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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

279 280 281 282 283

A Qualitative Study of Project-Based Learning’s Impact on Motivation and Self-Confidence in EFL Writing Arlin; Iskandar; 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.v14i2.11151

This study explores the impact of Project-Based Learning (PjBL) on students’ motivation and self-confidence in English as a Foreign Language (EFL) writing at SMKN 1 Mamasa. Writing in EFL contexts is often considered difficult because students must generate ideas, organize paragraphs, use vocabulary and grammar accurately, and revise their texts meaningfully. In vocational schools, the challenge becomes more complex because students often perceive English writing as less relevant to their vocational needs and future workplace contexts. This research employed a descriptive qualitative design to understand how PjBL was implemented and how students perceived its influence on their motivation and self-confidence. The participants consisted of two English teachers and six students selected through purposive sampling. Data were collected through classroom observation and semi-structured interviews. The observation focused on students’ participation, collaboration, willingness to share ideas, responsiveness to feedback, persistence, and writing behaviors during project-based activities. Interviews were conducted to explore teachers’ and students’ experiences, perceptions, challenges, and affective development during the writing process. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing or verification. The findings show that PjBL was implemented through structured stages, including topic selection, project planning, drafting, peer feedback, revision, and presentation of final products. The projects were designed to be authentic, meaningful, and connected to students’ vocational contexts. Students perceived that PjBL increased their motivation by making writing more creative, collaborative, purposeful, and relevant. It also enhanced self-confidence because students received peer support, teacher scaffolding, and opportunities to revise their work gradually. The study concludes that PjBL can transform EFL writing from an anxiety-producing grammar-focused task into a meaningful, collaborative, and confidence-building learning experience.

The Implementation of English Fun Day Program to Motivate Islamic Senior High School Students to Learn English A.Aulia Nur Fatihah; LD. Dian Hidayat; Musfirah
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.v14i2.11207

Although English Fun Day (EFD) programs are increasingly adopted to foster English learning motivation, empirical studies examining EFD as a structured, program-based intervention within Islamic senior high schools remain scarce, leaving its motivational impact in this specific context insufficiently understood. To address this gap, this research investigates the implementation of the English Fun Day program in motivating Islamic senior high school students to learn English. The research employed an explanatory sequential mixed-methods design. The quantitative participants consisted of 20 students selected through total sampling, while the qualitative participants were selected using purposive sampling, involving one English teacher and four students. Quantitative data were collected through a questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction), followed by qualitative data from semi-structured interviews to support the findings. The quantitative results show that students’ overall motivation was high (M = 3.89), with all four ARCS dimensions also falling within the high category. Among these, Satisfaction was the highest, while Confidence was the lowest, indicating that students easily experienced enjoyment, but confidence in using English still needs further development. The qualitative findings support these results by highlighting that interactive and fun activities, such as games and group tasks, increased student engagement, created a comfortable learning atmosphere, and encouraged active participation. However, students’ confidence in speaking English was found to require more continuous practice. These findings offer practical guidance for English teachers in Islamic schools seeking to design structured, enjoyable English programs while embedding sustained speaking practice to strengthen learners’ confidence. The integration of both data sets indicates that the English Fun Day program effectively enhances students’ motivation through engaging, meaningful, and supportive learning experiences. In conclusion, the program is a valuable strategy for improving students’ motivation in learning English, although sustained practice is needed to further strengthen their confidence in language use.

The House as an Ecological Entity: Individual’s Critiques on Anthropocentrism in Susanna Clarke’s Piranesi Asih Marlina; Henrikus Joko Yulianto
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.v14i2.11334

This study examines human-other-than-human relationships in Susanna Clarke’s Piranesi through an ecocritical perspective. Although previous studies have explored the novel through themes of memory, identity, trauma, space, and environmental concerns, relatively limited attention has been given to the House as an active ecological entity and to the tension between anthropocentric and ecocentric perspectives embodied by the novel’s characters. This study therefore focuses on how Piranesi critiques anthropocentrism and constructs ecocentric relationships through the representation of the House and the contrasting perspectives of Piranesi and the Other. Using Lawrence Buell’s ecocritical framework, this study analyzes the environment as an active presence, the critique of human-centered ideology, and the interdependence between human and other-than-human systems. The research employs a qualitative descriptive method with close reading as the primary data collection technique. The findings reveal that the House functions as a dynamic ecological system that actively shapes human perception, identity, knowledge, and survival. The Other embodies an anthropocentric worldview characterized by domination, exploitation, utility, and the pursuit of power, whereas Piranesi represents an ecocentric consciousness grounded in coexistence, adaptation, attentiveness, and environmental respect. The Prophet occupies a more ambiguous position through his pursuit of knowledge beyond ordinary human experience. Furthermore, the novel emphasizes the interconnectedness between humans and the other-than-human world, challenging hierarchical distinctions between humanity and nature. Ultimately, Piranesi reimagines human and other-than-human relationships through an ecological perspective that values coexistence, intrinsic value, and interdependence rather than control and utility.

Students’ Perceptions of Deep Learning Implementation in English Classrooms: A Study at Junior High School Irfan; Muhammad Tahir; Andi Asrifan
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.v14i2.11377

This study investigates students’ perceptions of deep learning implementation in English classrooms at SMP Negeri 1 Campalagian. The study was motivated by the increasing need for learning approaches that develop students’ twenty-first-century competencies, including critical thinking, creativity, collaboration, communication, character, and citizenship. Deep learning is considered relevant because it shifts classroom practice from surface memorization to meaningful understanding, active participation, contextual application, and reflective learning. This research employed a qualitative descriptive design supported by descriptive quantitative data. The participants were 30 seventh-grade students of Class VII F who had experienced deep learning implementation in English lessons. Data were collected through a twelve-item Likert-scale questionnaire and interviews with 10 selected students. The questionnaire measured students’ perceptions of conceptual understanding and critical thinking, collaboration and communication, application and creativity, motivation and learning outcomes, and the role of the educator or scaffolding. The interview explored the benefits, difficulties, and coping strategies experienced by students during deep learning activities. The quantitative data were analyzed using frequency analysis, while the qualitative data were analyzed thematically. The findings show that students’ overall perception score was 80, categorized as good. The total empirical score was 1,147 out of the ideal maximum score of 1,440, resulting in a respondent achievement level of 79.65%. Interview findings revealed that deep learning improved students’ confidence, joy in learning, vocabulary understanding, practical English use, and peer collaboration. However, students still faced pronunciation difficulties, spelling problems, and comprehension gaps. They overcame these challenges through teacher scaffolding, repeated practice, asking questions, reading, writing, and maintaining persistence. The study concludes that students perceived deep learning positively because it made English learning more meaningful, enjoyable, collaborative, and supportive.

Language Assessment in Multicultural Primary Classrooms in Denpasar: Teachers’ Challenges and Strategies Kadek Dessy Desmiyani; Ni Luh Putu Eka Sulistia Dewi; Ni Putu Era Marsakawati
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.v14i2.11387

Language assessment in multicultural primary classrooms requires teachers to distinguish linguistic difficulty from content knowledge while responding to culturally shaped ways of participating and demonstrating learning. This study investigates the challenges teachers encounter in conducting language assessment in multicultural primary schools in Denpasar, Bali, and the strategies they use to make assessment more equitable and meaningful. Using a qualitative case study design, the study involved 12 teachers from public and private primary schools selected for their experience in multicultural classrooms. Data were generated through semi-structured interviews, classroom observations, and document analysis and were analysed thematically following Braun and Clarke’s procedures of familiarisation, coding, theme development, review, and naming. The findings show three interrelated areas of challenge: linguistic and comprehension barriers, cultural misalignment in interpreting student participation and performance, and limited access to culturally responsive assessment resources and institutional support. Teachers responded through differentiated assessment formats, visual and linguistic scaffolding, translanguaging, culturally relevant tasks, and regular formative feedback. The study is novel in examining teacher-reported challenges and responsive assessment strategies within the same multicultural primary-school cases in Denpasar, an urban context shaped by local Balinese culture, inter-island mobility, and international migration. The findings indicate that equitable language assessment depends not only on technical assessment quality but also on cultural validity, flexible opportunities for expression, and sustained institutional support. These context-specific findings extend discussion of culturally and linguistically responsive assessment in multilingual primary education.

Correlation between Mini-Seminar Activities, Speaking Anxiety, and Speaking Skill in Vocational EFL Classroom Mutiara; Nunik Sugesti
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.v14i2.11398

Speaking skill is essential for vocational students, yet anxiety often limits oral participation in EFL classrooms. This study examined the correlations among mini-seminar activities, speaking anxiety, and speaking skill in a vocational EFL context. A quantitative correlational design was employed with 72 students in grade 12 majoring in Network and Application Information Systems at a public vocational high school in Sleman, Yogyakarta. Data were collected using a mini-seminar observation rubric, an adapted Foreign Language Classroom Anxiety Scale questionnaire, and an analytic speaking rubric, and were analyzed using Pearson correlation and multiple regression. The results showed no significant correlations among mini-seminar activities, speaking anxiety, and speaking skill. These findings indicate that speaking development is shaped by broader contextual and learner-related factors beyond mini-seminar participation and anxiety alone.

Needs Analysis and Initial English Proficiency of Mathematics Education Students: A Preliminary Study for Developing a Maluku Local Wisdom-Integrated Digital Module Nurfadila Hasani; Halima Bugis; Wa Yati Wagola
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.v14i2.11405

This preliminary study investigated the baseline English proficiency and learning needs of Mathematics Education students at Universitas Muhammadiyah Maluku as the empirical foundation for developing a Maluku local wisdom-integrated digital English module. Using a descriptive quantitative design within the Analysis stage of a Research and Development framework, two expert-validated instruments were administered to 15 second-semester students: an English proficiency test and a 60-item Likert-scale needs analysis questionnaire supplemented by open-ended questions; both instruments yielded high content validity (Aiken’s V > 0.90). Proficiency results revealed that 73.33% of students fell into the low category, with Grammar as the weakest component (31.13%) a finding that contrasts with students’ own perception of vocabulary as their primary difficulty, indicating a metacognitive gap with direct implications for module design. The needs analysis yielded an overall mean of 4.08 (High category), reflecting strong motivation toward English for mathematics teaching and scientific communication, along with strong enthusiasm for integrating Maluku ethnomathematics, traditional weaving patterns, the Baileo traditional house, and the Pela Gandong kinship system as content through which mathematical concepts and English language form can be acquired simultaneously. These findings converge on five empirically derived design priorities for the subsequent development phase: contextualized grammar instruction, discipline-specific vocabulary development, differentiated reading tasks, scientific communication training, and Maluku ethnomathematics as a cognitive-linguistic scaffold. These findings provide an empirically grounded foundation for developing a scaffolded, culturally contextualized ESP digital module, and offer, to the best of the authors’ knowledge, one of the first instrument-validated needs profiles for Mathematics Education students in eastern Indonesia, a replicable needs-assessment template applicable to other underrepresented regional and disciplinary contexts.

Exploring Ethical Concerns in AI-Assisted Teaching of Productive Skills: Perspectives of EFL Teachers Nur Fidyah Kaluku; Jhems Richard Hasan; Nur Wahidah Thayib Pido; La Aba; Alvons Habibie
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.v14i2.11413

The rapid development of artificial intelligence (AI) technology has major implications for language education, particularly in teaching productive skills such as speaking and writing. Although AI offers support in teaching efficiency, personalization of learning, and increased student motivation, the use of AI also raises ethical concerns such as student dependence, academic integrity, and a decline in critical thinking skills. This study explores the perceptions of an English as a Foreign Language (EFL) teacher at MAN 2 Gorontalo Regency regarding the ethical issues of using AI in teaching productive skills. Data were collected through semi-structured interviews and analyzed thematically. The findings show that AI is considered useful but poses ethical challenges, particularly student dependence, the accuracy of AI content, and difficulties in assessing students' actual abilities. Teachers strive to manage AI use by establishing rules for its use, limiting AI as a tool, and combining traditional methods to encourage students' critical thinking. This study concludes that the use of AI in EFL must be balanced and ethical so as not to erode the quality of language learning.

Exploring the Impact of TED Talks Videos on EFL Learners’ Speaking Accuracy and Fluency Mellysa Imaro Udur Sinaga; Sidik Indra Nugraha
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.v14i2.11444

Speaking fluency and accuracy are essential components of English proficiency, yet many EFL learners struggle to balance both in real communication. While prior research has examined TED Talks' effects on speaking skills or motivation separately, few studies have qualitatively explored fluency and accuracy together, particularly among advanced pre-service EFL teachers who face professional demands for high oral proficiency. This study explores the impact of a curated TED Talk video on university EFL learners' speaking performance, focusing on their improvement and perceptions. Using a qualitative descriptive design with an in-depth multiple case study approach, four seventh-semester English education students at a private university in Indonesia recorded a baseline speech, underwent a structured three-day exposure to the video, and completed a post-exposure speaking task. Data were collected through speaking performance recordings and semi-structured interviews, analyzed descriptively and thematically. Comparisons between pre- and post-exposure recordings using an analytical speaking rubric revealed noticeable improvements in fluency, grammatical accuracy, pronunciation, and vocabulary. Participants also reported increased confidence, motivation, and positive attitudes, though they faced cognitive and lexical challenges, such as unfamiliar advanced vocabulary and complex topic comprehension. These findings suggest that a curated TED Talk video can be effectively integrated into EFL speaking instruction to promote fluency, accuracy, motivation, and communicative confidence, offering EFL teachers a practical, low-cost model for designing brief, authentic-material-based speaking activities that address both linguistic and affective dimensions of learners' oral performance.

Mood and Modality in Teacher-Student WhatsApp Interaction: An SFL Approach Masayu Bunga Kinasih; Sidik Indra Nugraha
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.v14i2.11461

This research investigates how mood and modality systems are realized in teacher–student interactions during the teaching–learning process on WhatsApp, with the aim of explaining their contributions to discourse analysis and the implications for digital academic communication. Grounded in Systemic Functional Linguistics (SFL) as proposed by Halliday and Matthiessen (2014), this study examines how mood (declarative, interrogative, imperative) and modality (probability, obligation, permission, willingness) function as central elements of the interpersonal metafunction of language, enacting roles such as giving or demanding information and services. While previous studies have analyzed mood structures in classroom discourse and WhatsApp messages, few have examined modality alongside mood to explain how interpersonal meanings, politeness, and power relations are negotiated in teacher–student WhatsApp interactions. This integrated analysis therefore provides a more comprehensive understanding of interpersonal meaning in digital academic communication. Data were collected from five purposively selected authentic WhatsApp conversations involving academic communication between lecturers and students. The selected conversations represent common academic interactions, including requesting information, giving instructions, responding to messages, and providing clarification. Each clause was analyzed using the SFL framework to identify its mood type and modality. The findings reveal that declarative mood is most frequently used, especially by students, often to express politeness and cooperative responses. Interrogative moods, typically accompanied by modal expressions such as may, are used mainly by students for clarification and to show respect. Imperative moods appear exclusively in teachers' messages, reflecting their authoritative role in giving instructions. Modality of permission and willingness is prominent in student messages, whereas teachers tend to use modality of probability and obligation. These results demonstrate that even short, informal digital texts encode structured interpersonal meanings and reflect institutional roles through linguistic choices. The findings provide practical insights for teachers and students to develop clearer, more respectful, and more effective communication practices in digital academic environments.

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