Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
Website

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

253 254 255 256 257

Improving Young Learner Reading Skills Through Interactive Games: A Classroom Action Research at Dynata School, Bali Ni Luh Eka Putri Haryani; Putu Kerti Nitiasih; Eka Sulistia Dewi; Made Hery Santosa
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.v14i1.10922

Reading is one of the fundamental language skills that plays an important role in supporting young learners’ academic development and language acquisition. However, many elementary school students experience difficulties in understanding reading texts and achieving satisfactory reading performance. The study aimed to improve students’ reading skills through the implementation of Interactive Games in English language learning. Interactive Games were selected because they provide an engaging, student-centered, and motivating learning environment that can increase students’ participation and comprehension during reading activities. The study employed Classroom Action Research consisting of two cycles, namely Cycle I and Cycle II. The participants were 30 students. Data were collected through reading tests, observation sheets, and documentation. The findings revealed that the implementation of Interactive Games successfully improved studen’ reading skills. In the pre-cycle, only 11 students (36.67%) achieved the Minimum Completion Criteria with an average score of 59.3. After the implementation of Interactive Games in Cycle I, the number of students achieving the KKM increased to 16 students (53.3%) with an average score of 67.3. Furthermore, in Cycle II, 24 students (80%) achieved the KKM with an average score of 71.3. The observation results also showed that students became more active, motivated, and engaged in the learning process. The improvement from 36.67% to 80% of students achieving the KKM indicates that Interactive Games contributed substantially to students’ reading achievement and classroom participation. These findings indicate that Interactive Games can create an enjoyable learning environment and effectively improve students’ reading achievement. Therefore, Interactive Games are recommended as an innovative teaching strategy to enhance students’ reading skills and participation in English language learning. This study contributes to the growing body of research on game-based language learning by providing empirical evidence of the effectiveness of Interactive Games in improving young learners’ reading skills in an elementary school context.

How EFL University Students Overcome Anxiety and Build Confidence in Classroom Public Speaking: A Qualitative Study at an Indonesian University Sheva Syawaludin; Hamzah Puadi Ilyas
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.v14i1.10927

Public speaking is widely recognized as one of the most challenging activities for English as a Foreign Language (EFL) learners, particularly in higher education contexts where students are expected to demonstrate both linguistic competence and communication skills. This study investigates how EFL university students overcome anxiety and build confidence when delivering public speaking presentations in classroom settings. The research employed a qualitative descriptive design involving nine students from the English Education Study Program at Universitas Muhammadiyah Prof. DR. HAMKA (UHAMKA), Indonesia, who had completed a Public Speaking course. Data were collected through semi-structured in-depth interviews and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that students experience various manifestations of Public Speaking Anxiety (PSA), including rapid heartbeat, trembling, overthinking, fear of forgetting content, and concerns about negative evaluation from lecturers and peers. To manage these challenges, students employ several coping strategies such as repeated practice, deep material mastery, preparation of presentation outlines, positive self-talk, deep breathing exercises, strategic pauses, utilization of visual aids, improvisation, code-switching, and seeking social support. Furthermore, positive classroom interactions, particularly supportive peer responses and constructive lecturer feedback, significantly contribute to strengthening students’ confidence and speaking self-efficacy. The study highlights that confidence development is not solely influenced by language proficiency but is also shaped by psychological resilience, preparation strategies, and the learning environment. These findings provide pedagogical implications for creating supportive classroom climates that foster EFL students’ willingness to communicate and public speaking competence.

Turning Pages Intelligently: AI Pop-Up Book as an Innovative Medium to Enhance English Reading Comprehension Among Elementary EFL Students Evi Puspita Sari; Semi Sukarni; Ismawati Ike Nugraeni
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.v14i1.10930

Can an AI-powered pop-up book genuinely move the needle on reading comprehension for young EFL learners? This study examined that question through a pre-experimental one-group pretest-posttest design involving 21 fifth-grade students at SD Negeri Sidomulyo, Indonesia. The AI Pop-Up Book media — combining interactive three-dimensional visuals with adaptive AI feedback — was implemented across structured reading sessions, with learning outcomes measured via a 15-item comprehension test and analyzed using Paired Samples t-Test and Normalized Gain (N-Gain). Results revealed a statistically significant improvement from a mean pretest score of 68.33 to a posttest score of 76.43 (t(20) = 3.179, p = 0.005), with a concurrent reduction in score variability suggesting more equitable learning gains across the class. While the group mean N-Gain of 0.072 appears modest, it is substantially skewed by a single ceiling-effect outlier; when excluded, over half the students (52.38%) achieved moderate to high individual gains. These findings demonstrate that AI Pop-Up Book media holds genuine promise for elementary EFL reading instruction, provided it is supported by adequate teacher scaffolding, digital literacy preparation, and extended implementation time.

Religious Meaning in Gorontalo Song Lyrics: A Barthesian Semiotic Study Arni Nuruji; Herson Kadir; Zilfa Achmad Bagtayan
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.v14i1.10932

This study investigates religious meanings embedded in Gorontalo-language religious song lyrics through Roland Barthes’ three-tiered semiotic framework: denotation, connotation, and myth. Previous semiotic studies of Indonesian religious songs have focused primarily on national-language texts leaving a significant gap: no study has applied Barthes’ tripartite analysis to regional-language religious songs, particularly Gorontalo qasida, which uniquely integrate Islamic values with local cultural wisdom rooted in the philosophy of Adat Bersendikan Syara’, Syara’ Bersendikan Kitabullah. This research addresses that gap by combining Barthes’ semiotics with Glock and Stark’s religiosity dimensions as a classification framework. Employing a descriptive qualitative approach, data were drawn from 40 song lyrics across three albums by different Gorontalo singers, selected based on criteria of regional language use, religious theme, and symbolic content. The findings converge on three broad themes: (1) at the denotative level, lyrics function as a direct outreach medium conveying worship obligations, divine authority, and moral critique; (2) at the connotative level, they activate critiques of materialism, spiritual urgency, and Gorontalo cultural values such as respect for elders (hulawa) and communal solidarity (huyula); and (3) at the mythological level, five naturalized belief systems emerge salvation in the hereafter, faith and deeds as worth, death as homecoming, dignified death, and the prohibition of arrogance and greed. This study demonstrates that Gorontalo religious songs function as ideological texts for religious outreach, social control, and worldview formation, and offers a replicable methodological model for analyzing minority-language religious oral literature.

Levels of Speaking Anxiety Among English Education Students in Classroom Presentation Activities Nova Herlianah; Intan Permata Hapsari
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.v14i1.10934

Speaking anxiety is a common problem for students who learn English as a Foreign Language (EFL), especially when they have to give presentations in class. This study aims to find out the level of speaking anxiety among English Language Education students during classroom presentations and to identify the factors that cause their anxiety. This study used a descriptive quantitative method. The participants were 34 English Language Education students from the fourth, sixth, and eighth semesters at a state university in Indonesia. The data were collected through a questionnaire consisting of 30 statements based on Foreign Language Anxiety Theory, Communication Anxiety, and the Affective Filter Hypothesis. The data were analyzed using IBM SPSS Statistics version 25 through validity and reliability tests, as well as descriptive statistical analysis. The results showed that all questionnaire items were valid and highly reliable. The findings also showed that most students experienced a moderate level of speaking anxiety during classroom presentations. The main causes of anxiety were fear of making grammar mistakes, forgetting vocabulary while presenting, fear of being judged by others, and feeling embarrassed when making mistakes in front of classmates. These findings show that speaking anxiety is still a major challenge for English Language Education students and may affect their confidence and presentation performance. Therefore, teachers should create a supportive classroom atmosphere and provide more opportunities for presentation practice to help students reduce anxiety and improve their speaking skills.

The Interaction Between Classroom Management and Arabic Teaching Approaches at Pondok Modern Al-Kautsar Pekanbaru Aidil Azza Mu'izzuddin; Lia Mahardika Harahap; Erka Pulungan; Hakmi Wahyudi; Siti Sumaiah
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.v14i1.10946

Despite growing attention to communicative language teaching, research on classroom interaction management in modern Islamic boarding schools (pesantren) remains scarce, as the unique dormitory-based language environment presents challenges distinct from regular school settings. This study aims to analyze classroom interaction management and Arabic language teaching approaches at Pondok Modern Al-Kautsar Pekanbaru. A qualitative descriptive design was employed, with data collected through participatory observation, in-depth interviews, and documentation. Research participants consisted of two Arabic language teachers and twelve students selected purposively. The findings indicate that: (1) teachers implement a phased interaction pattern moving from one-way explanation to two-way dialogue and multi-directional group interaction, progressively shifting toward student-centered learning; (2) the teaching approach is communicative, emphasizing direct practice through hiwār (dialogue), group discussions, and collaborative tasks; (3) major challenges include students' heterogeneous prior knowledge, dominance of the mother tongue, time constraints, and psychological barriers such as language anxiety. The novelty of this study lies in its empirical investigation of contextually adaptive interaction strategies within a pesantren, where Arabic is embedded in daily life through bi'ah lughawiyyah. These findings contribute a contextually grounded model of communicative interaction management for Arabic language pedagogy in Islamic boarding school settings.

Factors Affecting Students’ Attention in English Classrooms: A Qualitative Study at Junior High School Nur Jannah; Darmayanti; Farisatma; Sari; Nur Rahmaniar Usman
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.v14i1.10951

Students’ attention is one of the factors that affects the overall learning process in the classroom. It facilitates the transfer of information into students’ conscious awareness and engages them in reasoning, which supports the development of their desired intellectual abilities. Previous studies have examined factors affecting students’ attention and teachers’ strategies to maintain classroom engagement; however, limited research has investigated students’ attention duration and the specific factors influencing attention in junior high school English classrooms, particularly in the context of Indonesian schools. Therefore, this study aimed to investigate the students’ attention and the factors affecting students’ attention during English learning in classes 8B and 9B at SMP IT Al Izzah Sorong, Papua. This study used a qualitative descriptive design. The participants consisted of 40 students from classes 8B and 9B. Data were collected through classroom observations and semi-structured interviews and were analyzed descriptively. The findings revealed that students’ attention was generally maintained only during the first ten minutes of the lesson, particularly during the opening stage. After this period, many students shifted their focus to other activities to avoid boredom and sleepiness. The study also identified several factors affecting students’ attention, including classroom noise, disruptive student behavior, fatigue, hunger, physical conditions, personal issues, and students’ interest and understanding of the lesson. Among these factors, classroom distractions, particularly noise and student behavior, emerged as the most dominant factors contributing to students’ lack of attention. These findings highlight the importance of creating a conducive learning environment and designing engaging instructional activities to sustain students’ attention throughout the learning process.

Strategic Code-Mixing in Maudy Ayunda’s Educational YouTube Content. Efandi Yakob; Ni Made Diana Erfiani; Yohanes Octovianus Lesu Awololon; Putu Chrisma Dewi
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.v14i1.10953

Code-mixing has become a strategic linguistic resource through which bilingual public figures construct social identities in digital environments. However, despite the growing number of studies on code-mixing in entertainment-oriented digital discourse, limited attention has been given to educational YouTube monologues as sites of intellectual identity construction. This study investigates the structural patterns of code-mixing employed by Maudy Ayunda in her educational YouTube content and explores how these patterns contribute to the construction of an intellectual digital identity, which refers to the projection of expertise, credibility, and intellectual authority through bilingual language practices. Drawing on Muysken’s (2000) typology of code-mixing, this study adopts a qualitative descriptive approach using a structural sociolinguistic framework. The data consist of 70 instances of code-mixing extracted from the orthographic transcript of the video “The Power of Now: Stop Worrying, Start Being Present – Maudy Ayunda’s Book List” (2026). The findings reveal three types of code-mixing, namely insertion (48 instances), alternation (16 instances), and congruent lexicalisation (6 instances), with insertion emerging as the dominant pattern. The frequent use of insertion indicates the speaker’s tendency to maintain conceptual precision by incorporating English academic and psychological terminology into Indonesian discourse. The findings also demonstrate that code-mixing functions not merely as a linguistic phenomenon but as a strategic resource for constructing an intellectual and globally oriented persona in educational digital communication. Therefore, this study contributes to digital sociolinguistics by extending discussions of code-mixing beyond entertainment-oriented discourse and highlighting its role in identity construction within contemporary online educational environments.

Using CEFR Can Do Statements to Enhance Students' Self-Regulated Learning in Outcome-Based Education Moh. Fauzi Bafadal; Humaira; Muhammad Hudri
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.v14i1.10954

Self-Regulated Learning (SRL) is essential for the successful implementation of Outcome-Based Education (OBE) because students are expected to actively monitor, evaluate, and regulate their own learning processes. However, previous studies have largely focused on the accuracy of self-assessment rather than its role in supporting learning regulation. This study investigated the effectiveness of CEFR Can Do Statements as a self-assessment strategy for enhancing students’ SRL. An explanatory sequential mixed-methods design was employed involving 60 Pharmacy and Midwifery students enrolled in English for Specific Purposes courses at Universitas Muhammadiyah Mataram. Quantitative data were collected through a Self-Regulated Learning questionnaire and analyzed using paired-sample and independent-sample t-tests, while qualitative data were obtained through classroom observations, interviews, and Focus Group Discussions. The findings revealed a statistically significant improvement in students’ Self-Regulated Learning, with the experimental group outperforming the control group (p < .001). The intervention produced a large practical effect (Cohen’s d = 1.47). Qualitative findings indicated that self-monitoring, goal setting, reflective learning, and learning autonomy emerged as the most prominent themes, demonstrating meaningful changes in students’ learning behaviors. This study extends the role of CEFR Can Do Statements beyond language assessment by demonstrating their function as metacognitive tools that support learning regulation within an OBE framework. The findings suggest that CEFR-based self-assessment can serve as an effective strategy for promoting learner autonomy and strengthening the implementation of Outcome-Based Education in higher education.

The Impact of ChatGPT as a Guided Thinking Partner on Junior Secondary Students’ Recount Text Writing Skill Sukmawati Lahabi; 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.v14i1.10955

This study investigated the impact of ChatGPT as a guided thinking partner on ninth-grade students’ recount text writing skill at SMP Negeri 2 Suwawa. Although previous studies have shown that ChatGPT can support writing instruction, limited classroom-based quantitative evidence has examined its supervised use as a thinking partner rather than as an automatic text generator in junior secondary EFL recount writing. Grounded in sociocultural scaffolding theory, this study positioned ChatGPT as guided cognitive and linguistic support during idea generation, outlining, drafting, revising, and editing. A quantitative pre-experimental one-group pre-test and post-test design was employed with 30 students selected through purposive sampling. Students’ recount texts were assessed using an analytic rubric covering structure, grammar accuracy, vocabulary use, and coherence. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, the Wilcoxon Signed-Rank Test, and effect size calculation in IBM SPSS Statistics 27. The findings showed that the mean score increased from 72.33 in the pre-test to 85.83 in the post-test, with improvements across all writing indicators, especially coherence and text structure. The Wilcoxon test indicated a significant difference between pre-test and post-test scores (Z = -4.102, p < .001), with a large effect size (r = .75). The study concludes that ChatGPT can support recount text writing when it is used ethically, reflectively, and under teacher supervision as pedagogical scaffolding rather than as a substitute for students’ own writing process.

Page 255 of 272 | Total Record : 2713

253 254 255 256 257

Filter by Year

2013 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota palopo, Sulawesi selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA