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Adi Isma
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Innovations in Language Education and Literature
Published by Universitas Sulawesi Barat
ISSN : 30628962     EISSN : 30628946     DOI : https://doi.org/10.31605/ilere.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Innovations in Language Education and Literature (ILEre) is a distinguished open-access, peer-reviewed journal dedicated to advancing scholarly knowledge in the fields of language education and literature. Our journal provides a platform for researchers, scholars, educators, and practitioners worldwide to disseminate innovative research and best practices that contribute to the enhancement of language learning and literary studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 45 Documents
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From Strangers to Sun Bleached Flies: A Speech Act Analysis in Ethel Cain’s Lyrics Muthia Amalia Syahrir; Muhammad Hasbi
Innovations in Language Education and Literature Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v1i2.4544

Abstract

This research aims to explore the use of speech acts in Ethel Cain's Strangers and Sun Bleached Flies from her acclaimed album Preacher's Daughter. This study employs a descriptive qualitative research design that focuses on the analysis of Searle's speech act classification—declaratives, representatives, directives, expressives, and commissives—to uncover how Cain conveys complex emotional narratives related to trauma, identity, and familial relationships. This research uses library research to collect data from the lyrics of two of Ethel Cain’s selected songs, Strangers and Sun Bleached Flies. The data analysis process aligns with typical approaches in speech act analysis within linguistics, particularly in contexts where John Searle's taxonomy is applied to literary or artistic works like song lyrics. The findings reveal that speech acts are very useful for deciphering the complex meaning of music lyrics and suggest that Cain's nuanced use of language not only enhances the emotional depth of her music but also invites listeners to engage with themes of vulnerability and resilience. This study contributes to a deeper understanding of contemporary songwriting as a form of expressive communication.
From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms Samsudin Samsudin; Sukarismanti Sukarismanti; La Ode Rasmin
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.v2i1.5025

Abstract

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.
AI-Powered Chatbots of ChatGPT: Exploring the Potentials and Challenges in English Teaching and Learning Process Tira Nur Fitria
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.v2i2.5028

Abstract

In the era of rapid digital transformation, innovations such as ChatGPT have significantly influenced various sectors, particularly education. This library-based research examines the potential benefits and challenges of using ChatGPT in the teaching and learning process. The findings indicate that ChatGPT, a natural language–based artificial intelligence developed by OpenAI, can generate human-like responses and function as a virtual assistant by providing feedback, information, and interactive dialogue. Its educational benefits include personalized learning, immediate feedback, interactive communication, support for teaching materials, enhanced learner autonomy, improved language skills, critical thinking development, and increased student motivation and engagement. However, the use of ChatGPT also presents notable challenges, including risks of biased or inaccurate information, ethical concerns, data privacy issues, plagiarism, overreliance on technology, and the potential marginalization of teachers’ roles. To maximize benefits while minimizing risks, educational institutions should integrate ChatGPT as a supportive learning tool rather than a replacement for educators, promote ethical and responsible use, establish clear policies, adapt curricula to digital developments, encourage critical engagement, and continuously monitor technological advancements. Therefore, further empirical research is needed to examine the effective, ethical, and context-sensitive integration of ChatGPT in diverse educational settings.
Teaching Collocations and Academic Phrases with Corpus Linguistics: Applications for Specific and Academic Contexts Misnawati Misnawati; Saidna Zulfiqar Bin Tahir; Alwi Sibali; Widya Pertiwi Anwar; Nurfajriah Basri; Hikmanisa Bahtiar
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.v2i1.5033

Abstract

This study explores the integration of the Corpus of Contemporary American English (COCA) in teaching academic collocations and phrases in English for Specific and Academic Purposes (ESP/EAP) settings. Conducted with 15 first-semester undergraduate students in Indonesia, the six-week classroom-based action research employed corpus-based instructional tasks to develop students’ lexical awareness and academic language proficiency. Data were collected through classroom observations, student writings, questionnaires, and semi-structured interviews. The findings show notable improvement in students’ use of academic collocations and discipline-specific phrases, reflected in increased accuracy and fluency in both writing and speaking. Learners reported that COCA supported them in identifying more natural and context-appropriate word combinations, boosting their confidence and academic expression. Initial challenges with the COCA interface and corpus navigation were mitigated through instructional scaffolding. Over time, students demonstrated increased autonomy and began using COCA for independent and collaborative learning. The study affirms the pedagogical value of corpus linguistics for novice ESP learners and highlights the importance of technical and teacher support in integrating corpus tools into curriculum design.
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.
Exploring EFL Students’ Views on the Implementation of Think-Pair-Share in Reading Comprehension Faida Abda Fiqhiyah; Iin Widya Lestari; Edi Suwandi; Khoirul Wafa
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.v2i1.5251

Abstract

This study explores EFL students' perceptions and experiences regarding the implementation of the Think-Pair-Share (TPS) strategy to enhance reading comprehension. Recognizing the vital role of reading skills in language development and academic success, the research investigates how TPS facilitates active learning, critical thinking, and collaboration among students. Data were collected through interviews with seven participants and questionnaires from twenty-four students majoring in English Language Education at Nahdlatul Ulama Sunan Giri University during the 2022/2023 academic year. The findings reveal that the majority of students view TPS as a highly effective and enjoyable strategy that improves their understanding of reading texts, builds confidence, and fosters peer interaction. Despite these positive outcomes, students face challenges such as limited time for discussion, difficulty in expressing ideas, and differences in background knowledge, which can hinder discussion quality. The study highlights the importance of teachers considering students' abilities and providing appropriate guidance to maximize the strategy’s benefits. Overall, TPS proves to be a valuable approach in motivating students, increasing their engagement, and improving reading comprehension skills.
Exploring Instagram Reels’ Influence on English Learners’ Motivation and British Accent Speaking Skills Chaerunnissa Chaerunnissa; Zul Astri; Nurul Imansari
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.v2i2.6059

Abstract

This exploratory qualitative study examines how Instagram Reels content influences English learners' motivation and perceived speaking skill development in British accent acquisition. Conducted between November and December 2023, the research involved semi-structured interviews with two Indonesian followers of Zelina Fahrani, a content creator with over one million followers specializing in British accent pronunciation videos. Data were collected through online interviews via Instagram and WhatsApp, supplemented by systematic observation of Reels content and engagement metrics. Thematic analysis revealed six key themes: digital content as motivational catalyst, spontaneous imitative practice behavior, thematic relevance and personal interest alignment, aesthetic appeal of British accents, enhanced self-efficacy and speaking confidence, and expanded metalinguistic awareness. Both participants reported heightened learning enthusiasm, particularly due to culturally relevant content themes such as Harry Potter references, increased practice frequency, greater confidence in English speaking, and improved awareness of accent variations. However, all findings were self-reported without objective verification, and the small sample size significantly limits generalizability. This preliminary investigation suggests that engaging, theme-based short-form video content on social media platforms may serve as supplementary motivational tools for informal accent learning, warranting further research with larger samples, diverse participant demographics, and objective assessment measures to validate these exploratory findings.
Reading Dickens Today: How Contemporary Audiences Interpret Child Welfare in Oliver Twist Nurhalima Nurhalima; Muhammad Hasbi
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.v2i2.6070

Abstract

Charles Dickens' Oliver Twist offers a powerful critique of institutional child abuse through its depiction of Victorian workhouses, yet how contemporary readers interpret this representation remains underexplored. This study investigates how six Indonesian readers with diverse backgrounds decode Dickens' social critique, applying Stuart Hall's reception theory to analyze their interpretive positions. Through semi-structured interviews and thematic analysis, we found that participants occupied three distinct positions: two demonstrated dominant-hegemonic readings, fully accepting Dickens' humanitarian critique; two adopted negotiated positions, translating Victorian concerns into contemporary child welfare frameworks; and two exhibited oppositional readings, questioning the text's representational authority while advancing alternative interpretations. These findings reveal that interpretive positions correlate with readers' prior knowledge, professional socialization, and cultural contexts rather than emerging randomly. The study demonstrates that classic literature functions not as a vessel for fixed meanings but as contested terrain where historical representations provoke varied contemporary responses. Our analysis contributes to reception studies by empirically demonstrating how readers' social positions shape their engagement with ethically charged literary content, with implications for understanding how canonical texts continue to inform debates about institutional responsibility and child protection.
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.
A Pedagogical Contribution of Digital Corpus-Based Instruction in ESP: Classroom Activities for Public Administration Students Misnawati Misnawati; Saidna Zulfiqar Bin Tahir; Masriadi Masriadi; Abdul Rahman; Nur Akifa; Arya Krisnata
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.v2i2.6147

Abstract

This article makes a pedagogical contribution to English for Specific Purposes (ESP) by integrating Digital Corpus-based Instruction (DCI) model: Discovery (exploring authentic corpus data), Connection (engaging with QR-based multimedia resources), and Creation (producing meaningful texts through mobile-based tasks). Two classroom activities illustrate how the model can be applied for public administration students. The first activity (Unit 1: Public Administration Concepts) introduces key terms such as policy implementation, governance, and accountability. Students examine concordance lines from the Corpus of Contemporary American English (COCA), match them with expressions used in a video on good governance, and then write a short paragraph using the vocabulary learned. The second activity (Unit 2: Public Service and Bureaucracy) targets vocabulary such as public service, citizen satisfaction, and bureaucratic delay. Students analyze collocations from corpus data, compare them with language found in public service videos and audio recordings of citizen complaints, and then write a formal complaint letter applying these expressions. The findings suggest that corpus-based tasks raise students’ awareness of authentic language patterns and support the development of formal writing skills in ESP contexts. In addition, the DCI model offers a practical, adaptable framework that requires minimal resources, making it suitable for classroom implementation.

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