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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 2,171 Documents

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Exploring Islamic Social Environment's Role in English Proficiency: ‘‘Mondok’’ vs ‘‘Nyolok’’ Students Sitti Surya Pramudita; Indah Werdiningsih; Anita Fatimatul Laeli
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.v13i2.8431

This study examines English proficiency differences between Mondok (full-time Islamic boarding) and Nyolok (daily commuting) students in an Islamic vocational Pesantren in Jember, Indonesia. Using mixed-methods with 40 female students (20 each group), tests revealed Mondok students scored significantly higher (68.50 vs. 63.25; p = .038). Despite this 5.25-point difference, both groups achieved intermediate proficiency through distinct pathways—demonstrating Complex Dynamic Systems Theory's principle of equifinality. Qualitative data showed Mondok students, despite technological constraints, developed adaptive strategies like peer learning and utilized limited "kiriman" time effectively. In contrast, Nyolok students with technological access struggled with consistency and speaking anxiety due to less structured environments. The findings illustrate how different environmental conditions within the same institution trigger unique adaptive patterns, highlighting CDST's value in explaining non-linear language development in Islamic educational contexts and offering practical implications for differentiated instruction in vocational Pesantren.

The Effect of the Fishbowl Technique Implementation on Studentsʹ Speaking Skills for Twelve-Grade Students at Senior High School Antika, Lili; Suharjono, Sigit
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.v13i2.8435

This study investigated the effect of the Fishbowl Technique on the speaking skills of twelve-grade students at SMAN 2 Kotabumi, focusing on the problem of students' low speaking skills and high speaking anxiety. A quantitative methodology using a Quasi-experimental Design was used, with 68 students selected as participants (34 in the experimental group and 34 in the control group). Data were obtained through speaking assessments (pre-test and post-test) and analyzed through Independent Samples T-Test. The findings revealed a statistically significant difference in the post-test mean scores between the two. This result was reinforced by the calculated t-value (6.85), which was significant at p < 0.05. In addition, this study showed a strong effect, confirmed by the N-Gain score of 0.565 in the experimental group, which is classified as moderate effectiveness, compared to the N-Gain of 0.079 in the control group. This study concluded that the Fishbowl Technique is an effective and appropriate technique for improving students' speaking skills.

Students’ Perception toward the Use of Wayground Flash Card Feature in Learning Narrative Text Nagata Zamzami; Sherly Novalita Yappy; Khusni, M. Khusni Mubarok
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.v13i2.8469

This research aims to investigate students’ perceptions and motivation toward the use of Wayground Flash Card in learning English narrative texts. The study employed a quantitative descriptive design focusing on students’ responses without manipulating variables. The participants were secondary school students who had used the Wayground Flash Card feature during English learning activities. Data were collected through online questionnaires distributed via Google Form, which consisted of two main instruments: a perception questionnaire (usability, engagement, usefulness, and enjoyment) and a motivation questionnaire (intrinsic, extrinsic, self-efficacy, engagement, and learning commitment). Each item was measured using a five-point Likert scale. The results showed that students’ overall perception of Wayground Flash Card was positive, with an average mean of 3.97, indicating that students considered the platform useful and enjoyable for learning narrative texts. Among the perception dimensions, usability (4.03) and enjoyment (4.04) received the highest mean scores, reflecting that student found the flash card easy to use and engaging. Meanwhile, motivation analysis revealed an overall positive category, with engagement (4.04) and intrinsic motivation (3.97) emerging as the strongest factors influencing students’ enthusiasm in learning English. These results suggest that Wayground Flash Card effectively supports students’ active involvement and fosters a positive attitude toward English learning. In this study confirms that interactive digital media can enhance learners’ motivation and confidence through autonomy, competence, and enjoyment. The findings also support previous studies indicating that game-based and visual learning media increase learners’ engagement and satisfaction. Therefore, Wayground Flash Card can be considered an innovative and effective tool to improve students’ motivation and learning experience in narrative text writing and comprehension.

Using ChatGPT as Artificial Intelligence (Ai) Tool to Improve Students’ English Proficiency Rahayu, Yoni; Nasution, Muhammad Muslim; Soraya Grabiella Dinamika; Iis Aprianti
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.v13i2.8470

This study examines the role of Artificial Intelligence (AI), particularly ChatGPT, in enhancing English proficiency among Generation Z learners. Using a library-based literature review of academic sources published between 2018–2024 and supported by preliminary observations of 28 students, this research functions as a synthesis of existing studies and does not generate new empirical data. Findings indicate that ChatGPT provides more comprehensive real-time corrective feedback than traditional mobile learning tools and standard grammar checkers, offering explanations, revision options, and personalized input. Prior research reports improvements in writing accuracy, vocabulary development, and learner autonomy when AI tools are integrated into language learning. Generation Z learners also demonstrate strong motivation and engagement when using AI-supported platforms. Overall, the study highlights AI’s potential to accelerate English proficiency and recommends that educators incorporate AI-driven tools to enhance instructional effectiveness and support independent learning.

Israeli Ceasefire Violations in Aljazeera’s Reporting: A Critical Discourse Analysis by Norman Fairclough Shofiya Nur Azizah; Dien Nur Chotimah
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.v13i2.8475

News is a very effective medium in conveying information, messages, and criticism due to its ability to attract wide attention. This study aims to analyze the linguistic aspects, discourse practices, and sociocultural practices in Al-Jazeera news discussing the ceasefire violations by Israel. This qualitative study uses two news items as data sources, collected through reading, sorting, and recording methods. The analysis was conducted using the Critical Discourse Analysis theory approach from Norman Fairclough's perspective. The results show that there are 18 data consisting of linguistic analysis, discourse analysis, and sociocultural analysis that overall convey strong criticism of the ceasefire violations by Israel. Through Norman Fairclough's critical discourse analysis, the study found that the news not only conveys facts but also constructs a critical ideological narrative using analysis of language dimensions, discourse practices, and sociocultural practices as a tool to convey socio-political messages.

The Correlation Between Students’ Speaking Anxiety and Their Speaking Ability: A Quantitative Study at Islamic Junior High School Sunan Giri Sholikhah, Siti Sintiawati; Yappy, Shierly Novalita; Mubarok, M. Khusni
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.v13i2.8502

This study investigates the correlation between students’ speaking anxiety and their speaking ability in an English as a foreign language (EFL) context, focusing on seventh grade learners at MTs Sunan Giri, Kediri. The problem addressed in this research is the persisting assumption that higher levels of anxiety negatively affect learners’ oral performance, while limited empirical evidence exists in Indonesian lower secondary school settings. The objective of the study is to measure students’ anxiety levels using a speaking anxiety questionnaire and to assess their speaking ability through a rubric based speaking test in which students presented either a poster or the topic “part of the house.” Using a quantitative correlational design, data from fourteen students were analyzed using descriptive statistics and Pearson’s product–moment correlation. The results show that the students had moderate levels of speaking anxiety (M = 62.14; SD = 4.61) and moderate speaking ability scores (M = 45.36; SD = 9.30). Pearson’s analysis revealed a moderate positive correlation between speaking anxiety and speaking ability, r = 0.502, p = 0.067, while Spearman’s rho yielded a similar result (ρ = 0.522, p = 0.055). Although the correlation did not reach statistical significance at the 0.05 level, the positive direction of the relationship suggests that in this small sample, higher anxiety scores were associated with higher speaking performance, a pattern that differs from most theoretical predictions. These findings highlight the importance of reexamining the complexity of classroom anxiety, task type, and learner characteristics, particularly in small group settings. The study contributes to the growing literature on affective factors in EFL speaking and suggests the need for larger scale research to confirm the trend observed in this study.

Implementing Problem-Based Learning with Patchwork-Based Presentation Media to Enhance Student’s Speaking Performance in Procedure Text Fika Rokaya; Seful Bahri
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.v13i2.8506

In English language learning, students’ speaking performance remains a challenge, particularly in producing procedural texts. The purpose of this study was to examine the effectiveness of implementing Problem-Based Learning integrated with Patchwork-Based Presentation Media in enhancing students’ speaking performance in procedure texts. This study was conducted with XI DPB (Desain dan Produksi Busana) 1 students at SMK Negeri 1 Pringapus using a quasi-experimental one-group pre-test–post-test design with a qualitative follow-up. The data were collected through speaking performance tests, classroom observations, and student interviews. The findings show two main results. First, the implementation of Problem-Based Learning supported by Patchwork-Based Presentation Media resulted in a statistically significant improvement in students’ speaking performance, as indicated by higher post-test scores and a significant p-value (p < 0.05). Second, the learning approach encouraged students' active participation, developed their problem-solving skills, increased their confidence, and motivated them to engage in speaking activities. The integration of problem-based tasks and patchwork-based presentation media also helped students organize procedural sequences, use appropriate vocabulary and grammatical structures, and improve fluency and clarity in delivering procedure texts. Overall, the study concludes that implementing Problem-Based Learning with Patchwork-Based Presentation Media is an effective and student-centered approach to enhancing students’ speaking performance in procedure texts, particularly in vocational high school contexts.

The Influence of Cildren’s Gadget Use on Mother-Child Communication Patterns: A Comparative Study Between Working and Non-Working Mothers in Parepare City Weyana Nurul, Andi; Tenri Awaru, A. Octamaya; Said Ahmad, Ridwan; Najamuddin
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.v13i2.8549

This research aimed to analyze if there is a significant influence between children's gadget use on mother and child communication patterns, The differences in the influence of children's gadget use on mother-child communication patterns between families of working mothers and families of non-working mothers, a significant difference in the level of children's gadget use on communication patterns between children whose mothers work and those who do not work in Parepare City. This research uses a comparative quantitative approach by determining the sample using the Slovin margin formula of 100 people, including 57 working mothers and 43 non-working mothers. Data collection techniques used questionnaires in google forms and documentation, while data analysis was carried out using descriptive and inferential statistical techniques using the SPSS program. The results of this research showed that there is a positive and significant influence between children's gadget use on mother and child communication patterns with a significance value (Sig.) = 0.002 and a positive regression coefficient (B = 0.190). Mother's employment status moderates this relationship with the Sig value. interaction = 0.041, meaning that the influence of gadget use on communication is stronger in the families of working mothers compared to non-working mothers and there is a significant difference in the level of children's gadget use between working and non-working mothers (Sig. = 0.000), but there is no significant difference in the communication patterns of mothers and children (Sig. = 0.618). The conclusion of this research was the mother's employment status moderates this relationship with the Sig value. interaction = 0.041, meaning that the influence of gadget use on communication is stronger in families of working mothers than non-working mothers and children of working mothers have a higher level of gadget use than children of non-working mothers.

Framing English Education Policy in Indonesia: A Comparative Critical Discourse Analysis of Media Representation in The Jakarta Post Astriyani, Ai Aas; Hidayat, Didin Nuruddin; Husna, Nida
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.v13i2.8553

This study examines how English education policy in Indonesia is ideologically framed in news media by comparing two Jakarta Post articles from 2013 and 2025. While most Critical Discourse Analysis (CDA) research in Indonesia has focused on textbooks and classroom practices, little attention has been paid to how media constructs English policy over time. The qualitative CDA analysis followed three stages: textual coding of lexical choices and modality, framing analysis using Entman’s problem–cause–evaluation–solution matrix, and cross-period comparison of the 2013 and 2025 articles. The findings show a marked shift: the 2013 article frames English as an optional local initiative, while the 2025 article presents it as a compulsory national priority linked to teacher professionalism and global competitiveness. The study concludes that The Jakarta Post not only reports policy changes but also shapes public ideology by reinforcing neoliberal and globalizing discourses in English education. These findings have important implications for policymakers, curriculum developers, and teachers seeking to understand how media discourse normalizes accountability and global competitiveness in education reform.

Directive Speech Acts in English Teachers’ Classroom Talk: A Discourse Analysis in Indonesian Vocational High School Nuraeni; Hidayat, Didin Nuruddin; Husna, Nida
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.v13i2.8554

This study examines the use of directive speech acts in an English teacher’s classroom talk at an Indonesian vocational high school. It explores how these directives support classroom management and interaction in EFL learning. One teacher and 34 eleventh-grade OTKP students participated in the study. The classroom observation spanned three class meetings, totaling four instructional hours, and was conducted over a two-week data collection period. Data were collected through classroom observations, video recordings, transcripts of teacher-student interaction, and field notes. The teacher was purposively selected for active engagement in classroom communication and willingness to be observed, making the participant appropriate for the research aims. Employing a qualitative discourse analysis design, the study identified the types and functions of directives used during instruction based on Searle’s (1979) and Yule’s (1996) classifications. A total of 25 directive speech acts were found: seven commands, nine requests, three suggestions, four invitations, and two prohibitions. Commands and requests appeared most frequently, showing how the teacher balanced classroom control with student involvement. Suggestions and invitations supported comprehension and participation, while prohibitions helped maintain order. The findings indicate that directive speech acts play central managerial and pedagogical roles in shaping classroom interaction. In addition to contributing to pragmatic and classroom discourse research, the study offers practical implications for teaching, emphasizing the need for teachers to intentionally employ directives to guide learning, sustain engagement, and create a more supportive, well-managed EFL classroom.

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