Reflexive metadiscourse in video essays of Johnny Harris and Ferry Irwandi

The study is aimed at investigating the use of reflexive metadiscourse in Johnny Harris and Ferry Irwandi video essay which specifically discuss about Israel-Palestine conflict. There are three problems to be solved in this study, namely: (1) What are the reflexive metadiscourse used in selected video essays of Johnny Harris and Ferry Irwandi? (2) How are the reflexive metadiscourse used by Johnny Harris and Ferry Irwandi? This study uses qualitative approach to analyze the use of reflexive metadiscourse in Johnny Harris and Ferry Irwandi video essays discussing about Israel-Palestine. The data were collected by first observing the selected video essays while downloading the transcription for more convenient highlighting process. The transcription was then highlighted the use of reflexive metadiscourse within the video essays. The analysis was continued by identifying how the video essayist employ reflexive metadiscourse when delivering topics about Israel-Palestine. Finally, the way of video essayists use the reflexive metadiscourse in the video essays of Johnny Harris and Ferry Irwandi discussing Israel-Palestine. This study aimed to examine the use of reflexive metadiscourse in video essays by Johnny Harris and Ferry Irwandi. Analysis of four selected video essays revealed that both essayists employed 20 discourse functions in their reflexive metadiscourse. These functions were utilized to maintain clarity, guide the audience through the discourse structure, build relationships with the audience, and convey information in a clear and concise manner. Notably, the study found frequent use of labelling speech acts and endophoric marking. Endophoric marking was prevalent due to the narrative style and topics discussed, which required a sequence of events for comprehensive, thorough, and unbiased information on Israel-Palestine. Labelling speech acts were common due to the argumentative nature of video essays, with speakers often expressing stances through declarative acts and emotions through expressive acts. Conversely, the use of repairing and marking asides was minimal, reflecting the planned and possibly scripted nature of video essays, which resulted in few errors and interruptions. Differences were observed in how Harris and Irwandi addressed and anticipated their audiences, likely influenced by their cultural backgrounds and primary languages (English and Indonesian), which may affect their approaches to audience engagement and relationship-building.