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

262 263 264 265 266

Developing Digital Storytelling Materials Rooted in Local Wisdom for English Language Learning Litha Nesidekawati Dakka; Marhamah; Wahdaniatul Mukarrama
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.v14i1.8037

This study looked at the divide between English language materials and the local cultural context in Southeast Sulawesi. It focused on creating digital storytelling materials based on Tolaki local wisdom using the ADDIE approach, which includes Analysis, Design, Development, Implementation, and Evaluation. This research and development project involved 30 tenth-grade students at SMA Negeri 1 Tirawuta, using a quasi-experimental design. Quantitative data came from pre-tests and post-tests aligned with CEFR A2-B1 standards. Qualitative data were collected through interviews, observations, and questionnaires. The results showed a significant improvement in English language skills, with a t-value of 24.83, df of 29, and a p-value of less than 0.001. Sixty percent of students achieved A2 or higher, up from 33.3%. Thirty percent reached B1, increasing from 10%. A strong positive correlation, r=0.82 and p<0.01, existed between cultural reflection and language skills. This result confirmed that including Tolaki values, such as mepokoaso, mendulu, and kosehe, improved language accuracy and fluency. Student engagement increased, showing a mean difference of 2.5 for local wisdom, while intrinsic motivation rose from 35% to 67%, fueled by pride in their cultural heritage. Validation by cultural experts and teachers ensured authenticity, scoring 4.8 out of 5, and relevance to the curriculum, scoring 4.6 out of 5. The final products included modules, teacher guides, and multimedia elements that supported inclusive language learning and cultural preservation, creating a model that can be replicated in Indonesia’s multicultural context.

Students’ Perception of Gamification Utilization in the GO Expert App for English Learning as a Foreign Language Nurul Husnul Awaliyah; Abdullah; Nur Aeni; Suci Pole Mappaita
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.v14i1.9406

This study analyzes the use of gamification in the GO Expert App for learning English as a foreign language, focusing on students' perceptions and the factors that support and inhibit its use. A qualitative approach was employed, using thematic analysis. The participants in this study were five twelfth-grade students from Ganesha Operation, selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using the six steps of thematic analysis. The results of this study indicate that students hold a positive perception of gamification in the GO Expert App. Elements such as leaderboards, points, stars, and timed quizzes are considered capable of increasing motivation to learn, fostering a competitive spirit, and encouraging students to be more active in English learning activities. Additionally, students rated learning through this App more engaging and less monotonous than conventional methods at their school. Practice questions with immediate feedback help students understand English material independently and continuously. The study also identified supporting factors such as peer support, teacher guidance, attractive features, ease of use of the App, and immediate feedback, which contribute to behavioral, emotional, and cognitive engagement in learning. However, there are inhibiting factors, including technical issues, unclear features, cognitive load from long texts, and distractions from other applications on students' mobile devices. Overall, this study concludes that gamification in the GO Expert App plays an important role in enhancing students' motivation, engagement, and understanding in learning English as a foreign language. However, improvements in technical aspects and design are needed to optimize its use.

The Effectiveness of English Learning Speech Assistant (ELSA) Speak Application to Improve Speaking Skill at the Tenth Grade of Senior High School Melvi Faliska Arfandi; Wisran; Yuyun Ruqiyyat Said
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.v14i1.10063

This study aimed to investigate the effectiveness of the English Learning Speech Assistant (ELSA) Speak application in improving students’ speaking skills at the tenth grade of SMAN 2 Palopo. This research employed a pre-experimental design using one-group pre-test and post-test design. The sample consisted of 32 students selected through purposive sampling. The instrument used in this research was a speaking test focusing on three aspects: pronunciation, vocabulary, and fluency. The data were analyzed using descriptive statistics, including mean score and standard deviation, and inferential statistics using a paired sample t-test through SPSS version 24. The findings revealed that students’ speaking skills improved after the implementation of the ELSA Speak application. The mean score increased from 59.59 in the pre-test to 68.69 in the post-test. Furthermore, the result of the t-test showed that the significance value was lower than 0.05, indicating that there was a significant difference between the pre-test and post-test results. This indicates that the use of the ELSA Speak application was effective in improving students’ speaking skills, particularly in pronunciation, vocabulary, and fluency. Therefore, it can be concluded that the ELSA Speak application is an effective learning medium to enhance students’ speaking performance.

Exploring the Role of Artificial Intelligence in Enhancing English Teachers' Pedagogical Competence: a Case Study in an Indonesian Islamic School Besse Sri Widistari; Mujahidah; Arqam
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.v14i1.10152

This study investigates the role of Artificial Intelligence (AI) in enhancing the pedagogical competence of English teachers in a madrasah context. As AI technologies become increasingly integrated into educational practices, understanding their impact on teachers’ instructional capabilities is essential, particularly in underexplored settings such as Islamic secondary education. This study employed a qualitative case study design involving five English teachers at MTs As’adiyah Puteri Pusat Sengkang, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis supported by NVivo. The findings reveal that AI plays a multifaceted role in teaching practices. First, it enhances efficiency by supporting lesson planning and material development. Second, it functions as an instructional assistant by facilitating content delivery and providing immediate feedback. Third, it contributes to learning enhancement by increasing student engagement and promoting learner autonomy. However, several challenges were identified, including students’ overreliance on AI, ethical concerns, and limited teacher control over its use. This study concludes that AI serves as a pedagogical partner rather than a replacement for teachers. It highlights the need for professional development and ethical guidelines to support effective AI integration. The findings contribute to the growing discourse on AI in education by providing context-specific insights from madrasah settings. Keywords: Artificial Intelligence; English Language Teaching; Islamic Education; Pedagogical Competence; Teacher Professional Development

Investigating the Relationship Between Metacognitive Awareness and Critical Reading Performance among Undergraduate EFL Students Nabila Syahrani; Nella Yuadiah Ningsih; Siti Ananda Zalzabila Mudjarab; Munir
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.v14i1.10206

This study investigates the relationship between metacognitive awareness and critical reading performance among undergraduate EFL students in Indonesia. The research addresses the need to better understand how students’ awareness of reading strategies contributes to their ability to engage in higher-order reading processes. A quantitative correlational research design was employed, involving 150 undergraduate students from the English Education program at UIN Alauddin Makassar. Data were collected using the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) to measure students’ metacognitive awareness and a researcher-developed critical reading test consisting of 25 multiple-choice items to assess critical reading performance. The data were analyzed using Pearson Product-Moment Correlation. The results revealed a statistically significant and strong positive relationship between metacognitive awareness and critical reading performance (r = 0.971, p < 0.01), indicating that students with higher levels of metacognitive awareness tend to achieve better results in critical reading tasks. These findings suggest that metacognitive awareness plays an important role in supporting students’ ability to analyze, evaluate, and interpret texts effectively. The study highlights the importance of integrating metacognitive strategy instruction into reading pedagogy to enhance students’ critical reading skills. However, the findings are limited to the specific context of this study and should be interpreted within its scope. Future research is recommended to explore additional variables and employ different research designs to further examine this relationship.

Challenges and Strategies of Classroom Management in Teaching and Learning at Elementary School Munisa Imamah; Ari Purnawan; Rofiah
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.v14i1.10270

Classroom management is essential to ensure effective teaching and learning, especially at the elementary level where students’ behavioral, emotional, and cognitive development are still evolving. Although numerous studies have discussed classroom management techniques in general, limited research has focused on how elementary school teachers in post-pandemic contexts manage behavioral, motivational, and environmental challenges within diverse classroom settings. This gap highlights the need for deeper understanding of teachers’ real experiences and adaptive strategies in managing classrooms effectively. This study aims to identify the main challenges of classroom management and the strategies teachers use to address them. Using a qualitative descriptive approach, data were gathered from elementary school teachers through interviews, and analyzed using Miles and Huberman's framework. The results show that challenges arise from student factors (low motivation, disruptive behavior), teacher factors (limited training, workload), and environmental conditions (large classes, lack of facilities). Teachers responded with proactive strategies such as clear rules, positive reinforcement, engaging activities, and effective communication. The study concludes that successful classroom management requires adaptive, preventive, and responsive approaches aligned with students' developmental needs, offering both theoretical and practical contributions for improving learning environments.

Representation of Inequality and Patriarchal Power in My Brilliant Friend Nikita Priskila Tamara Siagian; Ruly Indra Darmawan
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.v14i1.10418

This article analyzes how gender inequality and patriarchy are portrayed in the novel My Brilliant Friend by Elena Ferrante. The writer especially focuses on the main character's experience, but also involves other characters in the novel. For the method, we will use a qualitative descriptive approach through a feminist lens, drawing on Betty Friedan's work. The writer finds that the novel My Brilliant Friend not only centers on an intimate and complex friendship between two girls but also reveals a deeper layer of social critique regarding the pervasive, embedded patriarchal issues and gender inequality in their daily lives. Through the experiences of Elena Greco (Lenu) and Raffaella Cerullo (Lina or Elena called her Lila), the narrative vividly depicts how societal expectations, limited female education, domestic oppression, and male dominance systematically shape and often limit women's autonomy. By employing Betty Friedan’s feminist perspective, this article concludes how the character's struggles reflect broader issues of women’s oppression, identity formation, and resistance within a patriarchal society. Thus, the novel becomes not only a story of personal growth and friendship but also a powerful representation of the silent yet persistent injustices faced by women, illustrating that acts of resilience and self-awareness are crucial forms of resistance against deeply rooted gender inequality.

Evaluative Meaning in Digital Discourse: A Corpus-Based Study of Xpose Uncensored YouTube Comments Annisa Vadia Haya; Ruswan Dallyono
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.v14i1.10449

People use social media comments to convey their opinions about different matters using their choice of words. The study analyzes user evaluation patterns in YouTube comments through collocational patterns, which researchers used to study the data. This study is based on a processed corpus of online comments totaling 118,662 tokens, collected from a YouTube video entitled Xpose Uncensored from the Trans7 channel, which covered the life of the pesantren school (Islamic Boarding School). The mixed-methods study was used by implementing collocation and concordance analysis to identify evaluative meanings that appear throughout comment discourse. The analysis results demonstrate that our evaluation consisted of three methods, namely action verbs that show support or demand and evaluative adjectives that show specific qualities, and imperative or condensed constructions, which create direct judgment presentations. Criticism and negative evaluation emerged as the most frequent explicitly evaluative category with 340 occurrences, exceeding appreciation and support, which accounted for 209 occurrences. In addition, communicative and metapragmatic responses were identified 561 times, suggesting that evaluation was often constructed through clarification, justification, and stance negotiation rather than through direct polarity alone in the comments on the representation of pesantren students and the pesantren school system.

Pride's Nemesis: Nature's Ecological Verdict in The Scarlet Ibis Rufaida Syifa Rohma; Henrikus Joko Yulianto
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.v14i1.10648

This article examines James Hurst’s The Scarlet Ibis through Erik Erikson’s (1950) psychosocial development theory and ecocriticism. It explains how the narrator’s pride, driven by shame, contributes to Doodle’s tragic death. Using a qualitative literary approach with close reading analysis, this study focuses on the narrator’s inner psychological conflict, the sibling relationship, and the symbolic role of nature. The analysis shows that the narrator’s actions change from care to cruelty as shame, ambition, and identity conflict grow stronger, especially during the Initiative vs. Guilt and Industry vs. Inferiority stages. At the same time, natural elements such as the scarlet ibis, the storm, and the swamp work as ecological signs that warn of tragedy and show nature’s moral reaction to human excess. Unlike earlier studies that looked at psychological conflict and environmental symbolism separately, this study combines both perspectives to show how shame between siblings and ecological symbols work together to create the tragic ending. This research adds to ecocritical literary analysis by showing how psychological dynamics can be understood as part of ecological symbols, offering a way to connect individual psychology with environmental meaning in literary study.

Strategies for Integrating Animated Videos to Improve Students' Arabic Speaking Skills at Junior High School Hadi Mar'ei Zain; Hakmi Wahyudi
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.v14i1.10740

Teaching Arabic speaking skills (maharah al-kalam) at the madrasah level remains challenging because instruction often emphasizes grammar and written exercises while providing limited opportunities for contextual oral practice. This qualitative descriptive study examined how animated videos were integrated into Arabic instruction at MTsN 1 Pekanbaru and how teachers perceived their contribution to students' engagement and speaking development. The study was conducted on May 2, 2026. Data were obtained through classroom observation and semi-structured interviews with Arabic language teachers, then organized into four analytical themes: classroom use of animated videos, teacher planning strategies, student engagement, and support for speaking practice. The findings indicate that teachers used short, curriculum-aligned animated dialogues within a sequence of vocabulary preparation, guided viewing, pausing and questioning, imitation, and follow-up speaking activities. Teachers considered animated videos useful for contextualizing vocabulary, modeling pronunciation and intonation, and reducing the monotony associated with textbook-centered instruction. The videos also appeared to encourage attention, oral responses, repetition, and willingness to participate. Their instructional value, however, depended on careful selection, manageable duration, clear audio, alignment with learning objectives, and the availability of basic equipment. Preparation time and limited access to suitable materials remained important constraints. The study concludes that animated videos are most productive when used as structured prompts for interaction rather than as passive entertainment. Because the evidence is qualitative and site-specific, the findings describe pedagogical practices and perceived benefits rather than establishing causal effectiveness.

Page 264 of 272 | Total Record : 2713

262 263 264 265 266

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