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All Journal Lingua Cultura Jurnal Arbitrer IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Syntax Literate: Jurnal Ilmiah Indonesia International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics JURNAL EDUCATION AND DEVELOPMENT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JISIP: Jurnal Ilmu Sosial dan Pendidikan PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Pioneer: Journal of Language and Literature UTAMAX : Journal of Ultimate Research and Trends in Education Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia International Journal of Humanities Education and Social Sciences Kajian Linguistik dan Sastra Langue PPSDP International Journal of Education PEDAMAS (Pengabdian Kepada Masyarakat) SWARNA: Jurnal Pengabdian Kepada Masyarakat ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics
Delita Sartika
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Persuasive Strategies in Jacinda Ardern's Speeches: A Critical Discourse Analysis of Women Leadership in Crisis Sartika, Delita; Ulfiati, Lilik; Hidayati, Hidayati
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): 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.v10i1.1950

Abstract

Traditional views of leadership often associate strong leadership with directness, decisiveness, and dominance, which are stereotypically coded as masculine while perceiving empathy and collaborative orientation–qualities commonly associated with femininity–as less compatible with effective leadership. However, contemporary research demonstrates the increasing importance of empathy in effective leadership, particularly during crisis situations. This study explores the persuasive strategies employed by New Zealand’s former Prime Minister Jacinda Ardern in her speeches following the 2019 Christchurch mosque shootings. Using a qualitative descriptive approach, this study applies discourse analysis to six transcripts of speeches by Jacinda Ardern to identify discourse patterns that demonstrate her persuasive strategies and examined how these patterns function in crisis communication. The findings revealed three critical elements of Ardern’s persuasive strategies: combining transparency and compassion to foster trust, demonstrating clarity and decisiveness to establish authority, and using motivational and forward-looking discourse to inspire collective action. These elements demonstrate how Ardern’s empathetic communication helped build trust and encourage compliance, while her directive and decisive language facilitated actionable resolution, which enabled the nation’s swift recovery. By critically challenging persistent gender stereotypes in leadership that frame empathy and decisiveness as mutually exclusive traits, this study underscores the transformative potential of empathetic leadership in managing crise and advances gender equity in leadership discourse. 
Psychosocial Factors Contributing to Critical Thinking in Writing Skills: A Systematic Review of EFL Learners Amri, Samsul; Sulistiyo, Urip; Sartika, Delita
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.726

Abstract

Critical thinking (CT) in EFL writing is not solely a linguistic ability but a psychosocial process involving regulation, motivation, and social support. This study conducted a PRISMA-guided systematic review (2015–2024) across major databases, screening 364 records and including 20 empirical studies using quantitative, qualitative, and mixed-method designs. Given the heterogeneity of measures, narrative synthesis and vote counting were applied. The findings reveal that key psychosocial contributors to CT in writing include self-regulated learning (SRL) and metacognition, writing self-efficacy, resilience, motivation and grit, teacher autonomy support, feedback, classroom climate, peer collaboration, emotion regulation, and technology-mediated feedback. A cascade model is proposed in which Teacher Autonomy Support and Classroom Climate influence Engagement, which then promotes SRL and Metacognition, leading to Writing Self-Efficacy, Resilience, and Motivation, and ultimately enhancing Critical Thinking in Writing. These relationships are shaped by learners’ anxiety and emotion-regulation capacities, and further strengthened by technology-supported learning environments. The review recommends integrating SRL cycles, autonomy-supportive feedback, peer reasoning routines, and emotion-regulation strategies into EFL writing instruction. Overall, this work offers an evidence-informed framework that connects psychosocial dynamics with reasoning quality in EFL writing and provides a broader conceptual foundation for advancing research in language learning and learner development.
Social class and girlhood experiences in selected Indonesian children’s stories Sartika, Delita; Hidayati, Hidayati; Armiwati, Armiwati
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7329

Abstract

This study explores how socio-economic background shapes the representation of girlhood in selected Indonesian children’s literature. Guided by Crenshaw’s intersectionality theory, which views identity as shaped by overlapping social categories, this study applies qualitative textual analysis to two storybooks from the Let’s Read Asia project, Cepat Kering, Bunga Kemboja! and Bukan Halangan. By using the close reading method, the analysis focuses on identifying scenes, expressions, and descriptions that construct different forms of resilience through different class contexts. The findings show that Ratih, a working-class girl, develops resilience and independence through financial hardship and self-sacrifice. On the other hand, Kapisa, the girl from a middle-class family, builds resilience through care, guidance, and access to information. These contrasting pathways demonstrate that social class strongly shapes the meaning of resilience and determines whether it is formed by necessity or through privilege. The study concludes that while both stories promote positive images of girls, they also risk normalizing inequality by presenting different class-based realities as equally admirable. These results highlight the importance of examining girlhood experiences at the intersection of gender, class, and age.
The Implementation of Cambridge Curriculum in Islamic School for English Language Learning: A Systematic Literature Review Zahra, Nadia; Saharudin; Delita Sartika
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.v14i1.9752

Abstract

This study aims to synthesize recent research on how Islamic schools in Indonesia integrate the Cambridge Curriculum into English language learning. In response to growing demands for internationally aligned education, these schools have begun adapting Cambridge-based instruction while maintaining religious and national frameworks. Using the PRISMA approach, eight peer-reviewed empirical studies published between 2022 and 2025 were selected and analyzed thematically. The review finds that Islamic schools generally employ a hybrid model that aligns Cambridge content with national standards and Islamic values. Studies consistently report improvements in students’ English proficiency and classroom engagement. However, recurring challenges appear, including limited teacher preparation, insufficient contextualized materials, and resource constraints. Schools have responded with initiatives such as bridging programs and targeted professional development, though their effectiveness varies. The novelty of this review lies in its specific focus on Cambridge Curriculum implementation within Islamic school settings—a context seldom explored in earlier literature. Rather than detailing every instructional technique, the synthesis highlights broader patterns of adaptation and institutional response. The review suggests that the core issue is not curriculum adoption itself, but how schools interpret and adjust it to fit their pedagogical, cultural, and religious environments.
Co-Authors Akhmad Habibi, Akhmad Al Arif, Tubagus Zam Zam Amri, Samsul Armiwati, Armiwati Chaniago, Fransisko Dedy Kurniawan Dwi Hastuti Ernanda Ernanda Fitri, Sopia Wili Hamdan Hamdan Heriberta Heriberta Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hustarna . Kurniawan, Raju Lestari, Kurnia M Rusdi Maharani Pambudi, Pricylia MASBIROROTNI - Mayasari Mayasari, Mayasari Mukhlash Abrar Ningsih, Arum Gati Nur Anisa Nurfadilah Nurfadilah Nurmala Sari Putra, Iwan Rachmawati Rachmawati Reli Handayani, Reli Saharudin Siregar, Rossa Aprilia Sri Wachyuni Sulistiyo, Urip Takriyanti, Rizky Tb. Zam Zam Al Arif Ulfiati, Lilik Waluyo, Gatot Hadi Yayuk Sriayudha Zahra, Nadia