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All Journal Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching
Anderson Hidarto
Atma Jaya Catholic University of Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Gender Differences in Influencer Advertisements on Instagram: A Multimodal Perspective Anderson Hidarto; Aryani Andrieza
Journal of Language and Literature Vol 22, No 1 (2022): APRIL
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (32.55 KB) | DOI: 10.24071/joll.v22i1.4095

Abstract

Congruent with the rapid development of internet users worldwide, social media advertising has been mushrooming on various social network platforms, including Instagram. Among the many forms of advertising that marketers have relied on is influencer advertising, which pertains to hiring popular Instagram influencers to endorse particular products or services on their Instagram accounts. This study explores how these Instagram influencers use both texts and images to convey their advertising messages. Further, the study explores the differences in how male and female influencers construct their endorsement posts. A total of 20 advertisement posts were collected from 10 influencers and were analyzed from the multimodal approach integrated with the concepts of linguistic metafunctions in Systemic Functional Linguistics. Then, the gender differences in texts and images were elaborated. It is shown that interpersonal language dominates the language used in the captions, despite the specific differences in the linguistic items used by men and women. Likewise, in the images, the influencers seem to consistently put the spotlight on themselves rather than on the products to captivate the followers' attention. The findings of this study will eventually contribute to the literature on advertising language and multimodal analysis. 
TEACHING EFL LEARNERS THE PAST PERFECT AND PAST SIMPLE THROUGH COGNITIVE GRAMMAR: EXPERIMENTAL EVIDENCE Anderson Hidarto
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1418

Abstract

Cognitive Grammar (CG) is a relatively new approach to linguistics that is becoming more mainstream in recent years due to its comprehensive description and meaningful elaboration of grammar. CG proponents have been proposing this approach to L2 grammar instruction instead of a more traditional approach that relies heavily on rules. Our main interest is to investigate whether such approach is indeed beneficial to learners, particularly in the learning of English past tenses. Our goal in the current study is therefore to examine the relative effect of CG instruction on Indonesian EFL learners mastery of two past tenses, simple past and past perfect. These tenses were selected as our instructional targets since most common traditional explanation does not help learners differentiate and use them contextually (Jones Lock, 2011). Twenty-seven EFL learners studying at a senior high school in Jakarta participated in this quasi-experimental study. They were assigned to one experimental group receiving a two-week pedagogical treatment with pre-test and immediate post-test design. Statistical analyses indicate that the group significantly performed better after the treatment, notably in discourse-related test sections. The results confirm the efficacy of CG which can lend support to its applications in L2 instruction.
Co-Authors Aryani Andrieza