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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris TARBIYA : Journal Education in Muslim Society Englisia Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Penelitian Pendidikan IPA (JPPIPA) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Basicedu JET (Journal of English Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Ilmiah Bina Bahasa Elsya : Journal of English Language Studies Getsempena English Education Journal Journal of English Education and Linguistics Linguistic, English Education and Art (LEEA) Journal JASL - Journal of Applied Studies in Language Academic Journal Perspective : Education, Language, and Literature Jurnal Basicedu Tamaddun Studies in English Language and Education TELL - US JOURNAL Leksema: Jurnal Bahasa dan Sastra Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Nida Husna
Syarif Hidayatullah State Islamic University of Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Framing English Education Policy in Indonesia: A Comparative Critical Discourse Analysis of Media Representation in The Jakarta Post Astriyani, Ai Aas; Hidayat, Didin Nuruddin; Husna, Nida
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.v13i2.8553

Abstract

This study examines how English education policy in Indonesia is ideologically framed in news media by comparing two Jakarta Post articles from 2013 and 2025. While most Critical Discourse Analysis (CDA) research in Indonesia has focused on textbooks and classroom practices, little attention has been paid to how media constructs English policy over time. The qualitative CDA analysis followed three stages: textual coding of lexical choices and modality, framing analysis using Entman’s problem–cause–evaluation–solution matrix, and cross-period comparison of the 2013 and 2025 articles. The findings show a marked shift: the 2013 article frames English as an optional local initiative, while the 2025 article presents it as a compulsory national priority linked to teacher professionalism and global competitiveness. The study concludes that The Jakarta Post not only reports policy changes but also shapes public ideology by reinforcing neoliberal and globalizing discourses in English education. These findings have important implications for policymakers, curriculum developers, and teachers seeking to understand how media discourse normalizes accountability and global competitiveness in education reform.
Directive Speech Acts in English Teachers’ Classroom Talk: A Discourse Analysis in Indonesian Vocational High School Nuraeni; Hidayat, Didin Nuruddin; Husna, Nida
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.v13i2.8554

Abstract

This study examines the use of directive speech acts in an English teacher’s classroom talk at an Indonesian vocational high school. It explores how these directives support classroom management and interaction in EFL learning. One teacher and 34 eleventh-grade OTKP students participated in the study. The classroom observation spanned three class meetings, totaling four instructional hours, and was conducted over a two-week data collection period. Data were collected through classroom observations, video recordings, transcripts of teacher-student interaction, and field notes. The teacher was purposively selected for active engagement in classroom communication and willingness to be observed, making the participant appropriate for the research aims. Employing a qualitative discourse analysis design, the study identified the types and functions of directives used during instruction based on Searle’s (1979) and Yule’s (1996) classifications. A total of 25 directive speech acts were found: seven commands, nine requests, three suggestions, four invitations, and two prohibitions. Commands and requests appeared most frequently, showing how the teacher balanced classroom control with student involvement. Suggestions and invitations supported comprehension and participation, while prohibitions helped maintain order. The findings indicate that directive speech acts play central managerial and pedagogical roles in shaping classroom interaction. In addition to contributing to pragmatic and classroom discourse research, the study offers practical implications for teaching, emphasizing the need for teachers to intentionally employ directives to guide learning, sustain engagement, and create a more supportive, well-managed EFL classroom.
Discourse Function in Wordwall: An Analysis of Instructions and feedback in English Learning Activities Nst, Ulfa Rayhani; Husna, Nida; Hidayat, Didin Nuruddin
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.v13i2.8555

Abstract

This study examines the discourse functions of instructional language and feedback in a Wordwall-based English language learning exercise. Using qualitative discourse analysis techniques based on Systemic Functional Linguistics (SFL) and Sinclair and Coulthard's classroom discourse model, this research analyzed six publicly worwall activities intended for elementary students. The study identified six primary discourse functions: directive, procedural, evaluative, motivational, corrective, and informative. Directive and procedural functions dominated the instructional phase, providing clarity and task organization, while evaluative and motivational functions defined the feedback phase, providing reinforcement and emotional support. Informational feedback occurred less frequently, suggesting that automatic responses had limited linguistic scaffolding. Overall, Wordwall is not only a gamified learning tool, but also as a structured discourse environment that influences learner engagement, participation, meaning making. These observations provide practical implication for educators, especially in the selection, modification and supplementation of wordwall activities to optimize instructional clarity, improve feedback clarity and promote reflective and language centered learning.
From Directive to Facilitative: Interactional Strategies Influencing Student Participation in Online ELT Classroom Rosy, Fella; Hidayat, Didin Nuruddin; Husna, Nida; Baker, Shirley
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Edisi Januari-Februari
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7519

Abstract

This study investigates the effects of various teaching strategies on student engagement in an English Language Teaching (ELT) classroom at the university level. Data from a 90-minute online postgraduate course on second language acquisition were gathered using qualitative discourse analysis, through recorded classroom interaction conducted via Zoom. For identifying collaborative, directive, probing, scaffolding, and facilitative interactional strategies, this study used qualitative discourse analysis of a 90-minute online postgraduate class on second language acquisition. Five illustrative examples of interaction were chosen from an online class conducted on Zoom, and discourse analysis was carried out using these examples to identify teacher discourse strategies and their impact on student participation. Autonomy and multidirectional communication were further encouraged via collaborative interactions. Conversely, directive methods resulted in fewer replies and lower levels of participation. Discourse evidence indicates that collaborative and facilitative techniques fostered more extended learner responses and sustained engagement, whereas directive moves discouraged engagement. this study makes a contribution with empirical findings from an EFL context in an Indonesian university setting in providing evidence that student-centered and interactionally responsive approaches to teaching, in particular when using facilitative questioning, scaffolding, probing, and collaborative discourse, have a major positive impact on online English class participation and meaning-making, in contrast to directive teaching approaches which have a constraining effect on online interaction.
Gendered Performances in Social Media Promotions for English Learning Ananda, Virda Rizki; Hidayat, Didin Nuruddin; Husna, Nida
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Edisi Januari-Februari
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7529

Abstract

This study explores how gender is represented in English language education promotions on social media, focusing on Instagram content by @kampunginggrislc, a well-known English course provider in Pare, Indonesia. Using a qualitative approach and Critical Discourse Analysis (CDA) based on Fairclough’s model and Judith Butler’s theory of gender performativity, this research investigates six selected video posts. The findings show that male and female figures are portrayed differently in both verbal and visual elements. Male speakers are often positioned as authoritative and logical, while female speakers are associated with emotional, polite, and aesthetic values. These gendered performances reflect broader cultural expectations in Indonesian society. The study concludes that English language promotional content on social media not only serves educational purposes but also functions as a space where gender ideologies are reproduced and normalized. The research calls for greater awareness in creating inclusive educational media that supports gender equality.
Co-Authors Abung, Ivanna Najwa Addiena, Maisarah Akbar Najib, Fatih Al-Farisi, Fadli Robby Alek, A Alfa Rizki, Muhamad Amanah, Ainun Ananda, Virda Rizki Andini, Tresna Nur Anjani, Ayu Fitri Apsari, Andi Aspian Nur Ariyanti Ariyanti Astriyani, Ai Aas Baker, Shirley Batubara, Winda Wasalwa Dinnisa Haura Zhafira Hidayat Durratu Fakhria Nasution Erlinda Kurniatillah, Ratu Ersyad, Zakila Mardatila Fahriany, Fahriany Farhan, Lulu Firyal Aisya, Jasmine Fitri, Khoirunnisa Fitriani Fitriani Fitriyah, Nailiyatul Genta, Genta Habib, Arvan Permana Habibah, Rifdatul Hamid, Farida Hartono, Rodi Hesty Widiastuty, Hesty Hidayah, Fajarotul Hidayat, Didin Nuruddin Hidayat, Dinnisa Haura Zhafira Indah Nuraeni Karim, Nur Aisyah Kurniatillah, Ratu Erlinda Lestari, Tahnia Mahlil, Mahlil Maulana, Rivki Surya Maulidya, Reza Anis Moch. Imam Machfudi Nasution, Durratu Fakhria NST, ULFA RAYHANI Nur Amalia, Afifah Nuraeni Nurmaya, Krisma Nuruddin Hidayat, Didin Oktarian, Rizky Ramadhan Tri Paidi Qurrotu Aini, Qurrotu Rachmayani, Anni Rinawati, Dian Rosy, Fella Sanjaya, Kharisma Adhi Siti Zulfa, Siti Sri Rejeki Sufyan, Agus Yanti Herlanti