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Imas Wahyu Agustina
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stairs@unj.ac.id
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Stairs: English Language Education Journal
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 28078594     DOI : https://doi.org/10.21009/stairs
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 79 Documents
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A Pragmatic Case Study of Politeness in Instagram Comments: Insights from Medy Renaldy's Post Fatih Akbar Rahmani
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.5

Abstract

With the rapid growth of social media interactions, the challenge of maintaining respectful discourse has become increasingly urgent. Despite its importance, studies examining how politeness strategies function in Indonesian online contexts are scarce, leaving a gap in understanding both digital literacy and cultural sensitivity in public conversations. Therefore, this study investigates politeness strategies in digital discourse, focusing on responses to the term “Tuli” (deaf) in an Instagram post by Medy Renaldy. Using a qualitative approach and a single-case study design, this research analyzes approximately 100 comments employing Brown & Levinson’s politeness theory. The findings reveal that Medy predominantly uses positive politeness to foster harmony, even when faced with harsh criticism. In contrast, netizens frequently apply bald-on-record strategies, reflecting a lack of digital literacy and cultural sensitivity. Notably, external incentives, such as monetary offers, significantly influence shifts from impolite to polite behavior, demonstrating the pragmatism of digital politeness norms. This study highlights the importance of linguistic sensitivity and cultural awareness in fostering respectful online interactions. Practical recommendations include promoting digital literacy and integrating automated moderation tools to mitigate offensive behavior. These findings contribute to understanding the interplay between culture, politeness, and communication in digital environments, particularly within the Indonesian context.
Multimodal-Based Approaches in Teaching Ecological Literacy: Enhancing Environmental Awareness through Textual, Visual, and Auditory Integration Bambang Nur Alamsyah Lubis
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.6

Abstract

The rise of digital platforms and media has made it essential for educators to adopt innovative methods that appeal to diverse learning styles, thus fostering a deeper connection to ecological concepts. This study explores the use of multimodal-based approaches in teaching ecological literacy, focusing on the integration of textual, visual, and auditory elements to enhance students' understanding of environmental issues. Quantitative and qualitative approach was used in this study, employing a case study method with pre- and post-test assessments to measure students' ecological literacy levels before and after the implementation of multimodal teaching techniques. Data was collected through surveys, interviews, and observation to gather a rich understanding of the students' experiences. The results indicate that the use of multimodal teaching methods significantly enhanced students' ecological literacy, with notable improvements in both cognitive understanding and emotional engagement with environmental issues. Students showed increased awareness and critical thinking skills regarding ecological challenges, and their ability to connect theory with real-world applications was strengthened. In the discussion, it is highlighted that multimodal-based approaches not only improve comprehension but also foster a more inclusive learning environment, allowing students to engage with content in varied and meaningful ways. These findings suggest that multimodal approaches are essential for contemporary ecological education, encouraging both knowledge retention and active participation in environmental advocacy.
Discovering Empathy: A Labovian Analysis of Gus Worland’s Personal Story in TEDx Talk Ellysa Rahmani Putri Astuti
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.7

Abstract

This study discusses how attitude can evoke empathy and emotional engagement in narrative. The personal story of Gus Worland was analyzed in his TEDx Talk using the Appraisal Theory framework, particularly the subsystem of attitude, including affect, judgment, and appreciation, to assess emotional expressions, behavioral assessments, and evaluative stances. It also uses Labov's framework of narrative analysis to show how structural elements like evaluation contribute to the resonance of empathy in the audience. Qualitative research design, therefore, has been used to analyze the transcript of the TEDx Talk by Worland through content analysis. The results show that the effect amplifies emotional resonance, judgment deepens moral engagement, and appreciation highlights the transformative value of connection. Labov's six narrative components further elaborate coherence and impact; the sections of evaluation and resolution foster a reflective and actionable response among audiences. The study contributes to the knowledge of empathy-building for public speakers and mental health advocates on ways to employ narrative strategies for impactful communication. It will be useful for other researchers to extend this framework across various advocacy contexts to gain a deeper understanding of narrative empathy in its universality.
Recycling Words, Repairing Talk: A Corpus-Conversation Analysis of Active Learning in Papua Rizdika Mardiana; Nurrahma Restia Fatkhiyati; Mukhamdanah Mukhamdanah; Bambang Nur Alamsyah Lubis; Sri Sumarni; Sudarya Permana
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.2

Abstract

This study examines student discourse in an English classroom at a senior high school in Papua, Indonesia, through an integrated framework combining corpus linguistics and Conversation Analysis (CA). The research aims to (1) characterize students’ spoken output in active learning settings, (2) examine the extent to which their utterances reflect communicative English use, and (3) provide corpus-informed pedagogical insights tailored to learners’ linguistic needs. Data were collected via classroom observations, audio–video recordings, transcriptions of teacher–student interactions, and semi-structured interviews. A mini spoken corpus was developed to analyze lexical frequency, collocational tendencies, and formulaic expressions, while CA was employed to examine sequential organization, turn-taking, adjacency pairs, and repair mechanisms. The analysis revealed that student utterances were largely short, formulaic, and lexically concentrated around thematic items such as invitation, party, and birthday. Frequent formulaic sequences, including I would like… and I hope you are coming to my birthday party, provided recurring linguistic resources for students’ participation. CA findings further indicated that teacher-controlled turn-taking and repair sequences shaped the organization of student participation and interaction. Overall, the integration of corpus and CA methodologies illuminates the relationship between recurrent lexical patterns and sequential organization in classroom discourse. The study concludes that active learning environments, when coupled with data-driven insights, can provide useful insights and offer valuable implications for EFL pedagogy in under-researched contexts such as Papua.
Negotiating Academic Priorities: Final-Year EFL Students’ Perceptions of Certification Requirements Octa Pratama Putra; Gorkem Avci; Rinda Riztya
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.1

Abstract

While higher education institutions increasingly enforce external certification alongside undergraduate thesis requirements to boost graduate employability, this dual obligation often creates strategic and cognitive tensions for final-year EFL students. However, empirical insights into how students negotiate these competing academic priorities during their thesis preparation remain underexplored. This qualitative case study investigates final-year EFL students’ perceptions of additional certification requirements in relation to their preparation for thesis defence. The study involved eight undergraduate students from various higher education institutions in Bogor, West Java, Indonesia. Data were collected through semi-structured interviews and analyzed thematically to explore students’ experiences and perspectives. The findings revealed two major themes. The first theme, Certification as Future Investment, indicated that most participants perceived certification as a valuable asset that enhanced their professional readiness, confidence, and competitiveness in the job market. The second theme, Cognitive Overload and Divided Focus, showed that a minority of participants experienced difficulties managing simultaneous academic demands, particularly due to the overlap between thesis preparation and certification requirements. The results suggest that students’ concerns were not directed at certification itself, but rather at the timing and implementation of the policy during the final stage of their studies. These findings contribute to English language education policy by highlighting the need to realign certification schedules with students’ academic phases while integrating student-centered pedagogical support in higher education.
Inquiry-Based Writing Instruction in English Academic Writing: Critical Literature Review Yulius Yosef Kasimo
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.3

Abstract

The objective of this study is to examine the impact of inquiry-based writing instruction on the development of academic writing skills in English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. This research addresses two key questions: What are the outcomes of implementing inquiry-based writing instruction methods? How can inquiry-based writing instruction be effectively integrated into academic writing instruction to enhance learners' writing abilities? This study employed a critical literature review following Snyder’s (2019) procedures, in which the data were retrieved from scientific databases, critically evaluated based on methodological rigor, data quality, and source credibility, and synthesized to identify key themes, similarities, differences, contradictions, and gaps in existing research. The analysis of previous studies and other related sources indicates that inquiry-based writing instruction is a crucial factor in developing English academic writing competencies in ESL/EFL learners, particularly effective in developing critical thinking skills, which is a crucial aspect of academic writing. It also addresses the shortcomings of existing academic writing teaching and learning methods and results in improved quality of task accomplishment, coherence, cohesion, lexical resources, grammatical range, and accuracy of academic writing. Further analysis also revealed that the development of critical thinking is achieved through an interrelated process such as engagement, exploration, explanation, elaboration, assessment, and reflection.
Cognitive Domain in Bahasa Inggris: Train of Thoughts Textbook: An Analysis of the Revised Bloom’s Taxonomy Nurul Aini; Rika Andayani; Suci Maharani
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.6

Abstract

The cognitive domain in reading activities is essential for enhancing students’ critical thinking abilities. This research used Bloom's Revised Taxonomy to analyze the cognitive process and knowledge dimension in the reading comprehension activities of the English textbook Bahasa Inggris: Train of Thoughts for twelfth graders. A content analysis method was employed in this research. The research tool was a Bloom's Revised Taxonomy checklist table that was modified from Anderson & Krathwohl (2001). The reading comprehension activities, comprising reading questions and reading instruction assignments, found in the twelfth-grade textbook Bahasa Inggris: Train of Thoughts, served as the research's data source. The study revealed that Lower-Order Thinking Skills (LOTS) occurred more frequently than Higher-Order Thinking Skills (HOTS), with 106 occurrences, or 75.2% of the total data. Furthermore, with 65 frequencies, or 46.1%, the understanding level is mainly used as a cognitive process.  This textbook also primarily used conceptual knowledge, with 93 frequencies, or 65.9%.  In summary, the knowledge dimension of this textbook relied on conceptual knowledge and the understanding level of the LOTS category as its cognitive process. As such, it is advised that teachers not rely solely on this textbook for instructional purposes and that they include teaching resources that apply the HOTS category.
Investigating The Importance of The Four-Point Plan Towards Students’ Writing Performance Fredericka Setyatami; Gabriella Novianty Soedjarwo; Yulita Daru Priliantari; Jeannette Emmanuelle
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.4

Abstract

As effective written communication is central to professional administrative tasks, students in Secretarial Study Programs need a structured writing guide to help them produce clear and organized business correspondence. The Four-Point Plan, which consists of an introduction, essential details, required actions, and closing, offers a simple framework for organizing ideas logically. This study aims to examine the importance of implementing the Four-Point Plan in the Business Writing 1 course. The participants were first-semester students who were newly introduced to business letter writing and had limited familiarity with English for Specific Purposes (ESP). Using a qualitative approach, the research analyzed students’ pre-explanation writing practice, provided instruction on the Four-Point Plan, and then examined their post-explanation writing practice. The analysis was guided by theories of teaching and learning processes, effective written business communication, and coherence and cohesion. The findings reveal that the Four-Point Plan is an effective instructional tool for helping students organize their ideas in business correspondence. By following its four steps, students showed improved clarity and structure in their writing. However, challenges remained at a detailed level, particularly in cohesion. Students frequently omitted transition signals, repeated ideas, or arranged sentences in a less logical order, reflecting their limited vocabulary and early stage of ESP proficiency. Despite these difficulties, the Four-Point Plan provides a useful foundation for developing more coherent and effective business writing skills in novice learners.
The Implementation of English in the Indonesian Navy for Defense Diplomacy Andri Irawan; Suprayitno; Leila Kristian; Dwi Linda Kusuma
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.5

Abstract

As a means of global communication, mastering English is beneficial for Indonesian Navy personnel in carrying out their duties and interacting with foreigners. One of the significant aspects of English Proficiency is defense communication, particularly defense diplomacy. This study was conducted to identify and analyze the use of English for defense diplomacy in the Indonesian Navy. This study used a qualitative method, including a questionnaire, interviews, and document observations. The results revealed that English for defense diplomacy was usually used in peacekeeping, defense attachés, and other defense diplomacy to communicate the nation’s interests in global forums. English proficiency is considered a strategic asset that encompasses defense diplomacy and international interaction and communication to prove Indonesia’s position in global interactions and international partnerships.

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