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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

266 267 268 269 270

A Systematic Literature Review of Determinant Factors of BIPA Learning Success Faizin
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.v14i1.9000

Bahasa Indonesia bagi Penutur Asing (BIPA) learning holds an essential role in promoting Indonesian culture and language to the international community. Hence, the successful learning of BIPA needs to be continuously improved to support the achievement of the mission. One way to enhance successful BIPA learning is to know the factors that influence the learning process. However, research on BIPA learning determinants remains fragmented and lacks comprehensive synthesis. This article aims to identify the determinants of the success of BIPA learning based on a Systematic Literature Review with the PRISMA method. A systematic search was conducted using google scholar and google search for studies published between 2015-2024. Following identification, screening, eligibillity, and inclusion processes, a total 11 studies were included studies in the final review. Based on the systematic analysis of the 11 included studies, it was found that factors such as teacher quality, culture-based learning models, use of technology, program management, and learner motivation are the main factors that influence the success of BIPA learning. The success of BIPA learning is greatly influenced by the integration of these factors, which support each other. These findings imply thaat BIPA teachers and program managers should consider these factors in an integrated manner when ddesssigning and implementing BIP learning programs. Based on these findings, it is suggested that future research should focus on analyzing the relationship between these factors and their influence on creating effective learning experiences.

An Analysis of Students’ Reading Comprehension of English Fable Texts: A Study of Eighth-Grade Students Hilmiah Lana; Harto S. Malik; Sri Agriyanti Mestari
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.v14i1.9228

This study analyzed the reading comprehension ability of eighth-grade students in understanding English fable texts, with particular emphasis on vocabulary mastery and word recognition. Previous studies on narrative text comprehension have generally focused on broader reading skills, while limited research specifically investigates how vocabulary mastery and word recognition influence students’ comprehension of English fable texts in Indonesian EFL contexts. The research employed an explanatory sequential mixed-method design. Quantitative data were obtained through a reading comprehension test consisting of 50 multiple-choice items administered to 73 students at SMP Negeri 3 Telaga, while qualitative data were collected through semi-structured interviews with nine selected students representing different achievement levels. The quantitative findings indicated that students’ overall reading comprehension ability was categorized as low to moderate, with a mean score of 58.4. Approximately 61% of students were classified in the low category, while 39% were categorized as moderate achievers based on predetermined score classifications. The weakest performance was found in plot comprehension, character analysis, and language features. Qualitative findings revealed that limited vocabulary mastery and weak word recognition were the primary factors hindering students’ comprehension, causing difficulties in constructing meaning, identifying story elements, and interpreting implicit information. The study concludes that vocabulary and word recognition play a crucial role in students’ comprehension of English fable texts and should be prioritized in reading instruction at the junior high school level. This study contributes empirical evidence on how vocabulary mastery and word recognition influence students’ comprehension of fable texts in Indonesian EFL contexts.

Comparative Analysis of Student’s Perceptions in Accounting and Software Engineering Classes on Using Video Projects for Speaking Dwi Prasetyo; Nunung Nurjati; Agung Pramujiono
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.v14i1.9682

Speaking anxiety and lack of confidence remain major obstacles for Indonesian vocational high school students, particularly when they are required to perform English orally in front of the class. To address this issue, many teachers have begun to adopt video projects as an alternative assessment tool for speaking. This study investigates Grade XII Accounting and Software Engineering students’ perceptions of video projects as speaking assessment and examines how such projects help reduce speaking anxiety and increase confidence. Employing a comparative descriptive mixed-methods design, data were collected from 60 students at a private vocational high school in Surabaya through a Likert-scale questionnaire and semi-structured interviews with eight selected participants. The findings indicate that most students feel less anxious and more confident when completing video projects than when giving live presentations, mainly because they can rehearse, re-record, and control their performance before submission. Students also perceive video projects as an effective, engaging, and motivating assessment format that allows greater creativity and self-expression. However, some students still experience pressure related to pronunciation, video quality, and self-image, and they face practical challenges such as technical problems, limited devices, and difficulty finding a quiet place to record. Overall, the study concludes that video projects are a promising, student-centered alternative for assessing speaking in vocational contexts, provided that teachers offer sufficient pedagogical and technical support and balance video-based tasks with opportunities for spontaneous speaking.

Contextual Morphological Interference in Indonesian Utterances by English Speakers on Social Media Contents Nisa Halisa Hakim; Hayatul Cholsy
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.v14i1.9698

Differences in morphological patterns between English and Indonesian often pose challenges for foreign learners in forming words accurately and may lead to morphological errors that cause misinterpretation in communication. This study aims to identify the forms and contextual patterns of morphological interference in Indonesian utterances produced by English speakers, as well as to investigate the underlying factors contributing to such interference. The research specifically focuses on social media content, a domain that remains underexplored in previous studies. A qualitative research approach with a descriptive analysis model was employed. The analysis was based on five main theoretical frameworks, namely theories of Indonesian word formation, English word formation, language interference, informal language use, and Indonesian language learning for foreign speakers (BIPA). The data, consisting of Indonesian utterances by English speakers, were collected from 15 videos from each of two YouTube channels published between 2020 and 2025 using observation and note-taking techniques. The analysis revealed 80 instances of contextual morphological interference, categorized into prefix omission (28 cases), suffix omission (20 cases), simulfix omission (21 cases), and errors in the reduplication process (11 cases). These data were analyzed to identify the forms and patterns of morphological interference, with support from a comprehensive literature review. The results indicate that interference is manifested not only through errors but also through the contextually appropriate use of morphological elements. The primary factors contributing to interference include the transfer of first-language (L1) patterns, limited knowledge of Indonesian morphological rules, and insufficient instructional emphasis on morphology within language learning. These deviations therefore, do not solely reflect a lack of linguistic competence but also indicate learners' developing sensitivity to Indonesian morphological structures. This study makes a significant contribution to error analysis research and offers pedagogical insights for enhancing morphology instruction within BIPA (Bahasa Indonesia bagi Penutur Asing) program.

Improving Students’ Grammar through Socrative Application in Vocational High School in Central Java Tiara Marcella Prasetyo; Issy Yuliasri
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.v14i1.9992

This study aims to analyze the effect of the Socrative application on improving their grammar and motivation in English learning. The subject of this research is an 11th-grade vocational high school with a major in Pharmacy, which will participate in a three-month program using the Socrative application. The Socrative is used to help student master their grammar skills. The purpose of this study is to investigate how the Socrative application, used as a teaching medium, enhances the mastery of grammar, improves motivation in learning grammar, and how students perceive its use in teaching grammar. This research utilizes dynamic assessment to support students in learning grammar. This study uses a quasi-experimental design and a closed questionnaire for gathering data. the one that participate the. The collected data were then analyzed quantitatively using SPSS. The results indicate that Socrative effectively improved students’ reading comprehension. The students reported that Socrative created a new and more engaging learning atmosphere during the activities. The average for the pre-test is 77.84, while the average for the post-test is 91.73. The average from the subtraction of the posttest with pretest is 13.88. It can be deduced and summarized that using Socrative as the teaching medium indeed manages to help improve the grammar mastery of the students. The mean difference between pre-test and post-test scores was −13.88, showing a substantial increase in grammar mastery after the intervention. The obtained t value of −4.94 with 16 degrees of freedom and a significance value below 0.001 indicates that the difference was statistically significant

Google NotebookLM in EFL Instruction: A Narrative Review of Multimodal Affordances for AI-Integrated Language Learning Jusak Patty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (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.v14i2.10014

Google NotebookLM has attracted growing interest as a multimodal generative AI tool with potential for English as a Foreign Language instruction, yet its features have not been evaluated against established EFL pedagogical principles. This article presents a narrative literature review (NLR) of 50 articles to assess the extent to which NotebookLM's multimodal affordances correspond to those principles, and to identify the conditions under which its affordances weaken or fail. Five evaluative criteria were derived from three theoretical traditions: social semiotics and multiliteracies theory, the cognitive theory of multimedia learning, and CALL and task-based language teaching research. The analysis finds that the tool's source-grounded architecture meaningfully supports four affordances: audio transduction, cognitive load management under default conditions, pacing alignment, and authentic task affordance. Three further affordances remain unmet under the tool's current design: proficiency differentiation, full modal diversity, and contextual accessibility under constrained conditions. The review identifies three critical boundaries. Source-grounded generation carries architectural constraints and accuracy risk; frictionless compression suppresses Critical Framing; and native-speakerist audio defaults risk reinforcing hegemonic language norms. Across all findings, teacher mediation emerges as the constitutive condition for the actualisation of affordances. The findings suggest that NotebookLM functions most effectively as a teacher-dependent instrument for multimodal content engagement, and that its responsible deployment in EFL contexts requires deliberate source curation, scaffolded task design, and explicit critical AI literacy instruction.

Developing A Narrative Storybook Based on East Nusa Tenggara Folktales as A Learning Medium for Senior High School Students at Senior High School Reformasi Plus Noelbaki Herlin Betty; Soleman Dapa Taka; Antonia Tefa
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.v14i1.10321

This study aims to develop a storybook based on East Nusa Tenggara (NTT) folktales as a learning medium for Grade X students at SMAS Reformasi Plus Noelbaki and to examine students’ perceptions of the storybook. The study was conducted because students experienced difficulties in understanding narrative texts, particularly in vocabulary mastery and identifying generic structures, and required more engaging learning media. NTT folktales were chosen because they contain local cultural values that can make learning more meaningful and help students strengthen their cultural awareness. This study employed a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires, interviews, classroom observation, and expert validation involving a material expert, a media expert, and a language expert. The findings showed that the developed storybook, which integrates five selected NTT folktales, illustrations, vocabulary lists, and exercises, was categorized as “very feasible” with an average validation score of 86.88%. The effectiveness of the storybook was measured through students’ classroom participation, learning engagement, and responses from questionnaires and interviews during the implementation stage. The results indicated that students became more active, motivated, and interested in learning narrative texts. In addition, students expressed highly positive perceptions toward the storybook because it helped them understand narrative texts more easily and increased their cultural awareness. Therefore, this study contributes to the development of culturally relevant English learning media by integrating local folktales into narrative text learning for senior high school students.

Working Students' Perceptions of Artificial Intelligence in English Language Learning: A Descriptive Mixed-Method Survey Study: - Novita Kusumaning Tyas; Ariana Oktavia
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.v14i1.10360

The application of artificial intelligence (AI) in English language learning has expanded rapidly in higher education; however, research focusing on working students remains limited. This study examined working students' perceptions of AI use in English language learning across four dimensions: perceived benefits, ease of use, learning support, and perceived challenges. Grounded in the Technology Acceptance Model (TAM), this study extends the framework by incorporating learning support as an additional construct relevant to working students. A descriptive mixed-method survey design was employed, involving 210 undergraduate students at Universitas STEKOM, Indonesia, who were concurrently employed and had prior experience using AI tools for English language learning. Data were collected through a 23-item Likert-scale questionnaire and two open-ended questions. Descriptive analysis showed that perceived benefits received the highest mean score (M = 3.74, SD = 0.67), followed by learning support (M = 3.66, SD = 0.66), ease of use (M = 3.62, SD = 0.60), and perceived challenges (M = 3.54, SD = 0.52). Thematic analysis of open-ended responses revealed time efficiency (40.5%), flexible access (40.5%), and instant feedback (35.7%) as the most frequently cited benefits, while overreliance on AI and reduced independent thinking (41.9%) and the perception that AI cannot fully replace human instructors (30.0%) emerged as the main concerns. These findings indicate that working students generally hold favourable perceptions of AI in English learning, valuing its instrumental support while also recognizing the limitations of AI-based learning tools.

The Trend of English as Medium of Instruction in Higher Education: A Systematic Literature Review Sumarni; Sultan Baa; Iskandar Sulaiman
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.v14i1.10376

English as a Medium of Instruction (EMI) has expanded rapidly across non-Anglophone universities over the past two decades, yet the research landscape remains theoretically fragmented and methodologically uneven. This systematic literature review (SLR) synthesises empirical and conceptual scholarship on EMI in higher education published between 2013 and 2024. Following PRISMA 2020 guidelines (Page et al., 2021), a structured search across Scopus, Web of Science, ERIC, and Google Scholar yielded 68 peer-reviewed articles after rigorous screening (initial pool: n = 1,847). Thematic synthesis and bibliometric mapping were applied to the final corpus. Five overarching themes were identified: (1) pedagogical challenges and faculty experience; (2) language attitudes and student outcomes; (3) EMI policy implementation gaps; (4) content learning outcomes; and (5) identity, ideology, and power. A clear temporal pattern was observed: pre-2018 studies relied predominantly on perception-based surveys, whereas post-2018 scholarship has shifted toward qualitative, theoretically grounded, and critically oriented designs. The review proposes the EMI Quality Ecosystem (EQE) model — an original integrative framework linking macro-level policy, meso-level institutional governance, and micro-level classroom dynamics. Findings carry implications for EMI policymakers, curriculum designers, teacher educators, and researchers, particularly regarding the need for discipline-specific support structures and linguistically responsive assessment.

Motivations Driving Thai BIPA Students to Learn Indonesian Language in Java Region Indonesia Abdulrohim E-sor; Laili Etika Rahmawati; Markhamah
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.v14i1.10446

This study examines the motivational profiles of Thai students enrolled in the Indonesian Language for Foreign Speakers (BIPA) programs across the Java region, Indonesia. Using a mixed-methods case study design, data were collected from 101 Thai learners through structured Likert-scale questionnaires and open-ended survey questions. Quantitative data were analyzed using IBM SPSS, while qualitative responses were examined through thematic analysis. The findings indicate a strong motivational structure among participants, reflected in both integrative and instrumental motivation. Integrative motivation, associated with cultural engagement and social interest, emerged as the dominant factor (M = 3.94), while instrumental motivation related to academic achievement and career opportunities also showed a high level (M = 3.69). The research instruments demonstrated strong internal consistency, with Cronbach’s Alpha values ranging from 0.793 to 0.861, indicating high reliability and validity. Qualitative findings further revealed that positive attitudes toward Indonesian people and strong personal connections with Indonesian culture significantly enhanced students’ learning persistence. These findings highlight the importance of balancing linguistic competence and cultural immersion within BIPA curricula. Furthermore, the study offers a framework for pedagogical improvement and recommends future research to explore the hybrid motivational identities of Southeast Asian learners.

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