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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Elda Yulia Ryandini
Fakultas Manajemen, Sekolah Tinggi Ilmu Ekonomi IBMT, Surabaya, Jawa Timur
Languange, Linguistic, Communication & Media

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The Utilizing of Tongue Twister Media for English Speaking Activity of Management Students in School of Management Elda Yulia Ryandini; Anis Fitriyasari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3526

Abstract

The ability of using English is important and is needed nowadays in many aspects. Everyone is supposed to be able to speak English for communication. The problem happens in non-English students who learn English for specific purpose. They do not feel confident to perform speaking due to they are very rare practicing English previously that causes some problems in pronunciation and mastery vocabulary. Therefore, this study is aimed to know the management students’ pronunciation of English words using tongue twister media and to probe the management students’ perception in speaking English activity. This research applies a qualitative approach with 24 Management major students from one class who mostly work and enroll online and offline English class. The instrument used are field note observation, questionnaires, and recorder. The findings show that most management students found speaking problems in pronouncing the sounds of /θ/, /ð/, /ʃ/ and /ai/. Although they were not confident in speaking English for the improper pronunciation, they were still trying to learn English well. They expressed that the utilize of tongue twister media in speaking activity is helpful, fun and challenging to pronounce and listen to the good pronunciations.
Improving Third-Grade Students’ Animal Vocabulary Retention through Flashcard Media: A Case Study at Elementary School Pipit Ertika Daristin; Elda Yulia Ryandini; Angella Novitaningrum; Dias Tiara Putri Utomo
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.v14i1.11549

Abstract

Vocabulary development is a fundamental component in early English language learning, especially for young learners in elementary school, yet third-grade students often struggle to retain new vocabulary due to limited exposure and the use of less engaging instructional media. This qualitative case study investigates the role of flashcards in enhancing animal vocabulary retention among third-grade students at Elementary School through the implementation of a custom-designed teaching module that integrates visual flashcards into interactive learning activities such as recognition drills, pronunciation practice, matching games, and creative labeling tasks. Data were collected through classroom observation, document analysis of the instructional module, and teacher reflection. The findings demonstrate that flashcards significantly increased students’ attention, enthusiasm, and willingness to participate orally, as picture–word associations helped students recall vocabulary more confidently and accurately. Game-based learning fostered collaboration and deeper memory retention, while the creative tasks enabled students to apply vocabulary in written form, indicating meaningful learning transfer. Additionally, flashcards supported inclusive learning by providing visual cues that assisted students with lower proficiency while encouraging higher-performing students to extend their vocabulary knowledge. Overall, the study concludes that incorporating flashcards into a structured and engaging teaching design is an effective strategy to improve English vocabulary retention among young learners.
Analysing Metacognitive Strategies Used in Reading Scientific Article: A Case Study of EFL University Students Elda Yulia Ryandini; Dias Tiara Putri Utomo; Pipit Ertika Daristin
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.v13i2.7254

Abstract

In the process of reading, students have to be aware, think about what difficulties they always encounter, and think about the strategies used in reading, known as metacognitive awareness. Hence, this study is necessary to analyze students’ perceptions about reading in English and their ways to cope with the problems by assessing their own metacognitive strategies. This study applies a case study of a qualitative approach with 39 first-year EFL university students. The results indicate that 58.97% of students like reading because it can boost their understanding of vocabulary, sentence structure, language skills, academic achievement, and speaking English properly. There are no difficulties encountered in reading English since it is fun, easy to understand, and gives them new knowledge. While the rest, 41.02% of students, explained different experiences since they perceived reading English as boring and a bit difficult in the case of pronunciation and words, but it is needed in students’ jobs. While the most frequent strategies used in metacognitive awareness of reading are "when the text becomes difficult, I reread to increase my understanding," "I read slowly but carefully to be sure I understand what I am reading," and "I try to get back on track when I lose concentration." In sum, most students like reading because it supports their academic achievement, and the metacognitive strategies are helpful for students to evaluate their ability in comprehending the scientific article for future improvement.
Co-Authors Angella Novitaningrum Anis Fitriyasari Dias Tiara Putri Utomo Dias Tiara Putri Utomo Pipit Ertika Daristin Pipit Ertika Daristin