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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Agung Ginanjar Anjaniputra
Pendidikan Bahasa Inggris, Universitas Negeri Semarang
Languange, Linguistic, Communication & Media

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Comparing Multi-Age and Homogeneous Classrooms in EFL Context: A Systematic Literature Review Lili Nandita Auliya; Agung Ginanjar Anjaniputra
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.v14i1.7805

Abstract

Multi-age classrooms are still few and far between in Indonesia where the national policy is based on age-homogenous grouping in which students of the same chronological age are instructed together. Whilst this may make teaching simpler in administrative, it can limit approaches to inclusive and personalized learning, particularly in an English as a Foreign Language (EFL) setting where many learners will be very different in terms of their level of proficiency and need. This systematic literature review investigates the unique features of multi-age classrooms as opposed to homogenous classrooms especially in the field of EFL. PRISMA was used to evaluate 13 journal articles published between 2020 and 2025 from total 123 records. Five key elements of multi-age classrooms are identified by the findings such as peer learning and interaction, learner autonomy, identity and inclusivity, instructional flexibility, and social-emotional development. The review concludes that multi-age classrooms promote richer language learning opportunities and personalized pedagogy. For educators, these characteristics highlight both advantages and difficulties, particularly in environments with limited resources or multilingualism. The pedagogical dynamics and impacts of teaching EFL to multi-age classrooms are highlighted in this review.
Ableist and Non-Ableist Meaning Making of Internet Memes from the Lens of Systemic Functional Linguistics (SFL) Ihsan Ramadhan; Agung Ginanjar Anjaniputra
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.v13i2.7386

Abstract

This study examines the meaning-making role of speech functions, through the lens of Systemic Functional Linguistics (SFL), in constructing ableist and non-ableist representations in disability-related internet memes. While memes can act as a powerful social and cultural communication medium, most research focuses on memes in general, with little attention to the representation of specific issues, particularly concerning disability. Using a mixed qualitative and quantitative approach, this study analyzed 173 clauses from 90 memes. This study aims to answer how meaning-making is realized in memes about disability and the extent to which the memes attend to the social model of disability and ableism. Findings reveal a predominance of speech roles giving information, 77%, primarily through declarative statements. However, a closer looks within these statements shows 49% clauses containing ableist content, while 51% clauses are non-ableist or neutral. Moreover, speech roles demanding good and service appear less frequently about 13% which indicates a gap between critique and real advocacy. This divided representation, coupled with the scarcity of action-oriented discourse, suggests that while memes can raise awareness and challenge some ableist narratives, a significant portion of meme still reinforces harmful stereotypes. Consequently, the current meme medium is insufficient to fully realize inclusive education or an inclusive society, as ableist content can make it harder for attitudes to change and reflect persistent societal discrimination.
Co-Authors Ihsan Ramadhan Lili Nandita Auliya