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All Journal Lingua Scientia IJEE (Indonesian Journal of English Education) Ahmad Dahlan Journal of English Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SASINDO Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya Ranah: Jurnal Kajian Bahasa EDUVELOP (Journal of English Education and Development) Jurnal Bahasa Lingua Scientia Indonesian Journal of English Language Teaching and Applied Linguistics Adabiyyat: Jurnal Bahasa dan Sastra QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ESTETIK : Jurnal Bahasa Indonesia English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching Journal Corner of Education, Linguistics, and Literature Kibas Cenderawasih : Jurnal Ilmiah Kebahasaan dan Kesastraan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Indonesian Journal of EFL and Linguistics Studies in English Language and Education Sasindo : Jurnal Pendidikan Bahasa dan Sastra Indonesia ADJES (Ahmad Dahlan Journal of English Studies) Indonesian Journal of English Language Teaching and Applied Linguistics Englisia Ranah: Jurnal Kajian Bahasa
Ikmi Nur Oktavianti
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms Oktavianti, Ikmi Nur; Eriani, Efit; Rolyna, Ifa; Prayogi, Icuk
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1415

Abstract

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students’ perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.
Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis Oktavianti, Ikmi Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.312

Abstract

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).
Digital Game-Based Language Learning in EFL Context: An Analysis of Genshin Impact in Indonesian Classrooms Astuti, Winda Astrid Puji; Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2126

Abstract

Recent technological advances have transformed approaches to language learning, with Digital Game-Based Language Learning emerging as a promising field of study. While many studies have examined quiz-based or language-learning-specific applications, limited research has explored the potential of popular open-world games such as Genshin Impact for structured EFL learning. This study aims to (1) identify English language skills that can be developed through Genshin Impact, and (2) analyze the pedagogical applicability of game elements within a DGBLL framework. A qualitative, descriptive-analytic design was employed, involving classroom observations, interviews with students and teachers, and questionnaire data collection. The study was conducted at a public senior high school in Berau with 10th grade students and English teachers as participants. Data were analyzed through content analysis, including reduction, display, and interpretation of emerging themes. The analysis revealed that Genshin Impact supports the development of vocabulary enrichment, reading comprehension, listening comprehension, and discourse/pragmatic skills. Beyond language outcomes, the game fosters motivation, engagement, and authentic exposure to English. Teachers and students perceived both opportunities and challenges in integrating the game into formal classroom contexts. The findings contribute to expanding the scope of Digital Game-Based Language Learning research by highlighting the pedagogical potential of a widely played entertainment game. For practice, the study provides insights for EFL teachers and curriculum developers in Indonesia, particularly in rural and remote regions, to harness students’ gaming interests for language learning.
Exploring Politeness Through Modality: A Corpus-Based Analysis of Modal Verbs in Indonesian EFL Textbooks Oktavianti, Ikmi Nur; Dewantara, Enggar Bagas; Radzuan, Noor Raha Mohd; Fauzi, Wan Jumani Binti
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18131

Abstract

Politeness is a core aspect of language use and is frequently realized through modality, particularly modal verbs expressing permission and indirectness. In EFL contexts, textbooks play a crucial role in shaping learners’ pragmatic competence by modeling how modal verbs encode culturally appropriate politeness strategies. This study aims to explore modal verbs expressing politeness in English textbooks for grades 10, 11, and 12. A corpus-assisted approach was employed and the primary data consisted of reading and instructional texts from the three English textbooks constructed as a corpus. The texts were converted into txt format and processed using AntConc to analyze six modal verbs associated with politeness: may, might, can, could, will, and would. The analysis focused on frequency counts and contextual usage identification to determine how each modal conveyed politeness in different topics and tasks. The results showed an increasing frequency of modal verbs across grade levels, with 183 occurrences in Grade 10, 329 in Grade 11, and 343 in Grade 12. Across all grades, the modal verb can was the most frequently used, while modal verbs might and could were rarely used. Modal verbs like may, can, might, could, will, and would in the textbooks reflect Indonesian social norms of politeness. Among them, modal verbs can, will, and may are used most often, showing common expressions of permission and polite requests in formal and everyday contexts. The findings suggest that modal verb usage in the textbooks reflects Indonesian cultural values, particularly the preference for polite, indirect communication in formal and educational settings.
Exploring Global Competence and Inclusive Spirituality in Professional Teacher Education Khairunnisah, Khairunnisah; Prasetyo, Puguh Wahyu; Oktavianti, Ikmi Nur
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.342

Abstract

This research aims to explore global competence and inclusive spirituality in teacher professional education (PPG) within the context of the digital era and diversity. This study is based on a transformative reflective learning approach that integrates the principles of deep learning and religious moderation literacy as pedagogical foundations. The research subjects consisted of 21 PPG students at Universitas Muhammadiyah Tapanuli Selatan. Data were collected through reflective journals, in-depth interviews, and classroom then analyzed thematically using Braun and Clarke's (2006) six-phase framework. Findings revealed five main themes: (1) transformation of perspectives on diversity (17/21 participants); (2) reflective learning practices that foster inclusive spirituality (14/21); (3) contextual pedagogical strategies shaping global competence (16/21); (4) structural and cultural challenges in implementing moderation values (11/21); and (5) changes in the role of prospective teachers from material conveyors to value facilitators (19/21). This study offers conceptual and practical contributions to understanding value-based PPG practices and strengthens the role of teachers as agents of change in a pluralistic society. 
Shaping professional identity across borders: Indonesian pre-service EFL teachers in Philippine classroom   Arilia Triyoga; Ikmi Nur Oktavianti; Muhamad Argi Afriandi
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The professional identity of prospective English teachers plays a pivotal role in enhancing the quality of educators in Indonesia, which in turn exerts a significant influence on the nation's overall educational outcomes. This study aims to (1) explore the teaching experiences of prospective English teachers from Muhammadiyah universities (EFL pre-service teachers) during their teaching practicum in the Philippines, and (2) describe how this transnational teaching experience contributes to the development and transformation of their professional identity. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, document analysis (including teaching practicum reports and reflective journals), and reflection journal entries maintained throughout the program. Participants were Muhammadiyah University students who completed a one-month teaching practicum in schools in the Philippines. Data analysis was conducted using thematic techniques, guided by the theoretical framework of teacher professional identity, enabling the mapping of students' experiences into key themes relevant to identity formation. The findings reveal that pre-service teachers encountered linguistic and cultural differences, novel pedagogical practices, pedagogical challenges accompanied by coping strategies, as well as emotional and professional adjustments during the SEA-Teacher program in the Philippines. Furthermore, this transnational exposure contributed to their professional identity development through shifts in their perception of the teaching profession, enhanced pedagogical confidence, and identity negotiation within a global context.      
ANALISIS KONTRASTIF PENGEMASAN INFORMASI DALAM BAHASA INDONESIA DAN BAHASA INGGRIS Ikmi Nur Oktavianti
Ranah: Jurnal Kajian Bahasa Vol 3, No 1 (2014): Jurnal Ranah
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v3i1.45

Abstract

Penutur bahasa mempunyai hakikat kreatif dan inovatif. Maka dalam pemroduksian bahasa, penutur dapat memodifikasi konstruksi lingual sedemikian rupa demi kepentingan penyampaian informasi atau pesan kepada lawan tutur. Karena bahasa-bahasa di dunia mempunyai karakteristiknya masing-masing, maka fenomena pengemasan informasi menarik untuk diamati. Oleh sebab itu, makalah ini mengulas perihal pengemasan informasi dalam bahasa Indonesia dan bahasa Inggris. Di samping itu, tulisan ini berusaha memerikan faktor-faktor internal bahasa penyebab persamaan dan perbedaan pengemasan informasi di antara kedua bahasa tersebut.
Co-Authors Abd. Rasyid Syamsuri Adityas, M Tolkhah Adnan, Asmad Aisyah, Shifak Akhofullah Al Faridhi, Dio Fahmi Ani Susanti Anis Etikasari Arilia Triyoga Astari, Melya Putri Astuti, Winda Astrid Puji Atmantika, Zanuwar Hakim Aziz, Roslina Abdul Badli Esham Ahmad Bambang Widi Pratolo Dewantara, Enggar Bagas Dwi Apcita Estorina Efit Eriani Eriani, Efit Fauzi, Wan Jumani Binti Fidyaningsih, Adhes Icuk Prayogi Ifa Rolyna Irawan, Azzam Firdausi Irfan Suryana irwan suswandi Japen Sarage Khairunnisah Khairunnisah Leky, Abdul Majid S Lestari, Esti Sapta Muhamad Argi Afriandi Muslim, Muzni Novi Retno Ardianti Pasha, Nariza Ayu Puguh Wahyu Prasetyo, Puguh Radzuan, Noor Raha Mohd Rolyna, Ifa Subangun, Rohmat Surono Surono Surono Suswandi, Irwan Tri Rina Budiwati Triyoga, Arilia Vicky Hidantikarnillah Wardah, Wulan Setia Zanuar Anggun Pramesti Zanuwar Hakim Atmantika