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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 2,866 Documents

270 271 272 273 274

The Use of Mistake Buster Technique Through Quizalize in Improving Student Grammar Mastery of Eighth-Grade Students of State Islamic Junior High School Sella Ananda Giovany; 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.v14i1.12195

Although there is increasing evidence that the Mistake Buster method improves grammar learning and that gamified quiz platforms boost student motivation, these two areas of research have seldom been combined into a cohesive, theory-based intervention, especially for instructing Simple Past Tense in Indonesian madrasah environments. This research tackles the existing gap by investigating the Mistake Buster method implemented via Quizalize as a cohesive intervention, rather than considering pedagogy and technology as distinct factors, to enhance eighth-grade students' proficiency in the Simple Past Tense at State Islamic Junior High School. Anchored on Bruner (1966) discovery learning and Ellis (2015) focus-on-form methodology, the research employed an embedded mixed-methods framework (n = 32, purposive sampling) that integrated a one-group pretest-posttest design with classroom observations, surveys, and educator interviews over six sessions. The method was executed with meticulous adherence to Huynh (2003) six-step protocol, and students indicated heightened motivation, less anxiety, and enhanced collaboration. Proficiency in grammar saw a notable enhancement, reflected by an average increase of 12.81 points (p = 0.0081, Cohen's d = 0.47, indicating a medium effect), particularly among students who initially exhibited low performance; however, challenges persisted in differentiating between "was/were" and "did not + V1" structures. These results establish the integrated Mistake Buster-Quizalize method as an empirically validated, theoretically sound model for technology-enhanced grammar teaching, providing a reproducible framework for merging error-focused pedagogy with gamified formative evaluation in EFL settings.

Unembodied Multimodal Resources in Senior High School EFL Classrooms: A Multimodal Interaction Analysis Mhd Reza Anwar; Tien Rafida; 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.v14i2.12243

This study examines how unembodied multimodal resources construct meaning in EFL classroom interaction at the senior high school level. Grounded in Sigrid Norris's Multimodal Interaction Analysis (MIA) framework and social semiotic theory (Kress & van Leeuwen, 2001, 2006), the study investigates the meaning-constructing mechanisms through which non-bodily semiotic resources such as digital video media, projected presentation slides, physical material artifacts, and environmental spatial arrangements operate in authentic EFL instruction. Data were collected through video-recorded classroom observations of an experienced English teacher at SMA Kemala Bhayangkari, North Sumatra, Indonesia, across two classroom meetings covering procedure text and argumentative text genres. Analysis of nineteen video-captured still images reveal that meaning is constructed not through any single resource in isolation but through intermodal ensembles in which projected visual content, spoken teacher language, and embodied action converge. Five key mechanisms of meaning construction are identified: intermodal complementarity, indexical anchoring through gesture, compositional organization of projected layouts, temporal sequencing of resources, and kinesthetic affordances of physical objects. The findings demonstrate that unembodied resources serve multiple integrated pedagogical functions in EFL teaching, supporting content comprehension, enabling genre-level metalinguistic analysis, and structuring classroom participation. These results affirm the fundamentally multimodal character of EFL pedagogy and offer evidence-based implications for EFL instructional design and teacher education.

A Improving English Speaking Skills in High School Students Through Elsa AI Mobile App Integration Azizulnufuz Seniman; Husnani Aliah; Jusriati
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.v14i2.8376

Despite the growing interest in artificial intelligence for language education, empirical evidence regarding the use of AI tools like ELSA Speak in senior high school classrooms remains limited, especially in rural Indonesian settings. To address this issue, this study investigates how integrating the ELSA Speak app into regular English instruction affects EFL students' speaking abilities. The research utilized a quasi-experimental pre-test and post-test control group design involving 50 twelfth-grade students at SMAN 01 Luwu. Half of the students learned using the app (experimental group), while the rest followed standard teaching methods (control group). Based on the Mann–Whitney U test, the students who used ELSA Speak achieved significantly higher post-test scores than those in the control group (U = 483.00, p = 0.001, r = 0.46). Specifically, the AI-supported learning process led to major improvements in the students' pronunciation, fluency, and speaking confidence. In conclusion, this study strengthens the existing literature on Mobile-Assisted Language Learning (MALL) by showing that combining AI applications with traditional teaching can successfully solve the lack of speaking practice and enhance specific oral language skills in high school environments.

Personnel Management in Arabic Language Learning at Madrasah Aliyah in Pekanbaru City: Practices and Implications for School Performance: Manna Sari Harahap; Hakmi Wahyudi
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.v14i2.8922

This study aims to analyze human resource management practices in Arabic language instruction at Islamic high schools (Madrasah Aliyah) in Pekanbaru and their implications for school performance, based on the experiences and perspectives of Arabic language teachers. Using a descriptive qualitative approach, data were collected through in-depth interviews with two Arabic language teachers from MA Diniyah Putri and MA Darul Quran in Pekanbaru. The findings indicate that personnel management has a significant influence on the effectiveness of Arabic language instruction. At MA Diniyah Putri, structured personnel management through collaborative planning, adequate facilities, and routine supervision contributes to improved teaching quality and teacher motivation. Meanwhile, at MA Darul Quran, the lack of professional training and limited educational resources not only posed obstacles to the learning process but also encouraged teachers to maximize their creativity and pedagogical autonomy. Under these conditions, teachers were required to develop adaptive and innovative teaching methods while effectively utilizing simple learning media to ensure learning objectives were met despite limited facilities. This finding suggests that the effectiveness of personnel management depends not only on formal policies but also on teachers’ initiative and professionalism in adapting to institutional challenges. This study concludes that adaptive and sustainable personnel management, supported by adaptive leadership, continuous teacher development, and contextual personnel management, are strategic factors in improving the quality of Arabic language learning in Islamic high schools.

An SFL Analysis of Interpersonal Metafunction in Constructing President Prabowo's Moral Authority at the UNGA Rafiq Al Indra; Nur Aisyah Zulkifli
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.v14i2.9010

This study presents an SFL (Systemic Functional Linguistics) analysis of the Interpersonal Metafunction in President Prabowo's UNGA speech, focusing on the Mood and Modality systems to uncover the rhetorical strategies used in constructing his moral authority and negotiating Indonesia's role as a committed global actor. The analysis finds that while the Declarative Mood dominates to establish credibility, strategic shifts to the Interrogative Mood and the inclusive Imperative Mood ("We must...") are employed to actively engage the audience, demand moral reflection, and construct an accountable solidarity. The most significant finding is the dominance of High Value Modality, particularly the high frequency of High Deontic Modality ("must"), which linguistically elevates propositions such as the Two-State Solution to non-negotiable moral and political mandates. This choice is further reinforced by High Value Capacity/Willingness Modality, asserting Indonesia's credibility and agency. Overall, this sophisticated interpersonal strategy successfully positions President Prabowo as an authoritative and highly moral leader, linguistically imposing the highest level of conviction and demand for action upon the international community.

Teachers’ Beliefs and Strategies in Motivating Students in Learning English Annisa Deliza; Dwiyani Pratiwi
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.v14i2.9758

This study explores junior high school English teachers’ beliefs about motivating students to learn English and examines how these beliefs shape their motivational strategies, the challenges they encounter, and the influence of their personal learning experiences and professional development on their teaching practices. Although previous studies have examined teachers’ beliefs or motivational strategies in EFL contexts, limited research has explored how teachers’ beliefs are reflected in their motivational strategies through multiple qualitative data sources, particularly in Indonesian junior high school settings. Furthermore, the integration of Teacher Cognition Theory, Self-Determination Theory, and Dörnyei’s motivational framework remains limited in previous studies. Guided by these three theoretical perspectives, this qualitative descriptive study involved two English teachers from a junior high school in Jakarta. Data were collected via semi-structured interviews, classroom observations, and document analysis of lesson plans and teaching materials. Methodological triangulation was used to enhance the credibility of the data Thematic analysis was used to detect trends and themes across the data sources. Findings show that teachers’ beliefs were a key factor in the selection and implementation of motivational strategies, particularly in creating emotionally supportive classrooms, fostering student engagement, and tailoring teaching to students’ needs through reflective teaching practices. Low self-confidence and negative perceptions of English were major challenges faced by teachers and they tackled these through adaptive and student-centred strategies. The findings offer practical insights into how teachers’ beliefs shape motivational practices in Indonesian EFL classrooms and contribute to deeper comprehension of the relationship between teacher cognition and motivational strategies.

Pedagogical Competence of English Teachers in Professional Learning Communities: Evidence from ETA Pinrang Regency Andi Sri Fathul Rahmah; La Sunra; Ryan Rayhana Sofyan
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.v14i2.10083

This study investigated the pedagogical competence of English teachers participating in the English Teachers Association (ETA) in Pinrang Regency, Indonesia. Pedagogical competence is a key determinant of instructional quality and student learning outcomes. Using a quantitative descriptive survey design, the study involved 50 English teachers selected through total sampling. Data were collected through a structured questionnaire covering four dimensions: understanding learners, instructional planning, teaching implementation, and learning evaluation. Descriptive statistical analysis showed that respondents demonstrated a high level of perceived pedagogical competence. Across questionnaire items, 82% of responses were categorized as “Agree” and 18% as “Strongly Agree,” indicating consistently positive self-assessments. Understanding learners emerged as the strongest dimension, while learning evaluation received comparatively lower scores, although it remained in the high category. The findings suggest that active participation in ETA may contribute positively to teachers’ professional growth through collaboration, knowledge sharing, peer support, and reflective practice. They also highlight the value of localized professional learning communities in regional contexts where access to large-scale training opportunities may be limited. Because the study relied on self-reported data, future research should incorporate classroom observations, interviews, and mixed-method approaches to gain a more comprehensive understanding of actual pedagogical practices. This study offers practical insights for strengthening teacher development programs and improving the quality of English language teaching.

Exploring Metacognitive Reading Strategies in Digital Academic Texts: A Study of Indonesian Postgraduate EFL Students Aulia Aziza Billah; Muh. Taufiq Shidqi; Sheila Tasya Wardhani; Munir
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.v14i2.10316

This study investigates the metacognitive reading strategies employed by Indonesian postgraduate EFL students when engaging with digital academic texts. A qualitative case study design was employed to explore students’ reading behaviors in a naturalistic context. Data were collected from ten postgraduate students from the English Language Education Program at Makassar State University who regularly accessed digital scholarly materials, including journal articles, e-books, and conference papers. Semi-structured interviews were used to gather information on students’ preparation, reading purposes, navigation behaviors, use of digital tools, comprehension monitoring, and perceived challenges. The data were analyzed using thematic analysis to identify patterns and recurring strategies. The results indicate that students adopt goal-oriented and selective reading behaviors, prepare supportive physical and technological environments, and preview structural elements such as titles, abstracts, and conclusions. To cope with complex vocabulary and dense texts, students employ strategies including rereading, adjusting reading speed, highlighting, note-taking, and using digital tools such as online dictionaries, translation apps, search functions, and AI platforms. Challenges include navigational disorientation, distraction, eye fatigue, and information overload, which students mitigate through summarization, self-explanation, and keyword searches. The study concludes that digital academic reading is a dynamic and adaptive process requiring continuous metacognitive regulation and technological support. Its novelty lies in highlighting the interplay of cognitive, metacognitive, and digital strategies in enhancing postgraduate students’ comprehension and reading effectiveness. race to improve postgraduate students’ reading effectiveness and comprehension.

An Analysis of Language Politeness Maxims in Bilingual Elementary School Utterances: A Case Study on Rural School Agung Tri Wibowo; Sri Yamtinah; Sukarno
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.v14i2.10373

Politeness in classroom interaction is an essential aspect of students’ pragmatic competence, particularly in bilingual contexts where language use is shaped by social and cultural factors. However, limited attention has been given to how politeness is realized in rural elementary school settings. This study aims to examine how politeness maxims are reflected in students’ bilingual utterances in a rural classroom. Using a descriptive pragmatic approach, the data (n=12) consist of naturally occurring student utterances collected during classroom interaction and analyzed based on Leech’s (2014) Politeness Maxims. The findings show that all six maxims are realized with varying patterns of compliance and violation. Students frequently demonstrate tact, generosity, and agreement through helping behavior, clarification, and supportive responses, reflecting a strong orientation toward maintaining social harmony. However, violations also occur, particularly in the form of direct commands, teasing, and negative expressions in peer interaction. The use of Indonesian and Javanese contributes to these patterns, as students strategically employ both languages to manage formality and interpersonal relations. These findings suggest that politeness is shaped by bilingual competence and local cultural values, and highlight the importance of integrating pragmatic awareness into classroom practices to support more effective and socially appropriate communication.

Improving SMK Students' Speaking Skills with AI-Based Learning in Vocational Contexts: A Quasi-Experimental Study Sitti Maesura Yahya; Munir; Amra Ariyani
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.v14i2.10887

English speaking proficiency is essential for vocational high school (SMK) graduates entering the workforce, yet speaking instruction often lacks authentic workplace contexts and scalable feedback mechanisms. Although AI-based language learning and vocational contextualized approaches are each documented in the literature, their synergistic integration remains empirically under-researched in Indonesian SMK pharmacy settings. This study examined whether AI-based learning embedded in vocational pharmacy tasks significantly improves the English speaking skills of Grade XI students at SMKN 1 Polewali. A quasi-experimental nonequivalent pretest–posttest control group design was employed with 31 Grade XI Pharmacy students (experimental n = 15; control n = 16). The experimental group received Gemini-assisted patient-counseling role-play instruction; the control group received conventional vocational-contextualized instruction without AI, across eight sessions over four weeks. Speaking performance was assessed using Heaton's (1988) rubric covering accuracy, fluency, and comprehensibility, and analyzed using paired-samples t-tests, an independent-samples t-test, and Cohen's d. The experimental group demonstrated significant pre–post improvement across all speaking aspects (p < .001) with large effect sizes (average d = 2.97), and significantly outperformed the control group at posttest (p = .006, d = 1.06). Comprehensibility showed the greatest gain. Theoretically, the study extends Swain's (1995) Output Hypothesis into AI-assisted ESP contexts by showing how chatbot-mediated role-play supports pushed output and immediate corrective feedback in resource-constrained SMK settings. The novelty lies in the synergistic integration of AI-based learning and vocational contextualized instruction—an approach not previously validated in Indonesian SMK pharmacy classrooms. AI-based learning in vocational contexts effectively improved speaking skills. Integrating accessible AI tools with workplace-relevant tasks offers a scalable model for English instruction in SMK programmes.

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