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All Journal Journal of English Language Studies Proceeding of International Conference on Science, Education, and Technology Educalingua Journal
Rezza Fatwassani
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media

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Implementing Multimodal Paralanguage by the ELT Students in Presentational Activity Rezza Fatwassani; Januarius Mujiyanto; Rudi Hartono; Puji Astuti
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak. Multimodal paralanguage is related to multi resources of nonphonemic properties in communication activities. As part of the non-verbal aspect, paralanguage is considered a crucial technique for the success of the presentational activity. In this case, a group of ELT students at a certain university had concerns about transferring information that caused their presentation performance. Therefore, this study aims to reveal the implementation of paralanguage components by entailing multimodal features in conveying effective meaning. The subject of this study is a representative group of ELT students at a certain university. Qualitative research is used with observation and recording as the data collection method. The steps in analyzing the data are adopted from Miles, Huberman, and Saldana (2014), including data collection, data reduction, data display, and conclusion (drawing or verifying). The findings revealed distinctive components of paralanguage used by the students during the presentation. The implemented components include voice qualities, vocal characteristics, and vocal segregation. Multimodal features are implemented as a strategy for improvisation in communication. Furthermore, this study can be advantageous as a reference for each person who will act as a presenter or speaker to enhance their presentational skill.
Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective Rezza Fatwassani
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.213

Abstract

The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.
How Multimodal Communication Enhances EFL Students’ Presentation Skills: A Mixed-Methods Study Rezza Fatwassani; Rudi Hartono; Puji Astuti
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.34899

Abstract

Due to the increasing need for effective communication skills in both academic and professional settings, EFL learners require competencies that extend beyond mere linguistic proficiency. This research investigates the impact of multimodal communication strategies (verbal and non-verbal) on students' presentation skills, focus on five primary modes: linguistic, visual, aural, gestural, and spatial. This study employed a concurrent embedded mixed-methods design involving 17 fourth-semester EFL students at a public university in Semarang, Indonesia. Data were collected using questionnaires, classroom observations, and video recordings. Questionnaire responses (N = 17) were analyzed using Spearman’s correlation (ρ), which is appropriate for ordinal Likert-scale data and does not assume normality or linearity. The analysis revealed significant positive associations between the use of multimodal strategies and improvements in presentation quality, with linguistic (ρ = 0.88) and spatial (ρ = 0.84) strategies showing the strongest effects. All modes contributed positively, and effect sizes are reported with 95% confidence intervals. Qualitative findings corroborated these results, indicating that students who integrated modes exhibited enhanced organization, clarity, and confidence. The non-verbal strategy notably compensated for limited language fluency, thereby enhancing delivery and engagement. The findings underscore the importance of incorporating multimodal training into EFL curricula. Educators should evaluate not only verbal accuracy but also visual, vocal, and spatial components to enhance learners' overall communicative competence.
Co-Authors Hartono, Rudi Januarius Mujiyanto Puji Astuti