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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Henny Mardiah
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Religion Education Languange, Linguistic, Communication & Media

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Integrating Digital Literacy Into English As A Foreign Language (EFL) Class: A Cooperative Learning Approach Henny Mardiah
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 2 No. 2 (2022): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (780.387 KB) | DOI: 10.58218/alinea.v2i2.236

Abstract

In this ICT (Information, Communication and Technology) era in which internet service spreads widely over the world enables people to access abundant information more easily. Digital literacy skills are crucially needed to filter reliable and unreliable information. Digital literacy competencies are also essential to filter the massive spread of fake news or hoax and hate speech. In education, digital literacy competencies need to be taught and trained to students to gain information, analyse digital information content critically and to use information in many types of formats from a number of sources obtained through computers. Therefore, digital literacy skills can be integrated in learning. Cooperative learning is a learning approach that allow students take part in group learning activities to analyze, synthesize and reflect thoughtful evaluation of a digital content. This study aims to foster integration of digital literacy competencies into English as a Foreign Language (EFL) class through cooperative learning approach. The subjects of this study were 37 students of 6th semester of TBI-1 (English Education Department) class of the State Islamic University of North Sumatera. This study was conducted using qualitative method. Data collection techniques utilized secondary research and observation. The research findings show that students who are dominated by Generation Z are literate enough in performing digital literacy skills through cooperative learning approach.
Enhancing Writing Skill with Gamified Learning: Developing Sentence and Vocabulary for Fifth Grade Students at Sri Aman Suksa School Endhita, Keyti; Henny Mardiah
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.v13i2.7925

Abstract

This study is aimed at examining the effectiveness of gamified learning for enhancing English writing skills, particularly focusing on sentence construction and vocabulary enrichment, towards the fifth-grade students at Sri Aman Suksa School, Thailand. The research utilized a quantitative methodology incorporating pre-test and post-test frameworks. There were 25 students engaged in the research, undertaking a writing pre-test prior to the treatment and a post-test subsequent to the implementation of gamified learning activities. To address the abnormal distribution in the post-test data, the Wilcoxon Signed Rank Test was utilised to assess the significant difference between pre-test and post-test outcomes. The results indicated that students' preliminary writing proficiency was average, characterized by recurrent grammatical inaccuracies and restricted vocabulary utilization. Following the implementation of gamified learning activities, their post-test performance improved by 19 points on average (from 53.44 to 72.44), a statistically significant enhancement (p = 0.000). The effect size analysis revealed a Cohen’s d value of 1.15, indicating a substantial and significant effect. The findings indicate that gamified learning fostered engaging and motivating learning, allowing students to formulate more precise sentences and effectively broaden their vocabulary. In conclusion, gamified learning is an effective educational approach for enhancing writing skills in primary-level English as a Foreign Language (EFL) setting. It underscores the potential of a gamified learning approach to improve students’ writing skills. Furthermore, it provides significant implications for English language instruction at the primary education level.
Exploring Teacher-Student Talk in Fostering Active Classroom Interaction: A Case Study of EFL Classrooms in Thailand School Jihan Fadhilah; Henny Mardiah
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.v14i1.9963

Abstract

This study investigates teacher–student talk patterns in fostering active classroom interaction in an EFL context at Islam Wittaya School, Thailand. Using a qualitative case study design, the research examined verbal interactions between one English teacher and 20 third-grade junior high school students through structured classroom observations conducted over four weeks. The data were analyzed using classroom discourse analysis to identify the characteristics of teacher talk, student talk, and overall interactional dynamics. The findings indicate that teacher talk serves as a strategic pedagogical tool through scaffolding, recasts, and adaptive questioning, which gradually shift classroom discourse from teacher-dominated exchanges to more dialogic interaction. Student talk varies across proficiency levels and reflects different engagement patterns shaped by teacher communication strategies. The study shows that effective teacher–student interaction relies on the integration of pedagogical, affective, and socio-cultural factors, including task-based activities, supportive feedback, and peer collaboration, structured teacher talk and scaffolding are designed to foster active student–teacher participation, thereby enhancing students’ communicative competence in classroom interaction.
Co-Authors Endhita, Keyti Jihan Fadhilah