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

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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

130 131 132 133 134

Teachers’ Speech Acts on Students’ Engagement in Indonesian EFL Classrooms Dewi, Sinta; Virna Alfiqa Sopwani; Agis Aeni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6269

Strategic use of teacher’s language in the classroom has been acknowledged to play pivotal role in shaping the extent of students’ engagement. Despite extensive research on the subject, a limited understanding remains on the potential’s mismatch between teacher’s practice and students’ preference. This study examines how specific teacher’s speech acts, as a part of teacher’s language, influence Indonesian EFL students’ engagement and investigates which types of speech acts students perceive as most engaging. To achieve the objectives, the study collected the data through video-taped observations and a close-ended 20-item questionnaire administered to 47 junior high school students in Garut. The findings show that the teacher’s speech acts, particularly Directives, Assertives, and Expressives, exert substantial influence on the students’ behavioral, cognitive, and emotional engagement. Notably, despite the prominent role of those speech acts in fostering engagement during classroom interaction, students' self-reported preferences through questionnaires indicated that Expressives and Declarations were perceived as the most engaging. This discrepancy suggests that while teachers predominantly use instructional speech acts (e.g., Directives and Assertives), students exhibit a stronger affinity to Expressives and Declarations, which often incorporate elements of emotional connection, motivation, and humor. These findings reinforce the necessity for a balanced and dynamic pedagogical approach in EFL settings, by integrating various speech acts to optimize students’ engagement.

Exploring Language Trends on TikTok: Impacts on Indonesian Communication Lisa, Lisa Ananda Wijaya; Yundi Fitrah; Maizar Karim
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6271

This study explores the emerging language trends on the TikTok platform and their impacts on communication in Indonesia. As TikTok continues to grow as a dominant social media platform, understanding language adaptation and usage among its users becomes increasingly significant. This research employs a qualitative method through content analysis of high-interaction TikTok videos to examine linguistic patterns. The findings reveal that slang, code-switching, and local cultural elements play a crucial role in shaping communication styles. Slang expressions, often derived from youth culture and internet memes, are widely used to create a sense of identity and belonging among users. Code-switching between Indonesian, English, and regional languages is also prevalent, reflecting the dynamic and multilingual nature of digital communication. Additionally, the incorporation of local cultural elements, such as traditional phrases and dialects, enriches interactions, making them more relatable to specific audiences. These linguistic trends contribute to the evolution of digital communication, influencing how Indonesian youth express themselves and engage with online communities. The study highlights the significance of TikTok as a platform where language is not only a tool for interaction but also a means of cultural expression and identity formation. By analyzing these trends, this research provides valuable insights into the shifting communication patterns in Indonesia’s digital landscape.

Diverging Attitudes in 2024 Indonesian Election Coverage: The Jakarta Post vs. Independent Observer Khoirina Muqtafia; Widhiyanto; Henrikus Joko Yulianto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6287

This study aimed to explore the utilization of attitudes in editorial articles about the 2024 Indonesian presidential election in The Jakarta Post and Independent Observer. Using a descriptive qualitative method, this study adopts the APPRAISAL theory by Martin & White, (2005) and Martin & Rose (2007) to analyze and interpret the evaluative language employed in the articles. The data were taken from editorial articles related to the 2024 Indonesian presidential election published in The Jakarta Post and Independent Observer from the end of 2023 to early 2024. This study employs textual and discourse analyses to examine the interpersonal language used and its broader social implications. The findings revealed that Appreciation is the most frequent category with 251 items (66%), followed by Judgment with 96 items (25%), and Affect with 33 items (9%). These findings indicate that the appreciation portrays the media's role in subtly guiding the audience's evaluation of political events, allowing for a space where audiences can form their own interpretations while still being subtly influenced by the media's tone. The judgment values used in the media imply that the media contributes to crafting a more competent and trustworthy image of politicians, which can influence the way voters view and assess them. Finally, the negative effect, especially insecurity, illustrates how the media may amplify doubts or fears related to the feasibility of government programs, which could influence public opinion and perception of political candidates. Furthermore, this study serves as a valuable reference for future researchers interested in media discourse analysis, particularly in the context of political journalism.

The Implementation of Project Based Learning to Improve Students’ Achievement and Motivation in the Speaking Class at Tenth Grade Vocational High School Karsimah; Eni Rahayu Puji Haryanti; Widhiyanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6289

This study was intended to find out whether the Project-Based Learning implementation is effective in improving students’ speaking skills. The researcher employed a combination of quantitative and qualitative research methods, including pre- and post-tests, to assess students’ productive skills, particularly in speaking. Besides, the researcher interviewed the teacher and the students to ask their perceptions of the implementation of project-based learning. There were 20 students as the respondents. Tenth-grade students of SMK TKJ Nurul Islami became the experimental class. The mean score showed that the pretest was 51.18. On the other hand, the mean score of the posttest was 78. The percentage and frequency of students' scores on the pretest for the experimental class showed that six students, or 35%, received an average score, while fourteen students, or 84%, received a poor score. However, after implementing the project-based learning method in the classroom, the results improved. In the posttest, four students (24%) achieved very good scores, eight students (47%) received good scores, and eight students (47%) received average scores. There was a significant difference between the pretest and the posttest. Based on the result, there was a significant difference between the experimental class in their speaking achievement. It means that the implementation of Project-Based Learning was beneficial in improving students' speaking ability in reporting descriptive text.

Wordwalls Application In Teaching Writing Skill Experimental Research At Junior High school Nikmatul Laili; Moh. Hafidz
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6294

In the academic year 2024–2025, this study intends to examine how the Wordwall program affects the writing abilities of eighth-grade students at SMP Junior High School. Writing is often a challenging skill for students, particularly at the junior high school level, where issues such as limited vocabulary, grammatical errors, and lack of motivation are common. Wordwall, an educational tool designed to enhance learning through interactive exercises, was used as the medium in this study. The study used a one-group pre-test-post-test design and a quantitative pre-experimental methodology. The sample consisted of 38 students from class VIII-B. The pre-test measured students' initial writing abilities, followed by a treatment using Wordwall that focused on vocabulary enhancement, writing strategies, and real-time feedback. A post-test was carried out following the procedure to assess improvements in writing skills. Statistical analysis using a one-sample t-test showed a notable enhancement in pupils' writing skills, with the post-test scores (mean = 73.39) being higher than the pre-test scores (mean = 54.44). The results indicated the pupils' writing abilities were enhanced by using Wordwall, especially in vocabulary acquisition, idea generation, and writing organization. The findings suggest that Wordwall is an effective tool for improving junior high school pupils' writing abilities, offering an enjoyable and engaging approach to learning. The study concludes that Wordwall can be an influential resource in improving writing competencies in the digital era.

The Role of Artificial Intelligence in Enhancing Elementary School Students' Reading Interest: A Systematic Literature Review Nurila Sari Ray; Yundi Fitrah; Adiopenta
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6297

Reading interest plays a crucial role in the development of literacy skills among elementary school students. The advancement of Artificial Intelligence (AI) has led to various innovations in education, particularly in fostering students' engagement with reading materials. This study aims to analyze the impact of AI on improving reading interest in elementary students through a Systematic Literature Review (SLR) approach. Various studies from online databases were collected and reviewed to examine how AI-based tools influence reading motivation. The findings suggest that AI applications such as interactive storytelling, personalized learning assistants, and adaptive reading platforms significantly contribute to increasing students' enthusiasm for reading. However, challenges such as accessibility, teacher readiness, and content suitability remain key concerns. This study provides insights for educators and policymakers in integrating AI effectively to enhance early literacy development.

Application Of Project-Based Differentiation Learning for The Development of Short Story Writing Skills in Junior High School Class IX Muhammad Esa Pratama; Irma Suryani; Maizar Karim
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6298

This study aims to describe the application of project-based differentiation learning in the development of short story writing skills in Grade IX junior high school students. This study uses descriptive qualitative methods with data collection techniques in the form of observation, interview, and document analysis. The results showed that the application of project-based differentiation learning allows students to develop writing skills optimally according to their individual needs and potentials. This strategy is also effective in improving creativity, understanding the structure of short stories, and students' expression skills in writing. Thus, project-based differentiation learning can be an innovative alternative to writing learning at the junior high level.

The Effectiveness of Using Artificial Intelligence in Folk Tale Learning Qoriana Kiki; Hary Soedarto; Priyanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6310

The integration of artificial intelligence (AI) in folk tale learning represents a transformative educational approach, enhancing engagement, understanding, and accessibility. AI-driven platforms facilitate narrative comprehension by providing adaptive and interactive learning environments. Computational models of narrative ability enable AI systems to simulate human-like comprehension, adjusting storytelling elements based on learners' responses. Interactive storytelling tools further support language acquisition and critical thinking by allowing learners to influence narrative outcomes. Additionally, AI fosters inclusive education through accessibility features, such as audio descriptions and scaffolding strategies for diverse learners. AI-driven adaptive learning methodologies also enhance personalized learning experiences, catering to individual needs. Moreover, intelligent tutoring systems (ITS) provide real-time feedback, optimizing instructional strategies while allowing educators to focus on pedagogical development. By revolutionizing folk tale learning, AI enhances narrative engagement, supports second-language learning, and assists educators in instructional design. This study explores the effectiveness of AI in folk tale learning by analyzing engagement levels, comprehension improvements, and accessibility benefits. Findings suggest that AI enhances folk tale learning through personalized, interactive, and adaptive storytelling experiences, fostering greater learner participation and comprehension.

Exploring the Impact of Music on English Language Acquisition Among Alpha Generation: A Descriptive Qualitative Study Venny Tawaffani Muslimah; Wahyu Satya Gumelar; Riki Ruswandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6414

This research investigates the influence of music on English language learning among Generation Alpha students at SMP IT Sains Albiruni in Bandung, Indonesia. Data were gathered using semi-structured interviews and questionnaires from five participants chosen through purposive sampling, utilizing a qualitative case study methodology. According to Automaticity Theory (LaBerge & Samuels, 1974; DeKeyser, 2001), the results indicate that 94% of students perceive vocabulary retention as more manageable when facilitated by music, whereas 100% acknowledge enhanced pronunciation. Furthermore, 89% of participants assert that music improves their enthusiasm to acquire English. Music-based learning promotes student engagement with authentic language input and enhances listening comprehension abilities. The research indicates that incorporating music-based techniques into language education improves engagement, language proficiency, and motivation among Generation Alpha students.

Gamified Digital Learning with Wordwall: An Experimental Study on Grammar Achievement Sulianto, Yuliana Dewi; Eliasanti Agustina; Endang Mastuti Rahayu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6453

This study examines the effect of using the Wordwall application as Digital Gamification Media on the grammar achievement of tenth-grade students. Many students struggle with constructing correct sentences due to monotonous learning methods that fail to motivate them. To address this issue, the study employed Wordwall, an interactive digital game-based learning technology designed to enhance the engagement and effectiveness of grammar instruction. The study employed a quantitative research approach with a proper experimental design, including a pre-test and post-test. The population of this study consisted of all 10th-grade students at SMAN 1 Wringinanom, totaling 418 individuals across 11 classrooms, including a special class of 38 pupils. The study included 38 students from class X-1 as the experimental group and 38 students from class X-2 as the control group. The researcher employed cluster random sampling to select the sample. Data collection was conducted through pre-tests and post-tests. The results showed a significant effect in the experimental group's grammar performance, with the mean score increasing from 67.16 to 82.42, while the control group's score rose from 63.68 to 70.47. Statistical analysis confirmed data normality and a significant difference in post-test scores (p < 0.05), indicating that the use of Wordwall positively impacted students’ grammar achievement. Based on the analysis, the null hypothesis (H0) was rejected, indicating a significant difference between the experimental and control groups. Consequently, the alternative hypothesis (Ha) was accepted, confirming that the treatment or intervention applied in the study had a measurable impact on student outcomes. This means that the use of the Wordwall application affected grammar achievement.

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