Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries

http://ijmmu.com

International Journal of Multicultural [email protected]

ISSN 2364-5369

and Multireligious Understanding

Volume 10, Issue 1
January, 2023
Pages: 106-115

Pragmatic Functions of Emojis in Online Learning Communication:

Cyberpragmatics Study
Elen Inderasari1; Arina Rohmatika2; Hari Kusmanto3
1
Indonesian Language Education, Faculty of Adab and Language, UIN Raden Mas Said, Indonesia
2
Applied Linguistics for Language Teaching, University of Birmingham, United Kingdom
3
Language Education Science, Faculty of Languages and Arts, Universitas Negeri Yogyakarta, Indonesia

http://dx.doi.org/10.18415/ijmmu.v10i1.4215

Abstract

This study aims to describe the pragmatic functions of emojis in online learning communication.
The approach used in this research was descriptive qualitative. The data of this research are emojis used
in online learning communication. The source of data was in the form of messages between lecturer and
undergraduates in online learning. The data of this research were collected using documentation,
observation, and note-taking methods. The data analysis was carried out using referential equivalent and
pragmatic equivalent methods. The results of this study indicate that the functions of emojis in learning
communication with this cyberpragmatics perspective are for (1) apologizing, (2) showing gratitude, (3)
showing doubt, (4) showing joyfulness, (5) praying, (6) showing sadness, and (7) showing happiness.

Keywords: Emoji; Communication; Online Learning; Cyber Pragmatics

Introduction

The COVID-19 pandemic has changed the way a learning is carried out, from a
conventional face-to-face format to online-based learning. Cantoni in Agustina et al. (2016) states that
actually online-based learning, during which technology is used to deliver learning materials, is an
innovative approach to improve students' knowledge, skills, and performance. This shift results in
changes from face-to-face communication to digital communication and static information to dynamic
information, and information available in certain places to information available anywhere. The
implementation of online learning begins to be thoroughly adapted when the Learning from Home policy
is implemented.
Online-based learning itself is closely related to 21st century competencies, competencies
resulted by the combination of social and cognitive skills with technology mastery, which are required to
face the current competition and challenges. Thus, in order to help the students, prepare for the challenges
of the 21st century and live in a global society connected to technology, it is necessary to innovate and
integrate technology in learning, one of which is the application of an online-based learning system.

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The benefit of using online-based learning for educators is that they can be more acknowledge
with the notion of synchronous and asynchronous learning. The word “synchronous” means “at the same
time”, which means that synchronous learning is a method during which the educator and the students are
at the same time communicate each other either offline (live-synchronous learning) or online (virtual
synchronous learning) and either using internet or intranet (Arfan et al., 2021). Meanwhile, asynchronous
learning, as the opposite of synchronous learning, allows the educators and students to not meet at the
same time during the lesson. Instead, the educators provide e-materials, like PPT, files, PDFs, or videos;
that can be accessed freely anytime and anywhere by the students and the students can study
independently, but still under the monitoring of the educators (Arfan et al., 2021).
The existence of online-based learning shifts the communication pattern of the learning itself,
from open and direct communication into closed communication. During offline learning, there is the use
of verbal tools, like stress, intonation, as well as tone; and non-verbal tools, like facial expression, gesture,
as well as attire; to communicate effectively. However, during the online learning, they can only use
written expression.
Communication in the context of online learning, which mostly uses written language, often uses
nonverbal tools to convey the pragmatic intention of the communication. The nonverbal tool referred in
the context of online learning communication is the use of emoji. Emoji in communication is not only to
convey an expressive function, but also to convey a pragmatic function (Sampietro, 2019). The use of
emoji in online learning is widely used to convey the pragmatic intentions of the students to the other
students and the students to the lecturers. The use of emoji in communication is an alternative option due
to the lack written expressions. The use of emoji also makes the online learning more alive (Peng & Zhao,
2021). Emojis have even become an integral part of virtually mediated communication (Kaye et al.,
2021); (McShane et al., 2021). The use of emoji in online learning communication in universities is
interesting for further study. Therefore, this study focuses on the pragmatic function of emoji in online
learning communication with a cyberpragmatics perspective.
Cyberpgramatics, in this study, is considered more relevant to understand the pragmatic function
of emoji in online learning communication. There is a shift of understanding of pragmatics that it can only
be used in real communication, but it turns that it can also be used in online communication, though there
is significant difference in terms of communication context (Kusmanto & Widodo, 2022). Hence, the
analysis of pragmatic function of emoji is more relevant using cyberpragmatics. Cyberpragmatics
concerns on how an information is contextually produced and interpreted which is mediated by the
internet (Yus, 2011; Yus, 2016).
There are several basic implications of cyberpragmatics: (1) internet is the medium used to
achieve the purpose of communication, (2) linguistic messages can be interpreted through internet, (3)
interpretation of internet-mediated communication requires contextual information so that the message
can be received, and (4) different attributes of cyber media affect the quality of users' access to contextual
information, the amount of information obtained, the interpretation chosen, and the cognitive effects that
are inherited and the mental effort involved in obtaining those effects.
The purpose of internet-mediated speech act analysis is to understand the intention of the locutor.
In other words, the main purpose of analysis in cyberpragmatics is to determine the extent to which the
quality of this cyber media affects the stimulus of relevance, that is, how it affects the assessment of
cognitive effects that may be derived and the mental effort required in return (Yus, 2011).
Emoji was originally used to express a psychological condition through virtual facial expressions
that contain certain information (Dresner & Herring, 2010; Sakai, 2013; Vandergriff, 2013; Maíz-
Arévalo, 2015; Al Zidjaly, 2017). The use of emoji in online learning communication is often used as a
complement to textual communication. However, the problem is that not all communication participants
understand the meaning of each emoji being used. Furthermore, the use of emoji does not only convey the
psychological expression of the speaker, but also contains a pragmatic purpose.

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The pragmatic functions of emoji cover illocutionary power marker Dresner & Herring, 2010),
politeness (Darics, 2010; Kavanagh, 2010), face-saving strategy (Maíz-Arévalo, 2015), and a power to
build relationships with the speech partner (Maíz-Arévalo, 2015). Emoji, basically has a function to
clarify the meaning of messages conveyed through written language (Thompson & Filik, 2016). Based on
these various opinions, it shows that emojis have various pragmatic functions. So, emoji are not just to
show the psychological expression of the speaker.
According to Yus (2014), the pragmatic functions of emoji, in terms of emotional gradations, are
to: (1) signify propositional attitudes that underlie speech and which would be difficult to identify without
the help of emoticons; (2) communicate a higher intensity of verbally coded propositional attitudes; (3)
strengthen/reduce the illocutionary power of a speech act; (4) contrast to the content of the speech
(humor); (5) contradict the explicit content of the speech (irony); (6) add feelings or emotions to the
propositional content of the utterance (affective attitude towards the utterance); (7) add feelings or
emotions to the overall communicative action (feelings or emotions parallel the communicative action);
(8) communicate the intensity of feelings or emotions that have been coded verbally. These eight
pragmatic functions of the emoji are considered complete and comprehensive.
Based on the existing research, it shows that a study of the pragmatic function of emoji in
communication has been carried out. However, there are some limitations in the existing research. First,
the study of emoji is only focused on the illocutionary markers. Second, the emphasis is on humor. Third,
the focus is on the emoji as a language politeness strategy. Fourth, the function of emoji to clarify the
speakers’ intention. Fifth, the emoji used is one or two emojis. Research on the function of emoji in
learning communication has not specifically been studied. Therefore, this study fills the gap that has not
been widely studied by previous researchers.
The context in the study of pragmatics in the cyber era has undergone such changes due to the
existence of the virtual media themselves. The context of the situation can be broken down into four: (1)
participants or locutors, (2) actions of the locutors, (3) context of situation, and (4) effects of speech acts
(Halliday, 1975). The context of the situation presented by Halliday is the context in face-to-face
communication so that the expression of a locutor has implications for the quality of speech. This is
different from the context of the situation in virtual communication, the context outside the language does
not directly have implications for the quality of communication.
In terms of context of situation, Leech (2014) divides it into five aspects: (1) locutor and
interlocutor, (2) speech context, (3) purpose of the speech, (4) speech as a speech act, and (5) speech as a
product of verbal acts. Based on the theory stated by Leech, the context of the situation in the cyber era
has also changed, which is dominated by the context of one's goal of communicating through virtual
media.
According to Rahardi (2019), context has shifted drastically in this cyber era; hence, he identifies
the types of the context within cyberpragmatics: social, cultural, and situational context. Furthermore,
Yus (2011) states that the context of the communication situation includes the context of cross-cultural
differences, the context of the individual's relationship with society, the special context in
communication, and social strength, social distance and coercion ratings.
Based on the description that has been presented above, the problem is how the pragmatic
function of emoji in online learning communication is seen from the perspective of cyberpragmatics? In
line with the problem of this research, the purpose of this study is to describe the pragmatic function of
emoji in online learning from the perspective of cyberpragmatics. So, this study aims to describe the
pragmatic function of emoji in online learning communication from the point of view of cyberpragmatics.
Hopefully, with this description, the use of emoji in online learning will not cause misunderstanding for
both locutor and interlocutor.

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Methods
The approach used in this research is descriptive qualitative (Moodie, 2020; Banegas, 2020). A
qualitative descriptive approach in this study was used to generate a generalization of the description of
the pragmatic function of emoji in online learning communication in universities. This research was
conducted in one of the Islamic universities in Surakarta City. The data were the use of emoji in online
learning communication. Sources of data cover speech in online learning communication, both using
verbal and nonverbal tools.
Data collection in this study was carried out using documentation, observation, and note-taking
methods (Jamshed, 2014). The documentation method in this study was carried out by collecting
documents in the form of online learning communication on whatsApp application. Furthermore, after
doing the documentation, the researcher reads the document carefully and thoroughly to find the data.
Furthermore, after the researchers obtained the data, the research data were then encoded.
Data analysis in this study used referential equivalence and extralingual equivalence methods
(Sudaryanto, 2015; Mahsun, 2014). The referential equivalent method was used to analyze the meaning of
emoji used in online learning. Meanwhile, the pragmatic equivalent method was used to analyze the
context of the emoji being used. So, the two data analysis methods were used to identify the intended use
of emoji in online learning that took into account the context of communication.

Results and Discussion

The findings of this study indicate the function of emoji in online learning communication using a
cyberpragmatics perspective. The functions of emoji include: (1) apologizing, (2) showing gratitude, (3)
showing doubt, (4) showing joyfulness, (5) praying, (6) showing sadness, and (7) showing happiness.
Further details are presented in Table 1.

Table. 1 Pragmatic Functions of Emoji in Learning

No Emojis Names Percentage

1. Joined palms 31
2. Grinning face with smiling eyes 29.5
3. Funny guy 20
4. Sparkle 8
5. Raised and held together hands 6.5
6. Crying face 3
7. Smiling face 2
100

1. The Function of Emoji

The function of emoji in the act of communication in online learning has a pragmatic function
of apologizing to the interlocutor. It is an important emoji to be used since it shows politeness. Rodrigues
et al. (2022) states that the use of emoji in interpersonal communication is very important to use.

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Explicature Context Function

Sampai di akhir pengerjaan draf The lecturer informs the deadline of Apologizing
dikumpulkan dulu nggak papa ya an assignment
pak?
Are we allowed to submit the draft
first, Sir?

The interaction occurred when a lecturer informed student about the deadline for submitting the
assignments. This interaction shows a student who tries to negotiate with the lecturer regarding his
unfinished work, and he ends the interaction by using emoji , which is pragmatically used to apologize
to the interlocutor. The emoji of joined palms has another function that students not only make an
apology, but also a request for negotiation to the lecturer politely.

2. The Function of Emoji

In a communication, in this case is in the context of online learning, emoji pragmatically

functions as a way to show gratitude and happiness in a polite way. The following is an example of a
learning communication that uses the emoji to show gratitude and happiness.

Explicature Context Function

Oh ya pak, baik pak. Terima kasih The lecturer answers an Showing gratitude and
banyak undergraduate’s question hapiness
Oh alright, Sir. Thank you very
much

The context of the interaction is that the lecturer answers the undergraduate’s question regarding
the deadline, and he answers that the deadline is on 23:59. Therefore, to shows gratitude and happiness
towards that information, the undergraduate uses the emoji . This is in line with what Riordan (2017)
says that emoji can represent behavior similar to the expression of the emoji. Besides showing happiness
from the locutor, actually this emoji also makes the interlocutor, the lecturer, happy. Therefore, the use of
this kind of emoji is good for communication, since it builds up the feeling.
The grinning face with smiling eyes emoji has another function as an expression of gratitude. The
emoji expression when used in the context of different speech situations also means to show friendliness
and intimacy. However, this kind of interaction often happens when the intimacy between the lecturer and
undergraduate is close enough.

3. The Function of Emoji

The function of emoji in an online class interaction is pragmatically to show doubts and as
well as to strengthen the argument. The following is an example of data showing the function of the emoji
which indicates doubt.

Explicature Context Function

Belum berani presentasi,Pak The lecturer asks an undergraduate to Showing doubt
Artikelnya saja belum selesai present an article
Not ready to do the presentation,
Sir
The article is not yet finished

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The context of the interaction is that the lecturer asks the undergraduate to present the material,
yet the undergraduate is not ready due to the unfinished work. The emoji , based on this context, is to
show doubt as well as to make the interlocutor less angry. The use of emoji is important in developing
a polite communication. Besides, this funny guy with a sweat emoji can also be used to negotiate and
apologize over something with the interlocutor and beget a tolerance between the locutor and interlocutor.

4. The Function of Emoji

The function of emoji in online learning communication functions to show joyfulness and
show positivity towards the interlocutor. The following is communication data using emojis that show
joyfulness.

Explicature Context Function

Ini link untuk perkuliahan hari ini An undergraduate reminds about Showing hapiness
ya, Pak Hari dan teman-teman today’s class to the lecturer and their
Here is the link of today’s class friends
Sir Hari and guys

This explicature uses the emoji in order to show joyfulness and readiness, of the locutor in
joining the lecturer’s class. Showing joyfulness in communication is important to establish a quality
communication. The use of this glowing emoji can also be used to show politeness in reminding the
lecturer about today’s class since this emoji represents positivity it can reduce any negative thought of the
lecturer. The interpretation of this emoji is in line with the shape of star that symbolizes positive ideas.

5. The Function of Emoji

The pragmatic function of the emoji in communication is to symbolize praying and to show
hope both for the locutor and the interlocutor, and sometimes to show a feeling of gratitude as well. The
following is an example of using the emoji in learning communication.

Explicature Context Function

The lecturer asks the undergraduates Praying
to pray before the class

The context of this explicature is when the lecturer asks the undergraduates to pray before the
class. This explicature does not show any verbal communication, since emoji can be used to replaced
words in virtual communication (Scheffler et al., 2022). Besides showing the act of praying and showing
hope, this emoji can also be used to show gratitude towards the interlocutor in certain context (Rong et
al., 2022), but not on this context.

6. The Function of Emoji

The pragmatic function of the emoji in virtual communication is to express sadness. In

learning context, it can be used by the undergraduates to express sadness from being failed to do certain
tasks, for example having a bad grade, failing to do the tasks, failing to compile assignment, and the
others. Negative emoji basically serves to show negative mental traits, such as sadness, which is
represented by a crying face emoji (Pfeifer et al., 2022); (Erle et al., 2021)The following is an example of
a communication that uses the emoji to indicate sadness.

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Explicature Context Function

Sudah diunggah pak dari The lecturer informs that many Showing sadness
kemarin undergraduates have not yet
Actually, I’ve uploaded it uploaded the assignment
yesterday Sir

This explicature, which uses emoji , is stated by an undergraduate to show sadness and to
emphasize their argument that they have submitted the assignment yet the uploading process was failed as
a reply to the lecturer who says, in a Whatsapp group, that many undergraduates have not yet submitted
the assignment. This assignment is important as the proof of their attendances and it will be scored to
determine whether the undergraduates will pass the class or not. This crying face emoji can also be used
to express anxiety and hope for the interlocutor’s understanding.

7. The Function of Emoji

The function of emoji is to show happiness towards information given by the interlocutor. In
the learning context, it can be used by undergraduates to show happiness towards getting good score or
having completed the assignment. The following is an example of communication that uses the emoji
to show happiness.

Explicature Context Function

Besok hari jumat jam 10 deadline The chairperson of the class reminds Showing happiness
UTS menulis ilmiah, segera untuk their friends about the deadline of the
di kumpul kan bagi yang sudah mid-term test
selesai
Tomorrow, Friday at 10 is the
deadline of the mid-term test of
scientific writing, for those who
have finished it please submit it
immediately

This explicature uses the emoji to show happiness of having finished the final assignment,
which means the end of the semester is about to come. Schmidt et al. (2021) and Al Rashdi (2018) state
that happy face symbolizes happiness. The context of this explicature is that the locutor reminds their
friends that the deadline for the final assignment is near. The other pragmatic function of this emoji is that
the locutor tries to encourages their friends to submit the assignment punctually and to encourage them
that the end of the semester is about to come, which means holidays are near. The use of this emoji
impacts positively towards interlocutors. The smiling face emoji can also be used to inform something
politely since it represents friendliness and positivity.

Conclusion

In accordance with the problem formulation presented in the introduction, the pragmatic function
of emoji in the context of learning is based on a cyberpragmatics perspective. The cyberpragmatics
perspective used to understand the pragmatic function of emoji in learning context is carried out with the
help of a virtual external context in order to determine whether an emoji has a certain pragmatic function
or not. This research produces seven pragmatic functions of emoji in learning context: (1) apologizing, (2)
showing gratitude, (3) showing doubt, (4) showing joyfulness, (5) praying, (6) showing sadness, and (7)

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showing happiness. However, besides those functions, actually the use of these emojis produce other
functions that support those major functions.
In learning through Whatsapp group, written expression is limited, hence, the use of emoji is due
to express something unexpressable through written text. Sometimes, these emojis are actually
replaceable with other similar emojis, by which broader scope of research can be conducted. Therefore,
this study is still limited. Hopefully, the other researchers can explore more on the function of the other
emojis as well as the other similar emojis that share the same function with the emojis being studied in
this research. By understanding the pragmatic meaning of emojis in virtual communication, hopefully the
undergraduates can be wiser in choosing appropriate emojis during the communication and hopefully it
can improve the communication quality itself.

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