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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

258 259 260 261 262

Management Patterns of Extracurricular Arabic Language Learning in Higher Education Institutions in Pekanbaru Nafisah Rahmah; Hakmi Wahyudi; Anugrah Ilahi
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.v14i1.8870

Arabic language programs in Indonesian higher education continue to face challenges related to student participation, opportunities for authentic practice, and the management of learning beyond formal classrooms. This study examines the management patterns of extracurricular Arabic language learning through student organizations and Arabic Language Week activities at Sultan Syarif Kasim State Islamic University of Riau and Riau Islamic University. The study used a qualitative field-research design and reports data from interviews, observations, field notes, and document review involving 18 participants from student organizations, supervising lecturers, and student participants. Data were analyzed through reduction, display, conclusion drawing, and verification, supported by triangulation and member checking. The findings show that the programs were managed through four interrelated stages: planning, organizing, implementation, and evaluation. Planning involved internal meetings and consultation with supervising lecturers; organization relied on task distribution and cross-divisional coordination; implementation emphasized participation, discipline, and collective responsibility; and evaluation was conducted after activities and through periodic review. Participants perceived Arabic Language Week as supporting conversation practice, vocabulary development, confidence, motivation, and the formation of an Arabic-speaking environment (bi’ah lughawiyyah). The findings indicate that institutional supervision and student-led management can provide a practical structure for extracurricular language learning. Because the study did not include direct proficiency measurement or longitudinal evidence, the reported learning benefits should be interpreted as participant perceptions rather than verified causal effects.

The Concept of Arabic Language Learning Programs in Madrasah Tsanawiyah Pekanbaru Mutia; Hakmi Wahyudi; Izzatul Mellati; Nuraini; Fadhlilul Ilmi
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.v14i1.8979

This article aims to examine the concept of Arabic language learning programs in Madrasah Tsanawiyah Pekanbaru, particularly in relation to the understanding and objectives of learning. The method used is descriptive qualitative through teacher interviews and classroom observation. The results of the study show that teachers understand the learning program as an integrated system covering planning, implementation, and evaluation to develop students' communicative competence. Learning is implemented communicatively with the integration of vocabulary, grammar, and conversation. The program objectives are formulated based on the four language skills with an emphasis on the active use of Arabic. Implementation is supported by activities such as Arabic Day and Hiwar Club. The main obstacles include low student motivation and limited media and facilities. In general, the program is in line with the Merdeka Curriculum but requires strengthening of strategies and the learning environment.

Affective Dimensions of Language Testing: Insight from Participants in the Duolingo English Practice Test Rika Lufiasari; Andi Rachmawati Syarif; Ririn Syahriani
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

This study examines the affective experiences of EFL learners when taking the Duolingo English Practice Test (DEPT). Using a qualitative descriptive approach, semi-structured interviews were conducted with five Indonesian EFL undergraduate students and analyzed through thematic analysis. The findings indicate recurring affective themes across participants namely test anxiety, motivation, self-confidence, attitudes toward the test, and perceived personal value while also showing individual variations in intensity. Initial anxiety, particularly in speaking and listening tasks, was commonly reported but tended to diminish as learners became familiar with the test format. The low-stakes nature of the DEPT encouraged positive attitudes, sustained motivation, and realistic self-assessment of English proficiency. Interpreted through Self-Determination Theory, these affective experiences were shaped by learners’ perceptions of autonomy and competence. The study highlights the potential of low-stakes digital practice tests as formative tools and offers implications for educators and test designers to integrate affective considerations into digital language assessment.

Improving Fourth Grade Students’ Procedural Text Writing Skills Through Problem Based Learning at SD Negeri 4 Buntok Puji Astuti; Esti Swatika Sari
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.v14i1.9230

This classroom action research examined the use of Problem-Based Learning (PBL) to improve procedural text writing among 26 fourth-grade students at SD Negeri 4 Buntok. The study followed two cycles of planning, action, observation, and reflection. Data were collected through observation, writing tests, and documentation and analyzed descriptively. Success was defined as active participation by at least 80% of the class and a score of 70 or higher for at least 75% of the students. The findings indicate improvement in classroom participation and writing quality. Students became more active in problem analysis, group discussion, drafting, presentation, and revision. Their later texts showed clearer goals, materials, and ordered steps, together with more appropriate imperative sentences, action verbs, temporal conjunctions, spelling, and punctuation. The source manuscript also reports increased mean scores and classical mastery across the cycles, but the final values require author verification because the original abstract and conclusion contain conflicting figures. Overall, contextual problem solving, collaboration, and teacher feedback supported more coherent and functional procedural texts.

Improving Seventh Grade Students’ Reading Comprehension of Fantasy Stories Through the SQ3R Method Nila Tansil; Teguh Setiawan
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.v14i1.9274

This classroom action research was conducted in response to seventh-grade students’ low comprehension of fantasy story texts, particularly their difficulty identifying textual elements, tracing characters and events, and interpreting implied meanings. The study aimed to improve both the learning process and students’ reading-comprehension outcomes through the Survey, Question, Read, Recite, and Review (SQ3R) method. The participants were 16 seventh-grade students at SMP Negeri 1 Karau Kuala, South Barito Regency. The study was implemented in two cycles, each comprising planning, action, observation, and reflection. Data were collected through student-activity observation sheets, reading-comprehension assessment sheets, field notes, and documentation, and were analyzed descriptively using qualitative and quantitative procedures. The findings showed progressive improvement in classroom participation and achievement. In Cycle I, the mean score for the observed attitude and activity indicators was 2.3, with a total score of 9.2. In Cycle II, the overall activity mean increased to 3.0, with a total score of 12.0. The mean reading-comprehension score increased from 55 in the pre-action stage to 65.6 in Cycle I and 72.8 in Cycle II. The percentage of students achieving mastery rose from 31% to 56% and then to 75%. These findings indicate that the structured SQ3R stages supported more active participation and improved reading comprehension in this classroom context.

Improving Eighth Grade Students’ English Vocabulary Mastery Through Song Based Multisensory Instruction at SMPN 2 Dusun Selatan Pahridafriatin; Ari Purnama
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.v14i1.9276

This classroom action research examined whether song-based multisensory instruction could improve the English vocabulary mastery and classroom participation of eighth-grade students at SMPN 2 Dusun Selatan. The study was initiated because preliminary observations showed low vocabulary achievement, limited motivation, anxiety, and passive participation under predominantly teacher-centered instruction. The intervention used Maywood’s “Mother, How Are You Today?” together with visual aids and interactive games. The Kemmis and McTaggart action research cycle was implemented across three cycles, each comprising planning, action, observation, and reflection, with 32 students. Data were collected through vocabulary tests, classroom observations, and semi-structured interviews. Quantitative data were summarized using mean scores and the percentage of students meeting the Minimum Mastery Criterion of 75, while qualitative data were analyzed through data condensation, data display, and conclusion drawing. The reported mastery percentage increased from 16% in the pre-action test to 40% in Cycle I, 65% in Cycle II, and 85% in Cycle III. The class mean increased from 58 before the intervention to 85 at the end of Cycle III. Classroom observations also indicated greater participation, confidence, and willingness to practice pronunciation and sentence construction. These findings indicate that, in this class, combining a familiar song with visual and kinesthetic support was associated with improved vocabulary achievement and a more active learning environment. Because the study involved one class and descriptive analysis, the findings should be interpreted within the local classroom context.

Management Improving Seventh Grade Students’ Short Story Reading Skills Through Inquiry Based Learning: Classroom Action Research at SMP Negeri Satap 3 Gunung Bintang Awai Ayesno; Esti Swatika Sari
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.v14i1.9486

This classroom action research examined the use of inquiry-based learning to improve the short-story reading skills of seventh-grade students at SMP Negeri Satap 3 Gunung Bintang Awai. The study involved seven students and was conducted in two cycles, each comprising planning, action, observation, and reflection. Data were collected through short-story reading tests, classroom observation, and documentation. For consistency, short-story reading skill was treated primarily as the ability to understand a story and analyze its intrinsic elements, while oral reading behaviors were used as supporting process observations. The action was considered successful when at least 80% of the students achieved the minimum mastery criterion of 70 and classroom activity reached the predetermined criterion. The mean score increased from 64.29 in the pre-cycle to 69.86 in Cycle I and 80.29 in Cycle II. The mastery percentage rose from 28.57% to 42.85% and then to 100%, while the minimum and maximum scores in Cycle II were 70 and 86. Classroom observations also indicated improved participation, confidence, attention, and engagement after the instructional adjustments made in Cycle II. These findings show that inquiry-based learning supported progressive improvement in both the learning process and reading achievement within this classroom context.

Improving Seventh Grade Students' Storytelling Skills through Picture Series Media at SMP Negeri 1 Dusun Hilir Rudiantara Rudiantara; Nurhidayah
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.v14i1.9586

This classroom action research investigated how picture-series media improved the learning process and storytelling performance of seventh-grade students at SMP Negeri 1 Dusun Hilir. Fourteen students participated in two cycles, each involving planning, action, observation, and reflection. The researcher collaborated with the Indonesian language teacher. Data were collected through classroom observation, questionnaires, field notes, documentation, and a storytelling performance assessment, and were analyzed descriptively using qualitative and quantitative evidence. Picture-series media were used to scaffold idea generation and narrative sequencing. Reflection after Cycle I led to speaking warm-ups, role-play, intonation practice, teacher modeling, and more contextual picture prompts in Cycle II. The learning process became more active and collaborative, while students demonstrated greater confidence and willingness to perform. Mean storytelling scores increased from 59 in the pre-action stage to 68 in Cycle I and 79 in Cycle II; 93% of the students met the stated achievement criterion by Cycle II. Improvements were also reported in fluency, alignment between story content and the pictures, pronunciation, intonation, and expression. Within this class and research period, picture-series media supported both the learning process and students' storytelling achievement.

English Vowel Pronunciation Errors among Vocational High School Students Nurlaila; Andi Rachmawati Syarif; Muflihun
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.v14i1.9636

This study identifies and classifies English vowel pronunciation errors produced by eleventh-grade students at SMK Negeri 1 Kendari while reading English words aloud. A descriptive qualitative approach, supported by frequency-based summaries, was employed. The participants were 20 students from Class XI Office Major 4. Data were collected in two pronunciation-test sessions using a predetermined list of English words representing short vowels, long vowels, and diphthongs. Students' productions were audio-recorded, transcribed with an MP3-to-IPA transcription tool, and compared with reference pronunciations in the Oxford Advanced Learner's Dictionary. The original coding classified the data as substitution, addition, or omission following Crystal's (2008) framework. The analysis yielded 106 coded vowel-error instances: 94 substitutions, 9 additions, and 3 omissions. Substitution was therefore the most frequent category. Recurring difficulties were also observed in words containing diphthongs, while addition commonly involved vowel insertion and omission involved the deletion of weak vowels. These patterns may be associated with differences between learners' familiar sound system and English pronunciation, although the study did not directly investigate causal factors. The findings support the need for explicit pronunciation instruction, repeated listening and production practice, and systematic feedback on English vowel contrasts in vocational high school classrooms.

Forensic Linguistics on Gender-Based Abuse and Harassment in Instagram Comments on Public Figures Febri Pratomo Ramadhan Wijaya; Riyadi Santosa; Tri Wiratno
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.v14i1.9824

This study examines gender-based abuse and harassment directed at public figures in Instagram comment sections from a forensic linguistic perspective. Social media has expanded opportunities for direct public interaction, but it has also enabled verbal violence, hate speech, defamatory expressions, and gendered attacks to circulate rapidly. The study aims to identify the linguistic forms, meanings, and structural patterns of abusive comments and to explain their potential relevance to the analysis of language-related offences. A descriptive qualitative design was employed using Instagram comments and supporting online media reports as data sources. The comments were analyzed through Hallidayan transitivity, with attention to process types, participants, attributes, and circumstances. The findings show that abusive comments are predominantly constructed through attributive and identifying relational processes that assign degrading labels to an explicit or implied target. Recurring patterns include dehumanization through animal comparisons, body-shaming, sexualized and moral attacks, and insults based on gender identity or sexual orientation. Ellipsis of the copular process, accumulation of vulgar labels, capitalization, repeated letters, and exclamation marks intensify the aggression. Mental, verbal, and material processes also appear, particularly in expressions of anger, mockery, intimidation, and threat. These findings demonstrate that online abusive language is not linguistically neutral; rather, its grammatical organization constructs unequal power relations and normalizes verbal violence. Transitivity analysis therefore offers a systematic basis for documenting how insulting meanings are encoded and for supporting context-sensitive forensic interpretation.

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