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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 2,713 Documents

226 227 228 229 230

English Language Teaching Strategies For Children With Dyslexia Khairiah Zahara; Emeliya Sukma Dara Damanik
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10047

This study investigates an overview of English language teacher learning strategies for children with dyslexia. This study presents a case study as a qualitative research of teachers in the ninth grade of SMP PAB 9 Medan. The sample consisted of 21 students (through purposive sampling. The criteria for teachers were that they taught how learning strategies were used in schools, and for the interview sample 3 Teachers. Multisensory and digital strategies were in accordance with the themes given by the researcher. This researcher used observation, documentation, and interviews. In this study, data collection from each instrument was as follows: document data collection through teacher learning strategies, and direct interview data collection at the location. The data analysis procedure for this study was followed by Lambert & Lambert, namely descriptive qualitative. Qualitative Descriptive Research, on the other hand, is entirely data-driven, with codes developed from data as the investigation progressed. The survey results show that most teachers already use a multisensory approach and technology to teach English to students with dyslexia. Around 75% of teachers often combine visual, auditory, and kinesthetic activities in their lessons, while 80% use digital tools such as E-Dyslexia, phonics apps, or text-to-speech programs. Teachers reported that these methods make students more active, motivated, and confident in learning. Overall, both the multisensory and technology-based approaches are seen as effective in helping dyslexic students improve their reading and writing skills.

Tutor Support and Motivation in EFL Learning: A Conceptual Overview Seirra Ammara Nur Rabbani; Seful Bahri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.7191

Even after years of formal instruction, many EFL learners find it difficult to build confidence and fluency in speaking. Issues like the excessive number of students in a classroom, lack of teaching time and inadequate one-to-one attention frequently become barriers to good learning. This leads to a high number of learners resorting to non-formal learning settings, including individual tutoring and English classes, which are more personalized and flexible. Nonetheless, the role of tutor support in learner motivation and the effects of tutor-learner interaction on the learning process have received little research. The objective of the present study is to determine how tutor support helps to improve the motivation of learners based on three major motivational theories: Self-Determination Theory (SDT), the Socio-Educational Model (SEM), and Expectancy-Value Theory (EVT). This paper uses a conceptual research design to synthesize the existing literature to investigate how these theories can explain the motivational processes in non-formal EFL settings. The results suggest that tutors are important in promoting the motivation of learners by helping them feel autonomy, competence, and relatedness, developing positive attitudes towards the target language, and improving expectations towards success and perceived value of the tasks by learners. In this regard, tutors not only give linguistic knowledge but also act as motivational facilitators, emotional supporter and cultural mediators.

Comparing Multi-Age and Homogeneous Classrooms in EFL Context: A Systematic Literature Review Lili Nandita Auliya; Agung Ginanjar Anjaniputra
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.7805

Multi-age classrooms are still few and far between in Indonesia where the national policy is based on age-homogenous grouping in which students of the same chronological age are instructed together. Whilst this may make teaching simpler in administrative, it can limit approaches to inclusive and personalized learning, particularly in an English as a Foreign Language (EFL) setting where many learners will be very different in terms of their level of proficiency and need. This systematic literature review investigates the unique features of multi-age classrooms as opposed to homogenous classrooms especially in the field of EFL. PRISMA was used to evaluate 13 journal articles published between 2020 and 2025 from total 123 records. Five key elements of multi-age classrooms are identified by the findings such as peer learning and interaction, learner autonomy, identity and inclusivity, instructional flexibility, and social-emotional development. The review concludes that multi-age classrooms promote richer language learning opportunities and personalized pedagogy. For educators, these characteristics highlight both advantages and difficulties, particularly in environments with limited resources or multilingualism. The pedagogical dynamics and impacts of teaching EFL to multi-age classrooms are highlighted in this review.

The Effect of Digital Health Literacy on HIV/Aids Prevention Behavior Among High School Adolescents in Pamona Puselemba Sipra Asprilla Sidabutar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.7883

This study aims to identify the level of digital health literacy, analyze the effect of digital health literacy on HIV/AIDS prevention behavior, and examine measures that can be taken to improve digital health literacy in the prevention of HIV/AIDS among high school adolescents in Pamona Puselemba. The research design used was a One Group Pretest design, with a total sample of 20 respondents. The results show that the level of digital health literacy among students of GKST Senior High School Pamona Puselemba before and after the digital health literacy intervention differed very significantly. There is a significant influence of digital health literacy on HIV/AIDS prevention behavior among high school adolescents in Pamona Puselemba in shaping preventive behaviors against HIV/AIDS. Measures that can be taken to improve digital health literacy in HIV/AIDS prevention among high school adolescents in Pamona Puselemba include integrated education and socialization, digital literacy training, utilization of safe and educational digital platforms, strengthening the role of teachers and parents, student-led digital campaigns, collaboration with medical personnel and positive influencers, and regular evaluation and monitoring.

Teachers' Differentiated Instructional Strategies to Accommodate Gifted and Non-Gifted Students' Characteristics in Learning English at Dyatmika Elementary School Ketut Serli Winarti; Luh Putu Artini; Kadek Sonia Piscayanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9720

The current study aimed at analyzing the teachers’ differentiated instructional strategies to accommodate gifted and non-gifted students’ characteristics in learning English at Dyatmika Elementary School. A qualitative approach was adopted in the form of a case study concerning the students’ characteristics, implementation of differentiated instructional strategies, and the challenges faced by the English teachers in implementing the strategies for gifted and non-gifted students. There were two English teachers involved as a research sample by using the total sampling technique. The data were collected through observation, interview, checklist, and open-ended questionnaire survey. The instruments were an observation sheet, an interview guide, a check-list, and an open-ended questionnaire. The data were analyzed by conducting qualitative data analysis consisting of three steps: data reduction, data display, and conclusion drawing. The findings show that differentiated instructional strategies are systematically implemented in second-grade English classrooms to address the distinct characteristics of gifted and non-gifted students. Teachers adjust content, process, product, and learning environment to accommodate differences in motivation, pace, creativity, and independence; however, the implementation remains challenging due to time constraints, limited resources, pacing differences, and classroom management complexity. These findings highlight both the necessity and the practical challenges of sustaining differentiated instruction in mixed-ability classrooms.

Cheating or Surviving: English Students’ Perspectives on Academic Dishonesty as a Strategy to Coping Eric Gilbran Aditya; Bibit Suhatmady; Maria Teodora Ping; Effendi Limbong
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9821

Academic dishonesty has become a considerable problem within the academy, especially when one considers the emphasis being placed upon ensuring that the student population is able to achieve at a high level. This study is a qualitative case study wherein aim to explore the concept of academic dishonesty from a different point of view, based upon the interviews with English as a Foreign Language (EFL) students from Mulawarman University in Indonesia, exploring their views of academic dishonesty regardless of its negative implications, but rather as a coping strategy for stress and a way to meet the demands of their academic obligations. Through my collection of data in the form of a semi-structured interview of four English Education majors, I have learned that EFL undergraduates do not consider cheating as a total denouncement of hard work, but rather a way of coping with the demands of a tight deadline, heavy responsibilities, and the stress of failing a course, particularly when it is a strategic measure in using artificial intelligence to manage their examinations and alleviate further stress or anxiety. They rationalized their behavior as a common problem within the academic environment.

Professional Development Strategies and Challenges Among Indonesian English Teachers Muna Nurhayati Fadhillah; Enita Daulay; Farida Repelitawati Kembaren
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9856

This study investigates the challenges faced by Indonesian English teachers in engaging with Continuing Professional Development (CPD), the strategies they employ to sustain professional growth, and the reasons underlying their preferences. Addressing three research questions—teachers’ CPD strategies, the rationale behind their choices, and the obstacles encountered—the study adopts a qualitative design using semi-structured interviews with five English teachers at different career stages. Data were analyzed thematically to identify recurring patterns related to strategies, motivations, and structural constraints. The findings reveal that teachers combine formal workshops, collaborative forums such as Musyawarah Guru Mata Pelajaran (MGMP), and self-directed online learning to enhance their professional competence. Strategy preference is strongly influenced by practicality, flexibility, classroom relevance, and immediate instructional impact. However, teachers face persistent barriers, including limited access to quality training, financial constraints, heavy administrative workload, and mismatches between CPD content and classroom realities. Differences across career stages also shape motivation and engagement, with novice teachers prioritizing confidence-building, mid-career teachers balancing administrative and instructional demands, and senior teachers emphasizing sustainability and reflective practice. Overall, CPD emerges as a negotiated process shaped by both structural conditions and teacher agency. The study underscores the importance of context-sensitive, accessible, and practice-oriented CPD supported by institutional alignment and equitable distribution of opportunities.

Teacher Perceptions Towards the Use of Multimodal Digital Storytelling In Teaching Speaking Skills In an EFL Classroom Nenden Nur Humairah; Yustika Nurfajriah; Irsyad Nugraha
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9892

This study explores teachers’ perceptions of the use of multimodal digital storytelling in teaching speaking skills in an English as a Foreign Language (EFL) classroom. The study aims to examine how the strategy is implemented in speaking instruction and how teachers perceive its effectiveness in supporting students’ oral communication. This research employed a qualitative case study design involving two English teachers who have experience integrating this approach into classroom activities. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns related to classroom implementation and perceived benefits. The findings show that teachers apply several stages in the learning process, including introducing storytelling concepts, guiding students in preparing scripts, producing story videos, and presenting the final projects. Through these activities, students combine images, narration, text, and audio while practicing speaking. Teachers reported improvements in students’ fluency, pronunciation, vocabulary use, confidence, engagement, and motivation. However, challenges such as limited technological resources, differences in students’ digital literacy, and time constraints were also identified. Focusing on teachers’ perspectives, this study highlights the pedagogical potential of multimodal storytelling as an interactive and student-centered approach for developing speaking skills in EFL classrooms.

Using Corpus-Based Reading Materials to improve EFL Students Academic Writing Accuracy Aliya Noor Cahyani; Atalisi Zalukhu; Mariska Intan Sari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10006

This study investigates the effect of using corpus-based reading materials on EFL students’ academic writing accuracy. Employing a quantitative approach with a quasi-experimental design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through corpus-based reading materials, while the control group was taught using conventional reading texts. Data were collected through pre-test and post-test writing tasks and analyzed using descriptive statistics and t-test analysis. The findings revealed that the experimental group demonstrated significantly greater improvement in writing accuracy compared to the control group. The results showed substantial gains in grammatical accuracy, vocabulary use, and sentence structure, indicating that corpus-based reading materials effectively enhance students’ ability to produce accurate academic writing. In addition, the analysis of performance levels revealed a significant shift from lower to higher proficiency categories among students in the experimental group. These findings highlight the importance of integrating corpus-based approaches into reading and writing instruction. This study suggests that corpus-based reading materials serve as an effective pedagogical tool to improve EFL students’ academic writing accuracy.

Inclusive Strategies in Teaching Speaking: A Narrative Inquiry from an Islamic School in Southern Thailand Aghna Ilmi Parinduri; Tien Rafida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10019

This study explores how classroom participation is encouraged in an English-speaking class at a dual-curriculum Islamic secondary school in a Muslim-minority area of Southern Thailand. Employing a narrative inquiry design, the research draws on classroom observations, in-depth interviews, and reflective conversations with a teacher to examine how pedagogical choices shape student engagement. The findings show that participation is promoted through three interconnected dimensions: creating psychological safety, using effort-based assessment, and teaching grammar through culturally relevant references. Rather than grouping students by proficiency level, the teacher makes interaction more accessible by normalizing mistakes, incorporating encouragement into grading practices, and connecting language teaching to students’ moral and religious values. However, these strategies are continually adapted to constraints such as large class sizes, diverse proficiency levels, limited instructional time, and fluctuating student motivation. The study highlights that engagement in multilingual, faith-based environments develops through flexible, relational, and context-aware teaching practices. It contributes to discussions on classroom participation and culturally responsive pedagogy in English language education and offers insights for educators in similar minority and religious school settings.

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