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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Linta Wafdan Hidayah
Pendidikan Bahasa Inggris, Universitas Islam Madura, Pamekasan, Jawa Timur
Languange, Linguistic, Communication & Media

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Reading Strategies in EFL Classrooms: Overcoming Obstacles in Drawing Conclusion and Prediction Linta Wafdan Hidayah; Putri Alifatul Maulida; Selvi Rahmawati
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.v14i1.8621

Abstract

Drawing conclusions and predicting outcomes are essential inferential reading skills for English as a Foreign Language (EFL) learners. However, many students experience difficulties in applying these strategies due to low self-confidence, reliance on explicit information, and limited experience with inferential reading tasks. This study investigates the challenges faced by EFL students in drawing conclusions and making predictions during reading comprehension activities. A qualitative case study design was employed involving 30 second-semester university students enrolled in an Inferential Reading course at Universitas Islam Madura. Data were collected through classroom observations, semi-structured interviews, and inferential reading tasks, and were analyzed thematically using triangulation to ensure credibility. The findings reveal that students tend to avoid inferential reasoning because of fear of making mistakes, insufficient instructional modeling, and limited vocabulary knowledge. As a result, students rely heavily on literal comprehension and demonstrate passive engagement with texts. This study suggests that explicit instruction in inferential strategies, supportive classroom environments, collaborative reading activities, and formative assessments focusing on reasoning processes can enhance students’ confidence and inferential reading abilities. These findings provide pedagogical implications for improving reading instruction in EFL classrooms.
Teacher Challenges and Strategies in Implementing the Deep Learning Approach to Improve Speaking Skills in Narrative Inquiry Khodatul Jannah Khoda; Arisandi Setiyawan Aris; Linta Wafdan Hidayah
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.v14i1.10104

Abstract

Abstract     This study aims to examine the application of the deep learning approach in learning speaking skills in the context of English as a Foreign Language (EFL), with a focus on teacher experiences, challenges, and strategies. This research is motivated by the need for more meaningful and student-centered speaking learning, where students not only understand the structure of language, but are also able to use it confidently in real communication. This study uses a qualitative approach with a narrative inquiry method to explore the experience of an English teacher at SMA Negeri 2 Pamekasan. Data were collected through a narrative framework and semi-structured interviews, then analyzed using thematic analysis. The results of the study show that the application of the deep learning approach in speaking learning is a complex and contextual process, involving cognitive, affective, and situational aspects. Three main themes were found in the study. First, meaningful speaking learning emphasizes the importance of real context, active engagement, and strengthening student confidence. Second, challenges in learning to speak include students' anxiety, limited learning time, and differences in ability levels in the classroom. Third, teacher strategies include the application of scaffolding, the creation of a supportive learning environment, the use of engaging activities, the provision of constructive feedback, and reflection practices. These findings show that the success of speaking learning is determined not only by linguistic aspects, but also by students' psychological readiness and teacher ability to adapt learning strategies. Thus, the deep learning approach has strong potential in improving speaking skills through meaningful and reflective learning, although its implementation requires continuous adjustment to classroom conditions.
An Analysis of Pronunciation Speech Error Produced by First Semester Student in Retelling the Contents of Maudy Ayunda’s Youtube Channel Hilmalia Putri; Dinar Vincy Yunitaka Bahrudin; Linta Wafdan Hidayah
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.v14i1.10227

Abstract

This study aims to analyze the pronunciation errors produced by first-semester students in retelling the content of Maudy Ayunda’s YouTube channel. The research focuses on identifying the types of pronunciation errors, determining the dominant errors, and exploring the factors causing these errors. This study employed a qualitative approach with a case study design involving 15 first-semester students of the English Education Study Program. The data were collected through observation, interviews, documentation, and students’ recorded speech, and analyzed using the interactive model of data analysis. The findings reveal that students produce two major types of pronunciation errors, namely segmental and suprasegmental errors. Segmental errors are found to be the most dominant, including substitution, omission, and addition errors in both vowel and consonant sounds. Meanwhile, suprasegmental errors are identified in word stress, intonation, and rhythm, which significantly affect the clarity and naturalness of students’ speech. The study also finds that pronunciation errors are influenced by both linguistic factors, such as first language interference, unfamiliar sounds, and limited vocabulary, and non-linguistic factors, including lack of practice, nervousness, and lack of confidence. In addition, YouTube is found to have a positive role in providing authentic pronunciation input, although its effectiveness depends on active speaking practice. In conclusion, pronunciation errors among first-semester students are complex and influenced by multiple factors. Therefore, an integrated and practice-oriented approach is needed to improve students’ pronunciation accuracy and speaking performance.
Co-Authors Arisandi Setiyawan Aris Dinar Vincy Yunitaka Bahrudin Hilmalia Putri Khodatul Jannah Khoda Putri Alifatul Maulida Selvi Rahmawati