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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
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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Navigating the Silent Struggle: A Narrative Inquiry into EFL Teachers’ Problem-Focused Coping Strategies for Slow Learners Rodiatul Audiyah Lubis; Farida Repelita Waty Br. 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.v14i1.10847

Abstract

This study explores how EFL teachers apply problem-focused coping (PFC) strategies, such as instructional adaptation, material modification, and remedial support, when teaching slow learners in inclusive classrooms. The study addresses a gap in the literature by examining teachers’ coping strategies within the context of Indonesian inclusive EFL classrooms, an area that remains underexplored. Using a narrative inquiry approach, the study involved two female EFL teachers from a private inclusive school in Medan, Indonesia, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews focusing on teachers’ professional experiences in managing heterogeneous classrooms. The data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings reveal that teachers actively adjusted instructional practices, modified learning materials, and implemented remedial activities to address slow learners’ cognitive challenges. These strategies not only enhanced students’ classroom engagement but also helped reduce teachers’ emotional burden. The study highlights the importance of strengthening inclusive education training for EFL teachers to support the effective implementation of active coping strategies in diverse classroom settings.
The Effect of Using Froggy Jump Game in Educaplay Media on Students’ Vocabulary Mastery Rahmat Aditya Mahmud; Rasuna Talib; Moh. Syahrun Ibrahim; Karmila Machmud; Titien Fatmawaty Mohammad
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.v14i1.10904

Abstract

Vocabulary mastery is a foundational element of English language acquisition, yet many learners continue to struggle with it in classroom settings. This study explored how the Froggy Jump game, accessed through Educaplay media, affected vocabulary mastery among seventh-grade students at SMP Negeri 1 Botupingge. A quantitative approach was employed using a one-group pre-test and post-test design. Twenty-eight students from class 7A were selected as the sample through purposive sampling from a population of 246 students across three grade levels. The intervention was conducted over six meetings, with a vocabulary test administered before and after the treatment to measure learning gains. A significant difference between pre-test and post-test scores was established through paired-sample t-test analysis, which returned a p-value of 0.000, considerably lower than the 0.05 significance threshold. The mean score improved markedly from 45.57 to 85.57, demonstrating a substantial gain in vocabulary mastery. These findings confirm that the use of the Froggy Jump game had a positive and meaningful effect on students' vocabulary learning outcomes. The findings of this study strengthen existing scholarly evidence regarding the effectiveness of game-based digital media in EFL instruction, while also offering actionable implications for language educators seeking to enhance student engagement and vocabulary acquisition through technology-integrated learning.

Page 241 of 241 | Total Record : 2402

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