Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ahmad faruk
Unknown Affiliation
Languange, Linguistic, Communication & Media

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Learning English as a Strategic Tool for Emerging Content Creators in the Digital Era Af’ida ulil maghfiroh; Ahmad faruk
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.v13i1.6724

Abstract

This study explores how English language skills are used as a strategic tool by beginner content creators in the digital era, particularly in the Banyuwangi region. Using a qualitative approach and case study design, the research involved ten content creators from platforms such as YouTube, Instagram, and TikTok. Data were collected through interviews, observations, and documentation. The results show that although most participants have basic to intermediate English proficiency, they still use English for writing captions, video descriptions, and engaging with global audiences. The main challenges they face include limited vocabulary, grammatical difficulties, and low self-confidence. Despite these barriers, they show strong motivation to learn and express the need for more relevant and practical English training. This study contributes by providing a clearer picture of how English proficiency can support the professional growth of local content creators and act as a bridge to wider global opportunities. It also highlights the importance of contextual and need-based English education that aligns with the realities of the digital content industry.
Learning English as a Strategic Tool for Emerging Content Creators in the Digital Era Af’ida ulil maghfiroh; Ahmad faruk
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.v13i1.6724

Abstract

This study explores how English language skills are used as a strategic tool by beginner content creators in the digital era, particularly in the Banyuwangi region. Using a qualitative approach and case study design, the research involved ten content creators from platforms such as YouTube, Instagram, and TikTok. Data were collected through interviews, observations, and documentation. The results show that although most participants have basic to intermediate English proficiency, they still use English for writing captions, video descriptions, and engaging with global audiences. The main challenges they face include limited vocabulary, grammatical difficulties, and low self-confidence. Despite these barriers, they show strong motivation to learn and express the need for more relevant and practical English training. This study contributes by providing a clearer picture of how English proficiency can support the professional growth of local content creators and act as a bridge to wider global opportunities. It also highlights the importance of contextual and need-based English education that aligns with the realities of the digital content industry.
The Controversy of Students Learning Interest in English as a Future Career Madina Maqfiroh; Ahmad Faruk
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.v14i1.9566

Abstract

This study examines students’ learning interest in English and their perceptions of English as preparation for future careers across formal and non-formal educational contexts. A descriptive qualitative approach was employed, involving 30 participants consisting of 15 students from ECC Course and 15 undergraduate students from the English Education Study Program at Universitas KH. Mukhtar Syafaat. Data were collected through open-ended questionnaires, semi-structured interviews, and classroom observations, and analyzed using thematic analysis with data triangulation to ensure credibility. The findings reveal that most students recognize English as an important skill for academic and professional advancement. However, a contradiction was identified between students’ awareness of English as a career-related asset and their actual learning engagement, particularly due to grammar difficulties and classroom boredom. The study also found no major differences between students from the two educational contexts in terms of their perceptions and learning challenges. This study contributes to the field of EFL motivation by highlighting the gap between students’ awareness and their actual engagement in English learning. The findings suggest that more engaging, contextualized, and career-oriented teaching approaches are needed to enhance students’ learning interest and participation.
Discovery Learning, Motivation, and Learning Focus: A Qualitative Study of Vocational Students in the TKR Program Khanifil Istantina Hasan; Ahmad Faruk
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.v14i1.9441

Abstract

This qualitative case study examines the influence of the Discovery Learning (DL) model on the motivation, learning focus, independence, and self-confidence of tenth-grade students in the Light Vehicle Engineering (TKR) program at SMK NU Sudirman Rogojampi. Data were collected through classroom observations, in-depth interviews with one English teacher and three students, and document analysis, following Miles and Huberman's analytical framework. The findings indicate that DL implementation enhanced student motivation and engagement through active participation in discovery tasks and collaborative discussions. The teacher’s facilitative role was pivotal in guiding students toward autonomous concept discovery, fostering an interactive classroom environment. Additionally, the approach supported the development of student independence and confidence in expressing ideas. This study contributes to the limited qualitative literature on DL within vocational English education, suggesting its potential in promoting a student-centered, practical learning culture aligned with vocational training objectives.
Co-Authors Af’ida ulil maghfiroh Khanifil Istantina Hasan Madina Maqfiroh