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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

188 189 190 191 192

Students’ Perception of Using Multimodal “E-Book” for Learning Writing Descriptive Text at Junior High School Level Maufiroh, Faikotul; Rini Listyowati; Ina Daril Hanna
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.v13i1.6388

Multimodal E-Book is a learning media that can be used in learning writing descriptive text. This research aims to explores the students’ perception of using multimodal E-Book media for learning writing descriptive text. This research used narrative inquiry research design. The subjects in this research is the eight grade students of MTs Tarbiyatus Shibyan Wal Banat which consisting of 19 students with 10 students selected to interviewed. The data were collected through observation, interview and documentation. Then, analyzed used descriptive qualitative. The result showed that students generally have positive perception of multimodal E-Book, as it make learning more engaging, interesting and facilitate a better understanding of the material compared to the conventional learning method. Additionally, the advantages include improved students understanding, increased enthusiasm for learning, enhanced vocabulary, and better pronounciation skills. However, challenges were also identified, such as difficulties using media independently at school due to limited of digital access at school. Additionally, students struggled in understanding the contents of multimodal E-Book that was entirely in English without Indonesian translation. Apart form that the overall impact remains positive, indicating that multimodal E-Book are effective strategy to support learning writing descriptive text.

Improving Article Writing Skills through the Implementation of the 3M Method for 12th Grade Students of Senior High School Aulia Lailatus Siva; Nazurty; Sophia Rahmawati
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.v13i1.6403

This research is motivated by the low learning activity observed in the teaching of the Indonesian language, particularly article writing, in the first semester of Class XII Science 1 at SMA Negeri 1 Merangin during the 2023/2024 academic year. Out of 31 students, only a few showed good learning outcomes and actively answered the teacher’s questions, while others remained passive, hesitant to ask questions, or distracted during lessons. The aim of this classroom action research (CAR) is to describe the improvement in students' article writing skills through the application of the 3M method (Meniru–Imitating, Mengolah–Processing, and Mengembangkan–Developing). The study was conducted over two cycles during the semester. The results showed that the 3M method effectively improved students' article writing skills. From Cycle I to Cycle II, there was a 12.09% improvement. Overall, from the pre-cycle to Cycle II, the percentage of students achieving scores above the Minimum Competency Criteria (KKM) of 75 increased by 39%. Specifically, there was a 25.81% improvement from the pretest to Cycle I and a further 12.09% increase from Cycle I to Cycle II. Based on these findings, it is recommended that the 3M method be applied to enhance article writing skills among Class XII students at SMA Negeri 1 Merangin.

Understanding the Role of Teacher Immediacy in Enhancing English Communication among University Learners Sengkey, Virginia Gabrella
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.v13i1.6415

This study utilized both correlational and comparative research methodologies to investigate the relationship between teacher immediacy behaviors and university students’ willingness to communicate (WTC) in English classes, as well as to assess potential gender- based differences in students’ perceptions of these behaviors and their WTC of a private university in North Sulawesi. The sample consisted of 275 undergraduate university students enrolled in English courses, ranging from basic to advanced English levels. The analysis revealed a statistically significant correlation between teacher immediacy behaviors and students' WTC in English classes, with a p-value of .000 and r = 0.392. Furthermore, the results indicated no significant gender differences in students’ perceptions of teacher immediacy behaviors or their WTC in English classes. Therefore, cultivating a warm, non-threatening classroom climate where students feel emotionally safe can further amplify the benefits of teacher immediacy and promote greater participation in English communication tasks.

The Effectiveness of Project Based Learning in Classroom Activities to Develop Skimming Skills in Improving Reading Comprehension of Descriptive Texts Among VII Grades M. Andriana Gaffar; Paulina Novarita; Khopipah Indar Parawansyah
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.v13i1.6419

This quasi-experimental study examined the effectiveness of Project-Based Learning (PBL) in developing Grade VII students' skimming skills for descriptive text comprehension at SMPN 18 Bandung over four weeks. A total of 62 students participated in the study, divided equally into an experimental group (n=31) and a control group (n=31). Both groups were assessed using pre-test and post-test instruments. The experimental group, which received instruction through the PBL approach, showed a statistically significant improvement in their reading comprehension scores—from a pre-test average of 27.387 to a post-test average of 40.354 (gain = 12.967). In contrast, the control group, which received conventional instruction, improved from 25.354 to 36.387 (gain = 11.032). The results indicate that the PBL approach is more effective than traditional methods in enhancing students’ skimming skills and comprehension of descriptive texts. It is suggested that English teachers consider implementing Project-Based Learning as an alternative instructional strategy to improve reading comprehension and overall academic achievement.

From Theory to Practice: The Impact of Task-Based Learning on Grammar Proficiency in EFL Teaching Ananda, Jumriah; Asiza, Nur
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.v13i1.6424

This study addressed the persistent challenge in English language teaching where students have theoretical knowledge of grammar but struggle to apply it in practical communication. The research aimed to analyse the effectiveness of Task-Based Language Teaching (TBLT) in improving the grammar skills of first-year English Education students at IAIN Parepare. Using a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 16 first-year students selected through purposive sampling. The intervention consisted of five TBLT sessions structured around a three-phase framework (pre-task, task cycle, language focus) targeting five grammatical tenses (Simple Present, Present Continuous, Simple Past, Simple Future and Present Perfect). Data were collected via structured oral interviews before and after the intervention, with responses scored using a five-point grammatical accuracy rubric. Results showed a statistically significant improvement in students' grammatical accuracy, with mean scores increasing from 46.50 (Average category) to 66.75 (Good category), representing a 43.5% improvement (p < 0.05). Analysis of individual tenses showed that tenses commonly used in everyday communication (Simple Present, Present Continuous) showed greater improvement (44.1% and 43.4% respectively) than more complex tenses such as Present Perfect (39.7%). The results suggest that TBLT effectively bridges the gap between declarative and procedural grammar knowledge by providing authentic communicative contexts for grammar practice, although complex grammatical structures may require extended practice and additional form-focused instruction for mastery.

Lola Apk in Junior High School Speaking Class: Students’ Point of View Hamdany, Syahwan; Rahman, Benni Ichsanda
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.v13i1.6445

This study intends to examine how junior high school students see the use of the Lola Speak application to enhance their English speaking abilities. Students' subjective experiences were investigated using a qualitative approach and a case study methodology. Semi-structured interviews and questionnaires were used to gather information from 24 first-graders at a Medan junior high school. Ten closed-ended statements that assessed the application's usefulness, simplicity of use, and effect on students' confidence in their ability to speak English made up the questionnaire. The majority of pupils gave the application positive feedback, according to the data. Up to 66.7% of students concurred that the application's speaking practice feature enhanced their ability to communicate, and 58.3% said that using it increased their confidence when speaking English. The application was also thought to be engaging, user-friendly, and capable of boosting motivation for learning. Some students, however, claimed that in order to better accommodate different learning styles, more features were required and that there were technical limitations. The study's findings emphasize how critical it is to create application-based learning tools that are more flexible and sensitive to user requirements.

Translation Techniques Used in Indonesian-English Translation of Culture-Bound Words in “Cantik Itu Luka” and The Resulting Quality Ulya Dewi, Fitri; Yuliasri, Issy; Rustipa, Katharina
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.v13i1.6448

This study analyzes the translation of culture-bound words in the novel Cantik Itu Luka by Eka Kurniawan and its English version, Beauty is A Wound, translated by Annie Tucker. The study aims to identify the techniques used in culture-bound words and the resulting quality. The culture-bound words category was analyzed using Newmark, (1988). Meanwhile, the theory of translation techniques proposed by Molina & Albir, (2002) used to identify translation techniques applied by translators in translating culture-bound words. Text studies, reading, taking notes, and in-depth analysis using table instruments are all part of this qualitative research approach. Further, the author used accuracy, acceptability, and readability rating instruments based on Larson, (1998) to determine the translation quality of culture-bound words. The finding showed 434 culture-bound words found in this novel, and 14 translation techniques were identified, with the established equivalent being most frequent at 36.81%. Moreover, the average accuracy was 88.99%, clarity was 82.24%, and naturalness was 79.80%. This research attempts to improve knowledge of the translation process and its function in cross-cultural communication by comprehending the translation techniques and quality that underlie the translation of culture-bound words.

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.

Exploring The Adaptability of CEFR Descriptors in The Construction of EFL Reading Test Specifications in Indonesian Hoinbala, Festif Rudolf; Marpaung, Tiarma
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.v13i1.6451

The implementation of the Common European Framework of Reference (CEFR) has become a global benchmark in language education, yet its contextual adaptability remains a critical issue, particularly in non-European settings such as Indonesia. This study investigates how CEFR descriptors can be systematically adapted to construct reading test specifications aligned with the learning objectives of EFL reading courses in an Indonesian university context. Focusing on the English Education Study Program at Universitas Kristen Artha Wacana, the researchers employed a qualitative descriptive approach through document analysis of three core reading course syllabi: Intensive Reading 1, Intensive Reading 2, and Extensive Reading. Instructional objectives from these syllabi were mapped against four CEFR reading descriptor scales to determine alignment with proficiency levels ranging from A2 to B2. The researchers then designed test specifications based on these alignments and validated them through expert judgment involving two language assessment specialists. A structured validation checklist was used to assess construct relevance, task appropriateness, text length, and micro-skill inclusion. The findings demonstrated a logical progression of reading proficiency across the courses and confirmed that CEFR descriptors can be meaningfully adapted to the Indonesian EFL context. While the study provides a foundational model for CEFR-aligned reading assessment, it acknowledges limitations related to scope, piloting, and generalizability. Future studies are recommended to conduct empirical trials and explore the integration of digital assessment tools. This research offers practical implications for EFL lecturers and curriculum developers seeking to improve language assessment practices in Indonesian higher education.

Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills Putra, Pande Agus Putu Dharma; Adnyani, Ni Luh Putu Sri; Putra, I Nyoman Adi Jaya
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.v13i1.6455

This study investigates the students’ language attitude towards English and its correlation with students speaking skills of tenth-grade senior high school students in Bangli, Indonesia. Seventy-two tenth-grade students from one public school in Bangli, Indonesia, participated in this research. In collecting the data, the students answered a language attitude questionnaire adapted from Li & Wei (2022) and Siringo-ringo et al. (2023) for language attitude data and took a speaking performance test with the rubric adopted from O’Malley & and Pierce (1996). Descriptive statistics and Pearson Product Moment Correlation were used to determine the students’ language attitude levels and its correlation towards students speaking skills. The result from this study shows that the students’ language attitudes are positive in cognitive and affective aspects and fair in conative aspects. The correlational analysis results show a moderate and significant correlation between students’ language attitudes and speaking skills. (r = .517, p = .000). This result indicates that students’ language attitude still contributes enough to influencing students’ speaking skills. Keywords: language attitudes; speaking skills, correlational study

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