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All Journal International Journal of Systemic Functional Linguistics JOLLT Journal of Languages and Language Teaching
Widy Asti
Universitas Pendidikan Indonesia
Languange, Linguistic, Communication & Media

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'Is the Picture Worth a Thousand Words?': The Interpersonal Meanings of a Dialogue in an EFL Textbook Ahmad Sugianto; Ilham Agung Prasetyo; Widy Asti
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4510

Abstract

This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.
The Teacher's Use of Gesture and Speech in a British Sitcom Ahmad Sugianto; Ilham Agung Prasetyo; Widy Asti
International Journal of Systemic Functional Linguistics Vol. 5 No. 2 (2022): JURNAL SYSTEMIC
Publisher : Warmadewa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55637/ijsfl.5.2.6004.38-45

Abstract

Gestures alongside language constitute one of the essential semiotic resources in an English classroom interaction. It is based on the credence that the meaning-making in any English classroom discourse is realised not only through a language as a semiotic resource, but gestures constitute the other determinant semiotic resources that might facilitate the effective instructional practices and assist students’ English learning. However, scant scrutiny of the way a native English teacher uses gestures in an EFL classroom setting was still found. Thus, the present study aimed to investigate one of the British sitcoms, Mind Your Language. This film is worth investigating for it tells about a native English teacher teaching pupils with multicultural backgrounds. A systemic functional multimodal discourse analysis (SF-MDA) focusing on the ideational metafunction was employed to analyse the artifact, the British sitcom. The findings reveal that various types of gestures were employed by the teacher. Also, the gestures deployed had significant roles and functions, i.e. not only help visualise the lesson learned but also indicate the teacher’s state or condition as well as state during the lesson delivery. Lastly, it suggests that English teachers should take into account the co-contextualising relation between semiotic resources for it might lead students to achieve the expected outcome of the curriculum.
Co-Authors Ahmad Sugianto Ilham Agung Prasetyo