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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 2,318 Documents

226 227 228 229 230

Comparing Multi-Age and Homogeneous Classrooms in EFL Context: A Systematic Literature Review Nandita Auliya, Lili; 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 Serli Winarti, Ketut; Artini, Luh Putu; Sonia Piscayanti , Kadek
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 Gilbran Aditya, Eric; 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 Humairah, Nenden Nur; Nurfajriah, Yustika; Nugraha, Irsyad
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; Zalukhu, Atalisi; 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 Parinduri, Aghna Ilmi; Rafida, Tien
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.

Representation of Military Barack Policy for Problem-Ful Students in Online Media Reporting Finessa Salsabila; Untung Yuwono
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.v14i1.10034

This study aims to examine how Indonesian online media represent the military camp policy for problematic students initiated by Dedi Mulyadi. The research employs a qualitative approach using Van Dijk’s critical discourse analysis model combined with intratextuality and appraisal theory. The data consist of five online news articles published by Metrotvnews, Okezone, Tempo, Tribunnews, and Viva.co.id between May 8–9, 2025. The analysis covers three levels of discourse structure: macrostructure, superstructure, and microstructure. The findings reveal that four of the five media outlets frame the military camp policy positively by emphasizing character building, legality, and human resource development, while Tribunnews presents a more critical stance by highlighting possible human rights issues and the decline of democratic values. The analysis also shows that media attitudes are represented through cohesive text structures and evaluative language that reinforce either support or opposition to the policy. These findings indicate that the media actively shape public perspectives on educational policy through strategies of representation, attitude, and framing in their news discourse

Language Preference and Diglosic Practice Among Islamic Boarding School Students: A Case Study in Sociolinguistics Masnawati; Syarif, Andi Rachmawati; Amin, Syarif; Manda, Ibrahim
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.v14i1.10050

This study investigates language preference and diglosic practices among students at an Islamic boarding school in Indonesia, where Arabic, English, and Indonesian coexist in daily communication. Language choice is shaped by sociocultural domains and institutional norms (Fishman, 1972; Holmes, 2013). Although Arabic and English are officially promoted, their use reflects unequal functional distribution consistent with classical diglossia (Ferguson, 1959). Using a qualitative case study design (Creswell & Poth, 2018), data were collected through non-participant observations, semi-structured interviews, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings indicate the dominance of Arabic in religious activities and peer interaction, while English is largely limited to classroom instruction. Arabic functions as a high-status variety linked to religious authority and institutional ideology (Ferguson, 1959), whereas English occupies a restricted pedagogical role shaped by language policy and symbolic capital (Bourdieu, 1991; Spolsky, 2004). The study highlights how institutional ideology sustains diglosic hierarchies in Islamic boarding school contexts.

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