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Inspiration : Instructional Practices in Language Education
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 31232523     EISSN : 31231896     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Inspiration: Instructional Practices in Language Education is a peer-reviewed international journal published bianually by Magister Tadris Bahasa Inggris, Fakultas Ilmu Tarbiyah dan keguruan, UIN Sumatera Utara Medan, Indonesia. INSPIRATION is dedicated to serve as a forum for academicians and researchers who are interested in the discussion of current and future issues on second and foreign language education. Although articles are written in English, the journal welcomes studies dealing with education of languages other than English as well. Contributions are welcome in any suitable form, including conceptual paradigms, theoretical and qualitative or quantitative empirical articles, and review articles with clear pedagogical implications. INSPIRATION reviews only original manuscripts and does not review articles that have been published or are under consideration elsewhere.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 57 Documents
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A CRITICAL DISCOURSE ANALYSIS OF MENTAL HEALTH AWARENESS IN INSTAGRAM CAPTIONS Murni Amalia
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27870

Abstract

Mental health awareness has increasingly been communicated through social media platforms, particularly Instagram, which serves as a space for public education and advocacy. This study aims to examine how mental health awareness is discursively constructed in Instagram captions published by a mental health organization. Employing a qualitative approach, the research applies Critical Discourse Analysis (CDA) based on Teun A. van Dijk’s framework to explore the underlying meanings and communicative strategies embedded within the texts. The data consist of six English-language Instagram captions posted by the account @mmha_1968, selected through purposive sampling based on their relevance to mental health awareness and public education. The analysis focuses on thematic, semantic, lexical, and rhetorical structures to reveal how mental health issues are represented and framed. The findings indicate that the captions consistently construct mental health as a shared social concern rather than an individual weakness. Through empathetic lexical choices, inclusive pronouns, and rhetorical strategies such as repetition and reflective questioning, the discourse promotes understanding, reduces stigma, and encourages collective responsibility. The study concludes that Instagram captions function not only as informational texts but also as powerful discursive tools that shape public perceptions of mental health. This research contributes to discourse studies by demonstrating the role of digital media in constructing mental health awareness and highlighting the relevance of CDA for analyzing contemporary social media discourse.
DEVELOPING ISLAMIC ELT MATERIALS FOR ELEMENTARY SCHOOLS: A CRITICAL PEDAGOGICAL FRAMEWORK Windy Febriani
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.28046

Abstract

This study addresses the critical need for culturally and religiously responsive English Language Teaching (ELT) materials for Islamic elementary schools. It argues that mainstream ELT resources often neglect the Islamic worldview, creating a disconnect for young learners. The objective of this research is to establish a framework for developing Islamic ELT materials that not only teach English effectively but also integrate Islamic values, contexts, and knowledge through a critical pedagogical lens. Employing a qualitative design, the methodology includes a critical content analysis of existing textbooks and a thematic analysis of data gathered from interviews with teachers and curriculum experts in Indonesian Islamic elementary schools. The analysis revealed a significant gap in materials that meaningfully incorporate Islamic principles while adhering to modern language acquisition theories. The study proposes a set of principles for material development that promotes critical cultural awareness, uses authentic Islamic contexts, and fosters both linguistic and spiritual intelligence. The study suggests that such a framework has the potential to enhance learner engagement, identity affirmation, and educational relevance while contributing to ongoing discussions on localized and culturally responsive ELT practices.
SOCIO-COGNITIVE DIMENSIONS OF DEVELOPMENTALIST DISCOURSE: A CRITICAL DISCOURSE ANALYSIS OF INDONESIAN MEDIA REPRESENTATIONS OF THE IBU KOTA NUSANTARA RELOCATION Aura Rahma Azzahra
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27912

Abstract

The relocation of Indonesia’s national capital from Jakarta to Ibu Kota Nusantara (IKN) in East Kalimantan has emerged as a prominent developmentalist project that embodies competing visions of national progress, environmental sustainability, and political legitimacy. This study aims to examine how Indonesian online media construct and contest the meaning of the IKN project through discourse. The research employs Critical Discourse Analysis (CDA) using Teun A. Van Dijk’s socio-cognitive approach, which integrates textual structures, social cognition, and power relations. A qualitative case study design is applied to news articles published by Tempo.co and Kompas.com between early 2024 and early 2025. The analysis is conducted at three levels: macrostructure (global themes), superstructure (news schemata), and microstructure (lexical, syntactic, and rhetorical features), while also considering mental models and ideological positioning. The findings indicate a consistent pattern of discursive divergence between the two media outlets. Kompas.com predominantly constructs IKN through a developmentalist discourse emphasizing national progress, modernization, and economic opportunity, thereby legitimizing state developmentalist ideology. In contrast, Tempo.co constructs a critical narrative that emphasizes environmental degradation, fiscal risk, and democratic deficits, functioning as discursive resistance to state power. The study concludes that Indonesian media do not merely report the IKN relocation but potentially contribute to the formation of public mental models and social representations of national development. The research implies that critical media literacy is essential for democratic accountability, as large-scale state projects are increasingly legitimized or contested through strategic language use in digital media.
TEACHING ENGLISH FOR ISLAMIC LAW STUDENTS Sukron Ma’mun
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27872

Abstract

Teaching English in Islamic higher education requires contextualized approaches that align linguistic competence with students’ disciplinary needs. This study explores the teaching of English for Islamic Law students at UIN Salatiga, focusing on the relevance of English as an academic and professional tool in Islamic legal studies. Employing a qualitative descriptive approach, the research investigates students’ needs, learning challenges, and instructional strategies used in the classroom. The findings indicate that students perceived English as important for accessing international legal and Islamic scholarship; however, they reported low confidence, limited vocabulary mastery, and difficulties relating classroom content to their disciplinary studies. The study also found a mismatch between existing General English materials and the academic needs of Islamic Law students. Both students and lecturers emphasized the need for ESP-oriented instruction incorporating Islamic legal terminology, authentic disciplinary texts, and communicative learning activities. The study recommends integrating Islamic legal content, authentic texts, and communicative learning activities to improve students’ motivation, participation, and learning outcomes. This research contributes to the growing discussion on discipline-specific English instruction in Islamic higher education and highlights the importance of contextualized language learning for future Islamic legal professionals.
IMPROVING STUDENTS’ ABILITY TO WRITE NARRATIVE TEXTS THROUGH THE ACCELERATED LEARNING APPROACH AT THE ELEVENTH GRADE OF MAS TPI MEDAN Istati Assyufiah
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.9757

Abstract

The aims of this research were to find out whether the Accelerated Learning approach improves students’ ability to write narrative texts at the eleventh grade of MAS TPI Medan in the 2019/2020 academic year; and to describe the process of teaching narrative texts through the Accelerated Learning approach at the eleventh grade of MAS TPI Medan in the 2019/2020 academic year. This research was conducted with the eleventh-grade students of MAS TPI Medan. It employed Classroom Action Research (CAR) using both qualitative and quantitative approaches. The subjects of the research were eighteen students of class XI MAS TPI Medan, consisting of eight male students and ten female students. The research was conducted in two cycles of action. Each cycle consisted of four meetings and two post-tests. The research data were obtained from qualitative and quantitative sources. Qualitative data were collected through observation, interviews, researcher notes, and documentation. Quantitative data were obtained through writing tests. To analyze the quantitative data, the researcher calculated the mean scores of the tests and compared the results of the pre-test, post-test I, and post-test II. Based on the results of data analysis, it was found that the students’ mean scores improved from the pre-test to post-test I and post-test II. The mean score of the pretest was 51.66, while the mean score of post-test I was 61.80 (19.62%), and the mean score of post-test II was 82.91 (60.49%). These findings indicate that the Accelerated Learning approach significantly improved the students’ ability to write narrative texts.
TEACHER FEEDBACK AND STUDENT RESPONSES IN A GRADE 9 INDONESIAN EFL CLASSROOM: AN IRF-BASED DISCOURSE ANALYSIS Anggun Siska Pratiwi
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27905

Abstract

Classroom interaction and teacher feedback play a crucial role in shaping students’ participation in English as a Foreign Language (EFL) learning. Classroom discourse is commonly organized through the Initiation–Response–Feedback (IRF) pattern, in which the teacher’s feedback move may either terminate or extend interactional opportunities. This study aimed to investigate IRF patterns and examine how teacher feedback was constructed and utilized to manage student participation in a Grade 9 Indonesian EFL classroom. A descriptive qualitative design was employed using a Classroom Discourse Analysis approach. Data were collected through classroom observation, audio recording of an 80-minute lesson, and transcription of teacher–student interaction. The data were analyzed using Sinclair and Coulthard’s IRF model combined with an interactive qualitative analysis framework. The findings indicate that classroom interaction was predominantly teacher-initiated, with evaluative feedback occurring most frequently. However, probing and reformulative feedback were found to encourage longer student responses and sustain participation. The study concludes that the pedagogical function of feedback within IRF sequences is crucial in shaping interactional dynamics and promoting student engagement in EFL classrooms. These findings highlight the importance of using feedback strategically not only as an evaluative tool but also as an interactional resource that supports extended classroom discourse and learner participation.
INTEGRATION OF ISLAMIC VALUES IN ENGLISH SPEAKING CLASSES THROUGH CONTEXTUAL TEACHING AND LEARNING Maya Astria
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27875

Abstract

This study aims to investigate the integration of Islamic values into English language learning, particularly in speaking classes, through the Contextual Teaching and Learning (CTL) approach. A qualitative approach was employed, using questionnaires and interviews as data collection techniques. The participants of this study consisted of English teachers and students. Questionnaire data were used to identify students' perceptions regarding the impact of integrating Islamic values into English learning, while interviews were conducted to explore students' experiences and teachers' perspectives in greater depth. The findings indicate that the integration of Islamic values into English language learning through the CTL approach helps students become more polite and contributes to character development. It also enhanced students’ self-confidence and strengthened their understanding of religious values. Furthermore, the use of the CTL approach, combined with Islamic topics that are relevant to students’ daily lives, facilitates meaningful learning and improves students’ comprehension of learning materials. This study concludes that integrating Islamic values through a contextual learning approach is an effective and relevant strategy that not only develops students’ speaking skills but also fosters their character and personality holistically, enabling them to apply these values in their everyday lives.

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