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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 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) JOLLT Journal of Languages and Language Teaching Tarling : Journal of Language Education English Didactic JELL (Journal of English Language Learning
Jaelani, Alan
Universitas Ibn Khaldun Bogor
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media 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.
Co-Authors Amalia Sadyawati Amalul Umam Annisa Ayu Fadhilah Audrya Dwiputri Anjani Elfira Dwi Rosanti Enni Erawati Saragih Fadia Holisah Fathiaty Murtadho Helsa Gita Almaida Ifan Iskandar Ihda 'Abidat Imanda Rizkatria Utami Indah Dwi Rizky 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 Rosmawati, Wida Rusydi, Supyan Sadyawati, Amalia Saputra, Yoga Adi Sarvar Juraboev Siti Dairotul Rahmah Via Nandiana Wida Rosmawati Yasmin Az Zaahra Zabidi, Olivia Widad Zainal Rafli, Zainal Zuriyati