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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

214 215 216 217 218

Mapping Arabic Language Learning Methods: A Study of Madrasah Aliyah Pekanbaru Ilahi, Anugrah; Hakmi Wahyudi; Muhammad Fitriyadi; Izzatul Mellati; Nafisah Rahmah Nasution; Auli Rahman
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.v13i2.8876

This study addresses the limited research on the implementation of Arabic language teaching methods in Madrasah Aliyah within the local context of Pekanbaru, Indonesia a gap rarely explored despite its significance for Islamic education quality improvement. The research aims to map and analyze the variety of Arabic language teaching methods practiced in these institutions and identify the challenges teachers face in applying them. Using a descriptive qualitative design, data were collected from two schools (Al-Munawwarah and Al-Ikhwan Madrasah Aliyah) involving six Arabic language teachers selected through purposive sampling based on teaching experience and subject relevance. Data were obtained through classroom observations and in-depth interviews and analyzed using Miles and Huberman’s interactive model. Findings reveal the application of an eclectic approach integrating the mubasyarah (direct), sam‘iyah syafawiyah (audio-oral), qira’ah (reading), and qawā‘id wa tarjamah (grammar-translation) methods within communicative and contextual learning frameworks. Digital media and gamification enhanced student engagement, though time constraints, differing abilities, and limited facilities remained significant barriers. Theoretically, this study contributes to the refinement of the eclectic pedagogy model for Arabic language instruction by contextualizing it within Indonesian madrasah settings. Practically, it provides strategic insights for policymakers and educators to develop adaptive, digital-integrated, and culturally responsive teaching frameworks that can enhance learning outcomes and motivation in Arabic education. In conclusion, strengthening teacher capacity and extending practice-based activities are crucial for sustainable improvement in Arabic learning at Madrasah Aliyah, contributing to the broader goal of advancing Islamic education quality in the digital era.

Multimodal Product Promotion: Bridging ESP Learning and Descriptive Speaking Proficiency Agustina, Elisanti
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.v13i2.8885

This study examined the effectiveness of multimodal product promotion as a pedagogical strategy to enhance English as a Foreign Language (EFL) students’ descriptive speaking performance. Specifically, third-semester culinary students enrolled in an English for Culinary course at a private university in Surabaya participated in the research. A quasi-experimental design was employed, with 43 third-semester culinary students were randomly assigned to an experimental group (n=22) and a control group (n=21), in which the experimental group received instruction integrating multimodal product promotion tasks, while the control group received conventional speaking instruction. Students' descriptive speaking performance was evaluated using a validated analytic rubric that included fluency, vocabulary, grammar, pronunciation, and content from reliable experts, and the posttest data were analyzed using an independent samples t-test. The findings revealed a statistically significant difference between the two groups, with the experimental group achieving higher mean scores than the control group, t(47) = 5.63, p < .001, a mean difference of 10.10 points, and a large effect size (Cohen’s d = 1.62). These results highlight the pedagogical potential of multimodal learning tasks in promoting oral proficiency, suggesting that integrating real-world, performance-based activities into ESP instruction can meaningfully advance students’ communicative competence.

Learning Factors in Informal Digital Spaces: A Study of English Learning Through TikTok Content by @englishramah Azwar, Mahfudz; Fajrullah, Dinnurrizki; Ahmad, Nuzula; Ibadulloh, Zuhdi; 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.v13i2.8912

Social media has changed the way people learn languages outside of a classroom. TikTok specifically, as an interface of demand for English learning, with its amusing and accessible contents in short forms. However, research on learning factors that affect English acquisition in informal digital spaces is scarce particularly concerning educational content creators such as @englishramah. This research employed a qualitative descriptive design involving online semi-structured interviews with ten TikTok users and observations of selected videos. The data were analyzed thematically to identify patterns related to learner motivation, interaction, and content accessibility. This research argues to investigate these learning factors on English language development in the use of TikTok including learner motivation, interaction and content accessibility. With a view to explore the concepts and categories, data were gathered from ten TikTok users as key informants who actively consume @englishramah’s content through online interviews for data collection and select videos for observations of their content. The findings reveal that delivery attractiveness is the most influential factor in sustaining learners’ engagement, followed by clarity of explanations supported by real-life examples and an informal tutor delivery style. These factors contribute to increased motivation, comprehension, confidence, and perceived improvement in English ability.

EFL Students’ Perceptions Toward the Use of TikTok Trending English Songs in Vocabulary Learning Salsabilla, Sheryn; Perdhani , Widya Caterine
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.v13i2.8917

This study examines senior high school EFL students' experiences and perceptions of incidental vocabulary acquisition through English songs on TikTok. Using a qualitative descriptive design with a phenomenological approach, the research was conducted at SMA Shalahuddin, Malang, with three purposively selected students from grades X-XII. Data were collected through semi-structured interviews and supporting documentation, such as TikTok screenshots and lyric displays, and analyzed thematically using Miles and Huberman’s interactive model. The findings indicate that English songs on Tik Tok provide meaningful extensive listening input through repeated, algorithm-driven exposure, which supports incidental vocabulary learning. Students often replayed songs due to enjoyment, emotional engagement, and personal relevance, facilitating the acquisition of pronunciation, slang, and contextual expressions. They also showed self-directed learning behaviors, including using translation tools and consulting peers or family members. Although distractions sometimes reduced concentration, students consistently perceived Tik Tok songs as beneficial for vocabulary development. Overall, TikTok functions as an effective informal learning environment for vocabulary acquisition, though the small sample size limits generalizability and calls for further research with broader participants.

Gamification in L2 Vocabulary Acquisition for Primary Education: A Systematic Literature Review (2019–2024) Fitri Budiarti; Akbar Al Masjid; Elyas Djufri
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.v13i2.8918

The acquisition of second language (L2) vocabulary in primary education faces significant hurdles due to cognitive demands and declining student engagement. This Systematic Literature Review (SLR) evaluates the effectiveness, motivational impact, and implementation challenges of integrating gamification into L2 vocabulary learning for primary students. Guided by PRISMA protocols, 25 high-impact journal articles published between 2019 and 2024 were analyzed. The results indicate that gamification significantly enhances both short-term recall and long-term retention compared to conventional methods. Key findings reveal that the "Points, Badges, and Leaderboards" (PBL) triad effectively satisfies psychological needs for competence and autonomy, while immediate feedback loops are critical for maintaining a "flow" state. Furthermore, gamification reduces "Foreign Language Anxiety" by creating a safe-to-fail environment. Despite challenges such as the "novelty effect" and infrastructure gaps, the study concludes that pedagogical integration—where teachers mediate digital tools is the primary driver of success. These findings offer a robust framework for educators to optimize early childhood language acquisition through gamified blended learning.

University Students’ Perceptions of AI-Assisted Language Learning Scaffolding in Reducing L1 Reliance During Authentic English Speaking Sutrah; Aulia Aziza Billah; La Sunra
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.v13i2.8919

Developing authentic English-speaking skills, defined here as the ability to communicate spontaneously and appropriately in real-world contexts, and reducing dependency on the first language (L1) are significant challenges for Indonesian EFL learners. This study investigates university students' perceptions of using AI tools like ChatGPT and Google Gemini as scaffolding to mitigate L1 reliance and foster such authentic speaking practice. A mixed-methods explanatory sequential design was employed, beginning with a descriptive survey of 50 Indonesian EFL students, followed by in-depth interviews with 6 participants. Quantitative findings revealed that students positively perceived AI-driven scaffolding, its role in reducing L1 dependency, and its contribution to enhancing authentic communicative competence. Qualitative analysis, framed by Sociocultural Theory, the Technology Acceptance Model (TAM), and Skill Acquisition Theory, uncovered three central themes: AI as a dynamic scaffold within the Zone of Proximal Development (ZPD), its effectiveness in driving learner autonomy, and its role in fostering communicative autonomy. The study concludes that AI-assisted scaffolding is perceived as an integrated technological support system that effectively addresses the cognitive, affective, and practical dimensions of L1 dependency, thereby promoting authentic English-speaking proficiency. These findings suggest practical implications for EFL pedagogy, advocating for the strategic integration of AI tools as complementary scaffolds in resource-constrained educational contexts to bridge the gap towards independent and authentic communication.

Mapping the Landscape of Culturally Responsive Teaching: A Review on Bicultural Materials, Instructional Strategies, and Learning Outcome Muhammad Agung; Andi Nur Annisa; Nella Yuadiah Ningsih; Musdalifah
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.v13i2.8931

This systematic literature review maps the landscape of Culturally Responsive Teaching (CRT) in English as a Foreign Language (EFL) contexts, with a focus on Indonesia’s setting. Guided by the PRISMA framework, the review synthesizes 20 recent studies (2024-2025) to analyze the integration of bicultural materials or culturally nuanced resources, the instructional strategies employed, and the resulting learning outcomes. Findings reveal that effective CRT implementation predominantly utilizes multimodal, project-based strategies, such as comparative cultural analysis, digital storytelling, and role-play, leveraging culturally nuanced resources like local folklore, artifacts, and traditions. The synthesis demonstrates that this pedagogical approach yields a dual benefit: it significantly enhances specific English language competencies (notably vocabulary mastery, writing, and speaking skills) while concurrently fostering critical socio-affective outcomes, including strengthened cultural identity, intercultural awareness, student motivation, and critical thinking. The study presents evidence-based strategies grounded in practical application to effectively pair local content with interactive pedagogy. These findings contribute to the discourse on equitable language learning by providing a validated map of practices that support both language achievement and cultural competence. The study advances the field by proposing integrated frameworks for material selection and instructional strategy to enhance holistic learning, while underscoring the necessity for further empirical research across diverse K-12 settings to validate and adapt these approaches.

Artificial Intelligence as an Assisted-Language Learning Tool: A Systematic Review of Its Efficacy in Enhancing Speaking Skills Among EFL Learners Sutrah; Siti Nurazizah Syair; Khaeril Mujahid; Musdalifah
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.v13i2.9004

This systematic literature review synthesizes empirical research from 2020 to 2025 to evaluate the efficacy of Artificial Intelligence (AI) as an assisted-language learning tool in enhancing the speaking skills of English as a Foreign Language (EFL) learners. Following the PRISMA framework, an analysis of 22 studies reveals that AI tools, categorized into speech recognition tutors, conversational chatbots, and comprehensive platforms, demonstrate significant potential in improving specific micro-skills. The evidence indicates that pronunciation is the most frequently enhanced aspect (cited in 19 out of 22 studies), followed by fluency (17 studies), vocabulary (14 studies), and grammar (13 studies). Key pedagogical drivers underpinning this efficacy are the provision of immediate, personalized feedback, adaptive learning paths, and the creation of low-anxiety practice environments, which also contribute to improved speaking confidence (noted in 12 studies). However, the review identifies persistent and significant challenges. These include technical limitations in processing non-native accents and spontaneous speech, a lack of human-like interaction for developing pragmatic and cultural competencies, and critical issues of equitable access and data privacy. Methodologically, the field is constrained by small-scale studies (samples of n=20 to n=93) and short intervention periods (4 to 14 weeks), which limit generalizability. The central conclusion is that successful outcomes are not dependent on the AI tools alone but hinge on their strategic, pedagogically-aligned integration within a blended learning ecosystem that complements human instruction. Consequently, this study provides practical implications for curriculum design and teacher training, emphasizing the need for pedagogical integration over mere tool adoption. It recommends future research to pursue longitudinal studies, more robust methodological designs, and the development of more linguistically and culturally adaptive AI technologies to bridge the gap between technological potential and equitable, effective educational practice.

Indonesian EFL Teachers' Strategies for Integrating Character Values and Local Culture: A Review of Implementation and Learning Outcomes Muhammad Agung; Nur Ayu Budiarty; La Sunra
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.v13i2.9021

This systematic review synthesizes findings from 23 empirical studies (2023–2025) on how Indonesian EFL teachers integrate local culture and character values into their pedagogy or instructional strategy, following the PRISMA protocol. It addresses a gap in the systematic consolidation of evidence regarding the methods and effectiveness of such integration. The analysis reveals that teachers predominantly utilize local folktales (19 out of 23 studies) as the primary medium for embedding local culture and character values, with research concentrated at the Junior High School level. Vocabulary achievement emerged as the most frequently measured learning outcome, highlighting its role as a foundational skill effectively supported by narrative contexts. The study provides a framework linking the narrative structures of folktales to pedagogical strategies for promoting cultural and character education into EFL classroom. A key practical implication is the need for targeted professional development programs to train teachers in systematically leveraging local folklore. This review’s primary contribution is establishing a foundation for future empirical research to quantitatively assess the efficacy of culturally integrated EFL approaches, thereby bridging national educational mandates with classroom practice.

Teacher’s Directive Speech Acts to Special Needs Students in EFL Class Interaction at Junior High School Zuhrotun Nisa Saragih; Maslatif Dwi Purnomo; Sholihatul Hamidah Daulay
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.v13i2.9029

This study investigates the types and strategies of teachers’ directive speech acts and the responses of special needs students during English learning and classroom interaction at the junior high school level. Using a qualitative approach, the data were obtained naturally from classroom communication to capture authentic linguistic behaviour. The findings reveal four types of directive speech acts used by teachers, namely commands, prohibitions, suggestions, and imperatives, each serving distinct instructional and behavioural purposes. The analysis also shows that teachers employ both direct and indirect strategies in delivering directives, which are adapted to students’ cognitive, emotional, and linguistic conditions. Furthermore, the responses of special needs students vary according to the nature of the directive, the clarity of the instruction, and the contextual demands of the classroom situation. Some students respond promptly and appropriately, while others require repetition, modelling, or simplified instructions to process and perform the requested actions. Overall, the realization of the directive types, strategies, and student responses is shaped by the diverse interactional contexts in special needs classrooms, demonstrating that effective teacher directives must be flexible and sensitive to students’ individual characteristics. These findings highlight the importance of pragmatic awareness in instructional communication, particularly in supporting the engagement and participation of students with special needs in EFL learning.

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