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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

162 163 164 165 166

The Implementation of High-Order Thinking Skills (HOTS) With the Integration of TikTok Application to Improve The Students' Speaking Skills at The Eleventh Grade of Senior High School Hulu, Mey Trisnawati; Sipayung, Kammer; Pasaribu, Arsen
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.v12i2.4990

Speaking is one way that people can communicate with each other. Speaking is the medium of transaction between speaker and listener. The objectives of this research are 1) to find out the implementation of High Order Thinking Skills (HOTS) integrated with the Tiktok Application, and 2) to know the studentsâ€™ responses toward the implementation of HOTS with the integration of Tiktok Application. This research is Classroom Action Research (CAR) which was conducted by integrating High Order Thinking Skills with Tiktok Application to the eleventh-grade students of SMA Negeri 1 Alasa. The sample of this research is the eleventh grade of SMA Negeri 1 Alasa in the Academic Year 2023/2024. The result of the test showed that the studentsâ€™ mean score on speaking skills in, the pre-test was 61.7, in the second cycle the mean score was 70.4, in the last cycle the mean score was 82.6. It showed that there is a significant mean improvement among cycles. The result of this research also shows that the studentsâ€™ responses after being taught by using High Order Thinking Skills (HOTS) and TikTok applications are positive. It is suggested that teachers use the TikTok Application as an alternative to teaching speaking skills to the students in Senior High School to improve studentsâ€™ speaking skills.

Developing English for Specific Purposes (ESP) Book as Learning Material for Chemistry Students Uspayanti, Rezky; Indriyani, Novi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.4991

English for Specific Purposes means learning English based on studentsâ€™ needs. This research focuses on developmental research that aims to develop English for Specific Purposes book for Chemistry Education Department students of Musamus University and also to know the effectiveness of the book on the student's ability in English. The ADDIE Research and Development (R&D) model was used in this research. This ESP book was developed based on the problem and the need of the students in Chemistry Education at Musamus University. This developmental research consisted of five stages including analysis, design, development, implementation, and evaluation. The first was an analysis which means the researcher found out the need of the students before developing the book. The second was designed that prepared the content of the book. The third is a developmental stage that developed the content of the book which consisted of 12 chapters and doing the validation. The fourth is the implementation of the book in the teaching and learning process. The last was doing a trial of the book to know its effectiveness. The students of chemistry education were given the pre-test and post-test based on the content of the book. The pre-test was given before implementing the book while the post-test was given after implementing the book. The results of the ESP book that has been made indicate the following points: 1) the book based on the student's need, 2.) the content of the book was based on learning objectives and the experts gave good comments on the book content, 3.) The mean score for the pretest was 75.77, while the mean score for the post-test was 80.54. The result of this research can be concluded that English for Chemistry Students book was worthy and could improve the English ability of Chemistry Education Department students at Musamus University. Thus, this book can be a reference in the teaching and learning process.

Analysis of the Effectiveness of Project-Based Learning in Improving High School Students Motivation in Speaking Simatupang, Silviana; Hz, Benni Ichsanda Rahman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.4992

This study is aimed to investigate the impact of Project-based learning (PjBL) on enhancing motivation among high school students in English speaking proficiency. Utilizing a qualitative case study approach, data was gathered through questionnaires and interviews. The sample of this study is 16 students in the 11th grade at a Public Senior High School in Medan, aged between 16-17 years old, selected through purposive sampling. The participant engaged in PjBL activities in their English speaking class, where their motivation levels were assessed before and after the implementation of PjBL. The finding revealed a significant increase studentsâ€™ motivation and confidence in speaking English following their participation in PjBL activities.This study contributes to the understanding of how PjBL can positively impact studentsâ€™ motivation in language learning, emphasizing the need for further research in diverse educational settings.Â

Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching Furwana, Dewi; Muin, Fadhliyah Rahmah; Zainuddin, Andi A; Mulyani, Annisa Gita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.4997

The primary aim of this research is to examine the types of online assessments utilized by English educators teaching tenth-grade students at SMAN 15 Luwu and to discern students' attitudes towards integrating online assessment methodologies. Employing a descriptive qualitative approach, data collection involved the administration of questionnaires and conducting interviews. Interviews were conducted with both English instructors and students from SMAN 15 Luwu. Findings reveal that English instructors at SMAN 15 Luwu employ online assessment tools such as Google Forms, Google Classroom, Quizzes, and Instagram. These tools present various advantages, disadvantages, and challenges, including the complexities of designing appropriate assessments, managing student behavior, and grappling with unreliable internet connectivity. Concurrently, student perspectives toward online assessment exhibit both favourable and unfavourable inclinations. Positive perceptions include enjoyment of the online assessment, prompt feedback acquisition, flexibility, time efficiency, effectiveness, and increased confidence in online assessment execution.

Assessing the Impact of Contextual Teaching and Learning (CTL) Approach in Reading Instruction: A Multiple Case Study Samsudin, Samsudin; Weda, Sukardi; Amirullah, Amirullah
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.v12i2.5006

This research reveals the impact of implementing the Contextual Teaching and Learning (CTL) Approach in the teaching of reading. Through the CTL approach, reading learning is integrated with real-world contexts, making learning more meaningful and relevant to students. This pedagogical framework aims to engage students in deeper understanding and critical thinking while facilitating the application of reading skills in various contexts. However, the effectiveness of CTL in reading instruction has been a subject of debate, with some studies reporting positive results while others show limited effectiveness, especially for students with low vocabulary or intelligence. This study aims to comprehensively assess the impact of CTL on reading learning, considering aspects such as vocabulary improvement, student motivation, reading comprehension, and learning outcomes. Through a qualitative approach and a multiple case study, involving 40 second-semester students from two universities in Sumbawa Island, West Nusa Tenggara Province, this study found that CTL can significantly improve students' psychological, linguistic, and achievement factors. In terms of psychological factors, students showed increased motivation and engagement in reading activities when the material was relevant to their lives and interests. Linguistically, CTL facilitates vocabulary improvement through personalized learning strategies and culturally relevant materials. In addition, CTL had a positive impact on students' achievement in reading, which was reflected in their improved comprehension and scores. These findings suggest that CTL can effectively improve students' reading skills and motivation when implemented with consideration of contextual relevance and personalized learning approaches. However, further research is needed to understand the complex effects of CTL on various aspects of student learning outcomes. Continuous evaluation and refinement of CTL implementation are essential to maximize its effectiveness in improving students' reading skills and their academic achievement.

The Use of Discovery Learning Method to Teach Reading Narrative Text Khairunnisa, Khairunnisa; Rosnija, Eni; Surmiyati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.5011

The aim of this study is to find out the effectiveness of discovery learning method for teaching reading comprehension to the ninth-grade students of SMPN 11 Pontianak in academic year 2023/2024 and how effective the discovery learning method is. This research used a quasi-experimental method with measurement data collection technique. The instruments used were tests and observation checklists. The population was all ninth grade students and the sample was taken using convenience sampling techniques. The experimental group was class 9F with 32 students and the control class was 9E with 31 students. The findings showed that discovery learning can improve students' reading comprehension of narrative text abilities. The post-test score was 87.23 which was higher than the pre-test score 63.23. Further, the effect size of the treatment was 0.781 which indicates the discovery learning method has a moderate effect. Additionally, the environment in the classroom also becomes more active according to the result of the observation checklist. The alternative hypothesis of this research is accepted. In short, the use of discovery learning method is effective in teaching reading comprehension of narrative text on ninth grade students of SMPN 11 Pontianak in Academic year 2023/2024. Therefore, the researcher suggest that the discovery learning method can be implemented to teach reading narrative text.

Enhancing Recount Text Writing Skills Through Discussion Board Utilization Syafii, Muhammad Lukman; Sugianto, Alip; Cendriono, Nanang; Sutanto, Sutanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.5016

The aim of this study was to improve the learners' proficiency in using the discussion board to create a recount text. Presently, internet education has garnered substantial acclaim and is widely employed worldwide. The objective of the study was to enhance the writing aptitude of eighth-grade pupils in the genre of recount texts through the utilization of discussion boards. The study was conducted using a collaborative classroom action research methodology. The data sources included field notes, questionnaires, observation checklists, and the students' results, which were a recount text. The findings demonstrated that the employment of a discussion board can improve the quality of recount writing. As per the initial success criterion, a minimum score of 65 was required for 70% of the pupils. 81.48% (22 out of 27) of the students who turned in writing samples in the first round met the initial success criterion by scoring 65 or higher. Approximately 82.30% of the pupils actively participated in Education and acquisition of knowledge. The survey findings showed that following the implementation of the discussion board, a meaningful majority of students (84.70%) voiced positive reactions.

Features of Women's Language Used by Kamala Khan in Ms. Marvel TV Series: A Sociolinguistics Study Shanya Putri Faiziah Pribadi; Eliwarti; Purwanti, Indah Tri
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.v12i2.5029

This research aimed to identify the women’s language features used by Kamala Khan in the TV series Ms. Marvel (2022) based on the theory of women’s language proposed by Lakoff (1975). It was conducted using the descriptive qualitative method. To collect the data, the researcher watched the TV series several times and noted the utterances Kamala Khan produced that used women’s language features in an observation list. Based on the data collected by the researcher, in all six episodes of the TV series Ms. Marvel (2022), Kamala Khan used women’s language features 180 times in the 971 utterances she produced. The researcher found that 9 out of 10 women’s language features, as described by Lakoff (1975), were used by Kamala Khan in her utterances. Those features are lexical hedges or fillers (65), rising intonation on declaratives (33), “superpolite” forms (29), tag questions (16), avoidance of strong swear words (13), emphatic stress (10), intensifiers (9), “hypercorrect” grammar (3), and “empty” adjectives (3). Lexical hedges or fillers are the most frequent women’s language features used by Kamala Khan in Ms. Marvel (2022). Meanwhile, precise color terms did not occur in any of Kamala Khan’s utterances.

The Translation Variations and Quality of Wh-Question in Daily Routines Expressions Azis Abdul Gofur; saehu, andang; Ujang Suyatman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.5088

This study aims at reporting the translation variations and qualities provided to wh-questions of daily routine expressions. The study employed descriptive qualitative research method to reveal translation methods and accuracy level produced by 10 students in resulting the translation variations of wh-questions in daily routine expressions. 10 data were collected from Anwarsyah’s book (2019) consisting of what-question (02), who-question (01), when-question (03), where-question (01), why-question (01), and how-question (02). The findings of study show that the majority of students (06) applied transposition mixed with modulation translation techniques. Meanwhile, the rests (04) used literal and free translation methods. Although they have demonstrated their ability to apply various translation strategies, the quality of their translations remains at a moderate level. This is evidenced by the analysis results, which show that their translations are lacking in accuracy, acceptability, and readability.

EFL Students ‘Perception on the Use of Google Translate in Translation Class Nugraeni, Anita Hafila; Ahmad, Zuhad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.5090

This research aims to analyze students' perceptions on the use of Google Translate in Translation class, which can provide new insights into how technology can affect students' learning experience and to identify the common problems encountered by students in using Google Translate. The researcher used a descriptive qualitative research approach. The researcher used 35 university students from the English Education Department using a questionnaire. Additionally, to delve deeper into the common problems encountered by students when using Google Translate, the researcher conducted semi-structured interviews with five students. Based on the data analysis, EFL students have a positive perception of the use of Google Translate in translation classes, finding it easy to use and helpful. Moreover, the common problems encountered when using Google Translate in translation classes include errors in sentences, the need for carefulness, and EFL students' continued reliance on Google Translate to translate quickly and complete their tasks. This poses a serious challenge for students in developing their translation skills independently.

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