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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 2,402 Documents

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Strategies Used by English Teachers to Encourage Students to Speak at Alam Mutiara Insan Sorong Junior High School Grade VII Alfian Dian Rafika; Abd. Rahman; Miftahulfadlik Dabamona
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.v14i1.8227

This research focuses on strategies used by English Teachers to Encourage Students to Speak at SMP Integrated Islamic Junior High School Class VII. The purpose of this research is to analyze the strategies used by English teachers to encourage students to speak in front of grade VII of SMP IT Mutiara Insan Sorong. This research uses a qualitative method with a data collection process through observation, interviews, and documentation. The findings of this study prove that the strategies used by English teachers have the goal of training students' development. The strategies used are 1) a fun differentiation method to attract students' attention. 2) Diagnostic assessment method, which is to understand the condition of students because they have various learning styles. 3) Evaluate and provide additional materials so that the value is higher. 4) Increase the number of students' vocabulary. However, in achieving some of these strategies, teachers experience obstacles so that they do not reduce optimization to students and have a positive influence on the encouragement to speak English fluently and confidently.

Students’ Perception of Using YouGlish in Learning Pronunciation of Tenth Grade of Senior High School Reza Pitri Handayani; Rulik Setiani
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.v14i1.8316

This study aims to understand how students see using the YouGlish Platform to acquire English pronunciation.Thirty-four students from Senior High School's class X-3 participated. A questionnaire intended to gauge students' opinions on using YouGlish to acquire pronunciation was used to gather data for this study, which used a qualitative descriptive method. The results showed that the majority of pupils had favourable opinions. They felt that YouGlish helped them become more confident in speaking, enriched their vocabulary in authentic contexts, improved their understanding of proper word stress and intonation, and enhanced their pronunciation accuracy. Moreover, YouGlish was considered engaging and effective for self-directed learning. However, some challenges were also identified, such as the difficulty of understanding various English accents, dependence on stable internet access, and the need for teacher guidance to use the platform effectively. In conclusion, despite these technical and instructional challenges, YouGlish remains a valuable and enjoyable digital tool that supports pronunciation learning. This study highlights the limited exploration of digital pronunciation platforms like YouGlish in the Indonesian EFL context, emphasizing its potential for enhancing pronunciation learning in future English instruction.

The Effectiveness of Using the Mingle Model as a Teaching Strategy to Improve Students' Speaking Skills Sari Fatmawati Jalisah; Indah Tri Purwanti; Novitri
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.v14i1.8318

This study aims to determine the effectiveness of the Mingle Model in improving the speaking skills of 10th grade students at State Vocational High School. This study was motivated by students' low self-confidence, limited vocabulary, and lack of fluency in speaking English. This study used a quantitative approach with a one-group pre-test–post-test pre-experimental design. The research sample was determined using the cluster random sampling technique, and the selected class was class X Samsung - Software and Game Development 2, consisting of 37 students. The Mingle Model was implemented in six sessions. Data were collected using a monologue recount text speaking test before and after the treatment, which were assessed based on the aspects of grammar, vocabulary, pronunciation, and fluency. The results showed that the average pre-test score of 46 increased to 81 on the post-test. The paired sample t-test showed a significant difference between the pre-test and post-test results (t = -42.409, Sig. = 0.000). In addition, the N-Gain analysis result of 0.66 showed that the Mingle Model was fairly effective. Based on these results, it can be concluded that the Mingle Model is effective in improving students' speaking skills through communicative and interactive learning.

Exploring English Education Students' Perceptions and Practices of Using TikTok for English Learning Shinta Liana; Muhammad Yunus; Dwi Fita Heriyawati
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.v14i1.8336

This study investigates the perceptions and practices of English education students toward the use of TikTok as a medium for learning English. As digital platforms increasingly shape students' daily lives, especially among Generation Z, TikTok's potential as an informal learning tool warrants scholarly attention. However, limited research explores how English education students perceive and apply it in their language learning, particularly within Indonesian higher education contexts. Therefore, this study aims to identify students' attitudes toward TikTok and describe how they integrate the platform into their English learning routines. Grounded in Mobile-Assisted Language Learning (MALL) theory, social constructivism, and the principles of learner autonomy and digital literacy, this mixed-method study involved 12 second-semester English education students at Universitas Islam Malang. The purposive sample size was determined based on saturation principles appropriate for qualitative research, consistent with thematic analysis methodology. Data were collected through online questionnaires and semi-structured interviews with four selected participants. Thematic analysis examined students' perceptions, preferred content, strategies, and challenges in using TikTok for English learning. Findings revealed that all 12 students (100%) perceived TikTok as a valuable tool for vocabulary acquisition, while 11 students (92%) considered it educationally useful. Students generally viewed TikTok positively as an enjoyable, flexible, and motivating platform, with 83% reporting enhanced motivation to learn English. They accessed English content related to vocabulary, pronunciation, grammar, and speaking during leisure time, adopting strategies such as saving videos, rewatching content, mimicking pronunciation, and engaging through comments. However, distractions, rapid content flow, and questionable material accuracy were identified as challenges. In conclusion, TikTok demonstrates strong potential as a supplementary learning tool that promotes autonomous, digitally literate, and engaging English learning when used critically and purposefully. These findings contribute to the growing body of MALL literature and highlight the significance of informal digital learning environments in contemporary language education.

Improving Learning Strategies and Motivation Through Constructivism Approach in Speaking Performance Dili Nilakandi; Agustinus Bambang Setiyadi; Muhammad Sukirlan
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.v14i1.8427

This study investigated the improvement learning strategies, self-determined motivation, self- regulated learning (SRL), and speaking performance among Indonesian 11th grade students through a constructivism approach. Drawing on Constructivism, Self-Determination Theory (SDT), and SRL frameworks, the study investigated how motivation and learning strategies contribute to oral proficiency. Data were collected using a Learning Strategy Questionnaire, a Motivation Scale, and a Speaking Test, and analyzed through Paired Sample T-Tests, Product Moment Correlation and One Way Annova. Findings revealed a significant improvement in speaking performance, with mean scores rising from 16.40 to 17.83 (t = 8.509, p < 0.05). Motivation showed a weak, non- significant correlation with speaking in the pre-test (r = 0.360, p > 0.05) but a strong, significant correlation in the post-test (r = 0.675, p < 0.01). Strategy comparisons further indicated that metacognitive learners significantly outperformed cognitive and socio-affective groups, by nearly 10 and 8.5 points respectively. Strategy analysis further demonstrated that metacognitive learners significantly outperformed both cognitive and socio-affective groupsy nearly 10 and 8.5 points, respectively, highlighting the effectiveness of planning, monitoring, and evaluating in speaking development. These findings confirm that integrating motivational support with metacognitive strategy training is a powerful pedagogical approach for improving communicative competence.

Exploring Speaking Anxiety Levels Among EFL Students: Evidence from the English Language Education Study Program of Universitas Negeri Gorontalo Frindi Meilani Hasan; Muziatun; Indri Wirahmi Bay
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.v14i1.8479

Speaking anxiety remains one of the most common challenges experienced by English as a Foreign Language (EFL) learners, particularly in oral communication activities. This study aimed to identify the level of speaking anxiety among students of the English Language Education Study Programme at Universitas Negeri Gorontalo. The study employed a descriptive quantitative research design involving 110 students selected through purposive sampling from a population of 131 students who had completed speaking-related courses. Data were collected using the Foreign Language Speaking Anxiety Questionnaire (FLSAQ), an 18-item adaptation of the Foreign Language Classroom Anxiety Scale (FLCAS), and analyzed using descriptive statistics. The findings revealed that 45% of the participants experienced moderate speaking anxiety, 36% experienced high anxiety, and only 19% demonstrated low anxiety. The results indicate that speaking anxiety remains a prevalent issue among EFL students, with the majority of participants experiencing moderate to high levels of anxiety during English-speaking activities. Furthermore, the most significant sources of anxiety were speaking with native speakers, misunderstanding teacher correction, lack of self-confidence, and speaking without preparation. These findings suggest that speaking anxiety is influenced by both internal and external factors that may hinder students’ oral communication performance. The study highlights the importance of creating supportive classroom environments, providing constructive feedback, and implementing low-pressure speaking activities to help students develop confidence and reduce anxiety. The novelty of this study lies in its focus on pre-service English teachers in an Indonesian higher education context, contributing to the growing body of research on foreign language speaking anxiety.

An Analysis of Eighth-Grade Students’ Reading Comprehension Test of Narrative Folktale at Junior High School Dhea Arinda Salsabila; Yohanes Gatot Sutapa Yuliana; Dwi Riyanti
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.v14i1.8602

Reading comprehension is a crucial skill EFL learners, yet many Indonesian junior high school students continue to struggle with understanding narrative texts, particularly in identifying main ideas, interpreting vocabulary in context, and making inferences. This study aims to describe the reading comprehension ability of eighth-grade students at SMP Qur’an Labbaik Kuburaya in understanding narrative folktale texts. A descriptive quantitative design was utilized, incorporating 30 students chosen through purposive sampling. Taken a 30-item multiple-choice test to find out the data. There were six parts to the test: main idea, particular information, order of events, reference terms, terminology in context, and making inferences. The results showed that the average score for the students was 72.22, which is a good number. The range of scores, from 46.67 to 93.33, shows how different the students' reading skills were. Literal comprehension tests showed that students did well, especially when it came to identifying specific information and remembering how events happened. This suggests that familiar folktale content helped students understand explicit literary features. However, the weakest performance was found in vocabulary in context and inference questions, suggesting that students encountered difficulties in deriving word meaning and interpreting implied ideas. These findings imply that although culturally familiar folktale narratives help support comprehension, instructional practices need to provide more emphasis on vocabulary development and inferential reasoning to further enhance students’ reading proficiency. The results are expected to be useful for teachers in designing reading instruction that integrates culturally relevant materials while focusing on higher-order reading skills.

An Immersive Speaking Program in Kampung Inggris: Teaching Practices and Learner Difficulties Muhammad Ridho Pangestu; Siti Azizah Nurhalimah Rais; Yanti Rosalinah
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.v14i1.8681

Immersive English programs have increasingly been seen as a practical way to boost speaking fluency among EFL learners in Indonesia. Even so, little is known about how speaking is taught in these programs and what difficulties learners encounter, especially from an instructor’s point of view. This study explores how an instructor with seven years of teaching experience delivers speaking instruction in a one-month immersive program in Kampung Inggris and describes the challenges learners typically face during the process. Using a descriptive qualitative approach, data were collected through a WhatsApp interview and analyzed thematically based on Braun and Clarke’s (2006) framework. The findings show that the instructor relied heavily on continuous speaking practice through pair-work, individual presentations, performance-based activities, and playful routines like rap-style ice breaking to lower anxiety and encourage spontaneous speech. However, two persistent issues remained: limited vocabulary and low confidence. According to the instructor, the English-only environment and punishment system helped learners gradually overcome these obstacles. This study adds to the growing body of research on immersive learning by highlighting how teaching practices shape the speaking experience in an offline setting. The findings point to the need for carefully structured speaking instruction that balances pressure, support, and repetition to help learners perform confidently in English.

Elitism in Glass Onion: A Knives Out Mystery (2022) Nabila Ardiningrum; Devani Warsito; Euis Meinawati
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.v14i1.8807

This study looks at the worldwide issue of elitism. It takes a critical view of elitism without making it seem better than it is, as shown in the film Glass Onion: A Knives Out Mystery. The aim of this study is to examine how elitism is reflected in the dialogue and to show how the fictional world is connected to the real world. Film analysis through a social realism approach is linked to real social structure. By combining social realism with Pierre Bourdieu’s theory of elitism, this study introduces a new contribution to measure how social inequality is represented in the film and reflected in real-world social structures. This will be based on the theory by Pierre Bordieu, using a descriptive qualitative analysis. The data collection involved watching the movie three times to extract all relevant dialogues before conducting the analysis. The data set comprises 42 cases total, split into 9 cases in the Habitus framework, 6 cases in the Field framework, and 5 cases in the Cultural Capital framework, 9 Social Capital framework, 6 Economic Capital framework, 7 Symbolic Capital framework. This study provides an interpretation of elitism in the film and demonstrates the application of social realism to media reflections of real social hierarchies. This phenomenon is believed to create an imbalance of power, resulting in corruption and the potential for social exclusion and resentment.

Problems and Managerial Strategies in Arabic Language Learning: Senior High School Level Muhammad Auli Rahman; Hakmi Wahyudi; Anugrah Ilahi; Izzatul Mellati
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.v14i1.8883

Arabic language learning in Madrasah Aliyah (MA) has a strategic position, both as a medium for understanding Islamic texts and as a means of developing students' communication skills. However, the implementation of Arabic language learning in MA still faces complex problems, ranging from curriculum aspects, teaching methods, availability of resources, to student motivation. This article aims to analyse the problems of Arabic language learning at the Madrasah Aliyah level and offer managerial solutions that can be applied by teachers, schools, and policymakers. This study uses a qualitative approach through field research. The results show that the main problems include low student interest in learning, limited teacher competence, the use of traditional methods, and limited learning media. The solutions offered include the application of innovative classroom management, the use of digital technology, continuous training for teachers, and the integration of real-life context-based learning. In conclusion, improving the quality of Arabic language learning in MA requires a comprehensive, collaborative, and student-oriented managerial approach. This article recommends integrative, collaborative, and student-centered learning management. With strong policy support, Arabic language learning can be more effective, enjoyable, and relevant in the era of globalization.

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