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All Journal UICELL Conference Proceeding Journal of English Language Teaching and Linguistics
Khoirunnisa, Sarah Fawziah
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MULTIMODALITY MATTERS FOR AN ENGLISH TEACHER YOUTUBER!: A SYSTEMIC FUNCTIONAL MULTIMODAL DISCOURSE ANALYSIS OF A RAMADAN VOCABULARY LESSON VIDEO Sugianto, Ahmad; Khoirunnisa, Sarah Fawziah
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

YouTube has been one of the prominent and significant social media platforms used for many purposes in various fields in recent times, particularly without doubt in the English language teaching field too. To make use of it effectively, teacher YouTubers are required to take into account several factors. One of which is the use of more than one semiotic resource in delivering their messages. Nevertheless, to the best of the writers’ knowledge, prior studies inspecting the meanings made by a teacher YouTuber within a systemic functional multimodal discourse approach were found to be limited, particularly those that address a vocabulary lesson about Ramadan by a native teacher. Thus, the present study is intended to investigate the ways a malenative teacher YouTuber makes meanings through such a social media platform, YouTube. A systemic functional multimodal discourse analysis focused on the ideational meaning was employed to analyse the artifact, an English vocabulary lessonvideo about Ramadan. Three types of semiotic resources comprising the language, gesture, and picture used by the male English native teacher YouTuber in the video lesson will be investigated. The findings reveal that the ideational meanings were realised through a number of processes or representations. The relational processes were the most frequently realisations found for language. For gestures, the ideational meanings were commonly realised through the indexical action to represent relationand the symbolic attributive for pictures. Both co-contextualising and recontextualising relations were found among the realisations of the three semiotic resources. It was highly recommended that the use of more than one semiotic resourcewas employed so as to make the messages were intelligible and accessible. Keywords: Gesture, Image, Speech, Systemic Functional Linguistics, Systemic Functional Multimodal Discourse Analysis
From Teacher Talk to Embodied Actions: Investigating an EFL Primary School Teacher’s Classroom Interactional Competence Sugianto, Ahmad; Khoirunnisa, Sarah Fawziah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1392

Abstract

Teacher talk and embodied actions constitute an essential aspect to facilitate students’ learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher’s instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher’s gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students’ learning
Co-Authors SUGIANTO, AHMAD