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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

278 279 280 281 282

Students’ Perceptions of ChatGPT as an AI Based Learning Tool in EFL Tri Utami; Naza Fanisa; Jamaluddin Nasution
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.v14i2.10895

This study investigates senior high school students’ perceptions of using ChatGPT as an AI-based learning tool in English as a Foreign Language (EFL) learning. The study focuses on four dimensions: frequency of use, perceived usefulness, ease of use, and comparison between ChatGPT and English teachers. A quantitative descriptive research design was employed with 68 students from Grades X to XII at SMA Negeri 3 Medan. Data were collected through a close-ended questionnaire consisting of 15 statements measured using a five-point Likert scale and analyzed using descriptive statistics, including frequencies, percentages, mean scores, and standard deviations. The findings indicate that all four dimensions fall within the Neutral category. Ease of use obtained the highest composite mean (M = 3.26, SD = 0.77), followed by frequency of use (M = 3.16, SD = 0.80) and perceived usefulness (M = 3.16, SD = 0.88), while comparison with teachers obtained the lowest composite mean (M = 2.97, SD = 0.80). These findings suggest that students recognize some practical value in ChatGPT but do not express strongly positive perceptions of its use for English learning. Students also appear to position ChatGPT more as a supplementary resource than as a replacement for English teachers. The findings should be interpreted as evidence of students’ reported use and perceptions rather than as evidence of ChatGPT’s demonstrated effectiveness in improving English proficiency. The study highlights the importance of teacher guidance, critical evaluation, verification of AI-generated information, and responsible use when integrating ChatGPT into EFL learning.

Cultural Values and Intercultural Communication Competence: A Review of Individualism and Collectivism Studies Naza Fanisa; Tri Utami; Alemina Br.Perangin-angin
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.v14i2.10903

Purpose. This article reviews the relationship between cultural values and intercultural communication competence (ICC), focusing specifically on individualism and collectivism, in order to answer two review questions: (1) How do individualism and collectivism shape communication style, conflict management, cultural awareness, and adaptability as components of ICC? and (2) What gaps remain in the literature, particularly regarding digitally mediated intercultural communication? Design/methodology. This study used a thematic literature review of sources published between 2001 and 2025, drawn from Google Scholar, Scopus, ERIC, and ScienceDirect, with explicit inclusion and exclusion criteria applied to every source consulted (see Section 3.2). Findings. Five themes emerged: communication style, conflict management, cultural awareness, adaptability, and newly foregrounded in this revision digitally mediated intercultural communication. Individualistic orientations are consistently associated with direct, low context communication and explicit conflict engagement, while collectivist orientations favor indirect, high context communication and harmony preserving conflict strategies; however, several recent studies complicate this binary, particularly in online and hybrid identity contexts. Originality/value. Unlike prior narrative reviews that treat individualism–collectivism as a static dichotomy, this review synthesizes classic frameworks (Hofstede, Hall, Gudykunst) with recent (2022–2025) research on virtual exchange and computer mediated communication, and it identifies contradictory findings rather than only convergent ones. Practical implications. The review offers implications for curriculum design, teacher education, and intercultural training, and argues that ICC development should be integrated into language education rather than treated as a supplementary skill.

Exploring Pre-Service Teachers' Ability in Organizing Ideas through Thematic Progression in English Short Story Kusma Alesda Wati; Alan Jaelani; Amalul Umam; Adelina Fransiska
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.v14i2.11084

This study examines pre-service teachers’ ability to organize ideas in English short stories through thematic progression. Pre-service teachers as learners and future teachers need to understand how written texts work because they will later explain, model, and assess writing in classroom contexts. This study used Systemic Functional Linguistics as the analytical framework and English short stories as a narrative genre because short stories contain multiple clauses organized into meaningful sequences, making them suitable for examining thematic progression patterns. The genre also requires writers to organize events and ideas coherently across a temporal structure, which reflects their ability to manage discourse organization. A qualitative descriptive design was employed, with data collected from 23 English short stories written by fourth-semester pre-service teachers in the English Education Department. The data were analyzed by identifying clauses, determining the Theme and Rheme of each clause, and classifying the thematic progression patterns into constant theme, linear theme, and split theme. Rather than focusing only on textual coherence, this study also explores how thematic progression patterns reveal pre-service teachers’ organization of ideas in writing that reflects their writing ability. The findings reveal that three patterns appeared in pre-service teachers' writing, which are constant, linear, and split theme patterns. The constant theme pattern was the most dominant of the total data, and was followed by the linear theme pattern, while the split theme pattern appeared the lowest. These findings indicate that pre-service teachers’ ability to organize ideas is still developing. On the other hand, this finding contributed by extending thematic progression analysis to narrative genre and by positioning pre-service teachers as a critical population for writing pedagogy, also offers a linguistic and pedagogical basis for designing writing instruction that supports idea organization, coherence development, and narrative competence in English teacher education programs.

EFL Teachers’ Strategies in Teaching Speaking to Tenth Grade Students of Vocation High School Vivia Sunarti; Sukardi Weda; Vivit Rosmayanti
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.v14i2.11092

This study investigates EFL teachers’ strategies in teaching speaking to tenth-grade students of UPTD SMKN Kalumpang. Speaking is a crucial English skill for vocational high school students because it supports workplace communication, academic interaction, job interviews, presentations, customer service, and professional collaboration. However, preliminary findings at UPTD SMKN Kalumpang revealed that many students were reluctant to speak English due to low confidence, speaking anxiety, limited vocabulary, pronunciation difficulties, and limited exposure to English outside the classroom. This research employed a qualitative approach with an interpretive paradigm to explore the strategies used by EFL teachers, how the strategies were implemented, the obstacles faced by teachers, and students’ responses to speaking activities. Data were collected through classroom observations, semi-structured teacher interviews, student interviews, student questionnaires, and field notes during February–March 2026. The data were analyzed using thematic analysis. The findings show that the teacher consistently implemented four major speaking strategies: role play, dialogue practicing, storytelling, and discussion and debate. These strategies reflected Communicative Language Teaching principles because they promoted interaction, fluency, accuracy, collaboration, and meaningful communication. Role play was the most frequently implemented and most preferred strategy because it helped students reduce anxiety and speak through assigned characters. Dialogue practicing built students’ foundational confidence through structured peer interaction. Storytelling supported narrative competence and vocabulary development, while discussion and debate generated the highest verbal interaction and critical thinking. The teacher implemented the strategies through pre-learning, main activities, feedback, and reflection. The main obstacles included students’ low confidence, language anxiety, mixed proficiency levels, limited audiovisual resources, time constraints, and limited English exposure. The study concludes that contextually adaptive and communicative strategies can improve students’ participation in speaking, although sustained support is needed to strengthen spontaneous speaking confidence.

Challenges and Opportunities in Applying the Deep Learning Approach in English Language Learning in the Context of the Merdeka Curriculum at Vocation High School Elok Trisnawati; Abdullah; Sukardi Weda
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.v14i2.11124

This study aimed to analyze the challenges, opportunities, and teachers’ strategies in applying the deep learning approach in English language learning within the context of the Merdeka Curriculum. This research employed a qualitative approach with a case study design. Data were collected through interviews, classroom observations, and documentation, and analyzed using thematic analysis with triangulation to ensure validity. This study investigates the challenges and opportunities in applying the deep learning approach in English language learning within the context of the Merdeka Curriculum at SMKN 2 Pasangkayu. The study was motivated by the growing demand for English instruction that moves beyond memorization and supports meaningful understanding, higher-order thinking skills, contextual communication, and the development of the eight graduate profile dimensions. Although the Merdeka Curriculum encourages flexible, student-centered, and contextual learning, its implementation in vocational schools, particularly in coastal and resource-limited areas, remains complex. This research employed a qualitative case study design. The participants consisted of two English teachers as key informants and the principal or vice principal for curriculum affairs as supporting informants. Data were collected through in-depth interviews, classroom observations, and documentation of lesson plans, teaching modules, and curriculum-related documents. The data were analyzed using thematic analysis and the interactive model of Miles, Huberman, and Saldaña, consisting of data collection, data reduction, data display, and conclusion drawing. Triangulation was applied to strengthen the credibility of the findings. The results show that the implementation of deep learning faced several challenges, including difficulties in instructional design, limited learning time, diverse student characteristics, limited facilities and infrastructure, and assessment difficulties. Nevertheless, the approach also provided important opportunities, such as increasing student engagement, developing higher-order thinking skills, strengthening character aligned with the eight graduate profile dimensions, and promoting meaningful and contextual English learning. Teachers attempted to optimize implementation through professional development, learning innovation, technology use, and increased student interaction. The study concludes that deep learning has strong potential to support the Merdeka Curriculum, but its success depends on teacher competence, institutional support, resource availability, and systematic professional collaboration.

The Effect of Contextual Clues on the Eleventh Grade Students’ Reading Comprehension of Explanation Text at Senior High School Nuraswadi; Abdullah; 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.v14i2.11127

This study investigated the effect of contextual clues on the eleventh-grade students’ reading comprehension of explanation texts at SMAN 2 Budong-Budong. Reading comprehension is an essential skill in English learning because it enables students to understand written information, infer meaning, identify text structure, and interpret ideas within academic texts. However, preliminary observation showed that many students experienced difficulties in understanding explanation texts due to limited vocabulary, overdependence on dictionaries, word-for-word translation, and lack of effective reading strategies. This research employed a quantitative approach with a quasi-experimental non-equivalent control group pre-test–post-test design. The sample consisted of 41 eleventh-grade students: 21 students in the experimental class and 20 students in the control class. The experimental class was taught using contextual clues, while the control class was taught using conventional instruction. The instrument was a reading comprehension test consisting of 30 multiple-choice items based on explanation texts. The data were analyzed using descriptive statistics, normality testing, homogeneity testing, independent sample t-test, and effect size analysis. The findings showed that the experimental class achieved greater improvement than the control class. The mean score of the control class increased from 44.00 to 57.00, while the mean score of the experimental class increased from 48.41 to 71.11. The independent sample t-test showed a significance value of 0.001, which was lower than 0.05, indicating a significant difference between the two groups. The effect size value was 0.60, categorized as a moderate effect. Therefore, contextual clues significantly improved students’ reading comprehension of explanation texts.

The Effect of Social-Emotional Learning and Differentiated Instruction on Students’ Motivation to Learn English at Senior High School, West Sulawesi Arwin H. Aruji; Sukardi Weda; Abdullah
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.v14i2.11129

This study investigated the effect of Social-Emotional Learning (SEL) and Differentiated Instruction (DI) on students’ motivation to learn English at SMAN 1 Sesenapadang, West Sulawesi. The study was motivated by the low motivation of students in learning English, reflected in passive classroom participation, low confidence, and the tendency to learn English only for examination purposes. In the context of the Merdeka Curriculum, English learning is expected to be meaningful, student-centered, adaptive, and supportive of students’ social-emotional development. This research employed a quantitative descriptive design to examine the patterns of influence between instructional and psychosocial variables and students’ learning motivation without applying experimental treatment. The population consisted of all students of SMAN 1 Sesenapadang, while the sample consisted of 87 students selected through stratified random sampling to ensure proportional representation across classes. The data were collected using validated Likert-scale questionnaires measuring Social-Emotional Learning, Differentiated Instruction, and motivation to learn English. The data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, partial t-tests, simultaneous F-test, and coefficient of determination with SPSS. The findings revealed that Social-Emotional Learning had a positive and significant effect on students’ motivation to learn English, with a regression coefficient of 0.550, t-value of 4.771, and significance value of 0.000. Differentiated Instruction also had a positive and significant effect, with a regression coefficient of 0.592, t-value of 2.962, and significance value of 0.004. Simultaneously, SEL and DI significantly affected students’ motivation, as indicated by F = 18.451 and Sig. = 0.000. The R Square value of 0.305 showed that 30.5% of students’ motivation was explained by SEL and DI. The study concludes that integrating social-emotional support and differentiated instructional practices can meaningfully enhance students’ motivation in English learning.

Perceptions of Kahoot! -Based Gamification in English Grammar Learning: A Descriptive Study of Eleventh-Grade Students Mochammad Dony Aprialdi; Yeni Artanti
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.v14i2.11138

The integration of gamification into English language learning has gained increasing attention. However, empirical evidence regarding students' perceptions of Kahoot! specifically in English grammar learning remains limited, particularly in Indonesian secondary education. This study aimed to describe students' perceptions of Kahoot! as a gamification tool in English grammar learning through five dimensions, namely motivation, engagement, comprehension, interaction, and self-confidence, which represent key aspects of students' learning experiences in gamified learning environments. A quantitative descriptive survey design was employed involving 36 eleventh-grade students selected through total sampling. Data were collected using a validated 15-item Likert-scale questionnaire adapted from Saleh et al. (2025) and analyzed using descriptive statistics. The findings revealed that students held highly positive perceptions across all dimensions, with engagement receiving the highest score (M = 14.03; 93.52%), indicating that Kahoot! effectively fostered active participation in English grammar learning. Students also perceived that Kahoot!'s gamification features, including points, leaderboards, challenges, and instant feedback, enhanced grammar comprehension, promoted peer interaction, and strengthened confidence in using English. These findings support Self-Determination Theory by demonstrating that gamified learning environments can promote positive learning experiences through the fulfillment of learners' needs for autonomy, competence, and relatedness. The findings also provide practical implications for English teachers by highlighting the value of integrating Kahoot! into grammar instruction to create more engaging and student-centered learning environments. Overall, this study contributes to the growing body of research on gamified language learning by providing empirical evidence of the pedagogical potential of Kahoot! in enhancing students' learning experiences in English grammar instruction.

The Use of Small Group Discussion through Project-Based Learning to Develop Students’ Speaking Skill at Vocation High School Sitti Ayisiyah; Abdullah; Nur Aeni
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.v14i2.11146

This study investigated the use of Small Group Discussion through Project-Based Learning to develop students’ speaking skill at UPTD SMK Negeri 1 Sarjo. Speaking is a crucial skill for vocational high school students because it supports communication in academic, social, and professional contexts, including presentations, job interviews, customer service, and workplace interaction. However, tenth-grade students at UPTD SMK Negeri 1 Sarjo experienced problems in speaking English, particularly limited vocabulary, grammar accuracy, pronunciation, fluency, and lack of confidence. This research employed a quantitative approach with a quasi-experimental design. The population consisted of 82 tenth-grade students, while the sample consisted of 40 students selected from two classes: 20 students in the experimental class and 20 students in the control class. The experimental class was taught using Small Group Discussion through Project-Based Learning, while the control class received conventional instruction. The instruments were an oral speaking test and a student perception questionnaire. The speaking test assessed pronunciation, vocabulary, grammar, fluency, and comprehension, while the questionnaire measured students’ perceptions of the learning strategy. The results showed that the experimental class improved from a pre-test mean score of 54.80 to a post-test mean score of 67.50. Meanwhile, the control class improved from 56.20 to 59.70. The post-test classification showed that 10% of experimental students reached the excellent category and 40% reached the good category, while no control students reached the excellent category. Questionnaire results showed that 60% of students gave strongly positive responses, 30% positive responses, and 10% neutral responses. The study concludes that Small Group Discussion through Project-Based Learning effectively improves students’ speaking skill and promotes confidence, collaboration, creativity, and idea organization in English speaking.

The Influence of Cooperative Learning Method: Jigsaw Model, Learning Motivation, and Self-Efficacy toward Students’ Reading Skills Dean Richi Tadisayu; Sukardi Weda; Vivit Rosmayanti
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.v14i2.11148

This study investigated the influence of the Cooperative Learning Method, specifically the Jigsaw Model, learning motivation, and self-efficacy on students’ reading skills. Reading is one of the essential skills in English language learning because it enables students to access information, expand vocabulary, interpret written texts, and develop academic literacy. However, students’ reading ability remains a significant concern in Indonesian schools, as reflected in national and international literacy reports and classroom realities. The study was motivated by students’ low reading achievement, limited enthusiasm in English learning, low self-efficacy, and the continued use of conventional teaching methods that did not sufficiently promote active participation. This research employed a quantitative approach with a quasi-experimental two-group pre-test and post-test design. The research was conducted at UPTD SMKN Sulawesi Barat from March to April 2026. The population consisted of students in Class X.AT, and the study compared an experimental class taught using the Jigsaw Cooperative Learning Model and a control class taught using conventional instruction. Data were collected through reading tests, learning motivation instruments, and self-efficacy measures. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-test, independent sample t-test, simple linear regression, and multiple regression analysis. The findings showed a substantial improvement in students’ reading scores after the implementation of the Jigsaw Model, with the mean score increasing from 10.35 to 25.30. The paired t-test showed a highly significant result with a p-value far below 0.05, while the independent sample t-test also indicated a significant difference between groups. Learning motivation showed a weak relationship with reading skills, whereas self-efficacy showed a moderate to strong positive relationship. The combined variables explained 33.5% of the variance in students’ reading skills. The study concludes that the Jigsaw Model significantly improves students’ reading skills, while self-efficacy plays a more influential role than motivation in supporting reading performance.

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