Pub Date : 2023-05-24DOI: 10.18326/register.v16i1.168-185
Misdi, Anisa Andiani Ramadina, Nor Syamimi Iliani Che Hassan, Kardi Nurhadi
Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.
{"title":"Mobile-assisted English language learning for young learners during COVID-19 distance learning: Teachers’ experiences and voices","authors":"Misdi, Anisa Andiani Ramadina, Nor Syamimi Iliani Che Hassan, Kardi Nurhadi","doi":"10.18326/register.v16i1.168-185","DOIUrl":"https://doi.org/10.18326/register.v16i1.168-185","url":null,"abstract":"Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41610332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.18326/register.v16i1.139-167
I. Gozali, Abdul Syahid, N. Suryati
Drawing on the construct of Academic Literacy, Paul Sutton coined the term "Feedback Literacy" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.
{"title":"Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)","authors":"I. Gozali, Abdul Syahid, N. Suryati","doi":"10.18326/register.v16i1.139-167","DOIUrl":"https://doi.org/10.18326/register.v16i1.139-167","url":null,"abstract":"Drawing on the construct of Academic Literacy, Paul Sutton coined the term \"Feedback Literacy\" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43576891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.18326/register.v16i1.112-138
Juliastuti, Magfirah Thayyib, Haerazi Haerazi
The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.
{"title":"Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia","authors":"Juliastuti, Magfirah Thayyib, Haerazi Haerazi","doi":"10.18326/register.v16i1.112-138","DOIUrl":"https://doi.org/10.18326/register.v16i1.112-138","url":null,"abstract":"The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.18326/register.v16i1.73-94
A. Ghajarieh, Samaneh Safiyar
The study aims to ascertain whether intervention workshops held for Iranian EFL teachers had any effect on their knowledge of intercultural communicative competence (ICC) or of intercultural sensitivity (IS). The study investigated the effect of knowledge about ICC and IS on the practice of EFL teachers. 30 EFL teachers participated in a six-session workshop on ICC and IS, and completed the ICC Questionnaire (Zhou, 2011) and the IS Questionnaire (Chen & Starosta, 2000) before and again after the workshops. A further 10 teachers underwent a semi-structured interview designed to obtain their knowledge of ICC and IS. In addition, 10 classes were observed and 10 students took part in a semi-structured interview to identify the effect of ICC and IS knowledge on teachers’ practice. The results indicated that the intervention workshops had a significant effect on both the teachers’ ICC and IS knowledge. All respondents considered themselves interculturally competent and sensitive English teachers who showed respect for different cultures. It was also found that knowledge about ICC and IS had influenced EFL teachers’ practice. These findings have the potential to raise EFL teachers’ awareness of the prominence of ICC and IS, and inspire them to seek opportunities for improvement and consequently improve their job performance.
{"title":"Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity: An Investigation of Emergency Online Classes in Higher Education","authors":"A. Ghajarieh, Samaneh Safiyar","doi":"10.18326/register.v16i1.73-94","DOIUrl":"https://doi.org/10.18326/register.v16i1.73-94","url":null,"abstract":"The study aims to ascertain whether intervention workshops held for Iranian EFL teachers had any effect on their knowledge of intercultural communicative competence (ICC) or of intercultural sensitivity (IS). The study investigated the effect of knowledge about ICC and IS on the practice of EFL teachers. 30 EFL teachers participated in a six-session workshop on ICC and IS, and completed the ICC Questionnaire (Zhou, 2011) and the IS Questionnaire (Chen & Starosta, 2000) before and again after the workshops. A further 10 teachers underwent a semi-structured interview designed to obtain their knowledge of ICC and IS. In addition, 10 classes were observed and 10 students took part in a semi-structured interview to identify the effect of ICC and IS knowledge on teachers’ practice. The results indicated that the intervention workshops had a significant effect on both the teachers’ ICC and IS knowledge. All respondents considered themselves interculturally competent and sensitive English teachers who showed respect for different cultures. It was also found that knowledge about ICC and IS had influenced EFL teachers’ practice. These findings have the potential to raise EFL teachers’ awareness of the prominence of ICC and IS, and inspire them to seek opportunities for improvement and consequently improve their job performance.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47788864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.18326/register.v16i1.24-48
Shan-shan Li, Y. Wu
The issue of impoliteness has long been a matter of interest in linguistic investigations. Considerable research has been conducted to uncover factors and features regarding the realizations of impoliteness in multiple social contexts. This study engages in a pragmatic inquiry into impoliteness in the marital relationship. The data of this study consisted of a TV episode from one famous on-site mediation reality program in China. Primarily drawing on Bousfield’s (2008) model of impoliteness realizations, this study used a qualitative approach to examine the means by which the couple in a marital relationship causes face-attacking effects and ultimately arouses conflicts. The primary findings of this study indicate that couples might struggle with various communicative challenges. A problematic marital relationship tends to be signaled in some practices of impoliteness. This study has identified thirteen realizations of impoliteness linguistically and behaviorally that indicate gender variations concerning the couple’s frequent impoliteness practices.
{"title":"Marriage, Conflict, and Communication: Pragmatic Inquiry into Impoliteness in the Marital Relationship","authors":"Shan-shan Li, Y. Wu","doi":"10.18326/register.v16i1.24-48","DOIUrl":"https://doi.org/10.18326/register.v16i1.24-48","url":null,"abstract":"The issue of impoliteness has long been a matter of interest in linguistic investigations. Considerable research has been conducted to uncover factors and features regarding the realizations of impoliteness in multiple social contexts. This study engages in a pragmatic inquiry into impoliteness in the marital relationship. The data of this study consisted of a TV episode from one famous on-site mediation reality program in China. Primarily drawing on Bousfield’s (2008) model of impoliteness realizations, this study used a qualitative approach to examine the means by which the couple in a marital relationship causes face-attacking effects and ultimately arouses conflicts. The primary findings of this study indicate that couples might struggle with various communicative challenges. A problematic marital relationship tends to be signaled in some practices of impoliteness. This study has identified thirteen realizations of impoliteness linguistically and behaviorally that indicate gender variations concerning the couple’s frequent impoliteness practices. ","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44784464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.18326/register.v16i1.95-111
I. D. G. R. Dwiyana Putra, Sayit Abdul Karim, Iswandany Kaslan
The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.
{"title":"Exploring Qualities that Prevent EFL Teachers from Redundancy","authors":"I. D. G. R. Dwiyana Putra, Sayit Abdul Karim, Iswandany Kaslan","doi":"10.18326/register.v16i1.95-111","DOIUrl":"https://doi.org/10.18326/register.v16i1.95-111","url":null,"abstract":"The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.18326/register.v16i1.1-23
Dewi Sari Wahyuni, Yenni Rozimela, Havid Ardi, Mukhaiyar Mukhaiyar, T. S. E. Fatdha
English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.
{"title":"Proposing A Web-Based Interactive Module for Education for Sustainable Development in English for Computer Science","authors":"Dewi Sari Wahyuni, Yenni Rozimela, Havid Ardi, Mukhaiyar Mukhaiyar, T. S. E. Fatdha","doi":"10.18326/register.v16i1.1-23","DOIUrl":"https://doi.org/10.18326/register.v16i1.1-23","url":null,"abstract":"English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45688453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.18326/register.v16i1.49-72
Zefki Okta, A. Ashadi, Sulis Triyono, Dwiyanto Djoko Pranowo
Thematic structure is an important concept in organizing ideas in academic writing. Although numerous studies have focused on investigating how it is realized in students' writing, only a few focus on investigating thematic structure in students' text across different proficiency levels. This article is based on a study analyzing idea organization and development in 24 high and low-scoring essays through Systemic Functional Linguistics (SFL). It was a qualitative content analysis with complementary quantitative data. The results show significant differences in how ideas are organized and developed in high and low-scoring essays. Even though all types of Themes (topical, interpersonal, textual Theme) were observed in both groups, the high-scoring essays elaborated more themes than the low ones indicating that the high-scoring essays comprised more clauses. As for Thematic Progression, all the patterns were present in the essays. The Linear Theme pattern was primarily applied in high-scoring essays, while the Constant Theme pattern was applied frequently in the low-scoring ones. The Split Rheme pattern was less observed in all the students' essays. These findings indicate that the high achievers provided more expounded ideas through linear theme patterns, whereas their counterparts tended to focus on a subject reflected through Theme reiteration. Thus, this implies that proficiency characterized writers in organizing and developing ideas in writing as reflected through thematic Choice and Progression.
{"title":"Thematic Structure in Students’ Writings: Implications on their Ideas Organization and Development","authors":"Zefki Okta, A. Ashadi, Sulis Triyono, Dwiyanto Djoko Pranowo","doi":"10.18326/register.v16i1.49-72","DOIUrl":"https://doi.org/10.18326/register.v16i1.49-72","url":null,"abstract":"Thematic structure is an important concept in organizing ideas in academic writing. Although numerous studies have focused on investigating how it is realized in students' writing, only a few focus on investigating thematic structure in students' text across different proficiency levels. This article is based on a study analyzing idea organization and development in 24 high and low-scoring essays through Systemic Functional Linguistics (SFL). It was a qualitative content analysis with complementary quantitative data. The results show significant differences in how ideas are organized and developed in high and low-scoring essays. Even though all types of Themes (topical, interpersonal, textual Theme) were observed in both groups, the high-scoring essays elaborated more themes than the low ones indicating that the high-scoring essays comprised more clauses. As for Thematic Progression, all the patterns were present in the essays. The Linear Theme pattern was primarily applied in high-scoring essays, while the Constant Theme pattern was applied frequently in the low-scoring ones. The Split Rheme pattern was less observed in all the students' essays. These findings indicate that the high achievers provided more expounded ideas through linear theme patterns, whereas their counterparts tended to focus on a subject reflected through Theme reiteration. Thus, this implies that proficiency characterized writers in organizing and developing ideas in writing as reflected through thematic Choice and Progression.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49611665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-15DOI: 10.18326/rgt.v15i2.311-330
Antonius Setyawan Sugeng Nur Agung, Monika Widyastuti Surtikanti, Masfa Maiza, Efrika Siboro
This study aims at scrutinizing the register pattern used by the sellers in promoting their goods in the popular Facebook trading group used by people in Ngabang, West Borneo, “Ngabang Jual-Beli”. The group is an ambient representation of language variation used in West Borneo. The register analysis covers the field, tenor, and mode of the discourse. The data analysis encompasses domain, taxonomy, componential, and cultural theme analysis modified by Santosa (2017). The domain covers the kinds of goods being sold. The taxonomy analysis is the three meta functions in the SFL framework. The combined domain and taxonomy in the componential analysis figure out the register pattern in the group. The findings reveal that in the field of discourse, the posted clauses are dominated by the use of the material process, relational identification, and relational attributive process. The material process reflects the experiential meaning of the current activities. Meanwhile, the information of the goods realizes relational identification and relational attributive processes. With respect to the tenor of discourse, there is a tendency for the sellers to use declarative clauses which reflect equal status between the sellers and the customers by considering the minimal social distance. Furthermore, in the mode of discourse, the unmarked topical theme reflects as the majority of the ellipsis subject referring to the sellers. The study implies that the language used in digital trading should consider the participants, the relationship among the participants, and the media used to persuade their target market.Keywords: Facebook trading group, online shop, register, systemic functional linguistics
{"title":"Scrutinizing Register Realization in Facebook Trading Group","authors":"Antonius Setyawan Sugeng Nur Agung, Monika Widyastuti Surtikanti, Masfa Maiza, Efrika Siboro","doi":"10.18326/rgt.v15i2.311-330","DOIUrl":"https://doi.org/10.18326/rgt.v15i2.311-330","url":null,"abstract":"This study aims at scrutinizing the register pattern used by the sellers in promoting their goods in the popular Facebook trading group used by people in Ngabang, West Borneo, “Ngabang Jual-Beli”. The group is an ambient representation of language variation used in West Borneo. The register analysis covers the field, tenor, and mode of the discourse. The data analysis encompasses domain, taxonomy, componential, and cultural theme analysis modified by Santosa (2017). The domain covers the kinds of goods being sold. The taxonomy analysis is the three meta functions in the SFL framework. The combined domain and taxonomy in the componential analysis figure out the register pattern in the group. The findings reveal that in the field of discourse, the posted clauses are dominated by the use of the material process, relational identification, and relational attributive process. The material process reflects the experiential meaning of the current activities. Meanwhile, the information of the goods realizes relational identification and relational attributive processes. With respect to the tenor of discourse, there is a tendency for the sellers to use declarative clauses which reflect equal status between the sellers and the customers by considering the minimal social distance. Furthermore, in the mode of discourse, the unmarked topical theme reflects as the majority of the ellipsis subject referring to the sellers. The study implies that the language used in digital trading should consider the participants, the relationship among the participants, and the media used to persuade their target market.Keywords: Facebook trading group, online shop, register, systemic functional linguistics","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":"40 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67602549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-07DOI: 10.18326/rgt.v15i2.264-283
Fiftinova Fiftinova, Nandang Heryana, Ida Rosmalina
Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL
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