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Exploring Student Perspectives on Spotify Application in Enhancing Listening Skills: A Case Study in an Indonesian Islamic Junior High School Arra’fu, Muhammad Rafif; Dabamona, Miftahulfadlik; Idrus, Misnariah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6450

English language learning in Papua, Indonesia, presents a unique context where English is treated as a second language under the Special Autonomy framework. Listening is a fundamental skill in language acquisition, and recent technological developments offer new opportunities to support this process. This study explores students’ perceptions of using Spotify as a digital tool to enhance their English listening skills. Employing a qualitative approach, data were collected through observation and structured interviews with eighth-grade students at a junior high school in Sorong, West Papua. The research subject was chosen to students’ who use the Spotify App, then they will be interviewed regarding their daily use of the Spotify application in enhancing listening skills. There were 7 students interviewed out of 20 students observed and this research was conducted for 1 month. Findings indicate that students perceive Spotify, particularly its music and podcast features, as an engaging and effective medium for learning. Participants reported improved vocabulary, comprehension, and motivation, highlighting the platform’s accessibility and audio-visual features as beneficial for language exposure. The study concludes that Spotify can serve as a supportive tool for developing listening skills in EFL contexts. It recommends integrating such digital platforms into language instruction, particularly in regions where English holds a special educational role.

Harnessing Social Media for English Language Learning: Insights from an Islamic Senior High School Students in Eastern Indonesia Anisah, Nur; Hasbullah, Hasbullah; Dabamona, Miftahulfadlik
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6733

This study discusses how social media helps students learn English at a Madrasah Aliyah in Papua, Eastern Indonesia. The purpose of this study was to find out what social media are used by students and how they use them to learn. This study used a qualitative method with observation, interviews, and documentation. There were five students and one English teacher as respondents. The results showed that students often use Instagram, YouTube, and TikTok to learn. Instagram is used to do schoolwork, YouTube is used to learn grammar, while TikTok helps students increase their knowledge and improve their pronunciation. of the three applications, students prefer to use TikTok because they find it easier to understand lessons through interesting and not boring videos, compared to reading long texts or listening to direct explanations. Social media provides freedom in learning, makes students more enthusiastic, and more active in the learning process. Even so, the role of teachers remains very important to guide so that the use of social media continues to support learning goals. These results are in accordance with the theory that states that students will learn better if they feel free and motivated from within themselves. With good guidance, social media can help students improve their English skills.

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research: An Exploratory Research Dabamona, Miftahulfadlik; Idrus, Misnariah; Hasanah, Alif
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.7954

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching

Examining the Relationship Between Learning Motivation in Gamified English Learning and English Competence among Primary School Students Saptarina, Eva; Dabamona, Miftahulfadlik; Yulianingsih, Lilik
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.2412

Gamified learning is widely recognized as an engaging instructional approach that can enhance students' motivation by incorporating elements of play, challenge, and reward. While motivation plays a crucial role in the learning process, it is important to examine whether it truly correlates with language competence, particularly in the context of English as a Foreign Language (EFL) learning. This study aimed to examine the relationship between students’ learning motivation in gamified English learning and their English competence. The participants were 30 fifth-grade students (aged 10–12) from a private primary school in Indonesia, selected through total sampling. A quantitative correlational method was used, employing a motivation questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, Satisfaction), and English achievement tests. Data were analyzed using Pearson correlation analysis. The results revealed a very strong and statistically significant positive correlation (r = .996, p < .01) between learning motivation and English competence. These findings suggest that maintaining high levels of student motivation through gamified learning strategies can significantly support academic success in language learning. This study contributes to the growing evidence that motivation is not only an emotional factor but a critical predictor of academic achievement.

Exploring Student Perspectives on Spotify Application in Enhancing Listening Skills: A Case Study in an Indonesian Islamic Junior High School Arra’fu, Muhammad Rafif; Dabamona, Miftahulfadlik; Idrus, Misnariah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6450

English language learning in Papua, Indonesia, presents a unique context where English is treated as a second language under the Special Autonomy framework. Listening is a fundamental skill in language acquisition, and recent technological developments offer new opportunities to support this process. This study explores students’ perceptions of using Spotify as a digital tool to enhance their English listening skills. Employing a qualitative approach, data were collected through observation and structured interviews with eighth-grade students at a junior high school in Sorong, West Papua. The research subject was chosen to students’ who use the Spotify App, then they will be interviewed regarding their daily use of the Spotify application in enhancing listening skills. There were 7 students interviewed out of 20 students observed and this research was conducted for 1 month. Findings indicate that students perceive Spotify, particularly its music and podcast features, as an engaging and effective medium for learning. Participants reported improved vocabulary, comprehension, and motivation, highlighting the platform’s accessibility and audio-visual features as beneficial for language exposure. The study concludes that Spotify can serve as a supportive tool for developing listening skills in EFL contexts. It recommends integrating such digital platforms into language instruction, particularly in regions where English holds a special educational role.

Developing Curriculum Component to Upgrade Students’ English Language Acquisition Hasbullah, Hasbullah; Wekke, Ismail Suardi; Dabamona, Miftahulfadlik; Nanning, Nanning
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.6292

This study aims to investigate the effect of developing curriculum components on upgrading the students’ English acquisition in State Islamic Institute (IAIN) Sorong, Southwest Papua Province Indonesia. Developing curriculum components presented goals, contents, approaches, methods, and evaluation precisely is to know the students’ English acquisition covering vocabulary, grammar, listening, speaking, reading, and writing skills. The sample size for this study comprises 72 students consisting of 36 students from Class A and 36 others from Class B, representing the experimental group and a control group. Those groups were selected based ona partitional clustering method. An experimental design was employed to conduct the study, which involved gathering quantitative data from the pre-test and post-test. It was to obtain the students’ English acquisition achievements. To analyze the collected data, SPSS is used for a precise and efficient process of the various necessary outputs describing meaningful conclusions. The pre-test findings conclude no significant difference in students’ achievement before treatment.After treatment, the post-test found the t-value was greater than t-table (t-value 4.690 t-table 2.000). This data strongly indicates a positive impact of developing curriculum components to improve students’ acquisition of English elements for the experimental group. This means the study summarized and emphasized the development of curriculum components precisely, structurally, systematically, and professionally for the teachers to upgrade their students’ acquisition of English elements significantly.

An Analysis of Error in Undergraduate Students' Argumentative Essay Writing Fatimah, Ariyani; Hasbullah, Hasbullah; Dabamona, Miftahulfadlik
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.50247

The main objective of this research is to know the common errors that the students in the batch 2020 of the English Education Department of Tarbiyah Faculty at IAIN Sorong made in Argumentative essay Writing. Theoretically, this research intends to identify, define, classify, and finally explain the cause of errors. The writer used the qualitative method in this research, where the researcher analyzed the students’ writing to know the types of errors they make most in their writing grammatically and to know the causes of errors. After that, the writer described the number of errors that the students made. For this research, the writer analyzed each student's writing, finds out and classifies the errors he or she made, and lists them in tables. Furthermore, from those errors, the writer concluded what the causes of those errors are. After analyzing the data, the researcher found that there are four types of errors made by the students to Dulay's Theory. First, the errors of Omission with a percentage of 39%, followed by Addition with a percentage of 19%, the errors of misformation with a percentage of 41%, and the last misordering with a percentage of 2% of 100% from all errors made by the students.

Peran Program Arabic Tajwid Class (ATC) dalam Meningkatkan Pemahaman dan Kemampuan Baca Al-Qur’an Santri TPQ Roudlotul Nurul Amin di Kelurahan Majaran Anam, Alda Novian; Keliata, Amrin; Nisa, Laila Zahrotun; Fuad, Munirotul; Utami, Nazwa Putri; Zakiyahturrohmah, Nur Zahro; Dabamona, Miftahulfadlik; Rabiudin, Rabiudin
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 2 No 2 (2025): PANTAK: Jurnal Penelitian Tindakan Kelas | Desember
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/pantak.v2i2.134

This study aims to analyze the role of the Arabic Tajwid Class (ATC) program in improving students' understanding of tajwid and Quranic recitation skills at the Roudlotul Nurul Amin Islamic Boarding School (TPQ) in Majaran Village. Using descriptive qualitative methods through observation, interviews, documentation, and direct researcher involvement, the study found that students initially experienced difficulties in reading the Quran, pronouncing letters, and reading rules of tajwid. ATC was implemented in stages through pronunciation practice, repetition, reading examples, and interaction-based material reinforcement, along with the introduction of simple vocabulary. The results showed that students' ability to apply the rules of tajwid significantly improved, followed by an increased understanding of the rules of tajwid. Supporting factors for the program's success included organized materials, additional study time, and support from teachers. While inhibiting factors included differences in students' basic abilities and limited study time. Overall, ATC proved effective in improving students' understanding of tajwid and the quality of Quranic recitation and was effective as a learning companion program.

A QUALITATIVE STUDY ON THE APPROPRIATENESS OF VOCABULARY IN THE GRADE IX ENGLISH TEXTBOOK: PERSPECTIVES OF TEACHERS AND STUDENTS Lulu Angguni; Suharmoko Suharmoko; Miftahulfadlik Dabamona
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.15220

Vocabulary appropriateness in EFL textbooks remains underexamined in eastern Indonesia, where regional disparities in English exposure and limited supplementary resources create conditions distinct from those commonly discussed in the literature. This study examined teacher and student perspectives on vocabulary in the Grade IX English textbook published by Intan Pariwara (Bahasa Inggris untuk SMP/MTs Kelas 9) at MTs Negeri Kota Sorong, West Papua a context where English is largely confined to the classroom involving six participants recruited through purposive sampling: two English teachers and four Grade IX students, whose combination enabled triangulation between instructional context and lived experience. Data were collected via semi-structured interviews in Bahasa Indonesia and analyzed using the thematic analysis framework of Naeem et al. (2023), with theoretical grounding in Nation (2024), McGrath (2016), and Beck et al. (2013), yielding four themes: perceived difficulty, vocabulary type, adequacy of support, and learning and teaching strategies. Teachers rated the vocabulary as moderately difficult, while students consistently described it as difficult, particularly the academic and scientific vocabulary in report texts, much of which falls into Tier 2 and Tier 3 categories. Both groups considered in-text support insufficient, as glossaries were absent, per-unit word lists were limited, and scaffolding was minimal, leading students to rely on tools such as Google Translate and ChatGPT not out of preference but due to limited alternatives a pattern teachers also acknowledged while both teachers further noted that vocabulary disconnected from students' lived experiences increases cognitive burden in settings with minimal English exposure outside school. Overall, the textbook was considered only partially appropriate, and recommended priority revisions include the addition of per-unit vocabulary lists, explicit scaffolding for report text vocabulary, and a comprehensive end-of-book glossary.

Strategies Used by English Teachers to Encourage Students to Speak at Alam Mutiara Insan Sorong Junior High School Grade VII Alfian Dian Rafika; Abd. Rahman; Miftahulfadlik Dabamona
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.v14i1.8227

This research focuses on strategies used by English Teachers to Encourage Students to Speak at SMP Integrated Islamic Junior High School Class VII. The purpose of this research is to analyze the strategies used by English teachers to encourage students to speak in front of grade VII of SMP IT Mutiara Insan Sorong. This research uses a qualitative method with a data collection process through observation, interviews, and documentation. The findings of this study prove that the strategies used by English teachers have the goal of training students' development. The strategies used are 1) a fun differentiation method to attract students' attention. 2) Diagnostic assessment method, which is to understand the condition of students because they have various learning styles. 3) Evaluate and provide additional materials so that the value is higher. 4) Increase the number of students' vocabulary. However, in achieving some of these strategies, teachers experience obstacles so that they do not reduce optimization to students and have a positive influence on the encouragement to speak English fluently and confidently.

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