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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

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Analysing Metacognitive Strategies Used in Reading Scientific Article: A Case Study of EFL University Students Ryandini, Elda Yulia; Utomo, Dias Tiara Putri; Pipit Ertika Daristin
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.v13i2.7254

In the process of reading, students have to be aware, think about what difficulties they always encounter, and think about the strategies used in reading, known as metacognitive awareness. Hence, this study is necessary to analyze students’ perceptions about reading in English and their ways to cope with the problems by assessing their own metacognitive strategies. This study applies a case study of a qualitative approach with 39 first-year EFL university students. The results indicate that 58.97% of students like reading because it can boost their understanding of vocabulary, sentence structure, language skills, academic achievement, and speaking English properly. There are no difficulties encountered in reading English since it is fun, easy to understand, and gives them new knowledge. While the rest, 41.02% of students, explained different experiences since they perceived reading English as boring and a bit difficult in the case of pronunciation and words, but it is needed in students’ jobs. While the most frequent strategies used in metacognitive awareness of reading are "when the text becomes difficult, I reread to increase my understanding," "I read slowly but carefully to be sure I understand what I am reading," and "I try to get back on track when I lose concentration." In sum, most students like reading because it supports their academic achievement, and the metacognitive strategies are helpful for students to evaluate their ability in comprehending the scientific article for future improvement.

The Challenge of Women's Domestication Portrayed in Ayobami Adebayo's Stay with Me Munawar, Khodijah; Luthfia, Karina Hanum
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.v13i2.7336

This article explores the challenge of women’s domestication portrayed in Ayobami Adebayo’s Stay with Me, with a focus on how womanhood is narrowly defined through marriage and motherhood. Through the lens of Betty Friedan’s liberal feminism, this research analyses how societal and familial expectations and pressures domesticate women and reduce their identity and worth to their reproductive roles. The main character in this book, Yejide, represents a woman whose education, achievements, and personal identities are constantly overshadowed by pressures to bear children. This domestication and reduction of her womanhood not only limit her worth in the eyes of society but also gradually strip away her identity. This research reveals that by portraying her struggles and challenges, the novel critiques societal and familial norms that domesticate women and equate womanhood with motherhood. Ultimately, Stay With Me intervenes in the domestication of women and the reduction of womanhood to motherhood and demands a redefinition, one that recognises women as complete in themselves, regardless of whether or not they become mothers.

The The Integration of Word Wall Media to Improve EFL Students’ Vocabulary Mastery at Junior High School Pulau Morotai Megawati Basri; Dwi Budidarma Sutrisno
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.v13i2.7907

This study aims to investigate the effect of word wall media on students’ vocabulary acquisition in English at Junior High School. It can be a practical and effective strategy for educators to enhance students’ vocabulary acquisition in English, as it provides visual reinforcement and promotes active engagement with new words in the classroom. The study employed a mixed-methods approach, combining a quasi-experimental design with qualitative interviews—the number of participants of this study (N=40, 20 per group). The experimental group’s vocabulary scores significantly improved from a pretest mean of 30.95 to a posttest mean of 51.60. The control group, on the other hand, which employed conventional methods, showed only a slight improvement, from 39.00 to 40.15. An independent sample t-test confirmed a statistically significant difference between the two groups (t (38) =-4.170, p<.001), with a mean difference of -20.650 and a 95% confidence interval of -30.675 to -10.625. According to Levene’s test, equal variances were met (p=.139), ensuring the validity of the analysis. The qualitative data, analyzed thematically, supported the quantitative findings. Student interviews revealed two main themes: (1) increased multimodal learning awareness, and (2) enhanced motivation driven by the gamification features of the word wall. Students reported higher engagement and enthusiasm during the learning session that incorporated the word wall media. In conclusion, the integration of word wall media significantly improves vocabulary acquisition and supports active, motivated learning. These findings suggest that word walls are a useful and engaging teaching tool for vocabulary in English classroom.

Utilization of Wordwall Gamification Application to Improve Students' Cognitive Creativity and Critical Thinking in English Lessons Abin, Rais; Sultan; La Ode Muhammad Idrus Hamid B.; Ray Suryadi; Kevin Hendrawan
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.v13i2.8029

In the digital era, interactive learning aligned with Generation Z's characteristics is crucial. Based on constructivist theory, gamification through Wordwall offers innovative ways to enhance student engagement, creativity, and critical thinking. Yet, English instruction for eighth-grade students at SMP Negeri 2 Samaturu remains traditional, limiting cognitive creativity and critical thinking development. This research analyzes Wordwall's impact on these skills among 25 randomly selected eighth-grade students. A quantitative pre-experimental one-group pretest-posttest design was implemented over eight weeks (three sessions weekly). Instruments included writing tests for cognitive creativity, speaking tests for critical thinking, and observation checklists for engagement. SPSS one-sample t-test analysis showed significant gains. Cognitive creativity reached a mean of 80.12 (t=5.28 > t-table 2.06, p<0.05, Cohen's d=1.06—large effect). Critical thinking averaged 81.64 (t=6.18 > 2.06, p<0.05, d=1.24—large effect), confirming Wordwall's substantial influence. The intervention fostered 21st-century skills effectively. Limitations encompass the pre-experimental design and small single-school sample. Recommendations urge Wordwall integration in junior high curricula; future studies should adopt randomized controlled trials with larger, diverse cohorts. Keywords: Wordwall, gamification, cognitive creativity, critical thinking, English learning.

Gamified Vocabulary Learning through Quizizz: An Experimental Study on EFL Students’ Lexical Development in Indonesia Hidayat Nasir, Syarif; Susanto, Ashabul Kahfi; Helvira, Vivin; Khartha, Aqzhariady
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.v13i2.8119

This experimental study investigates how gamified vocabulary learning through Quizizz supports English as a Foreign Language (EFL) students’ lexical development in Indonesia. Grounded in the principles of Self-Determination Theory, the research examines how game-based features, such as instant feedback, competition, and reward systems, enhance learners’ motivation and engagement during vocabulary acquisition. Twenty-eight eleventh-grade students from a public school in South Sulawesi participated in pre- and post-tests to measure learning gains after the Quizizz intervention. The results indicate notable improvements in students’ vocabulary mastery accompanied by increased autonomy and active participation during lessons. The findings suggest that integrating gamification elements can strengthen learners’ intrinsic motivation, contributing to more effective vocabulary learning in EFL classrooms. However, the study’s limited context, focusing on a single school and lacking comparison with other digital platforms, constrains the generalizability of the results. The study recommends broader implementation and future research across varied educational settings to further validate the potential of Quizizz and similar tools in enhancing EFL students’ lexical resources.

Systematic Literature Review on Social Epistemology of Science: Knowledge Production in Scientific Communities Sinaga, Yanti Kristina; Manugeren, M.; Barus, Efendi
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.v13i2.8180

This paper presents a systematic literature review of research published between 2015 and 2025 on the social epistemology of science, focusing on how scientific knowledge is produced within communities. Moving beyond traditional individualistic epistemologies, the review highlights four dominant themes: epistemic trust and authority, collaborative and collective knowledge production, institutional norms shaping epistemic practices, and epistemic injustice affecting marginalized groups. Findings reveal that scientific knowledge depends heavily on social interactions, trust networks, and institutional frameworks that guide what counts as credible and valuable knowledge. The review also uncovers the significant influence of funding structures, publication pressures, and performance metrics in shaping scientific inquiry, often privileging dominant voices and methodologies. Epistemic injustice emerges as a critical issue, emphasizing the need for more inclusive and diverse epistemic practices within science. By synthesizing philosophical and empirical work, this study underscores the importance of understanding science as a socially situated and institutionally embedded practice. The paper concludes by advocating for greater integration of diverse perspectives and institutional reforms aimed at promoting epistemic equity, accountability, and transparency. This social epistemological approach offers a promising framework for rethinking scientific knowledge production in ways that are more democratic, ethical, and responsive to contemporary challenges.

Language and Culture: Kinship System of Lampung Sai Batin Ethnic Amaliah; Patuan Raja; Ari Nurweni
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.v13i2.8184

Language, as an entity that binds human life, has the intention to convey something, perhaps the most complex and most interesting. Among the various languages in Indonesia, Lampung has unique and diverse greetings and is equipped with a set of rules for its use. However, although greetings in Lampung are very important as regional and national cultural assets that need attention and development, not many researchers have studied this. Therefore, this study aims to describe how the Lampung Sai Batin is created and used, especially addressing terms and to describe the use of addressing terms in the Lampung Sai Batin ethnic. The method used is a qualitative descriptive method with interview, observation and documentation through traditional figures of Sai Batin Kepaksian Pernong in West Lampung, Lampung. The study identified four main kinship groups: The Warei group, Apak Kemaman group, Adek Warei group, and the Children’s group. The findings reveal a strong relationship between language and culture, where kinship terms reflect social hierarchy, lineage, and cultural identity. Preserving this kinship system is important because it safeguards traditional values, strengthens intergenerational cultural transmission, and maintains politeness norms embedded in Lampung society. The study also discusses its implications and limitations.

Profiling the TPACK Mastery of English Pre-Service Teachers for 21st Century Learning Precilia Rafra; Ince Rezky Naing; Michael Laurenz Christy Menanti
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.v13i2.8221

The present research seeks to examine the extent of Technological Pedagogical Content Knowledge (TPACK) competence demonstrated by English pre-service teachers enrolled in the Faculty of Teacher Training and Education at Cenderawasih University, as well as to identify the most dominant and the weakest aspects of their TPACK competence. The background of this study is grounded in the demands of 21st-century learning, which underscores the holistic incorporation of content, pedagogy, and technology within the instructional process. A quantitative survey method was employed, using a purposive sampling technique involving final-semester students of the English Education Study Program. The data were gained through a TPACK questionnaire encompassing seven key dimensions: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK. The data in this study were subjected to descriptive analysis using SPSS version 29 software. The findings reveal that the overall level of TPACK mastery among the students falls into the “moderate” category. The most dominant aspect is Content Knowledge (CK), which achieved a high average score, indicating strong mastery of English content, particularly in speaking and listening skills. Conversely, the weakest aspect is Technological Knowledge (TK), which obtained a low average score, consequently affecting the integrative dimensions such as TPK, TCK, and TPACK, which remain at a moderate level. In conclusion, the study affirms that English pre-service teachers possess a strong grasp in content and pedagogical knowledge but still face limitations in technological competence. Therefore, it is recommended that technological proficiency be strengthened through intensive training, the incorporation of technology-oriented practices within the curriculum, ongoing mentorship programs, and extended research efforts to yield a more holistic understanding of TPACK mastery profiles among pre-service teachers.

The The Development of Teaching Materials for Recount Text Writing Skill Using Past Tense Based on Creative, Active, Systematic, And Effective (CASE) Claudia, Dinny; Gaffar, Muhammad Andriana; Ruswandi, Riki
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.v13i2.8244

This research aims to develop recount text writing teaching materials for sixth-grade students at SDN Permata Biru, focusing on mastering the past tense thru the CASE approach (Creative, Active, Systematic, and Effective). This study was motivated by students’ low writing ability, mainly due to limited mastery of past tense and low engagement in learning. This research applies a quantitative quasi-experimental design (One Group Pre-test and Post-test) involving 34 students. The research instruments include a writing test, a scoring rubric, and a student engagement observation sheet. The results show that students’ writing ability improved significantly after using CASE-based materials. The average pre-test score of 66.62 increased to 77.32 on the post-test. The paired sample t-test showed a significance value of p = 0.000 (p < 0.05), which means there was a significant difference between the pre-test and post-test results. An N-Gain value of 0.34 indicates a moderate improvement. The observation results also show that students become more active and enthusiastic in the learning process. Thus, CASE-based recount text writing materials have proven effective in improving students' writing abilities, particularly in the use of past tense and systematic text organization. Practically, this approach can serve as an alternative for teachers in creating creative, active, and meaningful writing lessons in elementary school.

Teachers’ Strategies in Providing Immediate and Delayed Corrective Feedback in EFL Speaking Class Qorihah, Dzul; Syafi’ul Anam; Ahmad Munir
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.v13i2.8260

Speaking remains one of the most challenging skills for Indonesian EFL learners, especially at the senior high school level. Frequent grammatical, lexical, and pronunciation errors are often inconsistently corrected, affecting learners’ long-term speaking development. Teachers thus face a pedagogical dilemma in deciding whether to provide Oral Corrective Feedback (OCF) immediately during speech or after the activity. This study investigates teachers’ strategies in delivering immediate and delayed OCF during speaking lessons involving descriptive text tasks. Using a qualitative case study design, two English teachers from a senior high school in East Java, Indonesia, were observed across four classroom sessions and interviewed twice. Data were analyzed thematically and interactionally. The findings reveal that teachers adjusted feedback timing based on instructional goals, students’ affective conditions, and task complexity. For example, immediate feedback was applied when repeated grammatical errors disrupted meaning, while delayed feedback was used after presentations to preserve fluency and confidence. Teachers also demonstrated reflective decision-making by modifying feedback timing during lessons when similar errors persisted. These results highlight the importance of flexible, student-responsive, and reflective feedback practices for effective EFL speaking instruction.

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