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Investigating formulaic expressions in an informal YouTube broadcast interview video Tsani, Talitha Anindya; Galuh Kirana Dwi Areni
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29635

This study investigates the use of formulaic expressions in spontaneous informal communication found in a YouTube video titled 50 Cents: 50 Minutes You Can’t Afford to Ignore in a podcast interview format. The focus of this study is to analyze the types, frequencies, and pragmatic functions and meanings of the use of formulaic expressions in conversational contexts based on Celce-Murcia’s Communicative Competence theory (2007) and discourse analysis approach. The identified expressions are then categorized based on four types such as routines, collocations, idioms, and lexical frames. The findings show that collocations are the most frequent expressions in the video followed by lexical frames, routines, and idioms. These results indicate that formulaic expressions, especially collocations and lexical frames, play an important role in maintaining the flow of interaction so that it runs smoothly, naturally, and effectively in the context of informal interaction. This study also highlights how the implications of using formulaic expressions to convey ideas or messages in an easy-to-understand, effective, clear, and interesting way can strengthen the emotional bond between the speaker and the interlocutor or audience. The findings are also in line with several previous studies that have examined the dominance of the use of formulaic expressions in different contexts. This study contributes to a deeper understanding of the use of verbal language through digital platforms, provides insight into the use of formulaic expressions in real-life spontaneous interactions, and can be used as a reference for future linguistic research with a focus on digital communication or discourse.

Speech Acts in Social Media Fraud: Manipulative Communication Strategies on WhatsApp and Facebook Lailiyah, Nur; Galuh Kirana Dwi Areni; Favorita Kurwidaria; Setyo Prasiyanto Cahyono; Monika Widyastuti Surtikanti; Farida Indri Wijayanti
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.23944

This research aims to investigate the role of speech acts in fraudulent activities on social media platforms, particularly WhatsApp and Facebook, through a pragmatic framework. The primary goal is to identify the manipulative communication strategies employed by perpetrators to deceive and inluence victims. A qualitative-descriptive methodology was adopted, with data collected from conversation screenshots and communication recordings sourced from victims' case reports in WhatsApp and Facebook (n = 39). The data were analyzed using the speech act theory by Austin and Searle, along with Grice’s concept of implicature. The findings reveal that directive and commissive speech acts are central to the perpetrators' manipulative strategies, often combined with hidden implicatures intended to create a sense of urgency, establish false trust, and foster emotional dependency in victims. These findings contribute to a deeper understanding of the communicative tactics used in social media fraud. Ultimately, this research offers valuable insights into the dynamics of online deception, highlighting the importance of enhancing digital literacy and advancing strategies for cybercrime prevention. This study also provides a foundation for further research on communication patterns in digital fraud.

Transitivity Analysis of Students' Agency in EFL High School Students’ Recount Text Shahnaz Marshanda Putri; Galuh Kirana Dwi Areni
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/ycjrbg19

This qualitative descriptive study examines how 33 EFL high school students in Semarang construct their agency through language in recount texts written about their shared classroom learning experience. Guided by Halliday and Matthiessen’s (2014) Systemic Functional Linguistics transitivity framework and Van Leeuwen’s (1996) Social Actor Representation theory, a total of 327 clauses were analyzed across two phases: transitivity parsing and agency identification. Findings reveal that mental processes were the most dominant process type (f=125), followed by relational (f=94), material (f=58), verbal (f=44), existential (f=4), and behavioral (f=2) processes. In terms of agency, activation (f=220) substantially outweighed passivation (f=103), indicating that students primarily positioned themselves as active, conscious experiencers—particularly as Sensers in mental clauses—despite being materially passivated as recipients of the teacher’s instructional actions. This “split-domain agency” pattern reveals a form of hidden agency that surface-level grammatical analysis alone would overlook. The findings contribute to the understanding of student-centered learning and highlight the value of combining transitivity analysis with social actor representation in uncovering EFL learners’ agentive voices in written texts. Keywords: EFL, Recount text, Student Agency, Transitivity Analysis, Writing Skill

Transitivity Analysis of Students' Agency in EFL High School Students’ Recount Text Shahnaz Marshanda Putri; Galuh Kirana Dwi Areni
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/ycjrbg19

This qualitative descriptive study examines how 33 EFL high school students in Semarang construct their agency through language in recount texts written about their shared classroom learning experience. Guided by Halliday and Matthiessen’s (2014) Systemic Functional Linguistics transitivity framework and Van Leeuwen’s (1996) Social Actor Representation theory, a total of 327 clauses were analyzed across two phases: transitivity parsing and agency identification. Findings reveal that mental processes were the most dominant process type (f=125), followed by relational (f=94), material (f=58), verbal (f=44), existential (f=4), and behavioral (f=2) processes. In terms of agency, activation (f=220) substantially outweighed passivation (f=103), indicating that students primarily positioned themselves as active, conscious experiencers—particularly as Sensers in mental clauses—despite being materially passivated as recipients of the teacher’s instructional actions. This “split-domain agency” pattern reveals a form of hidden agency that surface-level grammatical analysis alone would overlook. The findings contribute to the understanding of student-centered learning and highlight the value of combining transitivity analysis with social actor representation in uncovering EFL learners’ agentive voices in written texts. Keywords: EFL, Recount text, Student Agency, Transitivity Analysis, Writing Skill

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