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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

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Exploring English Majors’ Experience in Improving Their English-Speaking Skills: A Fenomenology Study Nadia Abdjul; Abid; Hasanuddin Fatsah
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.v14i1.9819

This study explores the experiences of English major students in improving their English-speaking skills after completing one year of study in the English Language Education Study Program at Universitas Negeri Gorontalo. It aims to understand how students perceive their speaking development and identify factors that support or hinder their progress. The study used a qualitative descriptive phenomenological design to capture students lived experiences. Ten third-semester English major students were selected purposively as participants. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings show that students’ speaking development is influenced by both positive and negative learning experiences. Positive experiences include support from lecturers and peers, collaborative learning, intrinsic motivation, and increased self-confidence, which encourage students to participate actively in speaking activities. Meanwhile, negative experiences include anxiety, fear of negative judgment, and avoidance behavior, influenced by personal insecurities and classroom dynamics. Based on the emotional geography framework, students’ speaking experiences are related to sociocultural, moral, professional, political, and physical dimensions of the learning environment. These findings suggest that speaking challenges are not only linguistic but also influenced by emotional and social interactions.

Improvement of Malay Rumi Writing Skills Among Mattayom 1 Students at Saengthamwittaya Foundation School Yenti Deslina; Devinna Riskiana Aritonang; Eli Marlina Harahap; Husniah Ramadhani Pulungan; 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.v14i1.9841

This study aims to describe students’ initial and final abilities in using animate and inanimate nouns in Malay Rumi compositions and to examine the improvement in writing skills after the implementation of structured instructional treatment. The research employed a Classroom Action Research (CAR) method with a pretest–posttest design involving 39 Mattayom 1 students at Saengthamwittaya Foundation School, Southern Thailand. The research instrument consisted of essay writing tasks with personal themes such as “My Family,” “My School,” and “My Best Friend,” which were analyzed based on the accuracy of noun classification and usage. The findings indicate that the mean pretest score of 73.39 increased to 82.59 in the posttest, reflecting a gain of 9.2 points. This improvement demonstrates that structured instruction integrating explicit grammar teaching, process-based writing practice (planning, drafting, revising, and editing), and corrective feedback effectively enhances students’ writing skills. In addition to quantitative improvement, qualitative progress was also observed, including a reduction in noun classification errors and greater consistency in sentence structure. These findings confirm that Classroom Action Research based instructional intervention can improve linguistic accuracy while simultaneously strengthening students’ metacognitive awareness in writing Malay Rumi.

Teachers Emotional Intelligence as a Strategy to Encourage Students' Speaking Confidence and Performance Melly Tiana; Sari Hidayati
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.v14i1.9885

Emotional factors play an important role in students’ participation and performance in English as a Foreign Language (EFL) speaking classrooms. However, the emotional dimension of speaking instruction is often overlooked in teaching practices, particularly in vocational school contexts where students frequently experience low confidence and speaking anxiety. This study aims to explore how teachers’ Emotional Intelligence (EI) is implemented as a pedagogical strategy to encourage students’ speaking confidence and performance. A descriptive qualitative approach was employed in a vocational high school in Indonesia involving three English teachers and six eleventh-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using an interactive thematic analysis model. The findings show that teachers applied EI through emotional awareness, emotional regulation, empathetic communication, and supportive feedback. These strategies helped create a supportive and psychologically safe classroom environment that reduced students’ speaking anxiety and encouraged active participation. As a result, students demonstrated greater confidence, improved fluency, and stronger willingness to communicate. This study highlights the importance of Emotional Intelligence as a practical pedagogical competence that supports both students’ emotional well-being and speaking development in EFL classrooms.

Teachers’ Sense-making of English Guru Penggerak in Implementing Deep Learning through Mindful, Meaningful, Joyful Learning Priciples Adelmi Kurniawati Ds; Hasanuddin Fatsah; Muziatun Mukadji; Moon Hidayati Otoluwa; Sartin Miolo
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.v14i1.9914

This study examines English Guru Penggerak teachers' perceptions of Deep Learning through the Mindful, Meaningful, and Joyful (MMJ) framework in junior high school English classrooms in North Gorontalo Regency. In this study, Deep Learning refers to a pedagogical policy within the Indonesian education system rather than artificial intelligence or machine learning. The study addresses two research questions: how teachers perceive Deep Learning through the MMJ principles and how they describe their readiness to implement them. A descriptive qualitative design was employed involving eight English Guru Penggerak teachers. Data were collected through semi-structured interviews and supported by document analysis of teaching modules, worksheets, and assessment instruments. The data were analyzed using thematic analysis, including coding, cross-participant comparison, and document triangulation. The findings indicate that teachers generally perceived MMJ positively and considered it relevant to English language learning. They associated the framework with a safer classroom climate, greater student participation, stronger motivation, and more meaningful learning experiences. However, teachers demonstrated varying levels of conceptual understanding, with some still developing their understanding of MMJ while others articulated its principles more comprehensively. Teachers also showed uneven readiness to implement the framework. Pedagogical readiness was reflected in contextual learning tasks, reflective practices, and interactive classroom activities, whereas assessment readiness remained the weakest dimension. In addition, leadership support, professional learning communities, academic supervision, infrastructure, workload, and time allocation influenced implementation. The study concludes that MMJ implementation remains vulnerable to “joyful but shallow” enactment when enjoyable learning activities are not supported by purposeful awareness, meaningful learning, reflection, feedback, and evidence of student learning progress.

The Influence of Connected Speech toward Students’ Speaking Ability Saiful Kohher
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.v14i1.9923

Speaking is the most complex skill of English Speaking is the most complex skill of English because the speakers need to be focus on some components such as pronunciation, vocabulary and grammar. Moreover, beside those components, pronunciation takes the most crucial not only in English but it also works in other languages. Pronunciation also becomes the biggest problem for students. Everytime English learners in Indonesia speak English, they usually speak English slowly or by pronouncing word by word. Connected speech is the form of spoken English happening naturally or unconsiously to the native speaker in any levels and situations in which can make the English speaker speaks fast and fluently. The purpose of this study is to measure the influence of connected speech toward speaking ability of students at SMP International Islamic Class Program Pamekasan. A pre-experimental design with one group pre-test and post-test was employed in this investigation. In the instrument, the researcher administrated the pre-test at the first time, then the treatment, and finally the post-test. To know the validity of the instruments used, the researcher used content and construct validity in which the test was representative of the material that was given to the students, and for reliability, the researcher used Cronbach’s Alpha by using the SPSS program. This study was done in the ninth grade of SMP International Islamic Class Program (IICP) Pamekasan and consisted of 28 participants. The test score of Ninth grade students was used to collect data for this study. The test was in the form of some questions. The speaking test was conducted to determine the efficacy of connected speech. The test was administrated twice, before and after treatment. The treatment was given before post-test for four times. The results demonstrate that after treatment, students' speaking achievement was higher than before treatment. It was proved by the mean score post test was 6.56. while the mean score of pre-test 5.59. To find out whether the difference was significant, the t-test for dependent was applied. The interpretation of the t-test result with df 25, the T-count is 7.086. The 2-tailed significant value is 0.000, which was less than 0.05. The null hypothesis stated that there was no significant influence of students speaking ability after being taught connected speech was rejected. Whereas, the alternative hypothesis was accepted because there was a significant influence of students’ speaking ability after being taught connected speech. Therefore, it is recommended that connecte speech can be applied in teaching speaking skill at Islamic junior high school. Nevertheless, in teaching connected speech, the teacher should be selective in selecting teaching method which suitable to students’ ability in receiving the lesson.

Game-Based Discussion: Enhancing Critical Speaking, Confidence, and Accuracy in the EFL Classroom Rachmat Awaludin Yusuf; Yulianto Sabat; Laili Hibatin Wafiroh
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.v14i1.9941

This study examined the effectiveness of game-based discussion, defined as structured speaking tasks that use role cards, evidence tokens, timed problem solving, and peer rotation to guide argumentative interaction, in enhancing critical speaking, confidence, and linguistic accuracy in EFL classrooms. Using a quasi-experimental design, 156 secondary students in East Java, Indonesia, were assigned by intact classes to experimental and comparison groups. Data were collected through pre- and post-speaking tests assessed with analytic rubrics, questionnaires, classroom observations, and semi-structured interviews. Results showed that the experimental group achieved large gains in critical speaking (M = 62.45 to 78.12, d = 1.98), confidence (M = 58.77 to 75.56, d = 1.87), and accuracy (M = 60.33 to 74.45, d = 1.83), with all gains statistically significant at p < .001 and stronger than those in conventional instruction. The novelty of the study lies in integrating cognitive, affective, and linguistic dimensions within one instructional model rather than treating speaking fluency or motivation as isolated outcomes. Lexical precision and syntactic control were still developing under spontaneous pressure, but guided feedback and peer scaffolding supported gradual improvement. The findings offer practical implications for EFL teachers and curriculum developers seeking interactive, measurable, and learner-centered speaking instruction.

Honor Culture and Body Politics in Mimpi Gadis Pasir: An Existentialist Feminist Reading Rina Khuzaimah Basri Basri; Mahmudah; Hajrah
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.v14i1.9986

This study examines gender injustice in the short story collection Mimpi Gadis Pasir through Simone de Beauvoir’s existentialist feminist perspective, especially the concept of the Other. Using a qualitative approach and textual analysis, this study explores how honor culture (bhâghus) shapes the representation of women in the text. The findings show that gender injustice is constructed through four interconnected dimensions: body politics, moral stigmatization, structural subordination, and violence. These dimensions work together in positioning women as the Other, whose identities are defined by social norms and male authority. Among these dimensions, control over women’s bodies, especially in relation to reproduction and morality, emerges as the main mechanism sustaining patriarchal dominance. Unlike previous studies that mainly view honor culture as a form of social control, this study argues that, in literary representation, honor culture also functions as a symbolic structure that shapes women’s existential condition. These findings indicate that Mimpi Gadis Pasir not only portrays gender injustice, but also offers a critical reflection on patriarchal cultural structures.

Exploring EFL Students’ Perceptions of the Use of English Video in Learning Writing Adristi Jauza Heditami; Suciana Wijirahayu
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.v14i1.9995

Writing is often regarded as one of the most challenging skills for students learning English as a foreign language (EFL). This study looks into how EFL students feel about using English videos in their writing classes. A combination of methods was used in a specific order, including a questionnaire with rating scales, watching classes to observe what happens, and having conversations with open-ended questions. The results indicate that students generally have positive perceptions of the use of video in learning. Using videos in English was found to help students feel more motivated, confident, and involved in their writing tasks. Videos also helped students understand writing topics better, come up with ideas, and arrange their thoughts in a clearer way. Videos helped make writing clearer and more detailed by offering visual and contextual support. In general, using videos in lessons helps create a more interesting, significant, and focused learning environment for students when teaching writing in English as a foreign language.

Adaptive Teaching Strategies of Indonesian Pre-Service Teachers in Teaching English at Thai Schools in Krabi, Thailand Salsabiila Alifya Khasanah; Suciana Wijirahayu
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.v14i1.10001

This study examines the adaptive teaching strategies employed by Indonesian pre-service English teachers when teaching English in Thai schools in Krabi, Thailand. Teaching in a multicultural and multilingual EFL context requires teachers to be flexible and responsive to students’ linguistic abilities, cultural backgrounds, and learning needs. This research focuses on how pre-service teachers adapt their instructional strategies, address cultural and pedagogical challenges, and develop professional competence during their teaching internships. This study employed a qualitative multiple-case study design involving ten Indonesian pre-service English teachers from a private university in East Jakarta who joined KKN & Magang Internasional in Krabi, Thailand. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using thematic analysis. The findings indicate that the participants demonstrated readiness to adapt their teaching methods, utilize various instructional media and materials, and integrate cultural awareness into their teaching classroom practices. These adaptive strategies in response to students’ needs, classroom environment, and language proficiency levels, contributed to improved student engagement and the development of intercultural competencelearning effectiveness.

Teacher-Student Translanguaging Interaction: A Discourse Analysis of Eliciting Responses in EFL Classrooms Fadly Umadji; Hasanuddin Fatsah; Muziatun; Rasuna Talib; Rahman Taufiqrianto Dako
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.v14i1.10007

This study investigates the strategic utilization of translanguaging within teacher-student interactional sequences to elicit and facilitate student responses in the English as a Foreign Language (EFL) classroom of SMA Negeri 11 Gorontalo Utara. Set within the rural, multi-ethnic educational context of Gentuma Village, which is deeply characterized by the local sociocultural philosophy of Huyula (mutual cooperation), this research challenges traditional monolingual biases in language pedagogy. Employing a qualitative descriptive case study design oriented towards classroom discourse analysis. The analysis strictly integrates Doff’s (2012) taxonomy of elicitation techniques encompassing questioning, visual aids, games, texts, and non-verbal cues, with contemporary translanguaging pedagogical frameworks. The results demonstrate that the teacher systematically orchestrates a sophisticated "symphony of languages," fluidly mobilizing English, Indonesian, Gorontalo, Javanese, Sanger, and Manado Malay to activate students' background knowledge, lower the affective filter, and prompt active verbal participation. Specifically, visual and game-based elicitation techniques proved highly effective when coupled with translanguaging, transforming the rigid Initiation-Response-Feedback (IRF) sequence into a collaborative, hybrid interactional space. The findings reveal that translanguaging elicitation is not a remedial necessity for linguistic deficits, but a culturally sustaining pedagogical strategy that leverages local linguistic repertoires to build global communicative competence. This study provides empirical evidence that validating multi-ethnic identities within the EFL classroom fosters an inclusive learning environment, significantly enhancing students' willingness to communicate and overall classroom interactional competence

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