . Miftahulkhairah Anwar Monalisa Monalisa Movi Riana Rahmawanti Ninuk Lustyantie Nur Khofifah Saadiah Nuraeni Adung Nuraeni Nuraeni Nurul Afiyattena Prasetya, Eska Perdana Rahma Habibatullaela Rahma Habibatullaela Ande Ratna Dewanti Rinta Nariza Imansani Risna Syafitri Rosmawati, Wida Rusydi, Supyan Sabila Lauren Sadyawati, Amalia Saputra, Yoga Adi Sarvar Juraboev Siti Dairotul Rahmah Via Nandiana Wida Rosmawati Yasmin Az Zaahra Zabidi, Olivia Widad Zainal Rafli, Zainal Zuriyati