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.

This study aimed to reveal the lecturer’s feedback quality intertwined with students’ engagement in online learning through a WhatsApp group. Also, it unraveled the follow-up actions conducted by the students regarding the feedback. 24 graduate students studying in one of the universities in Bandung city involved. A mixed-method, an explanatory sequential design, was used. Utilizing questionnaires, the study reveals that with a mean of 82.38 and standard deviation of 6.51, the lecturer’s feedback was deemed good with some qualities emanated through the in-depth interviews comprising ‘timely’, detail and relevant to the materials learned, facilitative, supportive, and objective. Meanwhile, with the mean of 73.43  and standard deviation of 10.92, the students’ engagement is considered good, yet challenging issues were found concerning the learner autonomy and the students’ motivation. Moreover, it was found that with the 95%  level of confidence the p-value obtained was higher than the 95% level of significance, i.e. p>.05=.98>.05, hence the regression model between the two variables was considered linear. However, at the level of 95% level of significance, it was found that there was no significant relationship between the two variables, i.e. .097 >.050. Moreover, consulting with friends and the lecturer and reading relevant materials constituted the alternatives the students did to handle issues concerning the feedback.Keywords: assessment for learning, online learning, students’ engagement, lecturer’s feedback

The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.

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Due to its overarching status and power, the English language has dominated and influenced nearly in various means of communication, and one of which is instantiated in advertisements. However, studies concerning the hegemony of the English language represented in an advertisement were found to be under-explored. Thereby, the present study aimed to scrutinise the domination and power of the English language, particularly in Indonesia, represented in one of the advertisements, which is a remake video of a viral video from 2017 to date, entitled ‘Gak Bisa Bahasa Inggris!’ from a Youtube Channel named Pahamy. Semiotic analysis was employed to analyse the advertisement. The findings revealed only five out of eight types of syntagma found comprising descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. The present study concluded that it seemed not possible to have the eight syntagmatic types in a very short advertisement video, and some signs found in the advertisement could be used to shed light on the hegemony of the English language in Indonesia, which might result in either positive or negative effect; hence, any thoughtful consideration and action through multilingual education was advocated to solve or at least mitigate this issue.