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All Journal LINGUISTIK : Jurnal Bahasa dan Sastra Journal of Mathematics Instruction, Social Research and Opinion
Astri Dwi Floranti
Institut Prima Bangsa
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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CONSTRUCTING FLASH FLOOD DISASTERS IN GREENPEACE INDONESIA’S INSTAGRAM POSTS: A MULTIMODAL APPRAISAL DISCOURSE ANALYSIS Astri Dwi Floranti
Linguistik : Jurnal Bahasa dan Sastra Vol 11, No 1 (2026): LINGUISTIK : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v11i1.211-225

Abstract

This research explores the portrayal of flash flood disasters in Sumatra and Aceh through Greenpeace Indonesia’s Instagram posts by employing a multimodal appraisal discourse analysis. The research incorporates the Attitude system from Appraisal theory to assess verbal evaluations and visual grammar to investigate ideational visual representation. By utilizing a qualitative multimodal discourse analytical framework, the data consist of selected Instagram posts related to flash flood disasters. The results indicate that captions predominantly express negative Judgment and Appreciation, depicting political, corporate, and institutional figure as irresponsible and ineffective, while Affect is used selectively to emphasize the suffering of disaster victims. Visually, the posts dominantly use conceptual and symbolic representations that frames environmental destruction as a more extensive and systemic issue. The interplay between the verbal and visual elements portrays floods as crises that are socially created and morally accountable rather than as natural disasters that are unavoidable. Through this narrative, Greenpeace advocates for environmental justice, political accountability, and ethical responsibility. This research verifies that multimodal appraisal discourse analysis serves as a valuable approach for investigating environmental activism in digital platforms.
AI-Powered CALL and L2 Pragmatic Competence Development among Indonesian EFL Learners Cecep Agus; Astri Dwi Floranti
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1825

Abstract

This research examines whether using AI-generated feedback enhances learners' pragmatic competence and how they engage with intelligent feedback during task-based communication. The study employed an explanatory sequential mixed-methods design with 60 undergraduate EFL students divided into experimental and control groups over eight weeks. Results indicated that learners in the experimental group significantly outperformed learners in the control group in the pragmatically appropriate use of language, politeness strategies and contextually appropriate use of language. Additionally, the analysis showed that immediate and adaptive AI-generated feedback led learners to notice their mistakes, self-repair, and repeat their revisions in cycles. Qualitatively, learners described the AI environment as supportive, flexible, and less anxiety-inducing, which helped them feel more confident in their language use. This study also shows how AI-powered CALL environments can help learners develop L2 pragmatic competence by providing personalized, interactive feedback. Finally, these findings describe the pedagogical possibilities of intelligent feedback systems within a systematically designed instructional approach to support pragmatic instruction in EFL contexts.
Co-Authors Cecep Agus