Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Research on English Teaching and Applied Linguistics
Nursidah
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Role of puns in Enhancing Japanese Language Learning for English Major Students Nursidah; Andi Rachmawati Syarif; Sam Hermansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.6033

Abstract

This study examines the role of puns in Japanese language learning among Indonesian students majoring in English who are taking Japanese elective courses. Puns have various functions in teaching and learning Japanese as a Foreign Language (JFL). This study investigates the role of puns in Japanese language learning. This study used a mixed methods approach, collecting data through questionnaires from 54 students. The findings show that using puns in JFL classes has a positive effect on learning Japanese. The Beneficial Aspects of Using Japanese Puns in the Classroom, (1). Improving Vocabulary Comprehension; (2) Developing Speaking skills; (3) Introducing Aspects of Japanese Culture; (4). Improving Hiragana and Katakana Reading Skills. This research makes a novelty contribution by examining puns in the specific context of English majors studying Japanese. In addition, this study proposes a teaching model that utilizes puns as a tool to connect aspects of humor, creativity, and cultural understanding in the learning process.
Students’ Self-Direction in Learning English Listening Skills at an Islamic University Rachman, Muhammad Fajaruddin; Yauri, Andi Muhammad; Nursidah
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

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Abstract

This study explores how students at an Islamic university engage in self-directed learning (SDL) to enhance their English listening skills and what motivates that engagement. Using a qualitative descriptive design, semi-structured offline interviews were conducted with seven 6th–8th semester English majors (June 16–17, 2025). Data were transcribed, coded, and member-checked. Findings show that students set academic/professional goals (e.g., TOEFL/IELTS, postgraduate study, employability) as well as social/personal goals (e.g., reducing insecurity, building confidence). They select authentic, accessible materials YouTube, podcasts/TED Talks, films, songs, TikTok and employ repetition, note-taking, shadowing, and self-evaluation (e.g., prediction tests), with technology functioning as a central enabler. Key challenges include wavering motivation, focus and consistency, time constraints, and distracting environments; feedback from lecturers/peers and perseverance (personal drive, family support, future aspirations) help sustain progress. Intrinsic (interest, enjoyment, competitiveness) and extrinsic factors (exams, career targets, lecturer cues, peer influence) jointly shape SDL. The study concludes that SDL is vital for listening development when autonomy is supported by purposeful goals, strategic routines, constructive feedback, and technology use. Implications include designing autonomy-oriented tasks, guiding critical use of digital resources, and improving institutional supports (labs, study groups, workshops) to foster lifelong learning.
Co-Authors Rachman, Muhammad Fajaruddin Sam Hermansyah Syarif, Andi Rachmawati Yauri, Andi Muhammad