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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

Critical Thinking Skills in Solving Hots-Based Procedural Text Problems for Class X Students at Senior High School Ramdayani; Yunidar; Asrianti; Ida Nur'aeni; Juniati
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.v14i1.12144

Higher-level thinking competencies are one of the main competencies in HOTS-oriented learning. However, studies on these competencies in high school students in solving text-based problems are still limited, especially those that relate student achievement to the causative factors. The procedural text was chosen as an assessment context because it demands an understanding of the logical sequence, cause-effect relationship, and correctness of steps, making it relevant to measure students' analytical, evaluative, and reasoning abilities. This study aims to describe these competencies in solving HOTS-based procedural text problems and identify the factors that affect them. The study used a qualitative descriptive approach with 23 subjects from class X B Senior High School. Data was collected through tests, interviews, and documentation, then analyzed using Miles and Huberman's interactive models. The instrument is adapted from the Facione framework of interpretation, analysis, inference, and evaluation with the addition of creation indicators as HOTS operational indicators. The results show that student achievement is generally in the good category, with analysis as the most dominant aspect, while interpretation, inference, evaluation, and especially creation still need to be improved. The difference in achievement was influenced by the understanding of text structure, reading literacy, and teacher learning strategies. These findings confirm the need for Indonesian language teachers to consistently integrate HOTS-based activities to develop students' ability to analyze, evaluate, and create, while contributing to the development of HOTS-oriented Indonesian language education.

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.

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INDONESIA