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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Amanah, Ainun
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Languange, Linguistic, Communication & Media

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Exploring the Complexities of Teacher Talk in English Language Learning: A Discourse Analysis Amanah, Ainun; Hidayat, Didin Nuruddin; Husna, Nida; Hartono, Rodi
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.v13i1.6099

Abstract

This study explores the complexities of teacher talk in English language learning through a discourse analysis of classroom interactions in a non-formal educational setting. The school provides a learning environment that caters to diverse groups of students, with a focus on developing their English communication skills. Three English teachers participated in the study. Classroom interactions were recorded and analyzed over two weeks using discourse analysis. Findings reveal that classroom interaction is shaped significantly by how teachers use language to facilitate learning. Teachers often face challenges in consistently using English, stemming from their limited proficiency and concerns about students' ability to comprehend. The study identifies key patterns of teacher talk, including questioning, giving instructions, lecturing, and using expressions to support student engagement and comprehension. These patterns are shown to impact student understanding and participation, particularly in contexts where English is not the primary language. Through discourse analysis, the study sheds light on how teacher talk functions within instructional conversations and highlights its influence on students' cognitive and communicative development in English language classrooms. Overall, the study shows that the way teachers talk in class affects how students learn and interact, especially in settings where English is not their first language. It also suggests that teacher training should pay more attention to classroom talk and how it can support language development.
Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities Amanah, Ainun; Ratna Sari Dewi; Fahriany
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.v13i1.7075

Abstract

This study examines the perspectives of two English teachers at SEED Academic on the use of experiential learning in teaching young learners. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews and classroom observations. The research aimed to explore how teachers conceptualize experiential learning, the strategies they use to implement it, and the challenges they face in doing so. The current study made advantage of a qualitative descriptive instrument. According to the study, teachers employed different methods to teach English to young learners and had different opinions regarding how to use experiential learning. It also found that implementing experienced learning proved challenging for educators. Findings reveal that experiential learning promotes student engagement, creativity, and real-world application of language skills. However, teachers also reported challenges such as time constraints and managing diverse learning needs. The study recommends greater support for English teachers in implementing experiential learning to enhance student-centered language education in primary settings. Nonetheless, a teacher has already included practical learning into several English language teaching exercises. Through encouraging critical thinking and creativity, experiential learning helps students to apply their knowledge in relevant settings. Incorporating practical learning into English language instruction helps young students acquire their language far better. All things considered, using experiential learning to teach English to young kids was advantageous. Consequently, the study advises English teachers to use experiential learning since it offers empirical data supporting its adaption in primary-level language classrooms and shows how interactive, real-world events can raise students' participation and learning results.
Exploring the Complexities of Teacher Talk in English Language Learning: A Discourse Analysis Amanah, Ainun; Hidayat, Didin Nuruddin; Husna, Nida; Hartono, Rodi
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.v13i1.6099

Abstract

This study explores the complexities of teacher talk in English language learning through a discourse analysis of classroom interactions in a non-formal educational setting. The school provides a learning environment that caters to diverse groups of students, with a focus on developing their English communication skills. Three English teachers participated in the study. Classroom interactions were recorded and analyzed over two weeks using discourse analysis. Findings reveal that classroom interaction is shaped significantly by how teachers use language to facilitate learning. Teachers often face challenges in consistently using English, stemming from their limited proficiency and concerns about students' ability to comprehend. The study identifies key patterns of teacher talk, including questioning, giving instructions, lecturing, and using expressions to support student engagement and comprehension. These patterns are shown to impact student understanding and participation, particularly in contexts where English is not the primary language. Through discourse analysis, the study sheds light on how teacher talk functions within instructional conversations and highlights its influence on students' cognitive and communicative development in English language classrooms. Overall, the study shows that the way teachers talk in class affects how students learn and interact, especially in settings where English is not their first language. It also suggests that teacher training should pay more attention to classroom talk and how it can support language development.
Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities Amanah, Ainun; Ratna Sari Dewi; Fahriany
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.v13i1.7075

Abstract

This study examines the perspectives of two English teachers at SEED Academic on the use of experiential learning in teaching young learners. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews and classroom observations. The research aimed to explore how teachers conceptualize experiential learning, the strategies they use to implement it, and the challenges they face in doing so. The current study made advantage of a qualitative descriptive instrument. According to the study, teachers employed different methods to teach English to young learners and had different opinions regarding how to use experiential learning. It also found that implementing experienced learning proved challenging for educators. Findings reveal that experiential learning promotes student engagement, creativity, and real-world application of language skills. However, teachers also reported challenges such as time constraints and managing diverse learning needs. The study recommends greater support for English teachers in implementing experiential learning to enhance student-centered language education in primary settings. Nonetheless, a teacher has already included practical learning into several English language teaching exercises. Through encouraging critical thinking and creativity, experiential learning helps students to apply their knowledge in relevant settings. Incorporating practical learning into English language instruction helps young students acquire their language far better. All things considered, using experiential learning to teach English to young kids was advantageous. Consequently, the study advises English teachers to use experiential learning since it offers empirical data supporting its adaption in primary-level language classrooms and shows how interactive, real-world events can raise students' participation and learning results.
Co-Authors Fahriany, Fahriany Hartono, Rodi Hidayat, Didin Nuruddin Nida Husna Ratna Sari Dewi