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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

257 258 259 260 261

The Effect of Gamified and Interactive Features of the British Council Learn English Website on Students’ Vocabulary Acquisition Resti Andina Putri; Zulia Chasanah; Juita Triana
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.v14i1.11330

The acquisition of vocabulary tends to be a difficult process in Indonesian EFL classrooms, specifically in vocational high schools where conventional instruction often fails to sustain learner engagement. The British Council LearnEnglish website was selected as the instructional medium due to its unique integration of multiple gamified and interactive features — including vocabulary games, image-based matching, and audio pronunciation exercises — within a single freely accessible platform, distinguishing it from single-feature tools. This research examined the effect of the gamified and interactive features of the British Council LearnEnglish website toward the English vocabulary acquisition among tenth-grade students at Vocational High School, Indonesia. The research employed a quasi-experimental pre-test and post-test control group design, consisting of 60 participants equally separated into a experimental group (n = 30) and a control group (n = 30). Vocabulary training was delivered to the experimental group through the British Council LearnEnglish website across four treatment sessions, while conventional training addressing the identical vocabulary topics was provided to the control group. To collect the data, the researcher employed a 40-item multiple-choice vocabulary test. The data were then analyzed using paired-samples t-test, independent-samples t-test, and N-Gain score analysis. Findings showed a statistically meaningful enhancement in the experimental group, t(29) = -12.412, p < .001, Cohen's d = 2.27, and a significant between-group difference, t(58) = -4.810, p < .001, Cohen's d = 1.24. The experimental group succeeded in a moderate N-Gain (.5958), while the control group achieved a low N-Gain (.2313). These findings confirm that the platform's gamified and interactive features substantially and meaningfully enhance students' vocabulary acquisition, contributing empirical evidence on feature-based digital vocabulary learning in the underrepresented Indonesian vocational high school context.

Investigating Students’ Emotional Engagement in Learning Reading Comprehension through Project-Based Learning Zahra Syafira Hafsari; Nina Puspitaloka; Dedeh Kartini
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.v14i1.11384

Although Project-Based Learning (PBL) has been widely implemented to enhance student engagement, limited studies have specifically explored students’ emotional engagement in reading comprehension learning. This study aimed to investigate students’ emotional engagement in learning reading comprehension through Project-Based Learning. A qualitative case study was conducted with eleventh-grade students at a senior high school in Karawang, Indonesia. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed four forms of emotional engagement: interest, enjoyment, enthusiasm, and positive attitudes. These emotional responses emerged through collaborative discussions, project activities, and interactive learning experiences that encouraged active participation. This study contributes by providing a deeper understanding of emotional engagement as a specific dimension of student engagement in reading comprehension through Project-Based Learning. The findings also offer practical insights for English teachers in designing more engaging reading instruction that promotes positive emotional experiences.

Exploring The Quality of AI Translation in Roblox Chat Siti Nabila Amira Wangsi; Erfan Muhamad Fauzi; Fourus Huznatul Abqoriyyah
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.v14i1.11458

This study evaluates the translation quality of Roblox’s AI translation system by combining translation quality assessment (TQA) with syntactic clause analysis in a multilingual online gaming environment. The study aims to examine how the system translates different clause types based on Nababan’s theory, which is assessed by parameters of accuracy, acceptability, and readability. A qualitative approach was employed using 15 representative Indonesian–English translation pairs, selected from an initial dataset of 34 chat conversations collected from real-time Roblox gameplay. The data were classified into declarative, interrogative, and imperative clauses based on the syntactic framework of Huddleston and Pullum before being evaluated using the TQA model. The results show that the Roblox AI translation system performed best on interrogative clauses, while imperative and informal declarative clauses produced lower translation quality due to frequent lexical, syntactic, and semantic errors. The overall translation quality score was 1.98 on a 1–3 scale, indicating moderate-to-low translation quality. These findings demonstrate that combining TQA with syntactic clause analysis provides a more comprehensive approach to gaming communication and highlights the need for translation models that better accommodate informal language, gaming-specific expressions, and context-dependent interactions.

Reconstructing the Traumatized Subject: a Lacanian Psychoanalytic Research of Identity Formation in Scott Derrickson’s The Black Phone (2021) Dina Amelia; Bagus Herlambang
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.v14i1.11474

Trauma is frequently related to psychological distress and identity instability. Trauma, according to psychoanalytic theory, can also be used to reconstruct one's identity. This study seeks to examine Finney Blake's transition in The Black Phone (2021) using Jacques Lacan's notions of the Real, Symbolic, and Imaginary. Using a qualitative descriptive method and a literary psychoanalytic approach, this study explores chosen scenes, dialogues, and symbolic aspects through close examination. The findings indicate that Finney's trauma depicts the Real through his feelings of fear, isolation, and helplessness. The black phone serves as a symbolic medium, providing language, information, and a connection to prior victims, allowing Finney to reconstitute his identity. Furthermore, the Imaginary depicts Finney's shift from powerless victim to active person with agency. This study demonstrates that trauma in horror narratives not only represents destruction, but it can also help to shape a new subject. Keywords: identity reconstruction, Lacanian psychoanalysis; subjectivity; The Black Phone; trauma

Factors Influencing Students’ Vocabulary Acquisition in English Language Learning Suharvina; Nurdin Noni; Geminastiti Sakkir
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.v14i1.11476

This study aims to analyze students' vocabulary mastery levels and the internal and external factors that influence their vocabulary mastery in English learning at SMP Negeri 48 Makassar. This study used a mixed-methods approach, combining quantitative and qualitative data. Quantitative data were obtained through vocabulary tests consisting of multiple-choice and essay questions, while qualitative data were obtained through observation and interviews. The study sample was 30 grade VII-8 students selected using a purposive sampling technique.The results showed that students' vocabulary mastery levels were still relatively low, with an average score of 43.53 and a standard deviation of 17.92, indicating significant variation in ability among students. Qualitative findings revealed that internal factors such as motivation, self-confidence, cognitive ability, and memory influence students' vocabulary acquisition. Furthermore, external factors such as the school environment, teacher teaching methods, peer group environment, and family support also play a significant role in the vocabulary learning process. Observations indicate that the learning process is still dominated by conventional methods with limited use of learning media, resulting in students experiencing difficulties in actively using vocabulary in communication.Thus, it can be concluded that students' vocabulary acquisition is influenced by a combination of internal and external factors. Therefore, more interactive and contextual learning strategies and optimal learning environment support are needed to improve students' vocabulary acquisition.

Improving Third-Grade Students’ Animal Vocabulary Retention through Flashcard Media: A Case Study at Elementary School Pipit Ertika Daristin; Elda Yulia Ryandini; Angella Novitaningrum; Dias Tiara Putri Utomo
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.v14i1.11549

Vocabulary development is a fundamental component in early English language learning, especially for young learners in elementary school, yet third-grade students often struggle to retain new vocabulary due to limited exposure and the use of less engaging instructional media. This qualitative case study investigates the role of flashcards in enhancing animal vocabulary retention among third-grade students at Elementary School through the implementation of a custom-designed teaching module that integrates visual flashcards into interactive learning activities such as recognition drills, pronunciation practice, matching games, and creative labeling tasks. Data were collected through classroom observation, document analysis of the instructional module, and teacher reflection. The findings demonstrate that flashcards significantly increased students’ attention, enthusiasm, and willingness to participate orally, as picture–word associations helped students recall vocabulary more confidently and accurately. Game-based learning fostered collaboration and deeper memory retention, while the creative tasks enabled students to apply vocabulary in written form, indicating meaningful learning transfer. Additionally, flashcards supported inclusive learning by providing visual cues that assisted students with lower proficiency while encouraging higher-performing students to extend their vocabulary knowledge. Overall, the study concludes that incorporating flashcards into a structured and engaging teaching design is an effective strategy to improve English vocabulary retention among young learners.

The Second-Year Students’ Ability in Using Simple Past Tense Through Narrative Text at Palopo Cokroaminoto University Juwita Crestiani M; Muhammad Hasby; Ardhy Supraba; Hermini; Opik Dwi Indah; Reki Pilu
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.v14i1.11553

This research deals with to find out and describe the ability of the second-year students in using Simple Past Tense through narrative text at Cokroaminoto Palopo University. The population of this research was all the second-year students of Elementary School Teacher Education Study Program in academic year 2025-2026. The total sample was 30 students. The researcher used the purposive sampling. Based on the findings and discussion, the researcher concludes that the second-year students of the Elementary School Teacher Education Study Program at Cokroaminoto Palopo University have a good ability in using the Simple Past Tense through narrative text. This conclusion is supported by the students’ mean score of 75.5, which falls into the good category according to the classification criteria. The findings revealed that most students were able to identify and apply the Simple Past Tense correctly in narrative texts. They demonstrated an understanding of past verb forms, sentence structures, and the use of regular and irregular verbs.

Imagination as the Reconstruction of Experience in Katherine Paterson’s Bridge to Terabithia Dahlan
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.v14i1.11554

This study explores the role of imagination as a reconstruction of experience in the novel Bridge to Terabithia by Katherine Paterson through the theoretical lens of Lev Vygotsky. Vygotsky’s concept of imagination emphasizes that creative thought is not separate from reality but is instead formed through the reorganization of lived experiences. This research aims to analyze how the main characters, Jess Aarons and Leslie Burke, construct the imaginary world of Terabithia as a reflection and transformation of their real-life situations, emotions, and social interactions. The study employs a qualitative descriptive method, focusing on textual analysis of key narrative elements, including character development, setting, and dialogue. The findings reveal that Terabithia functions as a symbolic space where the characters process personal struggles such as family pressure, social isolation, and emotional vulnerability. Through imaginative play, the characters reconstruct their experiences into meaningful narratives that support their psychological and emotional growth. Furthermore, the study highlights the importance of social interaction in shaping imagination, as seen in the collaborative creation of Terabithia. This aligns with Vygotsky’s view that imagination develops within a social and cultural context. The novel demonstrates that imagination serves not only as an escape from reality but also as a cognitive and emotional tool for understanding and coping with life experiences

Exploring ChatGPT’s Voice Speech Recognition and Real-Time Feedback Features to Enhance EFL Speaking Skills: A Systematic Literature Review Daniel Urslenton Wiser Sumang; Margana; Dyah Setyowati Ciptaningrum
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.v14i1.11556

This study examines the integration of ChatGPT's voice recognition and real-time feedback features in enhancing EFL students' speaking skills through a systematic literature review that was conducted through identification, analysis, and synthesis. Ten peer-reviewed articles published between 2022 and 2025 were selected based on specific inclusion criteria, with a focus on AI-powered tools that support the development of EFL speech. Thematic analysis revealed that most of the research emphasized the effectiveness of AI-based voice-enabled platforms and feedback in improving learners' pronunciation, fluency, and engagement in English speaking skills. Some tools use machine learning algorithms to personalize feedback, while others promote autonomous speaking practices through interactive conversational interfaces. The findings also identify challenges such as recognition accuracy and pedagogical implementation gaps. These results show that ChatGPT and similar technologies strongly offer meaningful support for speaking instruction when carefully integrated into the EFL learning environment.

Translation Procedures of Disease Terms in the Glossary of Medicine, Technology, and Sport 2025 Made Wira Afrian; Ni Made Verayanti Utami
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.v14i1.11579

This study investigates the translation procedures applied to disease terminology within a non-narrative glossary environment, where terms are presented as isolated lexical entries without supporting sentence context. Disease terminology was selected because it presents distinctive translation challenges arising from lexical gaps, standardized international nomenclature, and culturally established vernacular equivalents. Using Peter Newmark's taxonomy of translation procedures, this qualitative descriptive study analyzes 31 disease-related terms extracted from the Glossary of Medicine, Technology, and Sport (2025). The findings reveal that source-oriented procedures dominate the dataset, with Naturalization emerging as the most frequently applied strategy, followed by Transference, while Functional Equivalent is employed for terms with well-established vernacular counterparts. Through-Translation and Couplets occur less frequently and are primarily used to preserve the structural and semantic integrity of complex medical expressions. The findings further indicate that the selection of translation procedures is closely related to the presence or absence of target-language equivalents. While glossary translation generally prioritizes terminological consistency and scientific precision, target-oriented procedures are selectively employed to improve reader accessibility when culturally familiar expressions already exist. These findings contribute to translation studies by demonstrating how translators balance standardized medical terminology with reader comprehension in glossary-based translation and provide practical insights for translators and glossary compilers working with specialized medical terminology.

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