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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Innovations in Language Education and Literature GLENS: Global English Insights Journal
Ridwan Ridwan
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sulawesi Barat, Majene, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Perception of Learning English Using Google Classroom Media During The Covid-19 Pandemic Reski Triana; Fajriani Fajriani; Ridwan Ridwan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): 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.v10i1.2823

Abstract

This study aims to find out how students' perceptions of learning English use google classroom media during the Covid-19 pandemic and to find out what are the inhibiting factors experienced by students d[1]uring the learning process of English using Google Classroom media.This type of research uses a qualitative approach, in data collection techniques the researcher uses the methods of observation, interviews, and documentation.Informants in this study were students of class XI. 1 TKJ and English teacher at SMK YPPP WONOMULYO.Based on the results of observations the conditions of the implementation of English language learning in the Pandemic Covid-19 are very different when the learning process carried out face-to-face where the teacher's English learning process no longer explains the material directly but the teacher uses the Google Classroom media as a forum to carry out the learning process for students then the interview process was carried out by researchers through Google Form.The results of the study stated that the majority of class XI students. 1 TKJ SMK YPPP WONOMULYO has a negative perception of online learning English. This is in accordance with the answers of students who said they preferred face-to-face learning because it was easier to understand and learning through Google Classroom experienced many obstacles, for example network connections were often bad or constrained by internet quotas. Then the students said the learning outcomes were unsatisfactory and less understood and unattractive. Then the inhibiting factors experienced by students are unstable networks, sometimes Google Classroom errors, inadequate quotas and lack of understanding of the material presented and lack of socializing with teachers and students. 
The Implementation of Cooperative Script Technique to Improve the Students’ Speaking Skill Musfirah Musfirah; Ahmad Munawir; Fajriani Fajriani; Ridwan Ridwan
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.v11i1.3921

Abstract

The objective of this study was to find out whether the implementation of the Cooperative Script technique could improve students’ speaking skills at SMA Negeri 3 Majene of second grade students. The method used in this study was quantitative research through a quasi-experimental design. The population was the social second grade students of SMA Negeri 3 Majene. There was XI IPS 1 as the experimental class and XI IPS 2 as the control class. The sample used for the research consisted of saturated sampling, consisting of two classes: XI IPS 1 and XI IPS 2. The result of this research shows that the Cooperative Script technique has a positive result in improving students’ speaking skills. It can be proven by the students’ average scores from pre-test and post-test. It means that the Cooperative Script technique has a significant effect on students’ speaking skills. It proved by the result of the testing Independent Sample T-test with the value of Sig. (2-tailed) was 000,0 < 0,05. It can be concluded that Ha means Cooperative Script technique has significance effect to improve students’ speaking skill was accepted and H0 means Cooperative Script technique has no significance to improves students’ speaking skill was rejected. Then, the results of the questionnaire analysis regarding students’ perception of the Cooperative Script technique, it showed that most students agreed that Cooperative Script technique makes them more active and easier to express opinions during the learning process, in this case helps students in speaking English.
Students’ Perception of Learning English Using Google Classroom Media During The Covid-19 Pandemic Reski Triana; Fajriani Fajriani; Ridwan Ridwan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): 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.v10i1.2823

Abstract

This study aims to find out how students' perceptions of learning English use google classroom media during the Covid-19 pandemic and to find out what are the inhibiting factors experienced by students d[1]uring the learning process of English using Google Classroom media.This type of research uses a qualitative approach, in data collection techniques the researcher uses the methods of observation, interviews, and documentation.Informants in this study were students of class XI. 1 TKJ and English teacher at SMK YPPP WONOMULYO.Based on the results of observations the conditions of the implementation of English language learning in the Pandemic Covid-19 are very different when the learning process carried out face-to-face where the teacher's English learning process no longer explains the material directly but the teacher uses the Google Classroom media as a forum to carry out the learning process for students then the interview process was carried out by researchers through Google Form.The results of the study stated that the majority of class XI students. 1 TKJ SMK YPPP WONOMULYO has a negative perception of online learning English. This is in accordance with the answers of students who said they preferred face-to-face learning because it was easier to understand and learning through Google Classroom experienced many obstacles, for example network connections were often bad or constrained by internet quotas. Then the students said the learning outcomes were unsatisfactory and less understood and unattractive. Then the inhibiting factors experienced by students are unstable networks, sometimes Google Classroom errors, inadequate quotas and lack of understanding of the material presented and lack of socializing with teachers and students. 
The Effect of ReadToMe Application on Reading Fluency and Motivation in Narrative Texts Agitha Ramadhani Riasang; Ridwan Ridwan; Adi Isma; Dwi Adi Nugroho; Nur Husnil Khatimah
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i1.314

Abstract

This quasi-experimental study examined the effect of the ReadToMe application on reading fluency and motivation among eighth-grade Indonesian EFL learners. Twenty-six students from SMP Negeri 1 Tutallu were randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received instruction using the ReadToMe application with narrative texts, while the control group followed conventional textbook-based methods over six weeks. Reading fluency was assessed through pre-test and post-test measurements using validated rubrics evaluating accuracy, pronunciation, and intonation. Student motivation was measured post-intervention through a 15-item Likert-scale questionnaire examining five dimensions: curiosity, challenge, grades, involvement, and competition. Results revealed significant improvements in the experimental group, with mean scores increasing from 45.85 to 76.00 (N-Gain=0.5484), compared to the control group's increase from 46.31 to 56.77 (N-Gain=0.2015). Independent samples t-test confirmed statistical significance (p<.001) with a very large effect size (Cohen's d=2.67). Questionnaire analysis indicated high motivation levels (80.00%) among experimental group students. These findings suggest that the ReadToMe application effectively enhances both reading fluency and motivation in narrative text instruction, offering practical implications for EFL teachers seeking technology-integrated approaches to address reading challenges in Indonesian educational contexts.
Using TikTok English Song Lyrics to Improve Pronunciation Among Junior High School Students Aulia Nurafifah; Ridwan Ridwan; Ahmad Junaedi; Ikhsan Ikhsan
Innovations in Language Education and Literature Vol. 2 No. 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5044

Abstract

This study explores the effectiveness of using English song lyrics from TikTok as a medium to improve students’ pronunciation skills. Employing a quasi-experimental design, the research involved 38 eighth-grade students at SMP Negeri Limboro in the 2024/2025 academic year. Participants were divided into two groups: an experimental group received instruction using selected TikTok English song lyrics, while the control group was taught using conventional methods. Data were collected through pre-tests, post-tests, and student questionnaires. Statistical analysis using SPSS showed a significant improvement in the pronunciation scores of the experimental group compared to the control group. The mean N-Gain score of 58.4% indicates a moderate level of effectiveness. Furthermore, students’ responses to the questionnaire demonstrated positive perceptions toward the use of English songs on TikTok as a learning tool. The findings suggest that integrating digital media, particularly short-form social platforms like TikTok, can enhance pronunciation instruction and motivate learners. This study contributes to the growing field of digital-assisted language learning and provides insights for teachers seeking innovative methods to support pronunciation development in EFL classrooms.
Mobile Application Integration for Grammar Learning: A Quasi-Experimental Study in Indonesian Context Darmi Ahmad; Ridwan Ridwan; Adi Isma; Amrang Amrang; Rusdiah Rusdiah
Innovations in Language Education and Literature Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i2.6071

Abstract

Mastering grammatical structures remains challenging for English as a Foreign Language learners in contexts with limited authentic language exposure. This quasi-experimental study examined whether mobile application integration could enhance Simple Present Tense acquisition among 34 seventh-grade students at a public junior high school in Majene, Indonesia. Participants were assigned to either an experimental group (n=17) receiving instruction through the English Grammar: Learn and Test application or a control group (n=17) following conventional textbook-based methods. Pre-test and post-test assessments measured grammar mastery across parts of speech, inflection, and syntax dimensions. Results revealed substantial improvement in the experimental group, with mean scores increasing from 20.94 to 72.12 (p < .001, Cohen's d = 1.95), while the control group showed modest gains (29.18 to 50.94). Notably, 82.4% of experimental participants achieved mastery level compared to 11.8% in the control group. Student perceptions measured through a 15-item questionnaire indicated strong acceptance (M = 4.31), with particularly high ratings for perceived usefulness. Despite sample size limitations, findings suggest that strategically integrated mobile applications can significantly enhance grammar learning when traditional methods prove insufficient, offering practical solutions for resource-constrained educational settings.
Co-Authors Adi Isma Agitha Ramadhani Riasang Ahmad Junaedi Amrang Amrang Aulia Nurafifah Darmi Ahmad Dwi Adi Nugroho Fajriani Fajriani Fajriani Fajriani Ikhsan Ikhsan Munawir, Ahmad Musfirah Musfirah Nur Husnil Khatimah Reski Triana Rusdiah Rusdiah