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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

141 142 143 144 145

Literacy Activities in the Go Green Program to Increase Environmental Awareness among Elementary School Students Nurullah, Mohamad Husein; Sutisno, Aliet Noorhayati; Rahayu, Fanny Septiany
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.v13i2.7901

This study aims to analyze the effectiveness of literacy activities in the Go Green program in improving elementary school students’ environmental awareness, which includes cognitive, affective, and conative dimensions. The research subjects were 40 fifth-grade students (class V.B) at SDN 1 Arjawinangun. The program was implemented from February to June 2025 with literacy activities focusing on greening, waste management, reduction of single-use plastics, and energy and water conservation. The study employed a one-group pretest–posttest design using questionnaires before and after the program, accompanied by observations to capture students’ behavior during the activities. The results of the paired sample t-test indicated a significant increase in students’ environmental awareness, with posttest scores on average 9.75 points higher than pretest scores (t = -18.004; p < 0.001). Simple regression analysis revealed that literacy activities in the Go Green program had a positive and significant effect on improving overall environmental awareness. Meanwhile, multiple regression analysis showed that the four literacy activities contributed differently to students’ cognitive, affective, and conative dimensions. These findings demonstrate a strong effect size. However, this study is limited by the use of a one-group design, reliance on self-reported measures, and restricted generalization since it involved only one class from a single school.

Exploring EFL Learners’ and Teachers’ perspectives in an International Online Exchange Program Yusiana, Sifreni Mira; Rizal Wahid Permana; Sonny Elfiyanto; Junaidi
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.v13i2.7905

In today’s interconnected world, fostering intercultural understanding and language acquisition among young learners is increasingly vital. Online exchange programs have emerged as accessible alternatives to traditional exchanges, enabling students to interact globally and build intercultural competencies. This qualitative case study explores the perspectives of English as a Foreign Language (EFL) teachers and students engaged in an intensive international online exchange program organized by With The World Incorporation, Japan. The study aimed to identify challenges faced by participants and the strategies employed to overcome them, offering a holistic understanding of the online exchange experience. Data were collected through interviews, observations, and document analysis, involving one teacher, a program coordinator, and actively participating students. Thematic analysis revealed challenges such as technical and connectivity issues, language proficiency barriers, sustaining engagement, scheduling conflicts, and cultural differences. Despite these obstacles, the program proved effective through proactive planning, strong technical and logistical support, psychologically safe and task-based pedagogy, engaging content, and continuous feedback. These findings align with established theories, including the digital divide, foreign language anxiety, and self-determination theory. The study highlights how adaptive strategies can transform barriers into opportunities to enhance English proficiency, promote intercultural understanding, and develop global competencies. The results provide practical implications for educators and program designers, emphasizing dynamic content, adaptive teaching approaches, and feedback mechanisms to optimize future online exchange initiatives.

The Influence of Verbal Bullying on Self-Confidence in Fifth-Grade Students at State Elementary School Jamilah; Khozinul Huda; Fikriyah
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.v13i2.7917

This research is motivated by the high number of verbal bullying cases that have a negative impact on students' self-confidence. This study aimed to examine the effect of verbal bullying on the self-confidence of fifth grade students. The method used was descriptive quantitative with a case study approach. From a total population of 86 students, 34 students were selected as a sample with considerations of representativeness and sufficient numbers for simple statistical analysis. Data were collected through a validated and tested questionnaire for reliability, then analyzed using simple linear regression. The results showed that verbal bullying (taunts, insults, and threats) had a significant effect negative relationship with students' self-confidence, with a correlation coefficient of r = 0.369; R² = 0.136; t(32) = -2.243; p < 0.05; and a 95% confidence interval. This means that verbal bullying is associated with 13.6% of the variation in self-confidence, while the rest is influenced by other factors. Although the contribution of influence is relatively small, the practical impact is quite important because victims of verbal bullying tend to hesitate to express their opinions, are afraid to speak in front of the class, and are passive in interacting. These findings align with Erikson's psychosocial theory and Bandura's self-efficacy theory, which explain that negative experiences can lower children's self-confidence. This study is limited by its sample size and limited scope of variables. Therefore, future research is recommended to involve a broader population and consider other psychosocial factors that influence students' self-confidence.

Enhancing Writing Skill with Gamified Learning: Developing Sentence and Vocabulary for Fifth Grade Students at Sri Aman Suksa School Endhita, Keyti; Henny Mardiah
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.v13i2.7925

This study is aimed at examining the effectiveness of gamified learning for enhancing English writing skills, particularly focusing on sentence construction and vocabulary enrichment, towards the fifth-grade students at Sri Aman Suksa School, Thailand. The research utilized a quantitative methodology incorporating pre-test and post-test frameworks. There were 25 students engaged in the research, undertaking a writing pre-test prior to the treatment and a post-test subsequent to the implementation of gamified learning activities. To address the abnormal distribution in the post-test data, the Wilcoxon Signed Rank Test was utilised to assess the significant difference between pre-test and post-test outcomes. The results indicated that students' preliminary writing proficiency was average, characterized by recurrent grammatical inaccuracies and restricted vocabulary utilization. Following the implementation of gamified learning activities, their post-test performance improved by 19 points on average (from 53.44 to 72.44), a statistically significant enhancement (p = 0.000). The effect size analysis revealed a Cohen’s d value of 1.15, indicating a substantial and significant effect. The findings indicate that gamified learning fostered engaging and motivating learning, allowing students to formulate more precise sentences and effectively broaden their vocabulary. In conclusion, gamified learning is an effective educational approach for enhancing writing skills in primary-level English as a Foreign Language (EFL) setting. It underscores the potential of a gamified learning approach to improve students’ writing skills. Furthermore, it provides significant implications for English language instruction at the primary education level.

Mobile Augmented Reality Storybook Embedded with Local Wisdom: A Needs Analysis of Primary Students in Learning English Rosnaningsih, Asih; Muhyidin, Asep; Hidayat, Sholeh; Juniardi, Yudi
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.v13i2.7964

This research investigated the development of a Mobile Augmented Reality (MAR) English storybook embedded with local wisdom to support English learning in primary schools. It focusses to analyse the necessities, lacks, and wants of students and teachers regarding technology-based learning media and to design a preliminary concept of a MAR storybook appropriate for young learners. A qualitative needs analysis was conducted with 50 fourth-grade students and 2 English teachers in primary school in Serang City, Banten Province, Indonesia. Data were collected through questionnaires, interviews, and classroom observations to examine students’ learning habits, teachers’ perspectives, and classroom challenges. The results showed that the majority of students (52% are accustomed to using smartphones, 57% are very familiar with technology, 67% like story-based learning, and 76% are enthusiastic about interactive animation) and teachers need contextual, interactive, and easily accessible learning media, while the shortcomings due to limited infrastructure, teacher training, and the dominance of memorization methods. As a solution, a pre-designed MAR storybook was developed based on Bantenese folktale with simple text, illustrations, audio, AR animation, as well as vocabulary, pronunciation, reflective quizzes, and critical question features in a lightweight, child-friendly application that can be accessed online and offline.

Representation of Toxic Masculinity in Itisha Nagar’s Speech: A Critical Discourse Analysis Mutiara Ulil Zanna; Suprayogi
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.v13i2.7986

This study examines how toxic masculinity is constructed & contested in Itisha Nagar’s TEDx Talk, “From ‘Man’ to ‘(Hu)man)”. Employing Van Dijk’s Critical Discourse Analysis (CDA) framework, the research analyzes the transcript across three levels: macrostructure, superstructure, and microstructure. At the macrostructural level, the talk frames toxic masculinity as a systemic cultural problem rather than an individual flaw. The superstructure reveals how the speech is organized to contrast traditional and progressive views of masculinity. The microstructure highlights the ideological weight of linguistic choices such as pronouns, verbs, and evaluative adjectives. The dataset consists of a transcript of 2,102 words from a 13:34-minute talk available on the official TED YouTube channel. The findings demonstrate that Nagar frequently employs exclusion pronouns (e.g., they, them, their) to expose societal groups that reinforce toxic masculine norms, while simultaneously reframing masculinity through inclusive perspectives. Overall, the study shows how public discourse operates as a site of ideological negotiation, deconstructing patriarchal values and promoting models of masculinity grounded in empathy, equality, and shared humanity.

Student Difficulties in English Language Pronunciation: A Qualitative Study of Tenth-Grade Students at Senior High School Juleha Santrika; Emeliya Sukma Dara Damanik
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.v13i2.8002

The object of this study is to investigates the student difficulties in pronunciation of student MAN 2 Model Medan. The research design used qualitative research with observation and interviews as data collection techniques, the participants in this study were tenth-grade students, namely Rara, Mutia, and Faika. The results showed that the students encountered various challenges, including difficulties in differentiating similar sounds for example live vs. leave, see vs. sea, incorrect use of stress and intonation, and lack of fluency caused by low confidence. These problems were influenced by first language interference, limited phonological awareness, and psychological barriers such as nervousness and fear of making mistakes. The study also found that pronunciation instruction was rarely prioritized in the classroom, as English lessons focused more on grammar and vocabulary. Although some students attempted to overcome their problems through independent practice, such as using YouTube, these efforts were not consistent. This research suggests that teachers should implement more student- centered approaches to teaching pronunciation. Regular practice, constructive feedback, and supportive learning environments are needed to help students build confidence, reduce anxiety, and improve their ability to communicate effectively in English.

Improvement Of Speaking Skills Based on Collaborative Learning Models in Students Class V Elementary School Sitiyul Setiawati; Ulfah; Sukma; Ida Nur'aeni; Juniati
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.v13i2.8024

Problems in the research on Improving Speech Skills Based on Collaborative Learning Model in Grade V Students of Elementary School. This study aims to determine the improvement of speaking ability based on the Collaborative Learning Model in Grade V Students of Elementary School. This type of research is Classroom Action Research (PTK). The subjects in this study are grade V students of Elementary School. This type of research is class action research or PTK using the Kemmis and Mc Taggart research model, namely planning, implementation of actions, observation, and reflection The subject of this research is grade V students of Elementary School. The data collection technique uses the performance test technique. The data analysis technique in this study uses qualitative and quantitative data analysis. The results of this study were obtained in cycle I showing that there was an increase in speaking ability in the aspects of fluency, sentence structure, vocabulary, intonation and pronunciation were very good. This increase was seen in cycle I and cycle II increased from 5% to 81%. Based on the average score obtained by students in cycle I is 75 and in cycle II the average score obtained by students is 80. From these results, it can be concluded that the implementation of the collaborative learning model can improve the speaking ability of grade V students of Elementary School.

An Analysis of Lecturers’ Oral Corrective Feedback on EFL Students’ Speaking Performance at One Public University in Jambi Rilda, Aniza; Mukhlash Abrar; Reli Handayani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): 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.v12i2.5560

Corrective feedback is used as a basis for improvement. Giving corrective feedback plays an important role to encourage students to improve their speaking skills and make them aware of their speaking error. Thus, this qualitative study applied case study approach to explore the types of oral corrective feedback used by lecturers in correcting students’ speaking error in Oracy Class at One Public University in Jambi and their reasons for choosing certain types of oral corrective feedback. The participants of this research were three lecturers who teach Oracy Class. The data were collected through semi-structured interviews and observations with the guidance of interview protocol and observation checklist as the instruments. In this study, it was found that lecturers used oral corrective feedback by giving reformulation through explicit correction and recast and giving prompt through clarification request, metalinguistic feedback, and repetition. Then, their reasons for using certain types of oral corrective feedback were because they were considering the students’ level and skills and preparing the students for global competition. Furthermore, it can be concluded that the lecturers only applied five types of oral corrective feedback proposed by Lyster and Ranta (1997) such as explicit correction, recast, clarification request, metalinguistic feedback and repetition.

The Meaning of Ma'parapa' Speech in Wedding Ceremonies and its Implications on Ethnopedagogic Values at Elementary School Rampo, Rosminati; Simega, Bethin; Tanduk, Rita
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.v13i2.6965

This study aims to examine the meaning contained in the ma' parapa' utterance in the traditional wedding ceremony of the North Toraja community, as well as its application to ethnopedagogical values in the context of learning at SDN 3 Rantepao. The ma'parapa' utterance is part of an oral tradition that is full of cultural, moral, social, and educational values that have the potential to be an open source in ethnopedagogy-based character education. The method used in this study is a qualitative method with a semiotic approach. Data were obtained through participatory observation, in-depth interviews with traditional leaders (To minaa), teachers, and the community, as well as documentation of the ma' parapa' text. The results of the study indicate that the ma' parapa' utterance contains ethical and educational messages such as values of respect for parents, honesty, responsibility, togetherness, and religious values, all of which are relevant to the development of character education in schools. The implications of the research results indicate that these values can be integrated into thematic learning and local content in elementary schools in order to instill local cultural values from an early age. This study recommends the development of local culture-based teaching materials, teacher training, and cultural preservation programs involving the school community.

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