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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Widhiyanto
Magister Pendidikan Bahasa Inggris, FBS Universitas Negeri Semarang
Languange, Linguistic, Communication & Media

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The Implementation of Project Based Learning to Improve Students’ Achievement and Motivation in the Speaking Class at Tenth Grade Vocational High School Karsimah; Eni Rahayu Puji Haryanti; Widhiyanto
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.v13i2.6289

Abstract

This study was intended to find out whether the Project-Based Learning implementation is effective in improving students’ speaking skills. The researcher employed a combination of quantitative and qualitative research methods, including pre- and post-tests, to assess students’ productive skills, particularly in speaking. Besides, the researcher interviewed the teacher and the students to ask their perceptions of the implementation of project-based learning. There were 20 students as the respondents. Tenth-grade students of SMK TKJ Nurul Islami became the experimental class. The mean score showed that the pretest was 51.18. On the other hand, the mean score of the posttest was 78. The percentage and frequency of students' scores on the pretest for the experimental class showed that six students, or 35%, received an average score, while fourteen students, or 84%, received a poor score. However, after implementing the project-based learning method in the classroom, the results improved. In the posttest, four students (24%) achieved very good scores, eight students (47%) received good scores, and eight students (47%) received average scores. There was a significant difference between the pretest and the posttest. Based on the result, there was a significant difference between the experimental class in their speaking achievement. It means that the implementation of Project-Based Learning was beneficial in improving students' speaking ability in reporting descriptive text.
Language Styles and Learning Motivation Changes in Instagram Captions: A Case of Three International Students Vidya Mukti Cakraningrum; Widhiyanto
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.v13i2.7728

Abstract

This study analyzes the changes in language style and English learning motivation reflected in 181 Instagram captions from three international students pursuing higher education in Indonesia. The analysis is based on Martin Joos's theory of language styles and Dörnyei's L2 Motivational Self System. This qualitative descriptive research focuses on comparing captions from the period before and during their study in Indonesia. The findings indicate a significant shift. Prior to their studies, the dominant language style was casual (41.41%), and motivation was rarely expressed (2.02%), categorized primarily as L2 Learning Experience. However, during their time abroad, language styles became more varied. While the casual style remained dominant (39.23%), the use of the consultative style also increased (23.20%), suggesting an adaptation to audience and communicative goals. Motivational expressions also increased significantly, especially L2 Learning Experience (19.34%), followed by Ideal L2 Self (6.08%) and Ought-to L2 Self (2.21%). These changes highlight the strong influence of social, academic, and personal development on language use and motivational expression on social media. The findings support Dörnyei's assertion that language motivation is not static but evolves in response to a learner's experiences. This research contributes to the literature on digital discourse and language learning motivation in the context of English education.
Co-Authors Eni Rahayu Puji Haryanti Karsimah Vidya Mukti Cakraningrum