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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature PROJECT (Professional Journal of English Education) At- Ta'lim : Jurnal Pendidikan
Yulianto Sabat
Universitas PGRI Delta Sidoarjo
Education Languange, Linguistic, Communication & Media Mathematics Other

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AN ANALYSIS OF DEIXIS ON TEDX TALKS OF “STUDY SMARTER NOT HARDER” BY KIKI FAN Fretty Ariani Putri Adi; Yulianto Sabat; Lailatul Musyarofah
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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

Abstract

The purpose of the research  is to assess the types of deixis and the prevailing deixis in the YouTube video of TEDx Talk. This article focuses on the researcher's explanation of the types of deixis and the primary deixis employed in the speech. This study is structured based on George Yule's hypothesis. According to Yule's theory, deixis may be categorized into three parts: person deixis, spatial deixis, and temporal deixis. This study employs a pragmatic approach, using a qualitative research methodology. The data in this study is derived from Kiki Fan's speech on TEDx talks, which has a duration of 8 minutes and 39 seconds. The data was examined using video transcripts and then identifying words that had deixis terms. This study demonstrates that Kiki used 3 types of deixis, including personal deixis, spatial deixis, and temporal deixis. This research  demonstrate that the form of deixis that is commonly used is person deixis. The researcher found 39 total of the deixis in the video. There are a 27 words that indicate a person deixis, 6 words that indicate spatial deixis, and 6 words that indicate temporal deixis.  
Beyond the Textbook: Pedagogical Challenges and Curriculum Opportunities in Designing an ESP for Business Course at a Private Indonesian University Abd. Syakur; Yulianto Sabat; Ika Rahmania; Lailatul Musyarofa; Moh. Hilman Fikri
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2471

Abstract

Despite the expanding scholarship on English for Specific Purposes (ESP), insufficient attention has been given to the pedagogical and curricular consequences of developing ESP for Business courses in contexts where textbooks are unavailable, unsuitable, or intentionally excluded. Much of the existing literature remains anchored in textbook-dependent models, thereby overlooking how curriculum design, instructional practices, and learning coherence are negotiated in textbook-free settings. Addressing this gap, this study investigates the pedagogical challenges and curriculum opportunities emerging from the design of an ESP for Business course at Universitas Cipta Wacana, a private Indonesian university. Adopting a design-oriented qualitative research approach, the study examined iterative processes of course planning, materials development, and instructional enactment over one academic semester. The participants comprised 38 undergraduate Business Administration students and two ESP instructors, selected through purposive sampling. Data were generated from instructional design artifacts, teaching reflections, learner feedback instruments, and focused interviews with instructors, and were subjected to systematic qualitative analysis. The findings indicate that the absence of a prescribed textbook fostered curricular adaptability, contextual authenticity, and closer alignment with disciplinary communication practices, while simultaneously generating tensions related to instructional consistency, assessment benchmarking, and increased cognitive and temporal demands on instructors. These findings highlight the dual pedagogical implications of textbook-free ESP design and suggest the need for institutionally supported frameworks to sustain innovation while ensuring curricular coherence.
Game-Based Discussion: Enhancing Critical Speaking, Confidence, and Accuracy in the EFL Classroom Rachmat Awaludin Yusuf; Yulianto Sabat; Laili Hibatin Wafiroh
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.v14i1.9941

Abstract

This study examined the effectiveness of game-based discussion, defined as structured speaking tasks that use role cards, evidence tokens, timed problem solving, and peer rotation to guide argumentative interaction, in enhancing critical speaking, confidence, and linguistic accuracy in EFL classrooms. Using a quasi-experimental design, 156 secondary students in East Java, Indonesia, were assigned by intact classes to experimental and comparison groups. Data were collected through pre- and post-speaking tests assessed with analytic rubrics, questionnaires, classroom observations, and semi-structured interviews. Results showed that the experimental group achieved large gains in critical speaking (M = 62.45 to 78.12, d = 1.98), confidence (M = 58.77 to 75.56, d = 1.87), and accuracy (M = 60.33 to 74.45, d = 1.83), with all gains statistically significant at p < .001 and stronger than those in conventional instruction. The novelty of the study lies in integrating cognitive, affective, and linguistic dimensions within one instructional model rather than treating speaking fluency or motivation as isolated outcomes. Lexical precision and syntactic control were still developing under spontaneous pressure, but guided feedback and peer scaffolding supported gradual improvement. The findings offer practical implications for EFL teachers and curriculum developers seeking interactive, measurable, and learner-centered speaking instruction.
Co-Authors Abd. Syakur Fretty Ariani Putri Adi Ika Rahmania Lailatul Musyarofa Lailatul Musyarofah Laili Hibatin Wafiroh Moh. Hilman Fikri Rachmat Awaludin Yusuf