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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

124 125 126 127 128

Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends Rani Ligar Fitriani; Rudi hartono; Sri Wahyuni
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.v13i1.6492

The integration of Information Technology (IT) into language instruction has transformed traditional teaching methodologies by providing learners with more interactive, personalized, and accessible learning experiences. This study examines the impact of IT tools, such as Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL), on language acquisition, learner engagement, and motivation. A systematic review of 25 studies published between 2015 and 2025 was conducted to explore the use of these tools in language education. The findings suggest that IT-based tools significantly enhance learners' vocabulary acquisition, listening comprehension, and speaking proficiency. Mobile applications and online platforms foster greater learner engagement through gamification, immediate feedback, and self-paced learning opportunities. However, the study also highlights challenges such as technological limitations, the need for instructor training, and concerns about over-reliance on digital tools. While IT tools provide valuable support in language learning, a balanced approach that combines traditional methods with technology is recommended to optimize educational outcomes. These findings contribute to understanding the potential of IT in language instruction and suggest directions for future research on improving the integration of technology in educational contexts.

From Classroom to Discord: A Hybrid Model for Teaching Critical Listening in EFL Contexts lestari, kenny shania; Ramadhan, Iqbal; Mubarok, Harir
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.v13i1.6819

Listening skills are a fundamental component of language proficiency, particularly in higher education where critical listening plays a central role. However, these skills are often underemphasized in traditional teaching contexts, prompting educators to adopt innovative digital platforms. This study explores the implementation of Discord in a hybrid critical listening course conducted throughout a semester within the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Grounded in the Integrative Listening Model, the research employed a descriptive qualitative design, utilizing classroom observation checklists, field notes, and Focus Group Discussions (FGDs) with 40 students. The findings indicate that at the comprehension level, the structured and timely distribution of materials through Discord channels enhanced student readiness and engagement. At the interpretation level, features such as video conferencing, breakout rooms, and audiovisual resources facilitated deeper understanding, allowing students to make inferences more effectively. At the evaluation level, real-time interaction and feedback during discussions supported critical analysis of content. Notably, student performance showed observable improvements in critical listening tasks, as reflected in increased participation rates and higher quality of responses in listening assessments. Despite occasional technical issues like unstable internet connections. The hybrid model which integrated synchronous and asynchronous learning, proved adaptable and effective. The study concludes that Discord, when aligned with a well-structured instructional design and supported by the Integrative Listening Model, can significantly promote critical listening competence in higher education. Future research may examine comparative effectiveness across different digital platforms and explore long-term impacts on listening proficiency development.

The Relationship between Students’ Motivation, Self-Efficacy, and Their Writing Achievement Sakinah, Rina; Dewi, Ratna; Nappu, Syamsiarna
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.v13i1.5687

This study aimed to analyze the relationship between students’ motivation in writing, self-efficacy and their writing achievement. The variables of this study were: Writing Achievement as the dependent variable (Y) and Motivation In Writing as the first independent variable (X1) and Self-Efficacy as the second independent variable (X2). The population of this study were 252 students in tenth grade of SMA Negeri 5 Takalar while the sample of this study amounted to 35 students in the tenth grade of SMA Negeri 5 Takalar. Data collection was carried out by using questionnaire and test. Data analysis was carried out by using pearson correlation test. The results of this study showed that the average score of students’ motivation in writing was 73.72, Self-Efficacy score was 73.00 and Writing Score was 51.00. As for the pearson correlation test, the significance of motivation in writing was 0.229, which means the first independent variable (X1) motivation in writing has a low correlation on dependent variable (Y) writing score and the significance of self-efficacy was 0.382, which mean the second independent variable (X2) self-efficacy has low correlation on dependent variable (Y) writing score. It can be concluded that the students’ in SMA Negeri 5 Takalar has high motivation in writing, medium in self-efficacy and fair in writing. Furthermore, the relationship between students’ motivation in writing, self-efficacy towards students’ writing achievement is low.

Analysis of Factors Affecting the Use of Online Learning at English Department Students of Tadulako University Rafika sari lasiara; Nadrun; Zarkiani Hasyim; Mochtar Marhum
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.v13i1.5917

This study aims to analyze the factors affacting students used of online learning. The research used descriptive qualitative method with open ended questionnaire to collect the data. The sample of the research was the sixth semester students of English Department at Tadulako University Palu. The sample was taken by using purposive sampling technique. The results of questionnaire are that students disagreed that online learning helped them in learning process under certain condition. From 21 total items, the researchers classified into factors, internal and external factors. The internal factor consisted of students' understanding, students' activeness, effective and efficient students. Meanwhile, the external factor consisted of media, network, and environment. Based on the data obtained, the reseacher conclude that many factors influenced students' learning process in online learning. From the two factors classification, the students' understanding in the internal factor was a big factor that, affecting their learning outcomes in the online learning process. Most students felt that they did not master the learning material as well during online learning.

“I Felt Struggle but I Did It!”: EFL Pre-Service Teachers Struggles and Solutions During Digital Storytelling Creation to Promote Digital Literacy Adiningrum, Lutfika Prasetyaning; Drajati, Nur Arifah; Sumardi
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.v13i1.5928

In today's education landscape, many educators still struggle with utilizing technology, and educators are required to be digitally literate to use technology effectively. One innovative teaching method that can promote digital literacy is digital storytelling. This study employs narrative inquiry to investigate the challenges and solutions of Indonesian EFL pre-service teachers when designing digital storytelling projects to promote digital literacy. Thirty-six Indonesian EFL pre-service teachers participated in the study, with data collected through narrative frames, interviews, and artifacts in the form of digital stories. This study used thematic analysis and revealed that most participants encountered difficulties crafting engaging story plots, time limitations, and integrating media components such as images and sound effects. There were four challenges found in this study including access to technological resources, collaborative discussions, and learning new skills. This study implies that students and teachers need to understand the technology and that technological proficiency and collaborative learning are important in overcoming obstacles in the digital era.

The Use of English Movie for Enhancing Students’ Listening Skills: Teacher’s and Students’ Challenges at Junior High School Pu'adah Zahra, Rifa Nur; Puji Haryanti , Rahayu; Wahyuni , Sri
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.v13i1.6207

This study aimed to examine the process of teaching and learning English listening using English movies, identify the challenges encountered by both teachers and students, and determine whether movies can enhance students’ listening skills. This mixed-method research was conducted at Junior High School Tasikmalaya and involved 25 ninth-grade students and one English teacher. Data were collected through document analysis, classroom observations, questionnaires, interviews, and pretest-posttest assessments. The intervention was implemented over four weeks and consisted of three instructional meetings. The findings revealed that the teacher followed the Merdeka Curriculum format and delivered listening instruction in three structured stages: pre-listening, while-listening, and post-listening. Students faced several challenges, including unfamiliar vocabulary, rapid speech, listening anxiety, limited contextual understanding, passive viewing, and minimal exposure to authentic English outside the classroom. The teacher also experienced difficulties related to students' varying proficiency levels, technical and equipment issues, material selection, classroom management, and institutional constraints. The quantitative results indicated a significant improvement in students’ listening skills, with the mean pretest score increasing from 74.24 to 85.00 in the posttest. A paired sample t-test confirmed that this improvement was statistically significant (p < 0.001), demonstrating the effectiveness of English movies in enhancing listening comprehension in the EFL classroom.

The Effect of Cake Application Supported by Self-directed Learning on The Students’ Speaking Skills at Junior High School Ratnasari; Saiful; Dewi, Ratna
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.v13i1.6225

This research aimed to investigate the effectiveness of the Cake Application supported by Self-Directed Learning (SDL) in enhancing students’ speaking skills at SMP Negeri 3 Galesong Selatan. A quantitative research design with a quasi-experimental approach was used. Data was collected through pre-test and post-test assessments, with a population of 135 eighth-grade students across six classes in the academic year 2024/2025. The sample consisted of two classes, the experimental class (VIII C) and the control class (VIII D), each with 20 students. The study found that the Cake Application supported by Self-Directed Learning (SDL) significantly enhanced students' speaking skills, with the experimental group showing a larger increase in mean scores (68.67) compared to the control group (62.67). Statistical analysis indicated significant enhancements in both groups from the Pre-Test to the Post-Test, with the experimental group demonstrating a more substantial change (Z = -3.949, p = 0.000). Additionally, the experimental group had a higher mean rank (26.80) than the control group (14.20) in the Mann-Whitney U test (Z = -3.770, p = 0.000). with the effect size (Cohen's d ≥ 0.8) indicating a significant effect of Cake Application through Self-Directed Learning (SDL). This demonstrates that the intervention enhanced students' speaking skills more effectively than the conventional method. In conclusion, the study supports the effectiveness of the Cake Application through Self-Directed Learning in enhancing students’ speaking skills. The positive results highlight the potential for integrating this application into language education to improve academic performance and suggest its wider application in similar educational contexts.

Exploring Student Perspectives on Spotify Application in Enhancing Listening Skills: A Case Study in an Indonesian Islamic Junior High School Arra’fu, Muhammad Rafif; Dabamona, Miftahulfadlik; Idrus, Misnariah
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.v13i1.6450

English language learning in Papua, Indonesia, presents a unique context where English is treated as a second language under the Special Autonomy framework. Listening is a fundamental skill in language acquisition, and recent technological developments offer new opportunities to support this process. This study explores students’ perceptions of using Spotify as a digital tool to enhance their English listening skills. Employing a qualitative approach, data were collected through observation and structured interviews with eighth-grade students at a junior high school in Sorong, West Papua. The research subject was chosen to students’ who use the Spotify App, then they will be interviewed regarding their daily use of the Spotify application in enhancing listening skills. There were 7 students interviewed out of 20 students observed and this research was conducted for 1 month. Findings indicate that students perceive Spotify, particularly its music and podcast features, as an engaging and effective medium for learning. Participants reported improved vocabulary, comprehension, and motivation, highlighting the platform’s accessibility and audio-visual features as beneficial for language exposure. The study concludes that Spotify can serve as a supportive tool for developing listening skills in EFL contexts. It recommends integrating such digital platforms into language instruction, particularly in regions where English holds a special educational role.

Students Collaborative Learning: Micro (Peer) – Teaching in A Classroom Erny Selfina Nggala Hambandima; Eka Merdekawati Imelda Seseli
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.v13i1.6497

This study aims to facilitate students to learn and work together in teams, mutual contribution of thoughts, and responsibility for the achievement of learning outcomes as a group or individually, encouraging students to improve learning achievement. Students can have a deeper understanding, develop leadership skills, increase a positive attitude, and increase student self-confidence. The research will be conducted in the Micro-Teaching class, namely in the reteaching cycle, where students will be divided into groups of 3 people to work together in a collaborative learning process to achieve the goals of the re-teaching process. Students can present new or previously learned content using new methods or approaches. The research data was collected through observation and interview methods. Analysis was carried out through analytical descriptive methods and qualitative content analysis, which were then presented formally and informally. The research on this topic is very important to get an idea of good cooperation in breaking permanent learning standards into more flexible learning targets. the divisions of students into groups allow learning instructions to be more in line with the needs of students to provide feedback. In particular, collaborative learning can help students achieve the target of learning objectives in class. A more comprehensive study through this research will also provide information or contributions to the learning process for students and teachers in the teaching and learning process in class.

Developing Speaking Skill of Grade X Students Through Guessing Game at Senior High School Hanifa, Putri; Mukrim; Budi; Mawardin M. Said
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.v13i1.6977

This study aims to develop the speaking skills of grade X students at Senior High School through guessing game. Guessing game is an interactive learning method that engages learners in fun and educational communication activities. This method not only improves speaking skills, but also encourages cooperation and active involvement of students. The method used was a quantitative approach with a quasi-experimental design, where two class of students were observed: an experimental class that played the guessing game and a control class that followed conventional learning. Data were collected through speaking skill tests before and after treatment, involving pre-test and post-test to measure the improvement of students' speaking skills. The results showed that there was a significant improvement in students' speaking skills in the experimental class, with the mean score increasing from (29.33) before treatment to (68.66) after treatment. In addition, the majority of students showed high enthusiasm towards the use of the game in learning. The result concluded that the guessing game was effective in improving students' speaking skills in class X at Senior High School.

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