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

268 269 270 271 272

Understanding Germane Cognitive Load Sustainability in Jigsaw-Based Collaborative EFL Tasks Milda Ningsih Samir; Baso Jabu; Ryan Rayhana Sofyan
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.v14i1.11140

Although collaborative learning is widely used in English as a Foreign Language (EFL) classroom, limited research has examined how repeated jigsaw-based collaborative tasks sustain students' germane cognitive load over time. Unlike previous studies focusing on learning outcomes or increases in cognitive load, this study investigates the sustainability of germane cognitive load as an indicator of productive cognitive engagement. An explanatory repeated-measures design was conducted with 20 eleventh-grade students participating in four jigsaw-based collaborative EFL sessions. Data were collected through an adapted germane cognitive load questionnaire, classroom observations, and interviews. Quantitative findings showed that germane cognitive load remained at a moderate-to-high level, with no statistically significant difference between the mid-task and post-task phases, t(19) = −0.297, p = .770, indicating sustained rather than increased productive cognitive engagement. Qualitative findings revealed that task familiarity, peer explanation, information organization, and teacher facilitation supported this sustained engagement. These findings extend collaborative EFL and cognitive load research by suggesting that instructional effectiveness may be reflected not only in improved learning outcomes but also in sustaining productive cognitive engagement. For EFL teachers, structured and recurring jigsaw-based collaborative tasks may help maintain meaningful learning throughout the instructional process.

Developing Comic of Reading Material to Enhance English Vocabulary for Young Learner at SDIT Darul Istiqamah Palangka Raya Umi Mujiarni; Joni Bungai; Misrita
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.v14i2.11291

This research aimed to develop comic-based speaking materials to improve English vocabulary mastery among young learners at SDIT Darul Istiqamah Palangka Raya. This study employed Research and Development (R&D) using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were third-grade students and one English teacher. Needs analysis was conducted through observation, interviews, and curriculum review, which showed that students experienced difficulties in learning vocabulary due to limited learning materials. Therefore, a slice-of-life comic featuring familiar daily situations was developed. The product was validated by content, media, and language experts before classroom implementation. Data were collected through observations, interviews, questionnaires, vocabulary tests, documentation, and expert validation. The results indicated that the comic met the required standards of content, language, and media quality. Its implementation also increased students’ interest, participation, and vocabulary learning outcomes. Therefore, the developed comic-based speaking material is valid, practical, and effective for supporting English vocabulary learning among young learners.

Student Engagement in Project-Based Learning during the Writing Learning Process: A Case Study at State Islamic Senior High School Nur Ikhsan Amal; I G A Lokita Purnamika Utami; Ni Luh Putu Eka Sulistia 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.v14i1.11381

Student engagement has become one of the most influential factors affecting students’ learning experiences and academic achievement, particularly in English as a Foreign Language (EFL) classrooms. In writing instruction, students frequently encounter challenges related to idea generation, organization, language accuracy, and sustained motivation, making meaningful engagement essential for successful learning. Project-Based Learning (PjBL) has been widely recognized as a student-centered instructional approach that promotes collaboration, authentic learning, and active participation. Although previous research has reported the effectiveness of PjBL in improving students’ writing performance and motivation, limited attention has been given to how students demonstrate behavioral, emotional, and cognitive engagement throughout the writing process, particularly within Indonesian Islamic senior high schools. This research aims to analyze student engagement during the implementation of Project-Based Learning in the writing learning process at State Islamic Senior High School. A qualitative case study design was employed involving eleventh-grade students who participated in project-based writing activities. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The findings indicate that students demonstrated varying levels of behavioral, emotional, and cognitive engagement during different stages of project implementation. Collaborative learning activities encouraged active participation, increased learning motivation, and promoted deeper cognitive involvement during writing tasks. However, several students experienced challenges related to confidence, idea development, and sustained participation during revision activities. This research highlights the importance of creating collaborative learning environments that support multidimensional engagement throughout the writing process and provides pedagogical implications for English teachers implementing Project-Based Learning in EFL classrooms.

Representation of Moral Values in the Legend of the Tadulako Statue Dita Indah Sari Monai; Nelvin Lage; Syamsuddin; Nirmayanti
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.v14i1.11385

The Legend of the Tadulako Statue was chosen as the object of this research because it is one of the oral traditions of the Behoa tribe that still survives to this day, especially in the form of stone monuments, so the moral narrative behind it is at risk of being forgotten even though the site is still widely known. This study aims to describe the representation of moral values in the Legend of the Tadulako Statue from Poso Regency, Central Sulawesi Province, using descriptive qualitative methods with thematic analysis. Data were collected through in-depth interviews with four key informants in Doda Village and analyzed using the Miles and Huberman interactive model. The analysis of moral values uses the framework of Kees Bertens (2018), which classifies moral values into four categories—relationships with God, oneself, fellow human beings, and nature—combined with Stuart Hall's (1997) theory of representation; Bertens explains what moral values are present, while Hall explains how these values are constructed and circulated through meaning-making practices. The novelty of this research lies in the study of the Behoa legend, which has never been documented academically, analyzed through Bertens' four categories of moral values and Hall's representational lens. The results of the study show that this legend is rich in moral values represented through characters and events: individual and social values appear most dominant, while religious and natural values appear more briefly but play an important role at the beginning and climax of the story. This research contributes to the study of regional folklore that is still minimally documented and the development of character education based on local wisdom, while also emphasizing the urgency of documenting regional oral traditions that are threatened with extinction before they eventually only leave physical monuments without accompanying moral meaning.

Nature as Defiant Hope in “As Long as the Lemon Trees Grow” by Zoulfa Katouh Sindi Ayu Amelia; 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.v14i1.11608

This article studies the symbiotic relationship between ecological health and psychological resilience in Zoulfa Katouh’s ‘As Long as the Lemon Trees Grow’ (2022) through the lens of ecopsychology by Theodore Roszak’s (1992) theoretical framework. The study first examines how the environmental degradation of Syria depicts the mental state of the human psychology through collusive madness that causes environmental destruction which also inflicts severe pain on humans. On the other hand, this research exposes the healing process, it highlights the importance of reconnecting with nature to reshape human well-being. The practical of Salama’s technique to reconnect with nature is being studied at the end of the research. She uses botanical grounding which is murmuring medicinal plant names like sweet alyssum and lavender system during terrifying moments to relax herself while controlling her breath. Finally, the article exposes the lemon tree as the definitive symbol of "defiant hope." By looking at Salama’s journey from the rubble of Homs to her balcony garden in Toronto, this research examines that planet and human cannot be separated as these two share health as what Roszak called a single continuum.

Needs Analysis for the Development of Readiness-Based Differentiated English Writing Materials Sakina Simal; Sari Hidayati
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.v14i1.11635

Many English writing materials are designed for heterogeneous classrooms without adequately considering differences in students’ writing readiness levels. Therefore, this study aims to analyze students’ needs as a basis for developing readiness-based differentiated English writing materials. Readiness-based differentiation is an approach that adapts content, process, and product to students' readiness levels. The novelty of this study lies in integrating needs analysis with readiness-based differentiation to inform the development of English writing materials. A mixed-methods design was employed involving 26 eighth-grade students and one English teacher from an Indonesian junior secondary school. Data were collected through student questionnaires, semi-structured interviews, and writing tests. The findings revealed variations in students’ writing readiness levels within the same classroom. In addition, students demonstrated different learning needs according to their readiness levels. Furthermore, students required English writing materials focusing on descriptive texts with topics relevant to their daily lives, clear instructions, visual support, and collaborative learning activities supported by scaffolding. These findings provide an empirical foundation for developing readiness-based differentiated English writing materials tailored to students' needs and contribute to more effective differentiated English writing instruction at the junior secondary school level.

An Analysis of Students’ Difficulties in Understanding English Vocabulary for The Mining Industry at State Vocational High School Ummi Kalsum; Hariadi Syam; Nasmah Riyani; Karimuddin; Rais Abin; Susi Astiantih
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.v14i1.11689

The increasing demand for vocational graduates in the mining sector requires mastery of technical English vocabulary. However, research investigating students’ specific difficulties with mining-related English vocabulary at the vocational level remains limited. This study addresses that gap by exploring the types and causes of students’ difficulties in understanding mining-related English vocabulary at SMKN 2 Pomalaa. Employing a qualitative phenomenological approach, data were collected from five tenth-grade Heavy Equipment Engineering students through semi-structured interviews, classroom observation, and field notes, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that students struggle with pronunciation, remembering, understanding, and using technical vocabulary because the vocabulary is unfamiliar, highly technical, and rarely used in daily communication. Internal factors include limited vocabulary knowledge, low confidence, and low motivation, while external factors include limited learning resources, lack of exposure to technical English, and minimal opportunities to practice English outside the classroom. Theoretically, this study highlights the need for contextualized English for Specific Purposes (ESP) materials in vocational education to better support students’ readiness for employment in the mining industry.

Gender Differences in Vocational High School Students’ Perceptions of Mobile-Assisted Language Learning for English Learning: A TAM-Based Study in Indonesia Aura Khalisha Kamiliya; Ratih Novita Sari
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.v14i2.11770

This study investigates whether significant gender differences exist in vocational high school students’ perceptions of Mobile-Assisted Language Learning (MALL) for English learning based on the Technology Acceptance Model (TAM). Vocational students represent a distinctive EFL population whose preparation for direct workforce entry makes mobile English learning tools particularly relevant to their immediate educational goals, yet this group remains underrepresented in existing MALL research. A quantitative comparative survey design was employed involving 156 students from a vocational high school in South Jakarta, comprising 121 female and 35 male students, an imbalance reflecting the actual enrollment distribution of the participating study programs. Data were collected using an adapted fourteen-item TAM-based questionnaire measuring four constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Use (ATU), and Behavioral Intention (BI), and were analyzed using a Mann-Whitney U test. The results revealed no statistically significant differences between male and female students across all four TAM constructs (all p > .10), with uniformly negligible small effect sizes, indicating that gender did not function as a statistically detectable differentiating factor in students’ perceptions of MALL within this sample. These findings suggest that vocational EFL practitioners may find it more productive to strengthen the overall quality of MALL integration through task design that connects mobile learning to students’ vocational English needs, rather than prioritizing gender-differentiated instructional approaches.

Students' Perceptions of Using TikTok in Learning English Vocabulary at Senior High School Vianny Kurniawan; Paulina Novarita; Siti Sopiah
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.v14i1.11790

This study investigates students' perceptions of using TikTok in learning English vocabulary at SMAN 1 Margaasih, Bandung. The increasing integration of social media in students' daily lives has made platforms like TikTok a potential medium for educational purposes, yet most existing studies on TikTok as a vocabulary learning tool have focused on university EFL learners or measured students' general attitudes without disaggregating perceptions into specific usefulness and ease-of-use dimensions, leaving senior high school students underrepresented in this line of research. This study addresses that gap through a descriptive quantitative approach using a 16-item Likert-scale questionnaire adapted from Alshreef and Khadawardi (2023), grounded in the Technology Acceptance Model (TAM) by Davis (1989) with two dimensions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Data were collected from 32 eleventh-grade students selected through purposive sampling, and the instrument was confirmed valid and reliable through Pearson product-moment correlation and Cronbach's Alpha testing. The results showed that students hold a positive perception of TikTok in both dimensions, with the PU dimension yielding a mean score of 3.91 (Positive) and the PEOU dimension yielding a mean score of 4.00 (Positive), producing an overall mean of 3.95 (Positive). Item 2 recorded the highest score in the PU dimension (mean = 4.16), indicating that TikTok is particularly helpful in understanding new vocabulary meanings, while Item 10 reached the Very Positive category in the PEOU dimension (mean = 4.22), reflecting students' strong agreement that TikTok is easy to access for vocabulary learning. These findings extend TAM-based evidence, previously drawn mainly from university samples, to the senior high school context, supporting the model's applicability across educational levels of language learning. The results suggest that TikTok can be integrated purposefully into secondary English vocabulary instruction as a supplementary medium to strengthen students' engagement with new words beyond the classroom.

Teachers’ Multi-Experiences in Teaching Vocabulary for Students with Special Needs in Early Childhood Education Nur Ayu Dwi Hartini
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.v14i2.11860

This research examines the experiences of teachers in teaching vocabulary for students with special needs in early childhood education, focusing on the challenges faced and strategies used by teachers. This research was conducted in one of private schools that focuses on early childhood education in North Sumatra, Medan. Participants consisted of 2 teachers who have at least one year of experience in teaching early childhood students with special needs. A descriptive qualitative approach was adopted, utilizing Interpretive Phenomenological Analysis (IPA) to examine how teachers interpret and navigate their experiences. The findings revealed four main challenges: (a) language and communication barriers, (b) behavioral and emotional challenges, (c) lack of skills and experience, and (d) limited parental involvement. In terms of strategies, teachers employed (a) verbal methods, (b) gestural techniques, (c) visual aids, and (d) active parental involvement. These findings highlight the need for teacher training and stronger collaboration with parents to improve vocabulary acquisition for students with special needs.

Page 270 of 272 | Total Record : 2713

268 269 270 271 272

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