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Imas Wahyu Agustina
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stairs@unj.ac.id
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Campus A, Jl. Rawamangun Muka Raya, RT.11/RW.14, Rawamangun, DKI Jakarta 13220, Indonesia
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Stairs: English Language Education Journal
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 28078594     DOI : https://doi.org/10.21009/stairs
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 72 Documents
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A Pragmatic Case Study of Politeness in Instagram Comments: Insights from Medy Renaldy's Post Fatih Akbar Rahmani
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.5

Abstract

With the rapid growth of social media interactions, the challenge of maintaining respectful discourse has become increasingly urgent. Despite its importance, studies examining how politeness strategies function in Indonesian online contexts are scarce, leaving a gap in understanding both digital literacy and cultural sensitivity in public conversations. Therefore, this study investigates politeness strategies in digital discourse, focusing on responses to the term “Tuli” (deaf) in an Instagram post by Medy Renaldy. Using a qualitative approach and a single-case study design, this research analyzes approximately 100 comments employing Brown & Levinson’s politeness theory. The findings reveal that Medy predominantly uses positive politeness to foster harmony, even when faced with harsh criticism. In contrast, netizens frequently apply bald-on-record strategies, reflecting a lack of digital literacy and cultural sensitivity. Notably, external incentives, such as monetary offers, significantly influence shifts from impolite to polite behavior, demonstrating the pragmatism of digital politeness norms. This study highlights the importance of linguistic sensitivity and cultural awareness in fostering respectful online interactions. Practical recommendations include promoting digital literacy and integrating automated moderation tools to mitigate offensive behavior. These findings contribute to understanding the interplay between culture, politeness, and communication in digital environments, particularly within the Indonesian context.
Multimodal-Based Approaches in Teaching Ecological Literacy: Enhancing Environmental Awareness through Textual, Visual, and Auditory Integration Lubis, Bambang Nur Alamsyah
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.6

Abstract

The rise of digital platforms and media has made it essential for educators to adopt innovative methods that appeal to diverse learning styles, thus fostering a deeper connection to ecological concepts. This study explores the use of multimodal-based approaches in teaching ecological literacy, focusing on the integration of textual, visual, and auditory elements to enhance students' understanding of environmental issues. Quantitative and qualitative approach was used in this study, employing a case study method with pre- and post-test assessments to measure students' ecological literacy levels before and after the implementation of multimodal teaching techniques. Data was collected through surveys, interviews, and observation to gather a rich understanding of the students' experiences. The results indicate that the use of multimodal teaching methods significantly enhanced students' ecological literacy, with notable improvements in both cognitive understanding and emotional engagement with environmental issues. Students showed increased awareness and critical thinking skills regarding ecological challenges, and their ability to connect theory with real-world applications was strengthened. In the discussion, it is highlighted that multimodal-based approaches not only improve comprehension but also foster a more inclusive learning environment, allowing students to engage with content in varied and meaningful ways. These findings suggest that multimodal approaches are essential for contemporary ecological education, encouraging both knowledge retention and active participation in environmental advocacy.

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