IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
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.
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<![CDATA[TEACHING WRITING DESCRIPTIVE TEXT THROUGH COLLABORATIVE LEARNING ]]>
<![CDATA[Madehang, Madehang]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 1 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on studentsâ exploration or application of the course material, not simply the teacherâs presentation or explication of it. Collaborative learning represents a significant shift away from the typical teacher centered or lecture-centered milieu in college classrooms. The writing descriptive text can be easy by using collaborative learning since the share and peer feedback during the learning writing process.]]>
<![CDATA[THE STUDENTSâ ABILITY IN READING AT URBAN AREA AND AT REMOTE AREA ]]>
<![CDATA[Masruddin, Masruddin]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 1 (2016): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[This research is aimed at 1) finding out the ability of students in reading descriptive text of the  second year students at SMPN 1 Limbong as remote area school and SMPN 1 Baebunta as urban area school. 2) finding out whether there is a significant difference between the ability of students at urban and at remote area school in their competencies in reading descriptive text. In this research, the writer applied descriptive method. The sample of the research were 50 students at SMPN Limbong and 50 at SMPN Baebunta. The instrument of this research was reading test. It consisted of 3 reading descriptive text with 15 questions. The results of the research shows that the mean score of students in SMPN 1 Limbong was very- different with their mean score in SMPN 1 Baebunta. The mean score of SMPN 1 Baebunta was 5.06 while the mean score of SMPN 1 Limbong was 3.11. Furthermore, it can be seen from the t test result which shows that the result of t-test was greater than t-table. The value of t table was 2.02. while the t test was 7.46. it means that t-test was greater than t-table or 7.46> 2.02. This is indicated that to ⥠tt so, null hypothesis (ho) is rejected and alternative hypothesis (hi) is accepted, therefore in can be said that there is a significance different between the studentsâ achievement at SMPN 1 Limbong and SMPN 1 Baebunta. This research proves that the urban area school is better than the remote area school in reading descriptive text achievement.]]>
<![CDATA[ENGLISH OUTDOOR CLASS AT REMOTE AREA SCHOOL ]]>
<![CDATA[Masruddin, Masruddin]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 2 (2016): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[This research aimed at finding out whether the application of outdoor program is effective or not to build studentsâ vocabulary at the remote area school. In this research, the researcher applied a pre-experimental method. Pre-experimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. This research was conducted in SMP Limbong especially in the outdoor of the first year students. The researcher chose SMP Limbong because the school was located in the remote area with many natural environments surrounding the school. The population of this research was the first year students of SMPN 2 Limbong. There is only one class. Thus, the total number of population of this research was 17 students. The researcher took all of the population as sample. So, the total number of sample was 17. The instrument that was used in collecting data in this research was vocabulary test. The result of the research shows that the application of environmental study outdoor is effective in building studentsâ vocabulary to the second year students of SMPN 2 Limbong. It was proven by the fact that there was a significant difference between the studentsâ mean score of the pretest and the posttest. In the pretest, the studentsâ mean score is 50.33 and the studentsâ score in posttest is 78.99. Moreover, it also could be seen by comparing the result of t-test and t-table where t-test is higher than t-table (9.672.093). It means that the hypothesis is received (tt  > t0).This research aimed at finding out whether the application of outdoor program is effective or not to build studentsâ vocabulary at the remote area school. In this research, the researcher applied a pre-experimental method. Pre-experimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. This research was conducted in SMP Limbong especially in the outdoor of the first year students. The researcher chose SMP Limbong because the school was located in the remote area with many natural environments surrounding the school. The population of this research was the first year students of SMPN 2 Limbong. There is only one class. Thus, the total number of population of this research was 17 students. The researcher took all of the population as sample. So, the total number of sample was 17. The instrument that was used in collecting data in this research was vocabulary test. The result of the research shows that the application of environmental study outdoor is effective in building studentsâ vocabulary to the second year students of SMPN 2 Limbong. It was proven by the fact that there was a significant difference between the studentsâ mean score of the pretest and the posttest. In the pretest, the studentsâ mean score is 50.33 and the studentsâ score in posttest is 78.99. Moreover, it also could be seen by comparing the result of t-test and t-table where t-test is higher than t-table (9.672.093). It means that the hypothesis is received (tt  > t0).]]>
<![CDATA[CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM PENINGKATAN KETERAMPILAN BERBAHASA INGGRIS MAHASISWA (STUDI KASUS PADA MAHASISWA TEKNIK SIPIL SEMESTER VI TAHUN 2014/2015 POLITEKNIK NEGERI UJUNG PANDANG) ]]>
<![CDATA[Shanty, Halim]]>;
<![CDATA[Naely, Muchtar]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[Penelitian ini menerapkan konsep belajar yang membantu dosen mengaitkan antara materi yang diajarkan dengan situasi dunia nyata mahasiswa dan mendorong mahasiswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. Kelebihan konsep belajar ini yaitu hasil pembelajaran diharapkan alamiah dalam bentuk kegiatan mahasiswa bekerja dan mengalami, bukan transfer pengetahuan dari dosen ke mahasiswa. Metode pembelajaran CTL (Contextual Teaching and Learning) adalah salah satu pendekatan yang efektif dalam meningkatkan keterampilan berbahasa Inggris (speaking) mahasiswa semester VI pada mata kuliah Bahasa Inggris Teknik. Hasil penelitian membuktikan adanya peningkatan penguasaan kemampuan speaking mahasiswa setelah penerapan metode CTL. Pada tes akhir siklus I nilai rata-rata mahasiswa meningkat dari tes awal dengan rata-rata nilai 43%, kemudian meningkat ke nilai 65% pada tes siklus I pembelajaran dengan metode CTL, dan terjadi peningkatan yang signifikan pada tes akhir atau siklus II ke 80%. Hal ini berarti dengan adanya peningkatan signifikan tersebut seluruh mahasiswa dinyatakan telah mencapai kriteria nilai ketuntasan minimal yaitu 70.]]>
<![CDATA[ANALYSIS OF THE INDONESIAN HIGH SCHOOL CURRICULUM FOCUSING UPON THE ENGLISH PROGRAM ]]>
<![CDATA[Muhammad, Arifin Ahkam]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 5, No 2 (2017): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[The central theme of this paper discusses the current issues in English Language Teaching (ELT) in Indonesian contexts particularly the English curriculum of Indonesian secondary school. It will first explore the historical development of English curriculum in Indonesia including the methods or approaches that have so far been used; this section touches on current directions in Teaching English to Speakers of Other Languages (TESOL) methodology - Task Based Language Teaching (TBLT) - studies that may not be readily adapted by some English teachers in Indonesia. It will then move to the discussion of the goals of Indonesian English curriculum - integrated with Character Education - which could be considered a reflection of needs analysis and its ideologies. Lastly, this paper shows some challenges that could have hindered English language learning and teaching in Indonesia particularly related to the washback of English National Examination held by the Indonesian Government each year at the end of the school term; these challenges may need to be addressed by postgraduate universities that provide a TESOL Master`s programme. It also examines other high-stake assessments that seem to have influenced the directions of the English teaching and learning processes in Indonesian contexts.]]>
<![CDATA[DESIGNING MULTIMEDIA FOR LECTURERSâ NEED IN TEACHING ENGLISH PRONUNCIATION ]]>
<![CDATA[Sri, Damayanti]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 2, No 2 (2014): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[The objectives of this research are to find out the studentsâ error in pronunciang some selected English words and to design multimedia based on the studentsâ need in teaching pronunciation. The researcher took 8 students as sample randomly of 300 students at English Education Study program of Cokroaminoto Palopo University. This research tries to develop of some theories in Phonology and create or design the media (multimedia) in teaching pronunciation. The result of this research shows the studentsâ error in pronouncing vowel, diphthong, and Consonant when they find the word which is not familiar with them and when they find the word which consists of sound that is not exist in Indonesian sound. So, the design of media in teaching English Pronunciation is multimedia which consists of some materials in vowel, consonant, and diphthong. This media also provides sounds in pronouncing some English words.]]>
<![CDATA[ENGLISH CORNER: A SETTING TO SUPPORT CLT SUCCESS ENHANCING STUDENTSâ SPEAKING SKILL ]]>
<![CDATA[Nur, Mutmainnah]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 5, No 1 (2017): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[The lack of practice makes speaking difficult to be acquired by students. It is because students do not have any chance to practice speaking outside of class. Moreover, the limited time to learn English in the class only gives students very little time to practice their language. English Corner a designed place which is used to practice English is expected to enhance studentâs English skill, especially speaking. It is not a class but a room which is designed very interesting and instagramable to make students willing to come and practice freely without any force and supervision. This concept was derived from Communicative Language Teaching (CLT) stating that language is communication. Thus, the goal of learning language is that students are able to communicate the language in written or oral form. This paper attempts to reveal how to make students practice their English outside their class. This discussion found that English corner can be a solving to break the problem of students who do not have any chance to practice their speaking outside of class. This setting is expected to be a center to learn more about English especially practicing their speaking]]>
<![CDATA[LESSONS IN OLD MAN AND THE SEA ]]>
<![CDATA[Masruddin, Masruddin]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 1, No 1 (2013): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[ In the novel âThe Old Man and the Seaâ the writer found some positive characters in the novel. During the analysis the writer applies structural genetic approach. The analysis shows that Santiago as character who performs spirit, motivation and hard worker.   Then, Mandolin shows a helpful character. Then the setting of the Novel implies that a man should have a good relation with the nature. ]]>
<![CDATA[TEACHING WRITING DESCRIPTIVE TEXT THROUGH COLLABORATIVE LEARNING ]]>
<![CDATA[Madehang, Madehang]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 1 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on studentsâ exploration or application of the course material, not simply the teacherâs presentation or explication of it. Collaborative learning represents a significant shift away from the typical teacher centered or lecture-centered milieu in college classrooms. The writing descriptive text can be easy by using collaborative learning since the share and peer feedback during the learning writing process.]]>
<![CDATA[TEACHING WRITING BY USING COW (COLLECT, ORGANIZE, WRITING) STRATEGY TO ENHANCE STUDENTSâ WRITING SKILL ]]>
<![CDATA[Yanpitherszon, Liunokas]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 1 (2016): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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<![CDATA[This research is aimed at finding out the effectiveness of COW (collect, Organize, writing) Strategy effective to enhance studentâs writing ability. This research used Pre-Experimental Research and it was conducted in ten meetings. The population of this research is the second year of SMPN. In determining the sample, the researcher used random sampling by taking fifteen students each class. The instruments were used in collecting the data through writing test. And then in calculating the data, the researcher used SPSS Program version 20. The findings of this research show that the use of COW (collect, Organize, writing) Strategy is effective in developing studentsâ writing skill at the second year students of SMAN 1 Soe Kabupaten Timur Tengah Selatan (TTS) NTT. It was proven by there was a significant difference between the studentsâ mean score of pretest and posttest. In pretest, the studentsâ mean score is 26 and the studentsâ score in posttest is 51. In addition, the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df)= N-1, where (N) = 25, df = 24. The probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected.]]>
