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The Influential Factors of Teachers’ Creativity in Teaching English Language: Teacher’s Insight Sunarti; Sonny Elfiyanto
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.v13i1.6567

Teachers have different backgrounds, and their opinions regarding "creative teaching" or "good teaching" methods are frequently shaped by a range of elements, such as their own teaching experiences, personal incentives, and organizational limitations. This setting frames teachers' initial attempts to cultivate creative practices, and their recognition of these effects influences their subsequent level of creativity. The goal of this research is to discover the characteristics that influence English language teaching (ELT) teachers' creativity. Researchers interviewed six English as a Foreign Language (EFL) teachers to learn more about the elements that drive their passion and creativity in the classroom. Researchers discovered that teachers' motivation, technology, school support, colleagues, and teaching knowledge and experience all had an impact on their creativity. Teachers can use these five aspects as guidelines to help them incorporate creativity into their lessons. Participants also believed that their creativity was required to inspire creativity in students, make learning fun, and support their learning. The quickly evolving potential of digital environments to support student-centered and self-directed learning seems to contribute to this belief. Ultimately, this study demonstrates that teachers do not naturally possess creativity, but they may cultivate it by adopting new ideas and improving their creative teaching skills.

Analysis of Higher Order Thinking Skills (HOTS) in Reading Comprehension Question Final Test for Junior High School: Teachers' Voices Zahro, Fatimatuz; Dzulfikri; Mistar, Junaidi; Sonny Elfiyanto
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.v13i1.6311

The purpose of this study is to investigate the strategies and approaches used to create HOTS questions in reading comprehension texts to improve students' HOTS skills. This study used a qualitative approach, relying on questionnaire data that results from teachers who created HOTS questions to explain and describe data. The subjects of this study were English teachers as participants. Researchers discovered numerous things using questionnaire data obtained via Google Forms. The research design is a case study, which describes teachers' perspectives on HOTS questions and the obstacles faced by teachers in creating HOTS questions. The research instrument was a questionnaire that was sent by Google Forms. In collecting data, the researcher sent the Google form link to the teacher and the researcher reviewed the answers from the teacher, and the data in this study were the teacher's answers to the questions about HOTS, which were attached to the Google form. The study's findings include three significant points 1. Teacher's challenges with drafting HOTS questions. 2. Teacher's strategies for using HOTS questions in reading comprehension question final test. 3. Teachers' technique or process for creating HOTS questions to increase students' HOTS skills. 4. How students respond to the teacher's queries. 5. The outcomes obtained by students using the HOTS method.

Exploring EFL Learners’ and Teachers’ perspectives in an International Online Exchange Program Yusiana, Sifreni Mira; Rizal Wahid Permana; Sonny Elfiyanto; Junaidi
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.v13i2.7905

In today’s interconnected world, fostering intercultural understanding and language acquisition among young learners is increasingly vital. Online exchange programs have emerged as accessible alternatives to traditional exchanges, enabling students to interact globally and build intercultural competencies. This qualitative case study explores the perspectives of English as a Foreign Language (EFL) teachers and students engaged in an intensive international online exchange program organized by With The World Incorporation, Japan. The study aimed to identify challenges faced by participants and the strategies employed to overcome them, offering a holistic understanding of the online exchange experience. Data were collected through interviews, observations, and document analysis, involving one teacher, a program coordinator, and actively participating students. Thematic analysis revealed challenges such as technical and connectivity issues, language proficiency barriers, sustaining engagement, scheduling conflicts, and cultural differences. Despite these obstacles, the program proved effective through proactive planning, strong technical and logistical support, psychologically safe and task-based pedagogy, engaging content, and continuous feedback. These findings align with established theories, including the digital divide, foreign language anxiety, and self-determination theory. The study highlights how adaptive strategies can transform barriers into opportunities to enhance English proficiency, promote intercultural understanding, and develop global competencies. The results provide practical implications for educators and program designers, emphasizing dynamic content, adaptive teaching approaches, and feedback mechanisms to optimize future online exchange initiatives.

The Influential Factors of Teachers’ Creativity in Teaching English Language: Teacher’s Insight Sunarti; Sonny Elfiyanto
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.v13i1.6567

Teachers have different backgrounds, and their opinions regarding "creative teaching" or "good teaching" methods are frequently shaped by a range of elements, such as their own teaching experiences, personal incentives, and organizational limitations. This setting frames teachers' initial attempts to cultivate creative practices, and their recognition of these effects influences their subsequent level of creativity. The goal of this research is to discover the characteristics that influence English language teaching (ELT) teachers' creativity. Researchers interviewed six English as a Foreign Language (EFL) teachers to learn more about the elements that drive their passion and creativity in the classroom. Researchers discovered that teachers' motivation, technology, school support, colleagues, and teaching knowledge and experience all had an impact on their creativity. Teachers can use these five aspects as guidelines to help them incorporate creativity into their lessons. Participants also believed that their creativity was required to inspire creativity in students, make learning fun, and support their learning. The quickly evolving potential of digital environments to support student-centered and self-directed learning seems to contribute to this belief. Ultimately, this study demonstrates that teachers do not naturally possess creativity, but they may cultivate it by adopting new ideas and improving their creative teaching skills.

Mastering a New Language as a Process of Social Adaptation: A Case Study of Transfer Students in Language Learning David Bastiansyah; Sonny Elfiyanto
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.917

This study investigates the challenges faced by transfer students in acquiring a new language and explores the impact of social adaptation on their linguistic proficiency. Utilizing a qualitative case study approach, data were collected through semi-structured interviews and participatory observations. The findings reveal that transfer students struggle with understanding vocabulary, sentence structures, and cultural differences that affect their communication skills. Strategies such as seeking support from peers and teachers and utilizing digital learning tools were found to help students overcome these challenges. Moreover, students who received social support from their peers and educators were more successful in acquiring proficiency in the new language. In contrast, students who experienced social isolation faced more difficulties in language learning. This study highlights the importance of social support in facilitating language acquisition and adaptation for transfer students.

Teacher Identity Disclosure: Exploring Professionalism, Pedagogy, And Impact on Students in The Merdeka Mengajar Platform Afina Fika Rahma; Junaidi Mistar; Sonny Elfiyanto; Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.899

This study investigates the role of the Merdeka Mengajar Platform (PMM) in shaping teacher identity and its impact on professionalism, pedagogical practices, and student learning outcomes among English teachers at secondary schools. Employing a qualitative phenomenological design, data were collected through semi-structured interviews and classroom observations with three teachers actively engaged in PMM. The findings reveal that PMM strengthens teachers’ professional identity by providing structured guidance, mentoring, and collaborative opportunities, which enhance confidence and resilience. In terms of pedagogy, the platform encourages a shift from teacher-centered to student-centered approaches, including project-based learning, peer feedback, digital storytelling, and role-play, thereby fostering innovation and active student engagement. Furthermore, PMM contributes to professional growth by motivating continuous learning and experimentation, while simultaneously improving student outcomes through increased motivation, confidence, and participation. Overall, PMM functions not only as a technological resource but also as a professional ecosystem that bridges teacher development with student success, offering significant implications for the advancement of English language education in Indonesia.

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