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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

213 214 215 216 217

Integrating Discussion Technique in Project-Based Learning for Vocational School Student Zayyin Az Zahro; Muhlisin Rasuki; Widya Oktarini
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.v13i2.8786

In the context of a suburban school setting characterized by low motivation and poor engagement, this study seeks to examine the potential of integrating the Discussion Technique and Project-Based Learning (PjBL) to enhance vocational high school students’ comprehension of procedural text. The study was conducted over a period of six meetings, utilizing a Classroom Action Research (CAR) design. The data was gathered using a variety of methods, including semi-structured interviews with four students, field notes, pre-test and post-test findings, and classroom observations. The findings indicate that the integrated approach enhances students’ ability to recognize the linguistic elements and structure of procedure texts, generate more cohesive written outputs, and engage more fully in group-based learning activities. As demonstrated by the descriptive comparisons between the pre-test and post-test results, students exhibited enhanced step sequencing, more suitable use of imperative verbs, and improved structure in their procedure text composition. The observation data revealed positive behavioral changes, including a reduction in passive participation in classroom activities and an increase in discussion participation and project work. The validity of these findings was further supported by interview data, which demonstrated that structured conversations led to improvements in students’ confidence in sharing ideas, a reduction in confusion, and enhanced subject comprehension as the students approached the assignment completion stage. The present study indicates that enhancing English learning results in vocational school environments, as well as effective pedagogical scaffolding for low-motivation vocational learners. Keywords: Discussion Technique; Project-Based Learning; Procedure Text; Vocational School

Designing an Instrument for Assessing Junior High School English Teachers’ TPACK in Jayapura Papua Ince Rezky Naing; Rambet, Rommy D.B.
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.v13i2.8801

In the digital era, the expectation for teachers to use technology effectively as part of their pedagogy continues to rise. However, many English teachers, especially in Papua, face significant challenges due to limited digital infrastructure, lack of training, and minimal contextualized assessment tools. To date, no standardized or context-sensitive instrument has been available to measure the Technological Pedagogical Content Knowledge (TPACK) of junior high school English teachers in Papua, particularly in Jayapura. To address this gap, this study developed and validated an instrument in the form of a self-report questionnaire to measure English teachers’ Technological Pedagogical Content Knowledge (TPACK) at the junior high school level in Jayapura, Papua. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as a development framework, the questionnaire covered seven TPACK components and consisted of 28 context-based items. Expert validation and pilot testing with 34 teachers confirmed satisfactory construct validity (r > 0.30) and high reliability (Cronbach’s Alpha = 0.966). The Content Validity Index (CVI) of 0.92 indicated strong relevance and clarity. The findings confirm that the developed self-report questionnaire is valid, reliable, and well-suited to Papua’s educational context. It functions both as a measurement tool and as a means for teachers’ self-reflection, supporting future research and professional development initiatives

The Influence of Culinary Vocabulary Mastery, Self-Efficacy, and Learning Motivation on the Effectiveness of English Culinary Marketing Communication Andi Khaerun Niza; Purnamasari, Fitry
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.v13i2.8803

Based on the analysis, culinary vocabulary mastery, self-efficacy, and learning motivation simultaneously and individually have a significant effect on the effectiveness of culinary marketing communication in English. Employing a quantitative correlational research design, the study was conducted at the Culinary Arts Study Program, Universitas Negeri Makassar which involved 67 respondents who had completed the English and Entrepreneurship courses. Primary data were collected through questionnaires that had been validated and tested for reliability. The Adjusted R² value of 0.976 indicates that 97.6% of the variation in effective communication can be explained by these three variables. The F-test result (p = 0.000 < 0.05) confirms the significant simultaneous effect, while the t-test shows that each variable contributes positively: vocabulary mastery (β = 0.2284), self-efficacy (β = 0.4801), and learning motivation (β = 0.6794), meaning that increases in these three variables will significantly enhance effective communication. These findings underscore the importance of integrated learning to develop vocabulary, build self-efficacy, and increase students’ learning motivation to achieve more effective and professional culinary marketing communication.

Exploring Students’ English Learning Engagement in Wordwall-Based Activities Hikmah, Khalifah Nurul; Lutviyani, Kamelia; Sayyida, Natasha; Syauki
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.v13i2.8843

Students’ engagement is a key factor in successful English language learning, yet many EFL learners in Indonesia still demonstrate low levels of engagement and often perceive English as difficult. This is perhaps due to a lack of interactivity in more traditional teaching approaches, which may discourage more active participation. Most previous studies on gamification in language learning focused on experimental studies using popular platforms like Quizizz and Kahoot, and there is also limited research on Wordwall in the Indonesian EFL context. This research gap highlights the need to explore how Wordwall can foster students’ learning engagement in English classrooms. This study aims to explore students’ emotional, behavioral, and cognitive dimensions of engagement in an English lesson that incorporates Wordwall activities. This study employed a qualitative descriptive method, involving two classes of 7th grade students in SMP Dharma Karya UT, South Tangerang, involving 42 seventh-grade students, with 10 students participating in semi-structured interviews in Indonesian formal classroom settings. Data were collected through two classroom observation sessions over a two-week period, supported by semi-structured interviews. The findings reveal that students demonstrated high emotional engagement through enthusiasm and enjoyment, behavioral engagement through active participation and peer collaboration, and cognitive engagement through recalling vocabulary, constructing sentences, and explaining their answers during Wordwall-based activities. Despite promoting enjoyment, meaningful engagement was strengthened when Wordwall was accompanied by appropriate instructional guidance. These findings contribute to the discussion on gamification in English language education by highlighting how Wordwall can be strategically integrated to support sustained emotional, behavioral, and cognitive engagement, rather than merely increasing classroom enjoyment.

Students' Perception of AI Tools in Boosting Motivation for English Learning Suseno Yudho Purnomo; Muhammad Akbar Setyo Derawan; Muhamad Yusuf Irfan; Fahriany
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.v13i2.8854

Artificial Intelligence (AI)-based tools such as ChatGPT, Grammarly and Google Translate are being used more in English language learning but studies have focused mostly on their technical effectiveness rather than associated emotions or motivation. This qualitative descriptive study explored how students perceived the effects of AI tools on their motivation, confidence, and engagement in learning English. At UIN Syarif Hidayatullah Jakarta, data were obtained from 36 fifth-semester English Education students. All participants received a questionnaire, and for the structured interview, five students were selected. The analysis was conducted inductively, and thematic responses from the questionnaires were complemented and used to illustrate the derived themes. The vast majority of students, 77.8%, stated that using AI tools helped them understand difficult materials and receive feedback instantly. The same percentage (72.3%) said they felt more comfortable and confident practicing English with AI, and 72.3% felt more actively involved and had more fun. 54.3% of the participants stated that using AI tools motivated them to perform more difficult tasks, while 30.6% said they did not have a problem with this. The accuracy and overuse of AI tools were the main issues identified by the participants. This study demonstrates that AI tools have altered the emotional and engagement aspects of learning English as a Foreign Language (EFL).

English Tutor Perspectives on the Important Role of Continuing Professional Development (CPD) Programs in Improving Digital Skills and Pedagogical Adaptation in the Era of Digital Learning Yunita Salsabilah; Azkia Nasywa Rana; Ashfiyah El-Ni’mah; Syaffaniyatul Qolbi; Ratna Sari Dewi
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.v13i2.8856

This study looks at the CPD activities English language tutors undertake or ignore due to the demands of the digitally adaptive teaching. With the role of technology in teaching becoming more dominant, there is a requirement for tutors to routinely update their competencies. Data was collected through three semi-structured interviews with educators from different organizations and, subsequently, there was applied thematic analysis. The results indicated that tutors of English assume that CPD, in general, is useful because without it educators are likely to become antiquated and irrelevant, more so in an environment populated by digital natives. CPD proved to be useful when educators are able to receive direct and pragmatic training, but educators experience systemic challenges e.g. no training, inadequate knowledge, and limited funding. Support for CPD from institutions and authorities seemed deficient which created lopsided, unsatisfactory results of CPDs. The study concludes that CPD programs, in particular training for tutors, need to be more flexible and sustainable, with more focus placed on developing the digital capabilities of the educators to optimize their teaching in a digitally adaptive environment.

The Perception of Teachers on the Integration of AI in English Language Teaching Mardhiyya, Qonita Adlina; Saptaningtyas, Ayunda Retno; Matswa Syifa, Shine Kayla; Lestari, Viviana Lisma
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.v13i2.8860

Artificial Intelligence (AI) is increasingly utilized in English Language Teaching (ELT) and is frequently recognized for its contribution to lesson preparation, developing resources, and improving the effectiveness of learning.However, a significant portion of the studies has concentrated on wider or student-oriented perspectives, leading to limited insights into how secondary educators in Indonesia perceive and implement AI in their daily teaching practices. Employing the Technological Pedagogical Content Knowledge (TPACK) framework along with a human-centered pedagogical approach, this descriptive qualitative research explores English teachers' views regarding the benefits, challenges, and consequences of incorporating AI into English Language Teaching (ELT). Semi-structured interviews were conducted with 4 English teachers from a senior high school and a vocational high school in South Tangerang, with the data being examined through thematic analysis. The results indicate that teachers find AI to be a helpful resource for generating ideas, planning lessons, tailoring content, and offering timely feedback, which leads to more efficient and innovative teaching strategies. However, there were also worries about students becoming too dependent on AI, issues of plagiarism, diminished critical thinking skills, and the disconnect between AI-created texts and the actual language proficiency of students. The research emphasizes the crucial part teachers play in providing emotional encouragement, inspiration, and moral guidance, highlighting that AI should be regarded as an assistant in education, not as a substitute for teachers. Despite its findings, this study is limited by a narrow sample size and a specific educational setting. In practical terms, the results indicate a need for structured training for educators, well-defined ethical standards, and thorough school regulations to facilitate the effective and responsible application of AI in classrooms focused on English language instruction.

Learning English Slang Through Social Media: Impact on Learners’ Identity and Confidence Milda Siti Fauziyah; Haura Najwa Zahara Nilufar; Abdurahman, Risma Naimah; Ummi Kultsum
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.v13i2.8863

For Indonesian EFL students, social media has emerged as a significant source of English exposure, particularly for colloquial language like slang. However, little is known about the kinds of slang that students really pick up and how this affects their confidence and sense of self. This study is to investigate (1) the kinds of English slang that are frequently acquired through social media, (2) how learners' identities are shaped by this exposure, and (3) how it impacts their confidence in speaking the language. Seven ninth-grade students were interviewed and questionnaires were used to gather data using a qualitative descriptive design. According to the findings, learners most commonly pick up brief, repetitive slang, such as acronyms (like LOL and OMG) and hybrid forms of Indonesian and English that are disseminated by influencers. Despite the fact that students frequently come with these terms online, their usage is still restricted and primarily receptive. Exposure to slang somewhat enhances understanding and self-expression, but confidence varies according to social context.

Exploring Teachers’ Beliefs and Their Practice Towards CLT In EFL Classroom Putri, Nadaa; Salsabila; Zafira, Meszalunna; Yuliyani, Atik; Haryanti
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.v13i2.8867

Research in English as a Foreign Language (EFL) has consistently shown that teachers’ classroom practices are influenced by their pedagogical beliefs, although alignment between beliefs and practices is not always evident. This study explores junior high school teachers’ beliefs about Communicative Language Teaching (CLT) and examines the extent to which these beliefs are reflected in their classroom practices. Using a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations. The findings reveal a clear misalignment between teachers’ stated support for CLT principles, such as student-centered learning, and their actual classroom practices, which remain largely teacher-centered with frequent use of the mother tongue. This gap is primarily attributed to students’ low English proficiency, low motivation, and limited technological resources. These constraints compel teachers to adapt their practices in ways that contradict their beliefs. The study highlights that mismatches between CLT beliefs and practices stem more from contextual limitations than from a lack of conceptual understanding. Practically, the findings suggest the need for context-sensitive CLT implementation, targeted professional development, and institutional support to help teachers enact communicative approaches more effectively in constrained EFL settings.

The Implementation of Annotated Bibliography Writing to Improve Research-Based Writing Skills of English Education Students Muhammad Fauzi; Kotangenia Al-Farobi; Nurhaliza Rahmalia Budiman; Alek; Didin Nuruddin Hidayat
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.v13i2.8874

In the study, the implementation of annotated bibliography writing is explored as the educational method for improving research writing skills for students in English Education courses. Writing based on research is perceived as one of the most difficult aspects for EFL learners, especially when it comes to source evaluation, gathering new knowledge, and creating well-structured research arguments in academic writing. In the study, which employed the methodological framework that included students’ work on their own annotated bibliography analyses and interviews, it was found that research writing skills can be improved for students using the method of annotated bibliography writing as they gain abilities to successfully sum up research sources, assess their applicability and credibility, and combine ideas for research arguments. However, several factors, such as their limited capacity to understand complex research sources, produce appropriate research parodies, assess research methods, and combine sources for analytical arguments, worked against EFL learners, resulting in the production of research arguments in descriptive mode instead of using analysis.

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