This study aims to know the perspective of Gen Z in understanding the discourse contained in social media. The perspective means the ability to change Gen z’s perspective in understanding the text on ...social media, the ability to see points of view, focus on a developing issue, and describe how to take action after understanding a discourse. The research method used the quantitative method. Respondents of this research are Gen Z, who are active in youth organizations. Data collection techniques are observation and questionnaire. The results showed that Gen Z had detected a discourse that contains partiality to certain interests by providing a different perspective. It can be seen in the positive response on the average instrument (mean) above 53%; able to provide a more neutral point of view with the number of positive responses on the average instrument above (mean) 51%; able to see a developing issue in a discourse that has a tendency from the author with a positive response above 56%; and able to take action from the discourse that has been read with an average positive response above 59%.
Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom ...settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.
There is no denying that the usage of digital media has extended throughout all parts of life as we enter the era of digital transformation. YouTube is the social media app on Android phones that ...people use the most, both in terms of total time and average time per user. Predicted outcomes of teaching and learning English with the use of YouTube are considered positive. This research aimed to get empirical evidence of the effect of a pair work strategy integrated with YouTube channels in increasing students’ speaking performance. This study applied a quasi-experimental design. The population of this research was the tenth-grade students at a State Vocational High School in Indonesia. There were 64 students who participated in this study. The instrument used in this research was the speaking test. A paired sample t-test was conducted to evaluate the impact of the intervention on students’ speaking performance. There was statistically significant improvement on students speaking score from Time 1 (M = 69, 41, SD = 5.988) to Time 2 (M = 86.16, SD = 4.444), t(31) = 15.516, P<0.0005. The eta squares statistic (eta squared = 0.886) indicated a large effect size. An independent sample t-test was also conducted to compare the score between experimental and control groups. The result indicated that there was significant difference in score between experimental (M = 86.16, SD = 4.444) and Control group (M = 78.50, SD = 42.65; t(62) = 7.031, p=0.001). The magnitude of the difference in the means was large (eta squared = 0.443). It indicated that 44.3% of students’ speaking score was influenced by the integration of paired work strategies and YouTube channels.
