Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sukri Adani
Pendidikan Bahasa Inggris, STKIP Muhammadiyah Aceh Barat Daya
Languange, Linguistic, Communication & Media

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An Analysis of Student Performance in Understanding and Responding to Short Functional Texts Lukman B; Sukri Adani
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.v13i2.7794

Abstract

This study investigates the ability of eighth-grade students at MTsN 3 Aceh Barat Daya to respond accurately to short functional texts containing common social expressions in English and to identify which categories are most and least effectively mastered. Five communicative functions were examined: expressing gratitude, apologizing, giving compliments, offering help, and greeting. Using a quantitative descriptive design, data were collected from 42 students through a 20-item dialogue-based multiple-choice test. Descriptive statistical analysis was employed to determine the mean, accuracy percentage, standard deviation, and score distribution per category. The results revealed that students achieved an average accuracy of 82.5% (median = 18.5/20), indicating generally good ability, though performance varied considerably. The highest proficiency was observed in giving and responding to compliments (95% accuracy), while acknowledging mistakes showed the lowest performance (79% accuracy), possibly due to cultural norms and limited exposure to authentic usage. Variation in scores was also linked to vocabulary range, interaction experience, and confidence. These findings suggest that English instruction should incorporate culturally sensitive categories, especially those less familiar to students, through authentic conversation, role-play, and interactive technology, with differentiated support for lower-performing learners.
Exploring Students’ Willingness to Communicate (WTC) in STKIP Muhammadiyah Aceh Barat Daya Nurul Amalia; Sukri Adani
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.v14i1.12041

Abstract

Proficiency in English communication is an essential competency for university students. However, empirical research mapping Willingness to Communicate (WTC) across specific language skills within private universities in regional contexts remains scarce. This study investigates the WTC levels among students enrolled in the English Language Teaching program at STKIP Muhammadiyah Aceh Barat Daya, focusing on four dimensions: speaking, reading, writing, and comprehension. Employing a quantitative descriptive methodology, the study surveyed 50 students selected through total sampling. Data were gathered using a validated 27-item Likert-scale questionnaire (Cronbach’s Alpha = 0.956) and analyzed descriptively. Findings indicate that students' overall WTC is moderate, with average scores ranging from 2.98 to 3.24. Among the four dimensions, comprehension yielded the highest score (M = 3.24; SD = 0.596), suggesting greater psychological comfort in receptive communication activities. Speaking (M = 3.06; SD = 0.481) and reading (M = 3.06; SD = 0.528) both reflected moderate, balanced levels. In contrast, writing received the lowest score (M = 2.98; SD = 0.568), indicating heightened anxiety regarding grammatical accuracy and language conventions. These results underscore the necessity for educators and institutions to implement student-centered learning strategies that reduce psychological barriers and foster holistic student engagement.
Exploring Students' Perceptions of ChatGPT in Higher Education: A Qualitative Study of Critical Thinking, Learning Autonomy, and Academic Ethics Rani Servia; Sukri Adani
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.v14i1.12065

Abstract

This study explored students' perceptions of ChatGPT in higher education, focusing on its role in critical thinking development, learning autonomy, and academic ethics. Using a qualitative descriptive case study, data were collected from 15 eighth-semester English Education students at STKIP Muhammadiyah Aceh Barat Daya through semi-structured interviews and were analyzed using Braun and Clarke's thematic analysis with the support of NVivo 12. The findings revealed three main themes. First, students perceived that ChatGPT supported critical thinking by helping them analyze information, develop arguments, and verify AI-generated responses using reliable sources. Second, ChatGPT promoted learning autonomy by providing immediate access to information, supporting skill development, and encouraging self-directed learning. Third, students recognized the importance of using ChatGPT ethically by revising AI-generated content, avoiding plagiarism, and adhering to the principles of academic integrity. Overall, the findings suggested that ChatGPT was perceived as a valuable learning support tool when used critically, independently, and responsibly. The study highlighted the need for clear institutional guidelines to promote the ethical and effective use of generative AI in higher education.
Co-Authors Lukman B Nurul Amalia Rani Servia