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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Science Education Journal (ISEJ)
Muti'ah
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Agriculture, Biological Sciences & Forestry Education Languange, Linguistic, Communication & Media Other

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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.
Integrating Scratch and Canva to Foster Digital Literacy in Junior-Secondary Science: A Feasibility Study in Indonesia Kartika Fitriana Rizky; Dian Ayu Ramadhani; Muti'ah
ISEJ : Indonesian Science Education Journal Vol. 5 No. 3 (2024): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i3.1778

Abstract

This study investigated the feasibility of integrating Scratch (block-based programming) and Canva (visual design) to cultivate digital literacy within a junior-secondary science lesson on the human circulatory system in Indonesia. Using a descriptive, cross-sectional design, one intact Grade VIII class (n = 12) at an MTs participated in a single-period implementation that combined brief teacher input with a make-and-explain sequence: students authored a simple Scratch mini-project to externalize mechanism and then produced a concise Canva infographic to communicate key ideas. Data were collected via structured classroom observations, a brief post-lesson teacher interview, and a four-item student questionnaire (binary Yes/No) capturing satisfaction, perceived difficulty, prior exposure to similar media, and perceived improvement in digital literacy; analysis focused on counts and percentages. Results showed high acceptability and usability: 11/12 students (91.7%) reported satisfaction, none reported difficulty (0/12), 8/12 (66.7%) indicated prior exposure, and 11/12 (91.7%) perceived improved digital literacy; observations corroborated sustained on-task behavior, successful navigation of core interface actions, and productive peer support. These patterns suggest that a low-threshold, creation-centered workflow is implementable under ordinary school conditions and pedagogically consistent with active, student-generated learning. The study concludes that explicitly coupling executable modeling (Scratch) with audience-ready visual explanation (Canva) is a promising approach for classroom-level digital-literacy development, while noting limitations of a small, single-class sample and reliance on brief self-reports. Teachers can package lessons as short inputs → templated production → micro-publication to strengthen digital literacy without heavy infrastructure; future research should adopt larger, pre–post or quasi-experimental designs with validated multi-item scales, content assessments, fidelity checks, and comparisons of integrated versus single-tool conditions.
Co-Authors Dian Ayu Ramadhani Endang Setyaningsih Kartika Fitriana Rizky Sri Haryati