Journal of Applied Linguistics

Analysis Of Affective Meaning In Tweets Related To Conflicts Between KNetz And Sea Netizens on X: A Semantic Study

2026-04-24T03:48:42+00:00

The dispute between Korean netizens (KNetz) and Southeast Asian netizens (SEAblings) on Platform X (formerly Twitter) has attracted considerable attention due to the widespread use of emotionally and racially charged language. This cross-cultural online conflict provides a valuable context for examining how affective meanings are constructed and expressed in digital interactions. The conflict has generated various affective meanings that reflect users' attitudes and emotions toward the opposing side. Therefore, this study aims to identify the forms of affective meaning expressed in KNetz and SEAblings' tweets and examine how their linguistic functions are constructed through word choice. The study employed a descriptive qualitative method using 79 tweets selected through purposive sampling based on predefined inclusion and exclusion criteria. The tweets were identified using hashtags and keywords related to the conflict. The analysis was based on Leech's (1981) theory of meaning and language functions, focusing on expressive, directive, and aesthetic functions to identify affective meaning function. The findings show that the expressive function predominated in both groups, accounting for 80.0% of KNetz’s tweets and 79.6% of SEAblings’ tweets. The aesthetic function appeared in 43.3% of KNetz tweets and 36.7% of SEAblings tweets, while the directive function appeared in 15.7% of KNetz tweets and 16.3% of SEAblings tweets. These findings indicate that both groups utilize the expressive function through insults, profanity, and sarcasm to convey anger, hatred, and contempt toward the opposing group. This suggests that language in digital conflicts serves not only to exchange information but also to express strong emotional attitudes.

Keywords : Affective meaning; Semantic; language function; social media X

Integrating Islamic Values into EFL Instruction: A Thematic Framework for Culturally Responsive Pedagogy

2025-10-11T00:55:35+00:00

This study explores the integration of Islamic values into English as a Foreign Language (EFL) teaching, particularly in Muslim-majority educational contexts. As language and culture are closely interconnected, EFL instruction that neglects learners’ cultural and religious backgrounds may result in reduced engagement, moral conflict, and ineffective learning outcomes. Many widely used EFL materials are developed in Western contexts and often contain content that contradicts Islamic norms, such as references to alcohol, dating, or gambling. This creates a need for culturally responsive teaching practices that respect Islamic teachings while maintaining language learning objectives. Using a qualitative approach, this study involved structured group discussions with five undergraduate EFL students and a comprehensive literature review of academic sources and Islamic texts. Thematic analysis revealed three key areas central to effective Islamic-based EFL instruction: cultural awareness, material appropriateness, and ethical communication. Cultural awareness helps teachers foster inclusive environments and build stronger relationships with students. Culturally appropriate materials ensure learners can engage with content without compromising their values. Meanwhile, Islamic communication principles emphasize respectful and purposeful language use, aligning with Qur’anic and prophetic teachings. The findings suggest that integrating Islamic perspectives into EFL education not only supports language acquisition but also promotes students’ moral and spiritual development. This study contributes to the discourse on culturally responsive pedagogy by emphasizing the need to localize curriculum content and train educators in culturally and religiously aligned instructional strategies. As global interest in culturally sensitive education grows, this research underscores the importance of aligning language teaching with learners’ cultural and ethical frameworks to ensure holistic educational success.

Keywords : Islamic values; EFL teaching; cultural awareness; culturally responsive pedagogy

Factors Influencing EFL University Students’ Willingness to Communicate: A Case of A Speaking Class

2026-06-17T07:45:55+00:00

Willingness to Communicate (WTC) is an important aspect of English as a Foreign Language (EFL) learning because it determines students’ readiness to actively use English in classroom interaction. This study aimed to explore the factors influencing EFL university students’ willingness to communicate in English and to examine their perceptions and experiences of communicating in a speaking class. This research employed a qualitative case study design involving second-semester students of the English Education Study Program at Widya Mandira Catholic University Kupang. Data were collected through classroom observation of all students in two intact speaking class (N=50 students; Class A= 25 students and Class B= 25 students) and semi-structured interviews with ten purposively selected students (five students from each class). The data were analyzed using thematic analysis to identify recurring patterns related to students’ communication behavior, perceptions, and experiences. The findings revealed that students’ willingness to communicate was influenced by two major factors: psychological and situational factors. Psychological factors included self-confidence, anxiety, motivation, and personality, while situational factors included classroom environment, lecturer support, teaching strategies, learning activities, and peer interaction. Students were more willing to speak English when they felt supported, motivated, and emotionally safe in the classroom. However, fear of making mistakes, limited vocabulary, low confidence, and anxiety often reduced their willingness to participate. The study concludes that students’ WTC is dynamic and shaped by the interaction between internal emotions and external classroom conditions. Therefore, lecturers need to create supportive, interactive, and non-judgmental speaking environments to encourage students’ active participation in English communication.

Keywords : Willingness to communicate; EFL students; speaking class; psychological factors; situational factors

Thematic Review of Teaching Phonics and Phonemic Awareness in Early English Literacy

2026-03-12T03:37:39+00:00

Early literacy is a vital component of children’s academic development, especially in ESL, EFL and multiligual process. Phonics and Phonemic awareness both are key elements that support further decoding, word understanding, and reading comprehension. This study aims to review and interpret what has so far been found regarding phonics and phonemic awareness as early development blocks for English literacy, particularly in EFL, ESL, and multilingual learning environments. Although two key concepts, phonics and phonemic awareness, provide a basis for teaching about how letters represent sounds, research into these interlinked areas of study has emerged across a wide range of languages and teaching settings. In addressing the gap, the paper relies on a thematic literature review approach and reviews 44 articles that have appeared in accredited peer-reviewed research journals from 2020 onwards. The reviewed studies were included in a thematic analysis to synthesize common themes about language-based sources of early literacy: instructional efficacy, and classroom practice. The results suggest that phonemic awareness has a vital cognitive and linguistic function in early reading, including enabling the development of phonological processing skills, word recognition, and decoding. Phonics teaching was also seen to be most effective when it was explicit, systematic, and developmentally appropriate, especially when combined with the spoken language. Moreover, research findings show that combined instructional methods such as phonemic awareness and phonics produce more enduring literacy outcomes than stand-alone methods do, particularly among beginning readers and students who are learning in multi-linguistic contexts. The study raises the significance of including linguistically informed literacy instructions in early childhood curricula and teacher education. The current study also highlights the need for longitudinal investigations that explore how long-term literacy outcomes develop amongst different educational situations.

Keywords : Phonemic awareness; phonics instruction; early literacy development; EFL context; ESL classrooms.

Enhancing EFL Students' Recount Text Writing Through Project Based Learning: A Classroom Action Research Study in an Indonesian Junior High School

2026-05-26T01:19:22+00:00

Improving English writing skills continues to be a critical issue in Indonesian junior high schools, particularly in writing personal recount texts. A baseline assessment conducted at SMP St. Thomas 3 Medan highlighted that students faced significant language challenges, particularly in organizing chronological events and using past tense, and showed minimal interest in writing activities. This study aimed to address these challenges by implementing a Project-Based Learning (PjBL) approach to improve students' recount writing skills and stimulate increased classroom engagement. Using a Classroom Action Research (CAR) framework, the study spanned two cycles and involved 31 eighth-grade students. Information was collected through written evaluations, observation forms, and surveys to assess students' academic performance and engagement levels. Results indicated that the implementation of PjBL resulted in significant improvements in writing skills. The average student writing score increased from 54.12 in the initial learning cycle to 86.00 in the final learning cycle, and the overall mastery percentage increased significantly from 22.5% to 93.54%, effectively exceeding the Minimum Completion Criteria (KKM). Furthermore, survey data showed that students strongly preferred Project-Based Learning (PBL) because it encouraged teamwork and meaningful educational experiences. These results suggest that Project-Based Learning (PBL) is an effective teaching method for improving students' conceptualization and writing skills, and provide valuable information for teachers aiming to increase student participation and writing achievement in EFL classrooms. These findings underscore the potential of PBL to transform traditional writing instruction into a more dynamic and engaging student-centered process, offering practical solutions for educators facing similar challenges in EFL environments. By fostering a collaborative environment, PBL not only improves linguistic skills in writing narrative texts but also increases students' confidence and motivation.

Keywords : project-based learning (PjBL); writing skills; recount text; classroom action research

A Linguistic Analysis of Lexical and Structural Ambiguity in Christopher Nolan's Oppenheimer

2026-05-24T13:49:27+00:00

This study aims to analyze how Oppenheimer employs ambiguity as a storytelling device to enrich the narrative and encourage audiences to critically interpret the ideas and messages conveyed in the film. A descriptive qualitative method was employed to examine lexical and structural ambiguities found in the dialogues spoken by the main character, J. Robert Oppenheimer, portrayed by Cillian Murphy. The findings reveal a total of 24 ambiguous dialogues, consisting of 17 instances of lexical ambiguity and 7 instances of structural ambiguity. Lexical ambiguity occurs when a word has more than one possible meaning, potentially leading to different interpretations. Structural ambiguity arises from sentence structures that allow multiple interpretations due to their grammatical arrangement. These findings suggest that ambiguity plays a significant role in shaping the film’s narrative by encouraging viewers to interpret the dialogues from different perspectives. Rather than creating confusion, the use of ambiguity enhances the complexity of the characters, supports the thematic depth of the story, and promotes critical engagement with the film’s underlying messages.

Keywords : Linguistics, Semantics, Lexical, Structural, Ambiguity

The News Framing of Middle East Conflict Coverage on Metro TV

2026-05-10T13:13:58+00:00

A compelling phenomenon emerges in the coverage of the geopolitical tensions involving the United States, Israel, and Iran on Metro TV. This conflict is not merely presented as an international event; rather, it is discursively constructed by mass media in ways that may shape public perception. The problem addressed in this study lies in the potential lack of neutrality in media reporting and the presence of implicit framing that influences audience interpretation. Accordingly, the objective of this research is to critically examine how the conflict is framed and represented in Metro TV’s news coverage. This study employs a qualitative approach, utilizing Norman Fairclough’s Critical Discourse Analysis (CDA) framework, which encompasses three levels of analysis: the micro level (textual analysis), the meso level (discursive practice), and the macro level (sociocultural practice). Through this multi-layered analytical lens, the study investigates linguistic features, production processes, and broader socio-political contexts shaping the news narratives. The findings reveal that the coverage is not entirely neutral; rather, it is influenced by editorial perspectives, the selection of sources, and prevailing global political dynamics. The analysis indicates a discernible tendency toward specific framing strategies, particularly in emphasizing security concerns, humanitarian issues, and the positioning of the states involved. These patterns suggest that media discourse plays an active role not only in disseminating information but also in constructing social reality and shaping public opinion.

Keywords :media bias, news framing, conflict, Metro TV

A Needs Analysis of Using a Pragmatics Approach in Teaching Drama in EFL Contexts

2026-03-23T01:42:36+00:00

This study investigates the need for integrating a pragmatics approach in teaching drama within an English as a Foreign Language (EFL) context. Employing a qualitative needs analysis design, the research involved 23 sixth-semester students of the English Department selected through purposive sampling. Data were collected using open-ended questionnaires structured around a needs analysis framework encompassing target needs (necessities, lacks, and wants) and learning needs. The data were analyzed through qualitative descriptive analysis to identify patterns related to students’ pragmatic competence and instructional expectations.The findings reveal more specific dimensions of learners’ needs. In terms of necessities, students are required to understand how meaning in drama is constructed through context, including implicature, speech acts, and sociocultural norms, in order to interpret characters’ intentions and perform dialogues appropriately. However, in terms of lacks, the data indicate that many students experience difficulties in interpreting implied meanings, recognizing indirect speech acts, and adjusting language use according to social context, which results in overly literal or mechanically delivered performances. Furthermore, regarding wants, students express a strong preference for more interactive and contextualized learning activities, such as role-play, script analysis focusing on pragmatic elements, and explicit instruction on how language functions in real communicative situations.These findings suggest that drama instruction in EFL contexts requires more explicit integration of pragmatic components, not only as supplementary material but as a core aspect of learning. The study highlights the pedagogical value of pragmatics as a conceptual foundation for enhancing both communicative competence and interpretive skills in drama learning. By positioning pragmatic competence as a central learning objective, this research contributes to the development of learner-centered and contextually grounded drama pedagogy in EFL settings. The findings also provide a more concrete basis for future instructional design and empirical research on pragmatics-based drama teaching.

Keywords : Need Analysis; Pragmatics Approach; Teaching Drama

EFL Instruction Methods And Techniques With An Islamic Perspective

2026-04-24T03:37:54+00:00

This study explores the integration of Islamic perspectives into English as a Foreign Language (EFL) instruction and its potential to enhance both linguistic competence and moral development among Muslim learners. Many conventional EFL teaching methods are rooted in Western pedagogical paradigms, which often overlook the cultural and spiritual values of students in Islamic educational contexts. This study aims to examine how Islamic values can be systematically incorporated into EFL instructional methods while maintaining their effectiveness in language acquisition.The study employs a qualitative research design using a systematic literature review. Relevant academic sources were collected from databases such as Google Scholar, ERIC, and ResearchGate. The data were analyzed using thematic analysis to identify recurring patterns related to EFL teaching methods, Islamic pedagogy, and learner motivation.The findings reveal that integrating Islamic values into EFL instruction enhances students’ motivation, engagement, and sense of identity. Islamic pedagogical principles, such as wisdom-based teaching, ethical dialogue, and storytelling, are found to align with modern EFL approaches like Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). Furthermore, the use of Islamic content, including Qur’anic narratives and moral themes, provides meaningful and contextually relevant learning experiences.

Keywords : EFL; Teaching Method; Islamic Perspective

The Relationship Between Language, Culture and Society in Teaching EFL: Islamic Perspective

2025-11-26T14:04:39+00:00

This study explores the interwoven relationships among language, culture, and society in the context of English as a Foreign Language (EFL) teaching through an Islamic lens. While previous research has broadly explored cultural integration in EFL, there is a notable research gap regarding how Islamic educational paradigms can be systematically applied to preserve local religious identities amidst globalized English instruction; this study offers a novel integrative model to bridge that gap. It emphasizes how language functions not only as a means of communication but also as a bearer of cultural and social identity. Integrating Islamic values into EFL instruction supports students in maintaining their cultural and religious identities while acquiring English proficiency. The study uses a qualitative descriptive method, drawing on literature and Islamic teachings to propose a culturally and religiously aligned approach to EFL pedagogy. It also identifies key sociolinguistic phenomena such as code-switching, politeness strategies, intercultural sensitivity, and cultural motivation

Keywords : Language; Culture, Society; EFL; Islamic Perspective

Students’ Perspectives on the Use of Padlet as a Digital Platform for Academic Writing in an Indonesian EFL Context

2026-06-14T04:34:48+00:00

This study explores Indonesian EFL students’ perspectives on the use of Padlet as a digital platform for academic writing. A qualitative approach was employed, combining questionnaires, semi-structured interviews, and analysis of Padlet documents. There were 30 university students who were taking academic writing course involved as subjects of this study. The were selected through purposive sampling. The findings reveal that students perceive Padlet positively, particularly for idea generation, peer learning, motivation, and revision support. Challenges include technical problems, uneven participation, limited peer feedback, and anxiety related to public visibility. The study highlights the pedagogical value of Padlet as a socially mediated, collaborative, and process-oriented tool for academic writing, while emphasizing the need for careful implementation and instructor guidance.

Keywords : Padlet; Digital Platform; Academic Writing; EFL Context

Morphophonemic Allomorphy of the Prefix Um- In Toba Batak: An Extended Generative Morphology Analysis

2026-04-08T07:36:25+00:00

This study investigates the morphophonemic allomorphy of the prefix um- in Toba Batak and evaluates the applicability of an extended generative morphology framework for analyzing Austronesian morphological systems. The data were collected from twelve native speakers residing in Samosir and Toba Samosir Regencies through elicitation, observation, and semi-structured interviews. The study employs an expanded version of generative morphology derived from Halle’s model, incorporating the components List of Morphemes, Word Formation Rules, FILTER, DICTIONARY, Orthographic Rules, and Phonological Rules. This extended framework was designed to accommodate the distinctive morphological and phonological characteristics of Toba Batak, which are insufficiently represented in models originally developed for Indo-European languages. The findings identify four morphophonemic allomorphs of the prefix um-, namely umm-, um-, un-, and uŋ-, each conditioned by systematic phonological environments and morphophonemic processes. The analysis demonstrates that the prefix exhibits high morphological productivity in forming grammatical and lexical meanings through predictable sound alternations. The study contributes to generative morphology by extending Hallean analysis to an underrepresented regional language while also supporting language documentation, revitalization, and preservation efforts for Toba Batak. Furthermore, the research provides empirical evidence that extended generative morphology can effectively explain morphophonemic variation in minority languages, offering a replicable analytical approach for future studies on indigenous languages across Austronesian linguistic communities.

Keywords : Morphophonemic allomorphy; Toba Batak language; Generative morphology; Prefix um-; Austronesian linguistics

The Effect of Using Online Matching Games on Englishclub.com in Enhancing Vocabulary Mastery at SMPN 19 Bekasi

2026-06-17T09:48:44+00:00

The research investigates the effect of using online matching games on EnglishClub.com in enhancing vocabulary mastery among seventh-grade students at SMPN 19 Bekasi. A quasi-experimental approach with pretest-posttest control group structures was employed. The sample comprised 70 students divided into two groups: experimental (n=35) and control (n=35). Both pre-test and post-test vocabulary assessments were used. The data was analyzed using descriptive statistics, normality tests (Kolmogorov-Smirnov and Shapiro-Wilk), a homogeneity test (Levene's Test), and the Independent Samples T-Test in SPSS. The control class's mean post-test score (68.67) was somewhat higher than the experimental class's (57.33), and the control class's N-Gain Score (mean = 5.17) was slightly higher than the experimental class's (mean = 4.70). The Independent Samples T-Test for the N-Gain Score yielded Sig. (2-tailed) = 0.854, whereas Levene's Test yielded F = 0.461, Sig. = 0.500, demonstrating homogenous variance. The test result was not significant at α = 0.05, with a small effect size (Cohen's d = -.044). These data suggest that, for this population and treatment length, online matching games on EnglishClub.com did not generate a statistically or descriptively significant advantage over conventional education in vocabulary acquisition at the junior high school level.

Keywords : Englishclub.com; matching games; online games; vocabulary mastery

Gamification in Young EFL Learning: A Thematic Review of Motivation, Engagement, and Language Outcomes

2026-03-12T04:28:48+00:00

The implementation of gamification in English as a Foreign Language education for young learners has attracted increasing interest because it provides methods to boost student motivation and classroom participation while enhancing their language skills. Current research shows incomplete evidence because studies have been conducted in different settings and researchers have studied different results. The research study intends to present a thorough analysis of how gamification affects the motivation and engagement and vocabulary development and speaking abilities of young EFL students. The research conducted through a qualitative thematic review by analyzing 42 peer-reviewed studies which were published between 2019 and 2025. This research collected data from major academic databases and used Braun and Clarke's (2006) thematic analysis framework to conduct their analysis. The research results show that gamification implementation leads to higher levels of motivation because it decreases language anxiety while increasing both behavioral and emotional engagement of students. The program provides students with measurable improvements in their vocabulary and spoken language development. The success of gamification implementation depends on three main factors which include the learner characteristics and the learning environment and the specific game design elements. The research study demonstrates that EFL classrooms can benefit from gamification as an effective teaching method when educators design their implementation to meet student requirements and follow specific instructional guidelines and adapt to their existing classroom environment.

Keywords : Gamification; young learners; EFL; motivation; student engagement; speaking skills

An Analysis of Maritime Alphabet Usage by Students at Politeknik Pelayaran Malahayati

2026-06-03T13:59:35+00:00

This study aims to analyze the use of the Maritime Alphabet by students of Politeknik Pelayaran Malahayati, focusing on their level of understanding, accuracy, consistency, and the challenges faced in maritime communication. This research employed a descriptive method with a mixed methods approach. The subjects of the study were 48 fourth-semester students of the Ship Electrical Engineering Study Program. Data were collected through written and oral tests, observation, and questionnaires. The results showed that the students’ ability in using the Maritime Alphabet was in the “good” category, with an average score of 76.8%. Most students (41.7%) were categorized as good, followed by very good (25%), fair (20.8%), and poor (12.5%). Based on the assessment aspects, pronunciation (72%), accuracy (78%), and fluency (70%) were also categorized as good, although pronunciation was the lowest aspect. The errors identified included mispronunciation, incorrect use of code words, lack of fluency, and the influence of the mother tongue. The questionnaire results indicated that students were aware of the importance of the Maritime Alphabet; however, they still experienced difficulties in pronunciation and lacked confidence. Therefore, practice-based learning such as simulation, role play, and pronunciation drills is needed to improve students’ maritime communication competence.

Keywords: Maritime Alphabet, maritime communication, students, pronunciation

Analyzing Multimodal Text Use in Teaching Vocabulary: A Qualitative Study at SMPN 40 Medan

2026-03-24T12:28:38+00:00

This study investigates the use of multimodal texts in teaching English vocabulary at SMPN 40 Medan, focusing on how teachers integrate multimodal resources, how students perceive these practices, and which types of multimodal texts are considered most helpful. Grounded in theories of multimodality and multimedia learning, the study addresses a gap in Indonesian junior high school contexts where vocabulary instruction often remains textbook-centered despite curriculum encouragement for digital literacy and student-centered learning. This study contributes to the limited empirical research on multimodal vocabulary instruction in Indonesian junior high school contexts. Using a qualitative descriptive design, the research draws on classroom observation, semi-structured interviews, and analysis of instructional materials to triangulate findings. The analysis shows that multimodal texts, particularly digital slides that combine text and visuals, support vocabulary learning by increasing engagement, clarifying meaning, and strengthening retention. Interactive quizzes enhance motivation and opportunities for review, while short audio and video materials support pronunciation and contextual understanding when guided through pausing and focused tasks. However, implementation is shaped by unstable internet access, limited devices, and the need for occasional translation support. Overall, the study highlights that multimodal vocabulary instruction is most effective when teachers connect visual, audio, and video input with meaningful practice and reinforcement while adapting to technological constraints.

Keywords : Multimodal texts; vocabulary acquisition; EFL instruction

Exploring Students’ Perceptions of Peer Collaboration in Developing English Speaking Skills at SMP N 18 Medan

2026-05-09T01:34:17+00:00

This study examined eighth-grade students’ perceptions of peer collaboration as a strategy for developing English-language skills at SMP Negeri 18 in Medan, Indonesia. A descriptive qualitative design was employed, involving 29 students. Eight participants were purposively selected for semi-structured interviews, and a perception-based questionnaire was distributed to the entire group. Interview data were analyzed thematically using Braun and Clarke’s six-phase framework. The findings revealed that the usefulness of peer feedback was the highest-rated dimension (84.4%), followed by communicative confidence (81.3%), speaking anxiety reduction (78.1%), and motivation to communicate (75.0%). Critically, these findings indicated that peer collaboration substantially diminished affective barriers, particularly speaking anxiety, which commonly hinder EFL oral development, while concurrently enhancing learners’ communicative repertoire through informal, non-evaluative peer interactions. The study made a distinctive contribution by focusing on junior secondary EFL learners in an Indonesian urban context, a population largely absent from existing peer collaboration research, and by integrating both affective and linguistic dimensions within a single qualitative inquiry. Practically, the findings provide evidence-based guidance for EFL teachers and curriculum designers to embed structured collaborative speaking tasks into junior secondary instruction. These insights advance understanding of how peer-mediated learning can be leveraged to foster oral communicative competence in contexts where teacher-centered approaches have historically dominated.

Keywords : peer collaboration; English speaking skills; EFL learners; speaking anxiety

Exploring Teachers' Perceptions and Practices of Teaching Reading Comprehension in Selected ESL Rural Ghanaian Junior High Schools

2025-11-26T13:38:42+00:00

Reading comprehension in Ghanaian Junior High Schools remains a major concern despite long-standing reforms. This study examined teachers’ perceptions and classroom practices in rural schools and explored how these shape comprehension instruction. Schumann’s (1978) Acculturation Model guided the study and positioned comprehension as a social process influenced by learners’ cultural and linguistic alignment with English. A qualitative approach using a narrative research design was employed. Fourteen English language teachers from rural schools in the Nkwanta North District were purposively selected. Data came from interviews, observations, and documents, and was analyzed thematically. Findings revealed two main perceptions emerged. Many teachers viewed comprehension as a mechanical and exam-driven task. Others framed it as a meaning-making act linked to students’ social worlds. Classroom practices reflected these positions. Most lessons focused on literal recall and teacher-led routines. A few teachers used dialogue and familiar cultural examples to support deeper reading. Contextual pressures such as scarce materials, rigid syllabi, and examination demands shaped these choices and limited pedagogic flexibility. The study concludes that comprehension improves when teachers act as cultural mediators who connect learners’ lived realities with English texts. It calls for teacher development that supports culturally grounded and interactive reading practices in rural Ghana.

Keywords : Reading Comprehension; Teachers’ Perception; Reading Instruction

Backchannelling In Film Dialogue: A Pragmatic Analysis of Tenggelamnya Kapal Van Der Wijck

2026-07-09T08:03:42+00:00

Backchannelling has an important role in making film conversations sound natural and emotionally meaningful. This study discusses the use of backchannelling expressions in the film Tenggelamnya Kapal Van Der Wijck. Backchannelling refers to short responses produced by listeners, such as “uh-huh,” “yeah,” “right,” and “I see,” which indicate attention, understanding, agreement, emotional reaction, and active participation during interaction (Yngve, 1970). This research aims to identify the types of backchannelling expressions found in the film, explain their communicative functions, and examine the frequency of their use. This study applies a qualitative descriptive approach. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldana (2014), which consists of data condensation, data display, and conclusion drawing and verification. The findings show that the characters in the film frequently employ four main categories of backchannelling, namely minimal responses, agreement tokens, emotional responses, and continuers (McCarthy, 2003; Ward, 2006). Among these categories, agreement tokens appear most frequently, followed by minimal responses, emotional responses, and continuers. The analysis also indicates that backchannelling functions as a conversational strategy to express attentiveness, comprehension, empathy, emotional engagement, solidarity, and encouragement for speakers to continue their utterances. Furthermore, this study contributes to the fields of pragmatics, conversation analysis, and media discourse by emphasizing that backchannelling is not merely a linguistic feature, but also an interactional strategy that supports effective communication and strengthens interpersonal relationships in conversation

Keywords : Backchannelling; Pragmatics; Conversation Analysis, Film Discourse; Listener Response