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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

243 244 245 246 247

A Systematic Thematic Review of Task-Based Language Teaching for Young Learners Nahian Ahmed Ananna
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.v14i1.9470

Task-Based Language Teaching (TBLT) has become very popular for young learners. However, it is not consistently or effectively used in the classroom. The present study is a systematic thematic review of the literature on TBLT for young learners. This study is designed to explore the ways in which children participate in task-based activities in primary English lessons and, ultimately, which type of tasks is most effective in supporting children's communicative language use, which in turn will lead them towards communicative language teaching. Focusing on 40 peer-reviewed studies that are published between 2015 and 2025, a qualitative thematic review has been carried out. The empirical study was only taken in classroom-based TBLT with young EFL learners that fulfilled strict criteria. Some themes were identified in task design, input-based instruction, interactional patterns, learner motivation, implementation challenges, and finally assessment and technology. Results highlight that engaging, hands-on, meaningful activities, and cooperative communication and interaction stimulate engagement, vocabulary development, and willingness to communicate in young learners. However, tasks that are too early, too production-oriented, and test-oriented can limit participation and cause anxiety, which can increase their affective filter. Emotional safety, peer support that is structured, and opportunities to repeat tasks are also noted as important, as these can enable children to experiment with language without stress, judgement, and fear of failure. The theme of adaptation of tasks to larger, exam-oriented classes is used particularly to address this point, which is often found in many EFL settings. The results also indicate that the design of tasks, organization of the classroom, and assessment methods of teachers should be in line with TBLT principles in learning. Therefore, providing developmentally appropriate environments with tasks and non-judgmental environments is critical to ensure the long-term success of young learners in English and in their everyday language.

The Effectiveness of Serial Pictures in Enhancing Students’ Reading Comprehension of Descriptive Texts Virda Rizki Ananda; Ratna Sari Dewi; Siti Nurul Azkiah
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.v14i1.9558

This study investigates the effectiveness of the Serial Pictures Technique in enhancing reading comprehension of descriptive texts among eighth-grade students at Junior High School Jakarta. Employing a quasi-experimental design, the research involved an experimental group taught using the Serial Pictures Technique and a control group receiving traditional instruction. Pre-tests and post-tests were administered to measure students' reading comprehension. The results indicated that the experimental group significantly outperformed the control group, with a mean score increase from 45 to 70, compared to the control group's increase from 48 to 62. Statistical analysis confirmed a significant difference (p = 0.035) and a modest effect size (Cohen's d = 0.36), suggesting that the Serial Pictures Technique effectively improves students' reading comprehension. These findings highlight the importance of innovative teaching methods in enhancing language skills.

Speaking Anxiety and The Development of Self-Confidence in Oral Communication Among Regional Language and Literature Education Students Ilma Rahim; Ita Rosvita; Arif Hukmi
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.v14i1.9666

This study aims to analyze how speaking anxiety is experienced by university students and how they cope with it in the Abbicara (speaking skills) course of Makassar language learning. The study employed a qualitative descriptive approach. The participants were 36 students of the Regional Language and Literature Education Program (Class of 2025, Class C) who were enrolled in the Abbicara course. Data were collected through open-ended questionnaires and written reflections describing students’ experiences of speaking anxiety and their coping strategies. The data were analyzed through data reduction, thematic categorization, descriptive interpretation, and conclusion drawing. The findings show that students’ speaking anxiety appears in various interconnected forms, including linguistic insecurity, cognitive interference, physiological reactions, and social concerns during oral performance. Students cope with their anxiety through cognitive-affective and practical strategies such as strengthening self-confidence, reframing perceptions of mistakes, engaging in repeated practice, and managing physical tension. This study contributes novelty by focusing on speaking anxiety in a regional language context (Makassar), rather than in foreign language learning. The findings imply the need for structured confidence-building activities, gradual speaking exposure, and supportive feedback practices to foster psychologically safe and culturally responsive local language instruction.

The Effect of Accent Thai on English Students’ Pronunciation at Masjid Taluban School Sai Buri Thailand Solidha Ramadiah Harahap; Rahmat Huda; Akhmad Tarmizi Lubis; Eli Marlina Harahap; Mukhlis
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.v14i1.9680

This study aims to analyze the influence of Thai accent on the English pronunciation of fifth-grade students at Masjid Taluban School, Sai Buri, Thailand. Reading test analysis identified five main error patterns: 1) substitution of /v/ to /w/ or /b/; /θ/ to /t/, /s/; 2) loss of final consonant /t/; 3) addition of vowel at the junction of two consonants; and 4) pronunciation of /r/ that is not firm and some words change to /l/. This study used a qualitative descriptive approach involving 30 students as research subjects. The instruments used included a placement test in the form of 30 multiple-choice items and 10 essay items, a reading test, and a structured interview. The results showed that 30% of students were in the fair category, 23% in the needs improvement category, 27% in the good category, 10% in the very good category, and only 10% of students reached the excellent category. These findings confirm the existence of Thai phonological interference on English pronunciation, especially on sounds that are not included in the Thai phonological system. The results of the study indicate that Thai accents influence students' English pronunciation. The implication of this research is the need for pronunciation teaching strategies that consider the phonological characteristics of students' first languages to improve English pronunciation.

The Effect of Using Google Translate on English Verb Pronunciation of Grade, I Students at Saengtham Wittaya Foundation School, Chana-Songkhla Novyola Cindy Afrina; Khairunnisah; Ayunda Sabrina Sormin; Lili Herawati Parapat
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.v14i1.9681

This quantitative research aimed to investigate the effect of using Google Translate on English verb pronunciation among Grade I students at Saengtham Wittaya Foundation School in Chana-Songkhla. The study employed a pre-experimental design with a one-group pretest-posttest approach. A sample of 30 Grade I students participated in the study during the academic year. The research instruments included a pronunciation test administered before and after the intervention. Students used Google Translate as a learning tool to practice English verb pronunciation over a period of instruction. Data were analyzed using descriptive statistics and paired sample t-test to determine the significant difference between pretest and posttest scores. The findings revealed that students' English verb pronunciation improved significantly after using Google Translate as a supplementary learning tool. The mean score increased from the pretest to the posttest, indicating positive effects of technology integration in pronunciation instruction. This study provides evidence for educators regarding the potential benefits of incorporating Google Translate in teaching English pronunciation to young learners.

The Use of Social Media in Teaching Listening Skills To Students in the Arabic Language Education Department: A Phenomenological Study at the Sultan Syarif Kasim State Islamic University in Riau Wilsa Martiana; Yasmaruddin Bardansyah; Nandang Sarip Hidayat
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.v14i1.9697

This study aims to explore the experiences of Arabic Language Education students in utilizing social media for learning listening skills, supporting and inhibiting factors, as well as students' perceptions of the use of social media in learning Arabic listening skills. This study uses a qualitative approach with a phenomenological type. Data collection techniques included in-depth interviews and the distribution of Likert scale questionnaires to students. Interviews were conducted with several students majoring in Arabic language education. Meanwhile, the questionnaire aimed to identify and measure students' perceptions of the use of social media as a medium for learning listening skills. The results showed that students used social media, particularly YouTube, TikTok, and Instagram, as alternative learning spaces that were independent, flexible, and sustainable. The learning listening skills process was carried out through intensive repetition strategies, vocabulary recording, meaning search, and pronunciation imitation. The questionnaire data showed that YouTube was the most frequently used social media platform (45.5%) because it provided long-duration content and stable audio, followed by TikTok (40.9%) as a medium for listening practice, and Instagram (13.6%) as a supporting medium. Supporting factors for social media utilization include ease of access, flexibility of time and place, diversity of Arabic-language content, and exposure to authentic language. Meanwhile, inhibiting factors include digital distractions, notifications, advertisements, limited internet access, and excessive use. From a perceptual standpoint, students assessed that the use of social media had a positive impact on learning motivation, self-confidence, and listening skills. However, this impact was more dominant in receptive aspects than in productive skills. Thus, social media is considered effective as a supporting tool for learning listening skills.

The Students Errors in Using Punctuation in Descriptive Texts in the Fifth Grade (Mo 5) at Pratheep Vittaya School Riski Angreini; Shoufi Nisma Dewi; Abdul Rahman Siagian; Muhammad Darwis; Nurmi Tayeh
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.v14i1.9701

This study was designed to examine the use of punctuation errors in the writing of 5th-grade students at Pratheep Vittaya. Students were recruited as samples for this study. To collect data, the researcher applied a mixed method, namely writing tests and interviews. The results of the study showed that comma omission was the most frequent error made by students (35 comma errors made by 11 students). Furthermore, this study sought the causes of errors made by students. The results found several factors that influence students to make errors in using punctuation: (1) Omission of some punctuation marks, (2) Lack of accuracy, (3) Misuse of the use of some marks, such as question marks and commas before quotation marks, (4) Misunderstanding the meaning of the text.

An Analysis of English-Speaking Problem in Junior High School Students at Ban Yaning School Narathiwat Thailand Annisa Fitri Andani; Rosmita Ambarita; Happy Sri Rezeki Purba; Aisyah Nurmi; Salma Awae
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.v14i1.9702

This research aims to identify the most common factors of English-speaking problems faced by junior high school students at Ban Yaning School, Narathiwat, Thailand. These speaking problems identified five factors: 1) anxiety S confidence; 2) vocabulary; 3) grammar S pronunciation; 4) classroom environment S material; 5) motivation S learning strategies. This research used a quantitative descriptive approach involving 42 junior high school students as research subjects. The instruments used included a questionnaire with 5 to 6 for each statement for five main factors that the students must completed by choosing a scale 1 to 5, where 1 means ‘strongly disagree’ to 5 ‘strongly agree’, and an interview with the teacher. The result showed that students agree they have faced these factors of speaking problems including 57% from anxiety S confidence, 60% from vocabulary, 63% from grammar S pronunciation, 60% from classroom environment S material, 61% from motivation S learning strategies. These finding confirms that most of the students faced these problems and data show a declining trend in how these issues are perceived as students advance through their grades.

Inclusive Language for Digital Inclusion: A Case Study of the Self-Determination Perspective in Lon Malang, Madura Bima Kurniawan; Dede Rosyadi ZA; Tri Pujiati
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.v14i1.9728

Language gaps between tourism managers and visitors often become barriers to effective information delivery. This study aims to identify the language choices used in tourism promotion at the Lon Malang ecotourism destination. A qualitative approach with a case study design was employed through in-depth interviews with managers and visitors, observations of promotional activities, as well as documentation and literature review. The findings reveal that proficiency in the Indonesian language is a key factor enabling visitors to understand promotional messages and fully enjoy the tourism experience. Meanwhile, the use of English is considered to enhance digital information access and strengthen Lon Malang’s image as an inclusive destination open to international tourists. Furthermore, the study highlights that meeting digital information needs is an essential aspect of promotional strategies, particularly in reducing the digital divide among visitors. Overall, this research emphasizes that the implementation of inclusive language and the improvement of digital literacy are strategic steps toward developing an equitable, sustainable, and accessible tourism promotion system for all visitors.

Contrast Analysis of Indonesian and Malay-Jawi Vocabulary: A Linguistic Study at Santwit Songkhla Technological College Eli Marlina Harahap; Lili Herawati Parapat; Nur Afifah; Nurmaini Ginting; Rosinah; Elfa Fadhilah Lubis
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.v14i1.9810

This study aims to analyze the similarities and differences in vocabulary between Indonesian and Jawi Malay through a contrastive analysis approach in the educational context at Santiwit Songkhla Technological College, Southern Thailand. Although both languages have a close genealogical relationship as cognate languages in the Austronesian family, contrastive studies that specifically highlight the lexical variation of Jawi Malay in the educational context in Southern Thailand are still limited. This study uses a qualitative approach with a comparative descriptive method. Data in the form of 50 basic Indonesian vocabulary words matched with their representation of Jawi Malay in Jawi script, were obtained through written instruments from 25 bilingual Thai Malay respondents. The results show that most vocabulary words show lexical variation with equivalent core meaning, while Jawi script functions as a graphemic representation system and not as a structural differentiating factor of language. Variations found include form retention, minor phonological changes, total lexical substitution, and pronominal variation. This finding confirms that lexical variation in cognate languages is a form of natural divergence influenced by the social context and language habits of its speakers, and has important implications for learning cognate languages.

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