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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ina Daril Hanna
Ilmu Pendidikan, Universitas islam Madura, pamekasan, Jawa Timur
Languange, Linguistic, Communication & Media

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The Implementation of Collaborative Writing to Develop the Ability to Write Hortatory Exposition Text at Senior High School fatonatul hasanah; Jaftiyatur Rohaniyah; Ina Daril Hanna
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.v14i1.10117

Abstract

This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organising ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organizing ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study employs a qualitative approach using a case study design. Data sources were obtained from Year 11 teachers and students through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions using triangulation techniques to ensure data validity. The results of the study indicate that the implementation of collaborative writing was carried out through several stages, namely planning, drafting, revision, editing, and finalization in groups. This method proved capable of improving the quality of students’ writing in terms of text structure, idea development, and linguistic accuracy. Furthermore, collaborative writing also encourages active interaction, boosts learning motivation, and helps students to construct stronger arguments through discussion and peer feedback. However, there were several challenges, such as differences in students ‘abilities and uneven participation within groups. Overall, the study.    
Students’ Experiences In Learning Reported Speech Through Wordwall in Eleventh-Gradeat Senior High School Hanadi Putri; Ina Daril Hanna; Arisandi Setiyawan
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.v14i1.10419

Abstract

This study aims to explore students' experiences in learning reported speech through the use of Wordwall in grade XI students at SMAN 2 Pamekasan. The use of game-based media such as Wordwall is expected to address the challenges in teaching complex English grammar. This study uses a descriptive qualitative approach. Participants were selected using purposive sampling. Data were collected through direct observation and in-depth interviews with grade XI students. The collected data were analyzed thematically to identify the experiences, challenges, and benefits perceived by students. The results of the study show that Wordwall makes a positive contribution to learning reported speech. Students show increased engagement, motivation, and understanding of the material, as well as positive emotional responses such as feeling more relaxed and excited. Learning becomes more interactive through hands-on practice and peer-to-peer discussion. However, the study also revealed many specific challenges, notably time pressures that make students rush, grammatical difficulties in changing tenses and pronouns, and technical constraints such as device limitations and internet connections. Thus, the effectiveness of Wordwall is highly dependent on the balanced management of technical and pedagogical challenges, namely between the use of gamification features to increase motivation and the provision of adequate support to overcome students' cognitive and technical barriers.   
Students’ Perceptions of Learning Vocabulary Through Quizizz Word Formation Games: A Qualitative Case Study at Senior High School Sri Ratih Yulianti; Ina Daril Hanna; Arisandi Setiyawan
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.v14i1.10633

Abstract

This qualitative case study explores students' perceptions and learning experiences in using Quizizz word formation games to learn vocabulary at MAN 1 Pamekasan. Thirty eleventh-grade students participated in two Quizizz sessions (Basic and Advanced levels) covering prefixes and suffixes. Data were collected through classroom observations, student worksheets, and semi-structured interviews with fifteen purposively selected students. The findings reveal that students perceived Quizizz as enjoyable, engaging, and more effective than conventional methods. Students particularly favored the leaderboard and avatar features, while the timer was reported as a source of anxiety for the majority of students. Students demonstrated improved morphological awareness through repeated analysis of prefixes, suffixes, and root words, particularly in their ability to analyze complex words using a word-breaking strategy (identifying the root word before analyzing affixes). The instant feedback feature helped students learn from mistakes immediately. This research contributes to the understanding of morphology-based vocabulary learning through digital game-based platforms and provides practical insights for teachers seeking innovative strategies to enhance student engagement and vocabulary mastery.
Co-Authors Arisandi Setiyawan fatonatul hasanah Hanadi Putri Jaftiyatur Rohaniyah Sri Ratih Yulianti