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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

268 269 270 271 272

Conversational Repair and Turn-Taking in a Synchronous Online EFL University Classroom Nisya Rahmaini Marpaung; Sholihatul Hamidah Daulay; Maslathif Dwi Purnomo
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.v14i2.11861

This study investigates turn-taking organization and conversational repair in a synchronous online university EFL class at UIN North Sumatra Medan, Indonesia. Applying Conversation Analysis (CA) as its primary analytical framework, the study examines a complete transcript of a recorded online graduate discussion session lasting approximately 28 minutes. The dominant repair type observed is other-initiated other-repair (OIOR), in which the lecturer both identifies the trouble source and provides extended corrective elaboration a repair sequence that spans nearly the entire 26-minute main body of the session. The study demonstrates that the online medium compounds existing institutional asymmetries by removing the proxemic and kinesic cues through which students might ordinarily bid for the floor. Drawing on Schegloff's (2007) CA framework and Walsh's (2011) concept of Classroom Interactional Competence, the paper contributes empirical evidence of how institutional power and technological mediation interact to shape conversation structure in Indonesian higher education EFL contexts. Implications for pedagogy and future research directions are discussed.

From Classroom to Cyberspace: Investigating the Role of Informal Digital Learning of English in Developing Speaking Proficiency Among EFL Learners Fachria Yamin Marasabessy; Fauzan Fauzan; Willy Satria
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.v14i1.11938

This study explores the role of Informal Digital Learning of English (IDLE) in developing speaking expertise among English as a Foreign Language (EFL) learners within the present-day digital learning environment. Grounded in Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and Long’s Interaction Hypothesis, the study presents the Digital Language Acquisition Ecosystem (DLAE) outline, which conceptualizes language acquisition as a dynamic interaction among learners, digital technologies, global communities, artificial intelligence, learner autonomy, and self-regulated learning. Employing a quantitative explanatory survey design, data were collected from 624 university students in Indonesia through stratified random sampling. Structural relationships among variables were examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that IDLE pointedly envisages speaking proficiency, while learner autonomy emerges as the strongest forerunner influencing both self-regulated learning and engagement in digital learning activities. Digital Engagement Quality was found to significantly facilitate the connection between IDLE and speaking proficiency, demonstrating that the effectiveness of digital learning hinge on more on the quality of engagement than on the duration of exposure. The proposed DLAE model explains 69.1% of the variance in speaking proficiency, demonstrating substantial predictive power. Furthermore, interactive digital activities, particularly YouTube and Discord, contribute more strongly to speaking development than passive forms of content consumption. The study concludes that speaking skill in the digital era is formed by a multifaceted ecosystem of formal and informal learning practices extending beyond the old-style classroom. The findings provide momentous theoretical contributions to second language acquisition research and real-world implications for language pedagogy, curriculum development, and educational policy in digitally mediated learning contexts.

Procedural Text Writing Skills Through the Student Teams-Achievement Divisions (STAD) Learning Model Among Tenth-Grade Students at Senior High School Ahyar; Sukma; Andi Bismawati
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.v14i1.11964

Limited classroom-based evidence has examined how Student Teams-Achievement Divisions (STAD) can support procedural text writing in Indonesian senior high schools, particularly through an iterative classroom-action process. This study investigated the improvement of procedural text writing skills among 28 students in Class X-B 3 at Senior High School through STAD cooperative learning. STAD was selected because its combination of heterogeneous teamwork, shared goals, individual accountability, and peer support can provide structured opportunities for students to discuss text organization and language use. The study employed Classroom Action Research conducted in two cycles comprising planning, action, observation, and reflection. Data were obtained from writing tests, classroom observations, and documentation and analyzed descriptively. Reported classical mastery increased from 35.7% in Cycle I to 85.7% in Cycle II, an increase of 50 percentage points, exceeding the predetermined success criterion of 75% of students achieving the Minimum Mastery Criterion of 75. Classroom observations also indicated more active group participation, clearer allocation of responsibilities, and more focused teacher guidance in Cycle II. The study contributes genre-specific classroom evidence on the use of STAD for procedural text writing and suggests that structured peer interaction can be integrated with explicit writing guidance in Indonesian language instruction.

Adaptive Readiness of Pre-Service Teachers: A Study of PLP Students’ Responses to Real-World School Dynamics Heri Alfian; Muhammad Irfan Rahim
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.v14i1.12001

Empirical research on pre-service teachers' adaptive readiness during practicum is still fragmented and dominated by qualitative accounts that are rarely operationalized into a measurable, multidimensional construct, especially in the Indonesian context, despite increased scholarly attention to teacher competence. Because it determines how well aspiring teachers convert university-based theory into successful, context-responsive practice under actual classroom uncertainty, adaptive readiness has emerged as a crucial concept in modern teacher education. A crucial transitional stage that often highlights a disconnect between academic theory and erratic classroom dynamics is the Classroom-Based Teaching Practicum (PLP). In order to successfully negotiate classroom management, learner variety, and institutional cultures, pre-service teachers must possess adaptive preparedness. The objectives of this study are to assess PLP students' levels of adaptive preparedness, pinpoint the key variables influencing their ability to adjust, and examine how they react to real-world academic difficulties. 87 pre-service teachers who finished their practicum assignments participated in a descriptive-quantitative study using an explanatory methodology. A validated five-dimensional questionnaire was used to gather the data, which were then examined using multiple linear regression and descriptive statistics. Overall, the results show a high degree of adaptive readiness. The best indicators were found to be behavioral and social interaction adaptability, which together accounted for 53% of the variation in overall readiness (M = 3.82, SD = 0.47). The best predictors were behavioral adaptability (β = .39, p < .001) and social interaction adaptability (β = .31, p = .002), with the full five-predictor regression model accounting for 53% of the variance in overall readiness, R² = .53, F (5, 81) = 19.24, p < .001. On the other hand, the most vulnerable dimension was found to be emotional readiness, which had the most variability and the lowest mean score, especially when it came to controlling student discipline and frustration. The findings show that the development of adaptive preparedness varies by dimension. This study provides a fresh empirical approach that has not yet been created in national teacher education research by operationalizing adaptive readiness into a validated, multidimensional instrument within the Indonesian PLP environment. To create resilient teachers ready for today's pedagogical challenges, teacher education programs must methodically incorporate autonomous scaffolding and emotional resilience training into practicum curricula. In addition to providing a theoretical contribution, a multidimensional model of adaptive preparedness that has been validated, these findings also provide practical goals for practicum curriculum improvement.

The Effectiveness of the Among Us Game in Enhancing EFL Students' Speaking Skills kevin Hendrawan; Alifiah Pratiwi; Heri Alfian; Kadaruddin; Susi Astiantih; Muhammad Irfan Rahim
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.v14i1.12013

This study aimed to investigate the effectiveness of the Among Us game in enhancing EFL students' speaking skills and to explore their perceptions of its implementation in speaking classes. The study employed a mixed-methods approach with a one-group pre-test–post-test pre-experimental design. Although 25 students initially participated, only 12 students completed all stages of the study and were included in the quantitative analysis. Quantitative data were collected through speaking performance tests administered before and after the intervention, while qualitative data were obtained through semi-structured interviews with five participants. The quantitative data were analyzed using descriptive statistics, intraclass correlation coefficient (ICC), the Shapiro–Wilk normality test, a paired-sample t-test, and normalized gain (N-Gain) analysis, while the qualitative data were analyzed using narrative analysis. The results indicated a medium level of improvement in students' speaking performance based on the mean N-Gain score of 0.4715. The qualitative findings represented students' perceptions and indicated that they became more willing to communicate, perceived improvements in their speaking performance, and developed greater self-confidence when using English in classroom activities. The novelty of this study lies in combining empirical evidence from pre- and post-intervention speaking performance with students' reported learning experiences to provide a more comprehensive understanding of the implementation of Among Us in EFL speaking instruction. These findings suggest that the Among Us game has potential as a game-based learning medium for creating an engaging, interactive, and communicative environment that supports EFL speaking instruction.

Teachers' Multimodal Literacy in Practice: Investigating Pedagogical Decision-Making in the Design of English Lesson Plans Tria Amelia Kartika Dewi; Novia Trisanti
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.v14i1.12038

Multimodal literacy has become an essential component of twenty-first-century English language teaching; however, previous research has predominantly examined it through classroom implementation, with limited attention to its representation in instructional planning. Addressing this gap, this study investigated how multimodal literacy was represented in English lesson plans developed by teachers at an Indonesian secondary school implementing the Merdeka Curriculum. Employing Qualitative Document Analysis, three English lesson plans were analyzed through within-case and cross-case comparisons to identify recurring pedagogical patterns. The findings revealed four major themes. First, multimodal literacy remained implicit within learning outcomes and objectives despite being reflected in instructional design. Second, teachers consistently integrated multimodal resources across instructional components. Third, student-centered learning activities incorporated multiple modes of communication that encouraged collaboration and active meaning-making. Fourth, assessment practices continued to focus primarily on language competence, indicating that multimodal literacy was not yet systematically represented across all components of lesson plans. Collectively, these findings suggest that multimodal literacy had not yet achieved constructive alignment among intended learning outcomes, teaching and learning activities, and assessment. This study contributes to multimodal literacy research by positioning English lesson plans as pedagogical evidence of teachers' instructional decision-making rather than focusing solely on classroom implementation. The findings also provide practical implications for English teachers and curriculum developers in designing lesson plans that explicitly align multimodal learning outcomes, instructional activities, and assessment to strengthen the implementation of multimodal literacy within the Merdeka Curriculum.

Gesture and Gaze as Embodied Communicative Modes in EFL Classroom Interaction: A Multimodal Discourse Analysis Ika Rakhmadani; Maslathif Dwi Purnomo; Sholihatul Hamidah Daulay
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.v14i2.12051

This study investigates how gesture and gaze operate as embodied communicative modes in English as a Foreign Language (EFL) classroom interaction. Drawing on Sigrid Norris’ Multimodal Interaction Analysis (MIA) framework, the study examines the question: How do gesture and gaze function as embodied communicative modes in EFL classroom interaction? Using video-recorded data from naturally occurring classroom instruction at a senior high school in Medan, Indonesia, this qualitative study employs multimodal transcript analysis to identify lower-level actions and higher-level pedagogical activities in which gesture and gaze are deployed. Six interaction episodes were selected and analyzed in detail with reference to their temporal positions and interactional contexts. Findings reveal that gesture functions to demonstrate bodily knowledge, affirm student performance, regulate participation, and scaffold comprehension, while gaze serves primarily to monitor engagement and direct attention. Both modes operate dynamically within higher-level instructional actions and exhibit varying degrees of modal density depending on pedagogical purpose. The study contributes empirical evidence to the growing body of multimodal research in language education and underscores the need to treat gesture and gaze as indispensable semiotic resources in EFL pedagogy.

Students’ Perceptions of an English Club Activities in Enhancing Speaking Confidence among Junior High School Nida Khasanatu Zain; Sri Wahyuni
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.v14i1.12052

Speaking confidence is an important factor in students’ participation in English speaking activities, yet previous English Club studies have mainly focused on students’ learning outcomes rather than how speaking confidence develops through their participation. This study aims to explore junior high school students’ perceptions of English Club activities and how these activities contribute to their speaking confidence. Employing a qualitative descriptive design, this study involved six students who actively participated in an English Club at SMP Negeri 25 Semarang. Data were collected through semi-structured interviews and non-participant observation and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. The findings revealed three themes: (1) the English Club as an enjoyable and supportive learning environment, (2) perceived growth in speaking confidence through speaking experiences, and (3) different activities addressing different speaking needs. Students perceived that repeated speaking practice, observation of teachers and peers, feedback and encouragement, and reduced nervousness contributed to their speaking confidence. These findings were interpreted through Bandura’s (1997) four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. The novelty of this study lies in explaining how students’ experiences in different English Club activities are perceived to contribute to speaking confidence through the sources of self-efficacy. The study highlights the importance of providing varied speaking activities and a supportive environment to foster students’ speaking confidence.

Implementation of the SILATH Program to Strengthen Students' Language and Islamic Literacy at Junior High School Ahmad Azhar; Rusydi Ananda; Muhammad Rifai
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.v14i2.12053

This study aims to analyze the implementation of the SILATH Program (Sistem Literasi Langsung Setiap Hari, or Daily Direct Literacy System) as an effort to strengthen students' language literacy and Islamic literacy at SMP IT Ummi A'yuni Perbaungan. The study employed a descriptive qualitative approach. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and students as research informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and conclusion drawing and verification, while data credibility was ensured through source triangulation and methodological triangulation. The findings indicate that the SILATH Program is implemented systematically through planning, implementation, and continuous evaluation involving all school stakeholders. The program contributes to strengthening language literacy by improving students' reading, comprehension, communication, and reflection on reading content, while simultaneously enhancing Islamic literacy through habitual reading of Islamic literature, deeper understanding of Islamic values, and the development of students' religious character. Successful implementation is supported by the principal's commitment, active teacher involvement, and a conducive religious school environment. However, differences in students' reading interests, limited reading materials, and restricted implementation time remain challenges. Overall, the SILATH Program has proven to be an effective school strategy for fostering a sustainable literacy culture that integrates language literacy with Islamic literacy.

Implementing a Caring Environment Through Social Emotional Learning (Sel) Course for Student with Diverse Ability at Bilingual School Hidayatut Thomaroh; Maslathif Dwi Purnomo
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.v14i1.12132

The shift toward holistic education has drawn increasing attention to students' social and emotional well-being alongside academic achievement, particularly for students with diverse abilities learning in a second language. This study examines how the implementation of a Social Emotional Learning (SEL) course contributes to creating a caring learning environment for students with diverse abilities at a bilingual school in North Sumatra, focusing on the benefits of the course for students and how teachers support its implementation. A qualitative design was employed, involving two female SEL teachers selected through purposive sampling based on their direct responsibility for teaching the course. Data were collected through an open-ended questionnaire and analyzed using the qualitative descriptive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing, with trustworthiness established through credibility, dependability, conformability, and transferability. The findings show that the SEL course fostered students' emotional regulation and social openness, increased confidence in English communication, illustrated by a documented case of a previously hesitant student, and cultivated emotional expression and language development as interconnected outcomes. Teacher support was reflected in dedicated SEL time and voluntary routines, instructional strategies integrating language practice, differentiated approaches for students with diverse abilities, responsiveness to emotional needs, and advocacy for further institutional training. Interpreted through Krashen's Affective Filter Hypothesis and Noddings' concept of the caring relation, these findings suggest that a caring environment emerges when teachers consistently treat students' emotional and linguistic needs as interconnected. The study is limited to two teachers in a single bilingual school and relies solely on self-reported data; future research involving multiple schools and student voices is recommended.

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