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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ari Purnawan
Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta
Languange, Linguistic, Communication & Media

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The Application of Content and Language Integrated Learning to Improve Students’ Achievements in Academic Vocabularies and Scientific Writing Achmad Mukhlisin; Ari Purnawan
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.v14i1.10249

Abstract

This study aimed to improve students' achievement in academic vocabulary and scientific writing through the implementation of the Content and Language Integrated Learning (CLIL) approach and to identify the challenges encountered by students at SMA Terpadu Pondok Pesantren Nurul Huda during its implementation. CLIL was selected because it integrates content learning with language development, allowing students to acquire academic language while engaging in meaningful subject-related tasks. The study employed a Classroom Action Research (CAR) design consisting of two cycles involving planning, action, observation, and reflection. The participants were senior high school students with basic English communicative competence. Data were collected through tests, classroom observations, and interviews and analyzed using quantitative and qualitative approaches. The findings revealed a statistically significant improvement in students’ academic vocabulary mastery and scientific writing skills following the CLIL intervention. Mean scores increased from 60.5 in the pre-test to 71.7 in the progress test and 80.3 in the post-test, while the paired-samples t-test showed a significant difference between pre-test and post-test results (p < 0.05). Students also demonstrated greater confidence in using domain-specific vocabulary, organizing ideas, and constructing coherent scientific abstracts. Nevertheless, they continued to experience difficulties in comprehending more complex texts from Scopus-indexed journals due to limited vocabulary range and insufficient academic reading skills. The findings suggest that CLIL can serve as an effective pedagogical approach for English teachers seeking to strengthen students' academic literacy through integrated language and content instruction. Overall, this study contributes to EFL teaching by providing evidence that structured CLIL implementation can enhance academic vocabulary development and support students' early engagement with scientific writing practices.
Exploring EFL Learners' Experiences in Self-Directed Learning Through Social Media Application Rona Nur Azzahra; Lusi Nurhayati; Ari Purnawan
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.v13i2.8414

Abstract

social media is inseparable from the daily lives of everyone, from young to old. At least one social media account is owned by everyone and many even have more than two social media platforms which is especially true for students who are trying to learn English independently outside of class. This study aims to explore how EFL students utilize social media to help them learn English responsibly through self-directed learning. This study uses a qualitative research design with narrative inquiry, and the data collection instruments used are in-depth interviews and documents. Three (3) students from Universitas Negeri Yogyakarta participated in this study through purposive sampling, where they actively use social media and learn English from there through SDL as a journey to develop their respective abilities and needs. Data analysis was conducted through thematic analysis, and the results showed that although social media was initially used for entertainment, it also became a supporting resource in helping individuals learn English according to their respective speeds, interests, and needs. They gain knowledge in terms of vocabulary, phrases, sentences, etc., which broadens their insights, increases their motivation and confidence, and provides them with easy access, space, and a supportive community. However, behind this flexibility, there is also an impact in the form of a lack of structured study, many distractions, inappropriate content, internet limitations causing dependency, and lack of direct feedback. This research highlights the important point that the success of SDL learning through social media greatly depends on students' critical thinking skills, self-control, initiative, and reflectiveness in managing social media throughout the English learning process.
Co-Authors Achmad Mukhlisin Lusi Nurhayati Rona Nur Azzahra