Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sholihatul Hamidah Daulay
Pendidikan Bahasa Inggris, Universitas Islam Negeri Sumatera Utara
Languange, Linguistic, Communication & Media

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Teaching English to Students with ADHD in Inclusive Primary Schools: Teachers’ Strategies and Perspectives Divo Pratama Pasaribu; Sholihatul Hamidah Daulay
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10786

Abstract

Inclusive education has become a key approach to ensuring equal educational opportunities for all learners, including those with attention deficit hyperactivity disorder (ADHD). Although numerous studies have examined ADHD within an educational context, research specifically exploring the teaching strategies employed by English teachers in educating pupils with ADHD in English as a Foreign Language (EFL) class within inclusive primary schools remains limited. This study aims to investigate the strategies used by English teachers to support pupils with ADHD and to explore teachers’ perspectives on inclusive English language teaching. Using a qualitative case study design, this research was conducted at an inclusive primary school in North Sumatra, Indonesia, involving an English teacher with direct experience of teaching pupils with ADHD. Data were collected through semi-structured interviews, classroom observations and document analysis, and analysed using thematic analysis. The findings indicate that the teacher implemented various adaptive strategies, including individualised instruction, teacher proximity, visual aids, interactive learning activities, and simplified instruction. Among these strategies, individualised instruction and teacher proximity emerged as the most influential strategies in maintaining student engagement and supporting behaviour management. This study also found that teachers demonstrated a positive and inclusive perspective by integrating empathy, discipline, equality and responsibility into their classroom teaching practices. These findings contribute to the development of inclusive EFL pedagogy by providing practical evidence regarding effective classroom-based strategies to support learners with ADHD at primary level. In conclusion, inclusive and successful EFL teaching requires a flexible, learner-centred approach to learning, supported by professional development and institutional commitment.
The Use of Artificial Intelligence (AI) in Writing a Thesis by EFL Postgraduate Students Asmawati; Utami Dewi; Sholihatul Hamidah Daulay
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7307

Abstract

This research explores the use of Artificial Intelligence (AI) in thesis writing by four postgraduate students who are English as a Foreign Language (EFL) learners at an Indonesian university. Employing a qualitative phenomenological approach, data were collected over a two-month period through open-ended questionnaires, in-depth interviews, and documentation analysis. The findings reveal that students utilized various AI tools such as Grammarly, QuillBot, ChatGPT, Claude, Meta AI, and Perplexity, across different stages of their writing process, including brainstorming, paraphrasing, grammar correction, structural organization, and language refinement. Before adopting AI, participants encountered challenges in idea development, coherence, and linguistic accuracy. Following the integration of AI tools, they reported improvements in clarity, organization, and writing confidence. Most students expressed a strong willingness to continue using AI due to its perceived benefits in enhancing efficiency, precision, and learning outcomes. While limited to one university context in Indonesia, this study provides insights into the positive role of AI integration in supporting academic writing development among EFL postgraduate students.
Teacher’s Directive Speech Acts to Special Needs Students in EFL Class Interaction at Junior High School Zuhrotun Nisa Saragih; Maslatif Dwi Purnomo; Sholihatul Hamidah Daulay
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9029

Abstract

This study investigates the types and strategies of teachers’ directive speech acts and the responses of special needs students during English learning and classroom interaction at the junior high school level. Using a qualitative approach, the data were obtained naturally from classroom communication to capture authentic linguistic behaviour. The findings reveal four types of directive speech acts used by teachers, namely commands, prohibitions, suggestions, and imperatives, each serving distinct instructional and behavioural purposes. The analysis also shows that teachers employ both direct and indirect strategies in delivering directives, which are adapted to students’ cognitive, emotional, and linguistic conditions. Furthermore, the responses of special needs students vary according to the nature of the directive, the clarity of the instruction, and the contextual demands of the classroom situation. Some students respond promptly and appropriately, while others require repetition, modelling, or simplified instructions to process and perform the requested actions. Overall, the realization of the directive types, strategies, and student responses is shaped by the diverse interactional contexts in special needs classrooms, demonstrating that effective teacher directives must be flexible and sensitive to students’ individual characteristics. These findings highlight the importance of pragmatic awareness in instructional communication, particularly in supporting the engagement and participation of students with special needs in EFL learning.
Co-Authors Asmawati Divo Pratama Pasaribu Maslatif Dwi Purnomo Utami Dewi Zuhrotun Nisa Saragih