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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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Prezi in EFL Classrooms: Reading Comprehension Outcomes and Student Perceptions in Indonesian Junior High School Wanda Wahyuna; Ahmad Junaedi; Fajriani Fajriani; Reski Reski; Asdar Asdar
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6511

Abstract

Reading comprehension remains a persistent challenge in Indonesian EFL classrooms, where conventional instruction frequently fails to sustain meaningful student engagement with written texts. This study examined the effectiveness of Prezi, a web-based, zoomable presentation platform, as a digital teaching medium for improving eighth-grade students' reading comprehension, and explored student perceptions toward its use. A quasi-experimental design with a non-equivalent control group was employed, involving 48 students from two intact classes at SMP Negeri Mapilli, West Sulawesi, assigned to either Prezi-based instruction or conventional teaching across four treatment sessions. Data were collected through pre- and post-tests measuring literal, inferential, and critical reading comprehension, and a validated 14-item Likert-scale perception questionnaire. An independent sample t-test revealed a statistically significant between-group difference (t(46) = 6.311, p = .000), with the experimental group achieving a mean post-test score of 75.83 compared to 57.71 in the control group. The N-Gain score of 60.66% indicated sufficiently effective learning gains attributable to Prezi-based instruction. Student perceptions were strongly positive, yielding an overall score of 81.07%, classified as Very Successful. These findings suggest that Prezi holds meaningful pedagogical value as an engaging multimodal medium for EFL reading instruction in Indonesian junior high school contexts.
Implementing Word Card Media Using Kahoot! to Improve English Reading Comprehension Asti Yuniersi; Ahyadi Ahyadi; Hustiana Hustiana; Fajriani Fajriani; Dwi Adi Nugroho
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6546

Abstract

This study determined the effectiveness of word card media using Kahoot! on Class VII students' reading comprehension at SMPN 4 Majene and investigated their perceptions. A true-experimental design was employed with two intact classes (  each) selected via cluster random sampling. Data were collected through reading pre-/post-tests and a 10-item questionnaire administered to a purposive subsample of the 10 highest-scoring experimental students. Results revealed that the experimental class post-test mean (73.72) significantly exceeded the pre-test mean (31.92), with an N-Gain mean of 61.41. The independent samples t-test confirmed a statistically significant difference ( ), validating  . Additionally, the high-achieving subsample demonstrated positive perceptions (mean = 66.8), strongly agreeing that the media improved text comprehension, boosted confidence in group discussions, and enhanced learning satisfaction. Thus, word card media integrated with Kahoot! is highly effective for junior high school EFL reading instruction, although these perception findings are localized to top-performing learners and cannot be generalized to the entire class.
Public Administration Students' Perceptions of Corpus-Driven Instructional Design in EFL Misnawati Misnawati; Saidna Zulfiqar Bin Tahir; Yusriadi Yusriadi; Abdul Rahman; Nur Ainun Musa
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6772

Abstract

This study investigates the implementation of a corpus-driven instructional design in an English for Specific Purposes (ESP) course for Public Administration students. The model, grounded in constructivist learning principles and corpus-based data-driven learning, aims to enhance vocabulary acquisition by engaging students with authentic language data and corpus analysis tools, such as keyword-in-context (KWIC) analysis and collocation exercises. The study employed a qualitative research design, collecting data through semi-structured interviews with 36 second-year students. The findings revealed that students initially faced challenges adapting to corpus tools and data-driven learning but developed positive perceptions after receiving targeted instruction and support. Students reported increased confidence and motivation in their vocabulary learning after engaging with the model. Tailored learning plans, active learning activities, and continuous feedback were perceived as beneficial for vocabulary development. Overall, the instructional design was positively received by students, who appreciated its emphasis on authentic language use, learner autonomy, and personalized instruction. This study contributes to the growing body of research on corpus-based pedagogy in ESP. It offers practical guidance for language educators seeking to enhance vocabulary instruction in specialized fields through the integration of corpus analysis and data-driven learning.
Game-Based Vocabulary Learning: The Effectiveness of Spelling Bee in EFL Instruction Muh. Tedy Firansyah; Adi Isma; Ahyadi Ahyadi
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6773

Abstract

Vocabulary acquisition remains a persistent challenge in EFL classrooms, particularly where students have minimal exposure to English outside school. Conventional instructional methods often fail to sustain motivation or produce meaningful vocabulary gains. This study examines the effectiveness of the Spelling Bee Game as a game-based vocabulary learning strategy among eighth-grade students at SMPN 4 Pamboang, West Sulawesi, Indonesia. A quasi-experimental pre-test and post-test control group design was employed, involving 39 students divided into an experimental class (n=19) and a control class (n=20). The experimental group received vocabulary instruction through three Spelling Bee variations, while the control group followed conventional methods. Data were gathered through vocabulary tests and a Likert-scale questionnaire measuring learning interest. Results showed that the experimental group's mean score rose substantially from 46.6 to 79.5, compared to a modest gain from 47.25 to 66.5 in the control group. An independent sample t-test confirmed a statistically significant difference (Sig. = 0.000). The questionnaire yielded an overall average of 86.2%, classified as Excellent, indicating strong student interest in the approach. These findings suggest that Spelling Bee Game offers a viable and engaging alternative to conventional vocabulary instruction in low-exposure EFL settings.
The Semiotics of Romantic Pain: A Barthesian Analysis of Selected Lyrics in Arctic Monkeys' "505" Ida Fauziah Harwan; Muhammad Hasbi
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6783

Abstract

This study investigates how romantic pain and nostalgia are semiotically constructed in the lyrics of Arctic Monkeys' "505," employing Roland Barthes' three-level framework of denotation, connotation, and myth as its primary analytical lens. Five linguistically rich expressions were selected from the song; "505," "the knife," "fall short of the mark," "the bite," and "crumble completely", and examined as discrete semiotic units through a qualitative descriptive approach informed by Miles et al.'s (2014) analytical model. The analysis reveals that each expression moves systematically from a literal, accessible meaning at the denotative level, through emotionally layered connotations of longing, fear, inadequacy, and vulnerability, to mythological meanings that naturalize these experiences as universal and culturally inevitable features of romantic life. Collectively, the findings suggest that the song constructs romantic experience not as a condition of joy but as one defined by the emotional weight of memory, unspoken expectation, and the dissolution of self in intimate attachment. These results affirm that popular song lyrics function as culturally embedded semiotic texts capable of encoding and reproducing shared ideological constructions of human emotional experience.

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