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The Application of Genre-Based Approach and Deep Learning in Speaking Activities: An Analysis of the Eleventh-Grade English Textbook Published by the Ministry of Education, Culture, Research, and Technology in 2022 Annisa Maharani; Widhiyanto
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.v13i2.7648

The use of textbooks is common in Indonesia to support the learning process. However, textbooks do not always provide complete materials, so teachers must make adjustments to facilitate the learning process. Additionally, students face challenges when speaking or pronouncing English words. They are used to learn the written context of learning. By analyzing the textbook, especially in speaking activities, the text production process, which contains the Genre-based approach cycle, is examined. Furthermore, this current curriculum also supports the implementation of deep learning to check the deep understanding of students. The study aims to examine the application of the Genre-based Approach (GBA) and deep learning principles in the speaking activities of the “Bahasa Inggris: English for Change” textbook. Furthermore, the strengths and weaknesses of the speaking activities of this textbook are explained. This study employs qualitative research based on content analysis. The data is taken from Units 3-5 of this English textbook, especially for the speaking sections. There are a total of 32 activities that can be found based on the GBA learning cycles in Units 3 through 5. The principles of deep learning are applied to enhance the understanding of analysis for each indicator. However, some strengths and weaknesses can be found in the speaking activities of the chosen units. Further development of teaching materials is needed to create a more effective learning environment.

Language Styles and Learning Motivation Changes in Instagram Captions: A Case of Three International Students Cakraningrum, Vidya Mukti; Widhiyanto
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.v13i2.7728

This study analyzes the changes in language style and English learning motivation reflected in 181 Instagram captions from three international students pursuing higher education in Indonesia. The analysis is based on Martin Joos's theory of language styles and Dörnyei's L2 Motivational Self System. This qualitative descriptive research focuses on comparing captions from the period before and during their study in Indonesia. The findings indicate a significant shift. Prior to their studies, the dominant language style was casual (41.41%), and motivation was rarely expressed (2.02%), categorized primarily as L2 Learning Experience. However, during their time abroad, language styles became more varied. While the casual style remained dominant (39.23%), the use of the consultative style also increased (23.20%), suggesting an adaptation to audience and communicative goals. Motivational expressions also increased significantly, especially L2 Learning Experience (19.34%), followed by Ideal L2 Self (6.08%) and Ought-to L2 Self (2.21%). These changes highlight the strong influence of social, academic, and personal development on language use and motivational expression on social media. The findings support Dörnyei's assertion that language motivation is not static but evolves in response to a learner's experiences. This research contributes to the literature on digital discourse and language learning motivation in the context of English education.

Early Career English Teachers' Performance: Stories and Challenges in Enhancing Students’ Language Proficiency Saqifanty, Awanda Bramantika; Sakhiyya, Zulfa; Widhiyanto
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31415

Teachers’ determination of effective teaching methods to enhance English proficiency in primary schools has become an urgent concern. English has become one of the mandatory subjects again for all primary schools, especially public primary schools, have to start from third to sixth grade. In reality, a lot of public primary school students find it challenging to gain proficiency in the language, which limits their capability to engage completely in the school. This research aims to delve into how early career English teachers navigate teaching and learning process in English class, the challenges and opportunities for early career English teachers in implementing teaching methods, and students’ perception of early career English teachers’ performance in enhancing students’ English language proficiency. This qualitative research study employs a case study as methodology. The study used observations, interviews, and questionnaires to collect data from each early career English teachers in SDN Kupang 02, SDN Tambakboyo 02, and SDN Bandungan 03 as public primary schools in Semarang Regency. The results demonstrate that early career English teachers' teaching methods affected students’ English proficiency. Using creative and interactive learning media can create an enjoyable, engagement, and conducive English class. It beneficially affected in enhancing student’s English language proficiency.

Boosting Accuracy and Fluency in Speaking Skills: An ARCS Model Intervention for Indonesian Tourism Students Purwanto, Muhammad Bambang; Yuliasri, Issy; Widhiyanto; Rozi, Fahrur
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.96536

The low speaking skills of students in the context of learning English for specific purposes, such as tourism, encourage the need for a more effective teaching approach. This study aims to analyze the ARCS Model's effectiveness in improving students' speaking accuracy and fluency in the tourism study program at Politeknik Negeri Sriwijaya. This study used a quasi experimental design with a pretest and posttest approach, involving 60 EFL students (22 males and 38 females) aged 18–20 years who took the English for Hospitality course in the second semester of the 2025 academic year. The homogeneity of the participants' initial abilities was tested using the Oxford Placement Test (OPT). The participants were randomly divided into an experimental group (with the ARCS Model) and a control group (with conventional methods). The instrument used was the Cambridge PET speaking test, with two assessment indicators: Error-Free Clauses per T-unit (EFC/T) for accuracy and Words per Minute (W/M) for fluency. Data analysis was done using MANOVA with the help of IBM SPSS Statistics software version 24.0. The results showed a statistically significant improvement in the experimental group for both aspects of speaking skills, with a significance value of p < 0.001, and a Partial Eta Squared effect size of 0.522 (accurate) and 0.805 (fluent). These findings concluded that the ARCS Model effectively improves speaking skills, especially fluency, compared to conventional teaching methods. Therefore, integrating the ARCS Model in the foreign language curriculum at vocational institutions is recommended to strengthen students' communicative competence and competitiveness in the global tourism industry.

Strategies Employed by The Main Character (Jodi) in Responding Impoliteness of Others in “Tall Girl” Movie (2019): A Socio-Pragmatic Studies Yahya Krisetya; Widhiyanto; Suwandi
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.v13i2.7960

This research investigated how impoliteness strategies and responses were portrayed through Jodi, the main character in the movie Tall Girl (2019). Impoliteness is a part of sociopragmatics because it relates to the social context. Socio-pragmatics can be interpreted as the study of the meaning of speech related to social aspects that cover culture and society, language, social situations, and social classes. This descriptive qualitative analysis identified 24 utterances of impoliteness received by Jodi, which were divided into 6 utterances of bald on record, 6 utterances of positive impoliteness, 6 utterances of negative impoliteness, 5 utterances of sarcasm or mock politeness, and 1 withheld politeness utterance. These utterances most frequently targeted her physical height. In response to impoliteness’s utterances, Jodi employed a range of strategies: at first silence and avoidance, later humour and topic-shifting, and ultimately direct confrontation. This progression illustrated her psychological growth and shifting social power toward confidence and self-acceptance. The whole story in the movie related to the real life of students’ interactions in the school environment. The analysis also highlights the educational value of the movie. The research identified eleven moral values, including bravery, humility, sincerity, trustworthiness, and kindness. These values, demonstrated not only by Jodi but also by her friends and family, reinforce the importance of mutual respect, resilience, and self-acceptance. Overall, the findings suggested that the movie Tall Girl (2019) presents impoliteness both as a realistic reflection of impolite things in social interaction. At the same time, it offered valuable moral lessons that can be learned by the teachers and students in socio-pragmatics fields.

An Appraisal Analysis of Attitude in Dr. W.C. Minor and Prof. James Murray’s Utterances in The Professor and the Madman (2019) Movie Novia Setyana Khusnul Khotimah; Widhiyanto
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.v13i1.6789

This study is a discourse study which was conducted to find out the appraisal analysis through Attitudes from James Murray and W.C. Minor, the main character in The Professor and the Madman movie. The study examined the features of the three types of attitudes: affect, judgement and appreciation using Murray and Minor Minor’s utterances as the main data. The analysis focused on clauses, which were segmented from the characters’ utterances. These clauses were examined and interpreted using Halliday’s (1994) framework of interpersonal meaning within the Systemic Functional Grammar (SFG) approach. SFG views language as a resource of meaning making, and interpersonal meaning is one of the meanings of language which shows the role relationship between interlocutors. The analysis revealed that Murray employed more attitude resources of judgement, whereas Minor used more attitude resources of affect. The findings also revealed that each of the two characters presented the attitude types and polarity that shows their characteristics and the background issues underlining it. Finally, the findings indicate that the overall atmosphere of the per scenes in the movie was highly affected by the attitudinal exchanges between the characters and their respective background issues.

Discourse Markers in the Introductory Section of Research Articles in National accredited Journal Fadilla, Hilda; Widhiyanto; Wahyuni , Sri
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1171

Discourse markers provide writers with signaling devices to connect ideas and guide readers in grasping the connection of ideas in the texts. An introductory section of a journal article represents a unique text which should be written with clear and interconnected arguments. This paper aims to reveal how discourse markers play vital roles in realizing the development of the arguments in this knotty text. To achieve this, introductory sections of articles published in a nationally accredited journal were examined. Using Fraser's (2009) functional classes of discourse markers, 22 introduction sections were analyzed employing text analysis to determine the usage of these markers. It was found that despite employing all types of discourse markers, not all of them were applied appropriately. Their uses may not be in line with their functional classification. Among others, there are three functional classes of discourse markers proposed by Fraser (2009), they are contrastive markers, elaborative markers, and inferential markers. Elaborative markers were the most used type among the different types, followed by contrastive and inferential markers. This implies that authors tended to develop ideas more often, whereas contrastive and inferential markers were used less frequently but were crucial for indicating differences and making conclusions within the texts.

A Case Study on Teacher’s Questioning Strategies in an Indonesian Vocational EFL Classroom Haikal Fikri, Robeirt; Widhiyanto
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i1.4220

This single-teacher, single-lesson qualitative case study explores how an English teacher at an Indonesian vocational (SMK) school applies questioning strategies and for what pedagogical purposes. One 90-minute classroom session was video-recorded, supported by a semi-structured teacher interview and relevant lesson documents. Data were coded using Miles, Huberman, and Saldaña’s (2014) interactive model, which combines deductive and inductive approaches to categorize teacher questions into procedural, convergent, and divergent types. A total of 42 teacher questions were identified. Procedural questions (≈57%) dominated, managing routines and transitions, while convergent questions (≈24%) checked comprehension through factual responses. Divergent questions (≈19%) promoted extended talk when combined with wait time and peer prompting. Short classroom vignettes illustrated how probing and redirection fostered participation and reflection. Credibility was maintained through the triangulation of observation, interviews, and documentation, as well as member checking of analytic summaries and an audit trail of coding decisions. In vocational EFL contexts with time and proficiency constraints, the strategic use of divergent prompts, accompanied by explicit wait time and scaffolding, can enhance meaningful student contributions without compromising classroom management. This study contributes empirical evidence from an underexplored SMK setting, offering practical insights for English teachers on balancing procedural control with communicative questioning to foster interaction and motivation in vocational classrooms.

The Realization of Assertive and Directive Speech Acts in Apple’s Instagram Captions Nanda Alifia; Widhiyanto; Bahri, Saeful
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3950

This research aims to analyze assertive and directive speech acts in “Apple” official account captions on Instagram using Searle’s theory related to environmental topics, particularly those promoting nature. With the increasing role of social media in corporate communication, companies like Apple have leveraged platforms such as Instagram to engage with their audience and raise awareness of important environmental. By examining the language used in Apple's captions, this study aims to explore how the company employs various communication strategies to influence public attitudes and encourage positive behavior toward environmental sustainability. Through a descriptive qualitative approach, 56 speech acts from the 44 captions were analyzed. The most frequently used speech act by Apple’s captions on Instagram is assertive acts, which are used 50 times and they are asserting (38%), stating (28%), informing (22%), describing (8%), claiming and giving opinion (2%) then directive acts only 6 times. It is utilized to inform, motivate, and provoke thought among followers. From the whole result, this research highlights the role of social media in shaping consumer perceptions and fostering environmental responsibility. The findings provide valuable insights into the effectiveness of language as a tool for building trust and ongoing communication to drive environmental action Keywords: Instagram, pragmatic, speech act

A Case Study on Teacher’s Questioning Strategies in an Indonesian Vocational EFL Classroom Haikal Fikri, Robeirt; Widhiyanto
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i1.4220

This single-teacher, single-lesson qualitative case study explores how an English teacher at an Indonesian vocational (SMK) school applies questioning strategies and for what pedagogical purposes. One 90-minute classroom session was video-recorded, supported by a semi-structured teacher interview and relevant lesson documents. Data were coded using Miles, Huberman, and Saldaña’s (2014) interactive model, which combines deductive and inductive approaches to categorize teacher questions into procedural, convergent, and divergent types. A total of 42 teacher questions were identified. Procedural questions (≈57%) dominated, managing routines and transitions, while convergent questions (≈24%) checked comprehension through factual responses. Divergent questions (≈19%) promoted extended talk when combined with wait time and peer prompting. Short classroom vignettes illustrated how probing and redirection fostered participation and reflection. Credibility was maintained through the triangulation of observation, interviews, and documentation, as well as member checking of analytic summaries and an audit trail of coding decisions. In vocational EFL contexts with time and proficiency constraints, the strategic use of divergent prompts, accompanied by explicit wait time and scaffolding, can enhance meaningful student contributions without compromising classroom management. This study contributes empirical evidence from an underexplored SMK setting, offering practical insights for English teachers on balancing procedural control with communicative questioning to foster interaction and motivation in vocational classrooms.

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