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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 2,260 Documents

85 86 87 88 89

Exploring the DEAR Time Program on Students Reading Habit: a Descriptive Study at SMP Kharisma Bangsa School of Global Education Yustitia Angelia; Moh. Syarif Saifa Abiedillah; Nurmala Aulia Salamah; Fahriany Fahriany; Fayza Nurul Ieadaini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4637

Establishing a reading habit in the current time is challenging due to the distraction of the fast-paced and digitally interconnected world. Despite the challenges, DEAR (Drop Everything and Read) has the potential to foster a love for reading and increase literacy among students. However, it is necessary to investigate its impact comprehensively to get more incredible data. This study aims to explore the DEAR time program on students' reading habits and attitudes toward in-depth interviews. The method of this study is a qualitative approach by descriptive and thematic analysis â€” involving open-ended and close-ended questions to obtain valuable data due to the experiences and perceptions of students participating in the DEAR Time program. The data were collected from 26 participating 8th graders at Kharisma Bangsa School. The finding showed that the DEAR time program substantially influences students' reading habits, including substantial improvements like vocabulary expansion and an understanding of a broader knowledge base in various subject areas. They assumed that The DEAR Time program effectively captivated their interest, encouraging a daily habit of independent reading with dedicated space and time to delve into books and fostering a sense of curiosity and a passion for reading.

Digital Tools for Evaluation: Exploring the Efficacy of Quizizz and Google Forms in Assessing Student Grammar Arkaan Zaidaan; Fera Aliyayahya; Shalu Azzahra Wijaya; Hafizh Fadillah; Syauki Syauki
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4639

There are many online learning media to be learned such as Quizizz and Google Forms. This research is motivated by the pressing need to explore effective approaches to English language instruction and the potential between Quizizz and Google Forms as educational technologies to revolutionize the assessing process. The purpose of this research is to explore the use of Quizizz and Google Forms as assessment tools for measuring grammar. This research uses a Qualitative Method by giving ten students questionnaires, a grammar question in a Quizizz, and a grammar question in Google Forms to analyze the differences in student performances and understanding between using Quizizz and Google Forms. Based on the research results, Google Forms is more suitable for online questionnaires, surveys, and quizzes used by lecturers, students, and professors. On the other hand, Quizizz is more suitable for combining learning and playing. Quizizz is also more suitable for increasing student learning motivation.

Improving Vocabulary Achievement Through Lyric Song Halwa Khalisa; Alfina Rahmadewi; Khayla Rahmadani Nasution; Ramanda Fikri Rahmatulloh; Atiq Susilo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4642

Vocabulary is important in English language instruction, as it is indispensable for comprehending and articulating thoughts, necessitating a diverse array of classroom learning techniques, innovative pedagogical methods, and multimedia integration, and encourages teachers to try new methods, like using songs to help students get better at words. This research focuses on the effectiveness and how well students remember the vocabulary by lyric songs counted with percentage. This research will measure the dependent variable before and after exposure to the treatment, the total vocabulary in the pre-test and post-test, to see the improvement of song lyrics and check their memorization. This study uses a quantitative approach by pre-test, treatment, and post-test conducted with 34 participants in seventh grade Junior High School students. This research found that 85% of students improved their vocabulary through song with 56,15% of improvement. It means song is an effective learning medium for learning vocabulary. It means song is an effective learning medium for learning vocabulary.

Exploring Listening Skills and Motivation for Autonomous Learning with TED Talks: Does It Have an Effect? Jafna Ahsana Fadya R; Afina Faza Ivanda; Hana Resya Anindya; Mutia Rahmawati; Neneng Sunengsih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4644

Listening skills are rarely emphasized in English classes compared to other skills so there is a need for additional media such as TED Talk. Moreover, it is still rarely used as a learning medium in high school. Therefore, this research aims to investigate secondary school students' responses using TED Talks for their motivation to improve listening skills autonomously. This research uses qualitative methods with questionnaires using Google Forms and Focus Group Discussions using Zoom or Google Meet. The sampling was conducted randomly with 10 participants from class XII students at SMAS Dua Mei in South Tangerang. This study analyzes students' knowledge and perceptions of TED Talk videos as autonomous learning media in listening skills. The researchers are interested in exploring how TED Talk can help students' motivation for autonomous learning and their interest in learning by listening after watching it. The results showed that some students still needed to familiarize themselves with TED Talks. Their responses became more positive after watching the video. Videos that balance an interesting speaker with various expressions, relevant topics, and audio-visual aspects are more likely to be well-received by students. They believe that TED Talks as supplementary material can improve listening skills by motivating them to learn autonomously.

Improve students' ability to understand English learning material through a personal approach to students. Iis Nurul Hasanah; Ahmad Sulthan Adil Lillah; Muhammad Zayyan Faiz An-nur; Siti Maemunah; Farida Hamid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4645

Personal and genre-based approaches are an approach to learning English as an EFL language, specifically in narrative text writing. So far, no research has conducted a comprehensive comparative analysis between these two approaches. The purpose of this study is to determine which of the personal approach and genre-based approaches is more suitable for practical application in teaching narrative writing in EFL classrooms. By using the qualitative design through post-tests in writing narratives, and then interviews. The participants were 11th graders at SMK YMJ CIPUTAT. The results show that the genre-based approach in writing narrative text is more effective and interesting and students prefer the genre-based approach, based on the analysis of student writing with a total score of 82, while the personal approach (experience) with a score of 76, but personal experience can provide an alternative writing method that is interesting to students. Therefore, the genre-based approach can be used as the main method in learning to write, while the personal approach can be used as a complementary method.

Teachersâ€™ Perception on The Use of Teaching Media in English Classroom at Madrasah Diniyah Putri Missi Tri Astuti; Edi Suprayetno; Shawati Shawati; Esti Raihana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4651

This study was aimed to investigate teachers' perspectives on the utilization of teaching media in English classrooms at Madrasah Alyah Diniah Putri. The method used in this study was qualitative method. The participants were 10 English teachers from Madrasah Alyah Diniah Putri. The data for this study was collected by using questionnaire which consisted of 15 items. The data analysis used analytical model proposed by (Miles, M. B., Huberman, A. M., & Saldana, J., 2013). The research explored the significances of English teaching media, the criteria for appropriateness, commonly used types of media, obstacles in implementation, and the process of creating teaching media based on student needs. Findings revealed that teachers acknowledge the crucial role of media in facilitating effective learning experiences, emphasizing interactivity, practicality, and alignment with students' characteristics. WhatsApp Group emerges as the dominant medium, though challenges in facilities, resources, and technical aspects are evident. Adaptability of teachers and students in overcoming obstacles is noted. The study underscores the importance of needs analysis and learning objectives in creating tailored teaching media. Overall, the research provides insights for educators, policymakers, and researchers, guiding effective practices in integrating teaching media into English language classrooms. Keywords: English Classroom; Teaching Media; Teachersâ€™ Percetion

Improve Students' Description Text Writing Skills using Higher Order Thinking Ability-Based Learning Nuraeni Nuraeni; Syahruddin Syahruddin; Ratnawati Ratnawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4656

Students' limited descriptive writing skills can hinder their ability to express ideas clearly, expand their vocabulary, and develop their imagination. This, in turn, may restrict their communication skills when conveying experiences or concepts in a detailed and structured manner. This study seeks to examine the impact of higher-order thinking skills-based learning on students' descriptive writing abilities in the context of Indonesian language education, potentially offering valuable insights into effective learning strategies. The research employed a quasi-nonequivalent control group experimental design, dividing junior high school students into two balanced groups. The experimental group, consisting of 35 students, utilised higher-order thinking Ability Based Learning, while the control group, also comprising 35 students, did not. The study encompassed the entire population of seventh-grade students, totalling 70 individuals. Data collection involved observation, tests, and documentation, with analysis conducted using Descriptive Statistics and Inferential Statistics via the SPSS application. The findings indicate a significant positive impact of higher-order thinking skill-based learning. Students who engaged in this approach demonstrated substantial improvement in their descriptive writing skills, enhancing their capacity to critically analyse information, think creatively, and solve problems.

Exemplar of Micro Strategies in Teaching Speaking in Indonesian Context Tuhfatul Mubarokah Assalamah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4671

The post-method era is currently experiencing a surge in popularity within the realm of English language teaching, particularly in the context of English as a Foreign Language (EFL), such as in Indonesia. Given the crucial role of Speaking as a central element in communication, it requires meticulous attention and instruction in an EFL setting. Teachers play a pivotal role in preparing effective strategies to assist learners in achieving fluency and accuracy in spoken English. Consequently, this paper aims to expound on the recommended micro strategies derived from Kumaravadivelu's post-method framework. It delineates the macro strategies of post-method in English Language Teaching (ELT) as the foundational elements for creating micro strategies tailored to the teaching of Speaking in the Indonesian context. The article outlines ten macro strategies, which include increasing learning opportunities, facilitating negotiated interaction, minimizing perceptual mismatches, activating intuitive heuristics, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, ensuring social relevance, and raising cultural consciousness. Drawing on this strategic framework, the article gives illustrated instances of classroom activities and instructional tactics, dubbed micro strategies, that have been utilized to improve Indonesian learners' EFL Speaking competency.

The Efficacy of Using Self and Peer-Correction Technique in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students Soleman Dapa Taka
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4677

This research aims at finding out the efficacy of using Self and Peer- Correction Technique in teaching writing especially descriptive text to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Self and Peer- Correction Technique effective in teaching writing to Indonesian EFL students? The research can be an addition to the persisting teaching writing in English particularly the descriptive text through the use of guided questions. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering writing descriptive text and the post-test given to find out the studentsâ€™ improvement in mastering writing descriptive text after giving the treatment by using Self and Peer- Correction Technique. The findings show that using Self and Peer- Correction Technique is effective in teaching writing descriptive text to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the guided questions in developing studentsâ€™ writing descriptive of Indonesian EFL students.

The Efficacy of Using Contextual Teaching and Learning (CTL) Approach in Teaching Speaking to Indonesian English as Foreign Language (EFL) Students Yanpitherszon Liunokas
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4679

This research aims at finding out the efficacy of using Contextual Teaching and Learning (CTL) approach in teaching speaking especially describing to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Contextual Teaching and Learning (CTL) approach effective in teaching speaking to Indonesian EFL students? The research can be an addition to the persisting teaching speaking in English through the use of Contextual Teaching and Learning (CTL) approach. This research was conducted at First semester students of the English Study Program of Nusa Cendana University, Kupang. The population of this research was First semester students of the English Study Program of Nusa Cendana University, Kupang. The number population is 160 in four classes. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering speaking and the post-test given to find out the studentsâ€™ improvement in mastering speaking after giving the treatment by using problem solving approach. The findings show that using problem solving is effective in teaching speaking to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use problem solving approach in developing studentsâ€™ speaking of Indonesian EFL students.

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