Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of English Linguistics, Literature, and Education (IJELLE)
Muti'ah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
From Belief to Practice: How a Multilingual Parent’s Language Ideologies Support Children English Language Learning at Home Muti'ah; Setyaningsih, Endang; Haryati, Sri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6039

Abstract

This study investigates how a multilingual parent's language ideologies influence and support their children's English language learning within the home environment. Using Spolsky’s Family Language Policy framework, this research explores how a single parent's beliefs about English shape language practices and exposure strategies. The primary objective of the study is to understand how parental ideologies translate into practical actions that foster children's English proficiency. A qualitative case study approach was adopted, involving in-depth interviews and observations with a single multilingual parent and her two children. Data focused on the parent's perspectives, routines, and decisions regarding English use at home. The findings reveal that the parent's positive beliefs about English as a tool for future success and social mobility motivated deliberate strategies to integrate the language into everyday life. These strategies included early exposure through English-language media, routine incorporation of English into conversations, and the flexible use of code-switching between English and Indonesian. While these practices provided a strong foundation for bilingual development, differences in exposure between siblings were observed due to challenges such as limited resources and varying parental availability. The older child demonstrated greater English fluency, benefiting from early and consistent exposure, while the younger child faced limited opportunities for language practice. The study concludes that parental language ideologies play a transformative role in shaping informal language learning opportunities. By aligning her beliefs with practical strategies, parents can create adaptive and supportive multilingual environments that foster English proficiency. These findings offer valuable insights for multilingual families seeking to balance language development with cultural and social integration in diverse contexts.
From Belief to Practice: How a Multilingual Parent’s Language Ideologies Support Children English Language Learning at Home Muti'ah; Setyaningsih, Endang; Haryati, Sri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6039

Abstract

This study investigates how a multilingual parent's language ideologies influence and support their children's English language learning within the home environment. Using Spolsky’s Family Language Policy framework, this research explores how a single parent's beliefs about English shape language practices and exposure strategies. The primary objective of the study is to understand how parental ideologies translate into practical actions that foster children's English proficiency. A qualitative case study approach was adopted, involving in-depth interviews and observations with a single multilingual parent and her two children. Data focused on the parent's perspectives, routines, and decisions regarding English use at home. The findings reveal that the parent's positive beliefs about English as a tool for future success and social mobility motivated deliberate strategies to integrate the language into everyday life. These strategies included early exposure through English-language media, routine incorporation of English into conversations, and the flexible use of code-switching between English and Indonesian. While these practices provided a strong foundation for bilingual development, differences in exposure between siblings were observed due to challenges such as limited resources and varying parental availability. The older child demonstrated greater English fluency, benefiting from early and consistent exposure, while the younger child faced limited opportunities for language practice. The study concludes that parental language ideologies play a transformative role in shaping informal language learning opportunities. By aligning her beliefs with practical strategies, parents can create adaptive and supportive multilingual environments that foster English proficiency. These findings offer valuable insights for multilingual families seeking to balance language development with cultural and social integration in diverse contexts.
Investigating Students Attitudes on Oral Corrective Feedback: Small-scale Survey in Academic Speaking Class Muti'ah; Maulidia Azizah, Vanya
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6 No. 1 (2024): June
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v6i1.4824

Abstract

Due to the essentiality of oral presentation, giving corrective feedback was gaining potential discussion, especially in oral language. Thus, this study investigates the attitudes of graduate students within the English department at a Central Java, Indonesia university towards teachers' oral corrective feedback (OCF) during academic speaking presentations. Utilizing quantitative descriptive survey design, a 6-item questionnaire developed by Ur (1999) was administered using probability sampling on (n=23). This research explores preferences among students regarding explicit and implicit OCF, peer criticism, and meta-linguistic feedback. Results indicate a predominant preference (73.9%) for explicit OCF, reflecting a strong tendency toward direct and honest correction from teachers. While implicit OCF obtained positive responses, students exhibited reluctance towards peer criticism, expressing a preference for teacher feedback. However, there was notable enthusiasm (69.6%) for meta-linguistic OCF, highlighting students' receptiveness to linguistic nuances and novel perspectives. These findings underscore the significance of understanding students' preferences in OCF contexts, emphasizing the value placed on explicit teacher correction and the appreciation for meta-linguistic insights within academic speaking classes.
Co-Authors Endang Setyaningsih Maulidia Azizah, Vanya Sri Haryati