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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
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Published by Institut Agama Islam Negeri Palopo

ISSN : 23384778 EISSN : 23384778 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews.

Arjuna Subject : -

Articles 2,260 Documents

107 108 109 110 111

EFL Students’ Experience in a Language Immersion Program: A Diary Study Daffani Nur Rohman; Entusiastik; Sri Wulandari
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.v13i1.6154

This study will seek to find out the effectiveness of the immersive English environment in the Bidan Dormitory in developing the language and speaking confidence of EFL learners. In this research study, qualitative data collection methods were employed through diary entries of the students, observation, and interviews with the camp supervisor. The results of the study showed that continuous exposure to English, peer interaction, and structured activities facilitated linguistic proficiency and confidence. At first, the students were battling with fear, embarrassment, and a limited vocabulary due to the strict English-only rule; however, their skills improved significantly through consistent practice supported by operant conditioning principles of rewards and penalties. According to Vygotsky's Social Constructivism Theory, peer interaction and supportive community created a collaborative learning atmosphere, while some structured activities such as Morning Class and Camp Night Party aligned with Long's Interaction Hypothesis, offering active participation opportunities despite additional support needs for lower-achieving students. This immersive environment integrates the behaviorist, interactionist, and constructivist approaches to language learning so well that it highlights a number of tailored interventions, such as study clubs and personalized mentoring, that may be required to support less confident learners. The paper also confirms the potential of an immersive setting in second language acquisition and recommends that future research investigate how such settings might respond to the diverse needs of learners.

The Use of AI as an Assistant of University Students for their Research Proposal Muhammad Dimas Rinjani Fitra; Kristanti Yuntoro Putri; M Syaichul Muchyidin; Fika Ar-Rizqi Naf’ihima
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.v13i1.6159

This research examines the role of Artificial Intelligence (AI) as an assistant for university students in drafting their research proposals. Addressing challenges such as ineffective research strategies, time management issues, and writing difficulties, the study explores how AI tools enhance productivity and support academic writing. Using a qualitative approach, data were collected through questionnaires, semi-structured interviews, and observations of university students utilizing AI tools like Grammarly and ChatGPT. The findings reveal that AI tools significantly aid students in generating ideas, structuring proposals, and refining their writing. However, challenges include ethical concerns, the risk of over-reliance on AI, and limitations in addressing complex academic requirements. By understanding students' perceptions and experiences, this research highlights the potential of AI to complement traditional academic support systems, fostering more efficient and effective research proposal development.

The Effect of Quillbot on The Eleventh-Grade Students’ Writing Skills and Academic Integrity at Senior High School Ayu Swati Pramitha Yuliandari, Ketut; Ratminingsih, Ni Made; Hery Santosa, Made
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.v13i1.6177

This study examines the effect of QuillBot on the writing skills and academic integrity of eleventh-grade students. This quantitative study addresses three main questions: 1) Is there any simultaneous significant effect of the use of the QuillBot on eleventh-grade students’ writing skills and academic integrity? 2) Is there any significant effect of the use of the QuillBot on eleventh-grade students’ writing skills? and 3) Is there any significant effect on the use of the QuillBot for eleventh-grade students’ academic integrity? Data were collected through writing tests and academic integrity questionnaire, with analysis conducted using MANOVA. The findings indicate that QuillBot significantly improves students’ writing skills by enhancing clarity, coherence, and accuracy. Furthermore, QuillBot influences academic integrity by promoting ethical writing practices, such as proper paraphrasing and plagiarism detection. The study concludes that is a valuable tool for improving both writing skills and maintaining academic integrity in educational settings when it is used responsibly and under supervision. Recommendations are provided for educators on integrating QuillBot into their teaching strategies to maximize its benefits while minimizing potential misuse.

Evaluating Busuu.com application for speaking skills through Technology Acceptance Model (TAM): EFL Student's Perception Fitra Roja Aufa, Aidil; khoiriyah
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.v13i1.6216

English proficiency is essential in a globalized world, particularly in academic and professional settings. This study examines students' perceptions of using Busuu, an online language learning application, to enhance their speaking skills. It also looked at students' views on their experience of the platform, including its advantages and disadvantages. The research employs a mixed-methods approach, among sixty-eight speaking class students at the University of Muhammadiyah Malang. Data were collected through a Technology Acceptance Model (TAM) questionnaire and in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings reveal that students generally perceive Busuu as a useful and user-friendly tool for improving speaking skills, pronunciation, and independent learning. The application's structured exercises, real-time feedback, and accessibility contributed to its positive reception. However, challenges such as technical issues, limited free features, and content limitations were identified as barriers to effective utilization. Future research should explore the long-term impact of Busuu on speaking proficiency, investigate ways to integrate it with classroom instruction, and address identified limitations to maximize its effectiveness in diverse educational settings. The study contributes to the broader discourse on digital learning by reinforcing the role of scaffolding and interactionist theories in second language acquisition.

Evaluation of Machine Translation Systems: A Literature Review on ChatGPT and Google Translate Ohod Faisal Ahmed; Ida Kusuma Dewi; Mohammad Yunus Anis
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.v13i1.6236

Abstract: This is a literature review discussing 15 selected papers about ChatGPT and Google Translate study results based on keyword analysis and publication year. We applied descriptive data analysis technique to analyze the data. We selected Studies on translation performance of natural language processing tools were chosen due to their increasing prominence and diverse applications, ranging from literary to technical translations. The data for this literature review was retrieved from Scopus and Google Scholar. The search was limited to the last five years to ensure the inclusion of recent advancements, particularly those reflecting improvements in ChatGPT’s GPT-4 engine and updates in Google Translate’s neural machine translation capabilities. The results showed that ChatGPT excels in fluency and contextual understanding, particularly in literary and poetic translations, outperforming Google Translate in maintaining stylistic elements and complex language structures. Both systems demonstrated strengths in specialized translations, with ChatGPT showing notable proficiency in medical literature and technical texts. However, challenges remained in low-resource languages and specialized domains, requiring further training and development. Despite technological advancements, human translators are essential for achieving culturally nuanced translations. This study has some implications for future implementing for enhancement contextual understanding, improving accuracy for low-resource languages, and addressing specific error patterns through ongoing research and collaborative efforts between human translators and machine translation tools. These recommendations aim to optimize the performance of ChatGPT and Google Translate, thereby ensuring more accurate and contextually appropriate translations across various fields.

Reflection of Women Struggle Through the Main Character in Olivia Newman’s Where the Crawdads Sing (2022) Thasyalina Amarthalia; Sudarisman, Yoga; Syarifudin, Bunyamin Faisal
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.v13i1.6255

This study aims to analyze how Kya's character reflects the struggle of women in the context of feminism in Where the Crawdads Sing (2022). This is done to find out whether there are elements of feminism in Kya Clark's character in Where The Crawdads Sing (2022). The method used is qualitative research. In this study, researchers used feminist analysis to examine the characters in the movie and also examined transcripts integrated with Simone de Beauvoir's feminism. The main data source in this study is the character development of Kya from the main character in the movie Where The Crawdads Sing (2022). The data collection technique used is documentation in the movie Where The Crawdads Sing (2022) which highlights Kya's character that contains elements of feminism, interpreting the results of data collection and conclusions. The data analysis technique of this research uses feminist analysis by observing, identifying characters, and concluding. The results of this study state that Kya's character reflects the struggle of women in the context of feminism in the film Where The Crawdads Sing (2022) has five stages of how Kya reflects the struggle of women which include such as independence, freedom, social stigma, discrimination, harassment and oppression.

The Impact of Artificial Intelligence on English Language Teaching: Opportunities and Challenges in Technology Era Hilmy Ahimsa, Ahmad Fahim; Khawa, Dewi
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.v13i1.6270

The purpose of this study is to analyze the impact of artificial intelligence (AI) on English language teaching, especially in the context of the English Language Study Program at KH. Mukhtar Syafa'at University Banyuwangi. Along with the development of technology, AI has presented various opportunities and challenges in education. One of the main opportunities is AI's ability to provide personalized learning, where technologies such as chatbots, virtual assistants, and AI-based applications can help students improve language skills independently. This qualitative case study analyzes AI's impact on English teaching at KH. Mukhtar Syafa'at University, Banyuwangi. Data is collected through semi-structured interviews with lecturers and students, participant observation, and document analysis. Thematic analysis identifies key patterns, with source triangulation ensuring validity. Findings explore AI’s benefits, challenges, and its role in enhancing learning. This study aims to provide insights into optimizing AI integration while maintaining effective pedagogy in academic environments. The results of this study show that Artificial intelligence (AI) significantly impacts English learning by enhancing students' self-directed learning with instant feedback. However, excessive reliance on AI may hinder critical thinking and social interaction. Lecturers also face challenges in AI adaptation due to limited training and infrastructure, fearing it may reduce their role. A balanced approach is essential—students should use AI as a learning tool, not a substitute for thinking and communication. Universities must provide training and support to help lecturers integrate AI effectively while maintaining human interaction in education. With proper strategies, AI can enhance learning quality without diminishing educators' roles.

The Emergency in English Speaking Proficiency Among Non-Native Learners Dzikrillah, Cinta Ala; Faruk, Ahmad
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

This study aims to identify and analyze the main factors that cause limitations in English speaking skills in non-native learners, focusing on speaking anxiety, learning environment, and teaching methods. The focus of the study is directed at the interaction between psychological, environmental, and pedagogical factors in influencing the development of speaking skills. The research method used is qualitative with a descriptive approach, involving in-depth interviews, classroom observations, and analysis of the results documentation. Data were analyzed to identify patterns and relationships between these factors. The results showed that speaking anxiety is a major barrier that is exacerbated by lack of exposure to English, monotonous grammar- based teaching, and minimal opportunities for speaking practice. Observations revealed avoidance of speaking and the dominance of the use of the mother tongue in the village, documentation analysis showed low scores\ youth on aspects of fluency and pronunciation. This study contributes to the development of new perspectives in English language learning by emphasizing the importance of integrating practice-based approaches, technology, and supportive learning environments. The results provide practical insights for educators in designing more effective learning strategies to improve the speaking skills of non-native students.

Indonesian Teachers’ Perception on Duolingo for English Learning: Opportunities and Challenges Putri Malika Alya; Farida Repelita Waty Br. Kembaren
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.v13i1.6321

This study investigates Indonesian teachers’ perceptions of Duolingo as a supplementary tool for English instruction, focusing on its benefits, challenges, and feasibility in formal education. Using a qualitative case study at SMP Miftahul Husna, data were collected through interviews, observations, and document analysis. Findings indicate that while Duolingo enhances student engagement and autonomous learning through gamification, challenges persist regarding its limited emphasis on productive language skills, curriculum alignment, and technological accessibility. Teachers highlight the need for a blended learning approach that integrates Duolingo with structured classroom instruction to support communicative competence. This study offers insights into the role of digital platforms in Indonesian education and provides recommendations for their effective integration.

Students’ Perceptions of Utilizing PBL (Project-Based Learning) Method and Using Video in Writing Narrative Texts Fauzia utamie , Mega Dinie; Ruswandi, Riki; Saili Rahmah , Leni
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.v13i1.6332

The application of a Project-Based Learning (PBL) strategy and the use of video as a teaching medium for narrative writing are the main objectives of this project. The objective is to gauge the method's efficacy by looking at how grade XI students at SMA Negeri 21 Bandung perceive it. The study employs a survey design and a quantitative methodology. Descriptive statistical analysis and a questionnaire with a 5-level Likert scale were used to gather data. The validity and reliability of the research tool have been examined (Cronbach's Alpha = 0.906). The results showed that most students positively perceived PBL and video media, with an average score above 3.47 ("High" category). Students stated that PBL helps them understand the material, increase motivation, and study activeness. The implication is that video media effectively facilitates understanding concepts and increases writing confidence. This study implies that PBL and video media can be applied effectively in English language learning, significantly improving students' narrative text-writing skills. These two approaches may offer educators a workable way to raise the standard of writing instruction, particularly when it comes to teaching English.

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