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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding International Journal of Systemic Functional Linguistics Journal of English Language Teaching and Linguistics Musamus Journal of Language and Literature JLA (Jurnal Lingua Applicata) IJECA (International Journal of Education and Curriculum Application) J-Lalite: Journal of English Studies International Journal of English Linguistics, Literature, and Education (IJELLE) JOLLT Journal of Languages and Language Teaching Studies in English Language and Education
Ahmad Sugianto
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
GAZING AT ‘THE-YOU-KNOW-WHO/WHAT’ IN WHATSAPP: DEIXIS USED IN ONLINE LEARNING AMID COVID-19 PANDEMIC Ahmad Sugianto; Ahmad Bukhori Muslim
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.4485

Abstract

WhatsApp, as one of the most powerful and ubiquitous social media platforms, has become one of the promising tools utilized for English online learning during the current crisis, COVID-19 pandemic. Nevertheless, interacting effectively via this platform might be challenging for messages communicated to this platform might have more than one meaning that is likely to result in misunderstanding among the users. Thus, understanding deixis, known as one of the interactional phenomena in which language and context can be figured out, is invaluable. Nevertheless, to the best of the writers’ knowledge, studies concerning the use of deixis with respect to WhatsApp for English online learning are still left under-researched. Therefore, the present study aimed to investigate the deixis employed during online learning via a WhatsApp group. The method utilized in this research was a descriptive study. Besides, the participants comprised 23 postgraduate students and an instructor from an English Education Study Program of one university in Bandung city. The data were taken from the artefact in the form of an online chat archive.  Based on the data analyzed, the findings revealed that all the types of deixis encompassing personal, social, discourse, place, and time deixis were found in online learning through the WhatsApp application. In this regard, the person(al) deixis (46%) was the most frequently used deixis, followed by social (39%), discourse (8%), place (5%), and time deixis (2%), respectively. Moreover, the appropriate and effective use of deixis by the instructor was found to influence students’ engagement and critical thinking ability. Besides, the WhatsApp feature, emojis, was found to be utilized along with the deixis, as well as it assists in providing some emphasis, understanding of the messages conveyed, and showing respect or compliment among the participants.
TEACHER TALK IN A BRITISH SITCOM: INSIGHTS FROM EMBODIED ACTIONS TO CLASSROOM INTERACTION COMPETENCE Ahmad Sugianto; Fazri Nur Yusuf
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5788

Abstract

Teacher talk is one of the essential elements through which learning opportunities for pupils are facilitated. Nevertheless, to the best of the researchers’ knowledge, investigations regarding the ways a native teacher illustrated in a British Sitcom utilizes embodied actions that influence opportunities for learning characterized as classroom interaction competence are found to be limited. Thus, the present study aimed at unfolding the native teacher talk concerning the ways the teacher uses embodied actions along with verbal language to provide learning opportunities illustrated in a British Sitcom. By utilizing a conversation analysis approach, the artifact, namely a British Sitcom entitled Mind Your Language, was scrutinized. The findings revealed several embodied actions involving gesture, facial expression, and gaze accompanying the teacher's talk significantly facilitate and mediate the students’ learning.  Also, the skills and systems constitute the most frequently occurring mode whereas the least frequently occurring mode was the classroom context mode. Lastly, the study arrived at conclusions that the use of embodied actions is necessarily required for its significant functions and use for teacher talk that lead to classroom interaction competence.
BOOK REVIEW: MULTIMODALITY IN ENGLISH LANGUAGE LEARNING Ahmad Sugianto
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5144

Abstract

Multimodality has been one of the prominent and burgeoning fields and phenomena in English classrooms. It is based on both the credence which is proven by scholarly evidence that English language learning and instruction will be significantly and effectively delivered if more than one semiotic resource or mode is used. Lots of scholars across the globe have taken part in portraying such significance and effectiveness of multimodality concerning English classrooms.  Diamantopoulou and Ørevik (2022) have conflated sheer studies from various distinguished authors providing ‘fresh’ outlooks of the use of multimodality, particularly in English as an additional language (EAL) context across the globe. The use of multimodality in EAL is concisely discussed from various lenses, from its salient perspectives, and pedagogical practices through assessments. Thus, this book is recommended to those who are concerned and willing to capture the latest trajectories of the use of multimodality pertaining to EAL by its par excellence as well as the matter at hand.   
Co-Authors Ahmad Bukhori Muslim, Ahmad Bukhori Devi Andriyani Didi Sukyadi Eri Kurniawan Fazri Nur Yusuf Ilham Agung Prasetyo Marisa Azka Prastika Nadya Ulfah Rizki Denarti Widy Asti