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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

The Teacher's Creativities in the Implementation of Group Work in EFL Classroom Ari Gusti Sundari; Muhammad Dalimunthe; Didik Santoso
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.v13i2.9030

This study investigates the forms of teacher creativity demonstrated in the implementation of group work in an EFL classroom. Creativity in instructional practice is essential for supporting student engagement, especially in vocational education where practical communication skills are prioritized. The study aims to investigate an EFL teacher employs creative strategies when organizing, facilitating, and responding to group work dynamics. Data were collected through classroom observations, semi structure interviews, and documentation, and analyzed using Miles and Huberman’s (2014) interactive model of data condensation, data display, and conclusion drawing. The findings reveal three major forms of teacher creativity: Product Creativity, Process Creativity, and Reactive Creativity. Product Creativity was reflected in the teacher’s use of digital learning materials, gamified tasks, authentic resources, and visually enriched media to support group activities. Process Creativity emerged through varied grouping arrangements, systematic role assignment, creative monitoring techniques, and strategic language management to guide students’ interaction. Reactive Creativity appeared when the teacher adapted spontaneously to classroom situations such as mixed proficiency levels, behavioral challenges, and technical disruptions. Overall, the findings underscore that teacher creativity in group work extends beyond creating innovative materials; it also involves adaptive facilitation, responsive decision-making, and context-sensitive problem-solving. These insights contribute to a deeper understanding of how creativity shapes group work practices in EFL vocational settings and offer practical recommendations for promoting more engaging and effective collaborative learning in similar contexts.

The Teacher Professional Education Program (PPG) Graduates’ Interest, Motivation, Self-Efficacy, and Instructional Practices in Implementing Culturally Responsive English Teaching (CRET) within the Merdeka Curriculum Muhammad Agung; Sutrah; Khaeril Mujahid; Muhammad Tahir
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.v13i2.9047

The global educational paradigm has moved beyond knowledge transmission to focus on holistic competencies, a transition mirrored in Indonesia’s Merdeka Curriculum with its emphasis on contextual relevance, learner differentiation, and the Pancasila Student Profile. Within English language education, this mandates a pedagogical reorientation, for which Culturally Responsive English Teaching (CRET) presents a critical framework, positioning students’ cultural backgrounds as foundational assets for instruction. As the primary agents of this reform, teachers’ capacity to implement CRET is paramount, with the Teacher Professional Education Program (PPG) serving as a key conduit for professional readiness. However, the specific preparedness of PPG graduates, a cohort strategically trained for curricular innovation, remains empirically unverified. This quantitative correlational study investigates the relationships between PPG graduates’ psychological dispositions (interest, motivation, self-efficacy), their general instructional practices, and the quality of CRET implementation within the Merdeka Curriculum. Data from purposively sampled Indonesian EFL teachers (n=121) were analyzed to determine correlational strength and predictive power. Results revealed that while descriptive levels of interest, motivation, self-efficacy, and CRET-aligned practices were high, only self-efficacy and instructional practices demonstrated significant positive correlations with implementation quality. Notably, multiple regression analysis identified self-efficacy as the strongest positive predictor, whereas interest emerged as a significant negative predictor when other variables were controlled. This counterintuitive finding suggests that isolated theoretical interest, without corresponding practical competence or contextual support, may not translate into effective classroom enactment, suggesting potential contextual or translational barriers between disposition and enactment. The findings underscore the complexity of translating pedagogical commitment into practice, highlighting that systemic professional development must extend beyond fostering theoretical interest to strategically building applied, context-specific competence and efficacy. Consequently, PPG programs should prioritize experiential learning, such as mentored practicums focused on CRT, to bridge the gap between pedagogical interest and actionable skill.

The Impact of Memrise Application on Students’ Speaking Skills (A Quasi-Experimental Study at Islamic junior high school) Alfina Rahmadewi; Desi Nahartini
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.v13i2.9122

The purpose of this study was to obtain empirical data on the effect of the Memrise application in improving students' speaking skills, particularly seventh-grade students at Islamic Junior High School. This study used a quasi-experimental design involving two groups: an experimental class and a control class. Both groups consisted of seventh-grade students, each with 32 participants. Data were collected through pre-tests, treatments, and post-tests. The treatment was conducted over four meeting. Statistical analysis was performed using IBM SPSS 25, including normality and homogeneity tests, independent sample t-tests, and effect size tests. The results showed that the experimental class experienced a significant increase in their speaking scores compared to the control class. This study was tested using a t-test with a p-value on the post-test of less than 0.05, indicating significant results. Therefore, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. In addition, the effect size value of 1.109 indicated a strong effect, proving that the Memrise application had a significant and positive impact on the speaking skills of seventh-grade students at Islamic Junior High School.

The Effectiveness of Using Flipped Reading Method to Enhance Students’ Reading Comprehension Putri Khaerani; Desi Nahartini
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.v13i2.9123

Reading comprehension is an important literacy skill in the digital age, where students are required to understand, evaluate, and interpret large amounts of information accessed through technology. However, Indonesian students continue to show low reading performance, as reflected in the 2022 PISA results, which highlight the need for more effective learning approaches. Although previous studies have examined the flipped classroom method and reported positive student perceptions, most rely on qualitative or descriptive data, with limited research statistically measuring learning outcomes, particularly in narrative text comprehension at the secondary school level. Therefore, this study aims to test the effectiveness of the flipped reading method in improving the reading comprehension of eighth-grade students. A quasi-experimental design was used involving 64 students, consisting of an experimental group and a control group. Data were collected through pre-tests and post-tests and analyzed using IBM SPSS 25 with the Wilcoxon Signed-Rank Test and Mann–Whitney U Test due to the non-normal distribution of data. The Wilcoxon test showed a significant increase in both groups (Sig. < 0.001). However, the Mann–Whitney U test showed no statistically significant difference between the two groups (p = 0.313 > 0.05). The effect size calculated using Cohen's r was 0.13, indicating a small effect. These results indicate that the flipped reading method does not produce a significant improvement in students' reading comprehension than conventional teaching. Suggesting that this method does not offer strong instructional advantages for teaching narrative reading comprehension at the secondary school level.

Burnout among EFL Teachers in Indonesia: Prevalence, Triggers, and Strategies Lilis Khopifah; Idris, Nurul Faadhilati; Nasution, Tsarwan Kasyfillah; Reza Anis Maulidya
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.v13i2.9131

This study investigates the prevalence, triggers, and coping strategies related to burnout among English as a Foreign Language (EFL) teachers in Indonesia. Using a mixed-methods design, data were collected through a survey of 50 EFL teachers and follow-up interviews with 10 participants. Findings from the adapted Maslach Burnout Inventory–Educators Survey (MBI-ES) reveal moderate emotional exhaustion (45%), low depersonalization (17%), and lower levels of personal accomplishment (33%). Guided by the Job Demands–Resources (JD-R) and Conservation of Resources (COR) frameworks, the study identifies key burnout triggers, including academic pressures (85%), emotional demands (84%), organizational factors (77%), and economic concerns (78%). Despite experiencing emotional strain, teachers generally maintain stable instructional performance, reflected in consistent lesson delivery and classroom management. To cope with burnout, teachers primarily rely on personal well-being routines, social support, and self-management strategies, while institutional support remains limited and inconsistent. Overall, the findings underscore the need for stronger systemic and organizational support to enhance teacher well-being and sustain effective EFL instruction in Indonesia.

Politeknik Negeri Ujung Pandang Students’ Perception on the Use of AI in Learning English Shanty Halim; Hairuddin, Nurul Hidjrah
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.v13i2.9202

This study investigates students’ perceptions of the use of Artificial Intelligence (AI) applications in learning English at Politeknik Negeri Ujung Pandang. The rapid integration of AI-based tools—such as grammar checkers, translation engines, and conversational chatbots—has transformed language learning practices, yet students’ attitudes and levels of acceptance toward these technologies remain varied. Using a descriptive qualitative approach, data were collected through questionnaires and semi-structured interviews involving diploma-level students from several study programs. The findings indicate that most participants perceive AI as a supportive learning aid that enhances vocabulary acquisition, improves writing accuracy, and increases learning motivation through instant feedback and flexible access to language resources. However, concerns were also identified, including overdependence on automated suggestions, reduced critical thinking in writing tasks, and uncertainty regarding the accuracy and authenticity of AI-generated content. Students emphasized the need for clear guidance from lecturers on ethical and pedagogical use of AI in academic contexts. Overall, the study concludes that AI has significant potential to complement English learning when positioned as an assistive tool rather than a substitute for human instruction. The results highlight the importance of digital literacy, critical awareness, and pedagogically guided integration of AI in higher education language learning environments. Recommendations are offered for educators and curriculum designers to develop balanced strategies for technology-supported language instruction.

Using Teams Games Tournament (TGT) to Increase Students’ Vocabulary Acquisition and Reduce Their Learning Anxiety the Case of Seventh-Grade Students at Junior High School Alwi, Mughits; Hendi Pratama; Henrikus Joko Yulianto
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.v13i2.9246

This study focuses on two persistent issues in EFL classrooms, limited vocabulary acquisition and high levels of learning anxiety among seventh-grade students. The researcher examined whether the Teams Games Tournament (TGT) Scramble Game is more effective than traditional instruction in improving vocabulary acquisition while reducing anxiety. Using a mixed-methods, quasi-experimental design with a nonequivalent control group, the study involved 60 students at Junior High School Brebes, divided equally into an experimental group and a control group. Vocabulary achievement was measured through pre-tests and post-tests, while anxiety levels were assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), supported by classroom observations and semi-structured interviews. Quantitative analysis using N-Gain scores showed that the experimental group reached a moderate improvement (62%), which was substantially higher than the control group’s 48%, indicating stronger vocabulary development through TGT. In terms of affective outcomes, students in the experimental group shifted from being “very anxious” to “mildly anxious” or “relaxed,” while anxiety in the control group largely remained high. Qualitative findings further revealed that students perceived the TGT Scramble Game as “fun, motivating, and less stressful,” promoting peer support and active participation. Consistent with cooperative learning theory (Slavin), Thus, the TGT Scramble Game effectively enhances vocabulary learning while creating a low-anxiety classroom environment, offering meaningful implications for student-centered EFL instruction.

“Scoutlink” Digital English Book for Indonesian Scouting Yulia Savhika S.; Masruddin; Jufriadi
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.v13i2.9433

This study aims to develop and evaluate Scoutlink, a barcode-based digital English book designed to support English vocabulary learning for Indonesian Scout members. The research was conducted due to the limited availability of contextual English learning resources that accommodate the needs of Scout members who increasingly participate in national and international scouting activities. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 25 active Scout members from 15 regions in Indonesia, selected through random sampling. Data were collected through needs analysis questionnaires, expert validation instruments, and product effectiveness tests. The results of the needs analysis indicate that 100% of respondents stated that the development of Scoutlink is highly necessary to support English vocabulary mastery related to scouting activities. In addition, 96% of respondents agreed that barcode-based access facilitates flexible and practical learning, while 92% expected the product to reflect scouting identity through its design. Expert validation results demonstrate that Scoutlink achieved a very high level of validity in material, design, curriculum, and language aspects. Furthermore, the effectiveness test shows that the use of Scoutlink improves users’ understanding of English vocabulary in scouting contexts, categorizing the product as highly effective. Therefore, Scoutlink is considered a valid, practical, and effective digital learning medium to support English vocabulary learning in non-formal education settings.

Black Trauma in Toni Morrison's Beloved Fachrezzy, Shakti Brammaditto Widya; Thohiriyah
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.v13i2.7354

Toni Morrison’s Beloved offers a powerful literary response to the enduring wounds of slavery and racial violence. This study aims to analyze how the novel illustrates Black trauma as a shared, inherited, and historically grounded condition. Drawing on Frantz Fanon’s theory of colonial trauma, the analysis focuses on psychological fragmentation, social alienation, and embodied memory to reveal the lingering effects of oppression across time and generations. Using a qualitative approach, the study examines Morrison’s narrative methods and character portrayals. Ultimately, the novel frames healing as a nonlinear process rooted in reconnection, acknowledgment, and resistance.

Supernatural World as Alternative Escapism Reflected in Neil Gaiman’s Coraline Galih, Amalia Andrane Sakya; Thohiriyah
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.v13i2.7505

The background study for the research lays the foundation by contextualizing the importance of exploring the relationship between the supernatural realm and escapism in Neil Gaiman's novel ‘Coraline’(2002). Neil Gaiman's "Coraline" has captivated readers with its imaginative narrative and the exploration of a parallel universe that serves as an escape for the protagonist, Coraline Jones. By using qualitative descriptive approach through ecocriticism point of view, this study seeks to delve into the intricate construction and portrayal of the supernatural world within "Coraline" as a compelling form of escapism. The study finds that Coraline is drawn to the supernatural Other World as an emotional escape from neglect, but this environment, though initially idealized, gradually reveals itself as artificial and dangerous. Ultimately, the novel critiques escapism by showing that fabricated worlds built to satisfy human desires are unsustainable both ecologically and psychologically.

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