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Analysis of Moral Values and Figurative Languages in Song Lyrics “Palestine Will Be Free” by Maher Zain Riftasandha, Allaika; Wildan Isna Asyhar; Kristanti Yuntoro Putri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6179

Music serves as a universal medium for conveying moral values and social messages, exemplified by Maher Zain’s song “Palestine Will Be Free.” This study addresses the gap in analyzing the moral and figurative elements of the song, focusing on its contributions to moral education and social awareness. Utilizing a qualitative research design, the study examines the song’s lyrics and integrates insights from secondary sources to identify themes of justice, freedom, optimism, solidarity, and resilience. The analysis reveals that the song employs various figurative language techniques—such as metaphors, similes, and symbolism—to deliver its moral and emotional messages effectively. For example, the metaphor “Your soul will always be free” highlights the unyielding spirit of the Palestinian people despite oppression, while the recurring theme of solidarity fosters a sense of empathy and collective responsibility. The accompanying music video further amplifies the da'wah message, showcasing visuals of patience, faith, and hope in adversity. These findings affirm the song’s dual role as an artistic expression and a platform for moral advocacy, resonating with broader discussions on music’s potential to inspire ethical consciousness and social change. However, the study’s focus on lyrical and figurative analysis limits its scope, as it does not delve into the sociopolitical context or audience reception. Future research should explore these aspects, including cross-cultural interpretations and empirical studies on listener responses, to provide a deeper understanding of the song’s global impact.

The Analysis of Code Mixing Used By @Dosen_Fashyun Account on Tiktok Palingga, Helnia Tri; Putri, Kristanti Yuntoro; S, Wawan Herry
Indonesian Research Journal on Education Vol. 5 No. 1 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i1.1919

This study discusses about type and factor of code mixing. The purpose of of this thesis to analyze the type of code-mixing that used by @dosen_fashyun account on TikTok. It classifies the code-mixing’s utterances into three types: insertion, alternation, and congruent lexicalization. It also analyzes the factors that motivated @dosen_fashyun account to do code mixing in his explanation in his content video TikTok into two languages, Indonesia and English. This study used qualitative method to analyze the types and factors of code-mixing. The procedures of this research are the data (the transcript of @dosen_fashyun account which arranges by two languages are classified into three types of code-mixing based on Musyken’s theory. Then, the data analyze about the factors which motivated @dosen_fashyun account to do code mixing in his content video on TikTok based on Eunhee Kim’s theory. The result of this research, firstly the types of code-mixing, there were thirty-three sentences include in insertion, and twenty-three sentences include in alternation, and five sentences include in congruent lexicalization. So, congruent lexicalization is dominant in @dosen_fashyun account’s content videos. Secondly, the factors of code-mixing, the researcher did not find the first factor that is participant role and relationship, there were two sentences which include situational factors, two sentences include in message intrinsic factors, and only one sentence is identified as security. So, message intrinsic factor is the dominant factor motivated @dosen_fashyun account to mix his explanation in his content videos.

The Use of AI as an Assistant of University Students for their Research Proposal Muhammad Dimas Rinjani Fitra; Kristanti Yuntoro Putri; M Syaichul Muchyidin; Fika Ar-Rizqi Naf’ihima
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6159

This research examines the role of Artificial Intelligence (AI) as an assistant for university students in drafting their research proposals. Addressing challenges such as ineffective research strategies, time management issues, and writing difficulties, the study explores how AI tools enhance productivity and support academic writing. Using a qualitative approach, data were collected through questionnaires, semi-structured interviews, and observations of university students utilizing AI tools like Grammarly and ChatGPT. The findings reveal that AI tools significantly aid students in generating ideas, structuring proposals, and refining their writing. However, challenges include ethical concerns, the risk of over-reliance on AI, and limitations in addressing complex academic requirements. By understanding students' perceptions and experiences, this research highlights the potential of AI to complement traditional academic support systems, fostering more efficient and effective research proposal development.

Analysis of Moral Values and Figurative Languages in Song Lyrics “Palestine Will Be Free” by Maher Zain Riftasandha, Allaika; Wildan Isna Asyhar; Kristanti Yuntoro Putri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6179

Music serves as a universal medium for conveying moral values and social messages, exemplified by Maher Zain’s song “Palestine Will Be Free.” This study addresses the gap in analyzing the moral and figurative elements of the song, focusing on its contributions to moral education and social awareness. Utilizing a qualitative research design, the study examines the song’s lyrics and integrates insights from secondary sources to identify themes of justice, freedom, optimism, solidarity, and resilience. The analysis reveals that the song employs various figurative language techniques—such as metaphors, similes, and symbolism—to deliver its moral and emotional messages effectively. For example, the metaphor “Your soul will always be free” highlights the unyielding spirit of the Palestinian people despite oppression, while the recurring theme of solidarity fosters a sense of empathy and collective responsibility. The accompanying music video further amplifies the da'wah message, showcasing visuals of patience, faith, and hope in adversity. These findings affirm the song’s dual role as an artistic expression and a platform for moral advocacy, resonating with broader discussions on music’s potential to inspire ethical consciousness and social change. However, the study’s focus on lyrical and figurative analysis limits its scope, as it does not delve into the sociopolitical context or audience reception. Future research should explore these aspects, including cross-cultural interpretations and empirical studies on listener responses, to provide a deeper understanding of the song’s global impact.

English Exposure through Social Media and Its Influence on Vocabulary Comprehension: A Case Study of Kampung Inggris Alumni Ellena, Gaida Viska; Yuntoro Putri, Kristanti; Hari Kurniawan, Erwin; Abdullah Ahmad Albayyan, Ali
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8135

This study aims to explore how English exposure through social media platforms, such as Instagram, TikTok, and YouTube, influences vocabulary comprehension among Kampung Inggris alumni. While social media provides a continuous stream of English input, its impact on adult learners who have completed intensive programs remains under-researched, pointing to a significant research gap. Using a qualitative case study design, data were collected from 15 purposefully selected participants through an open-ended questionnaire. The findings indicate that social media plays a significant role in supporting vocabulary comprehension, primarily through incidental learning processes. Audiovisual content, visual cues, and situational context help learners recognize and infer word meanings without direct translation. Furthermore, learner engagement and content preference were identified as key factors determining the effectiveness of this exposure. Active interaction, such as searching for word meanings, led to better vocabulary retention compared to passive consumption. This research implies that social media serves as a sustainable supplementary learning medium that supports long-term vocabulary development outside the traditional classroom environment.

DIFFERENTIATED WRITING INSTRUCTION BASED ON STUDENTS’ WRITING PROFICIENCY LEVELS Sabilla Amelia Putri; Wildan Isna Asyhar; Kristanti Yuntoro Putri
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14837

Mixed-ability EFL classrooms present a persistent instructional challenge, as heterogeneous writing proficiency levels among students are rarely addressed effectively through a one-size-fits-all approach. Empirical studies that specifically investigate the effect of Differentiated Instruction (DI) on EFL writing achievement across different proficiency levels remain limited, leaving a gap in writing pedagogy within junior high school contexts. This study aimed to examine the effect of process-based DI on the writing achievement of eighth-grade EFL students at SMP Islam Sultan Agung. A quasi-experimental nonequivalent control group design was employed involving 50 students, consisting of an experimental group (n = 25) receiving process-differentiated instruction and a control group (n = 25) receiving conventional instruction. The intervention was conducted over three sessions focusing on recount text writing. Writing performance was assessed using the ACTFL Writing Proficiency Test (WPT) guidelines, and the data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The findings revealed that both groups had comparable initial writing ability before the intervention. Following the treatment, the experimental group demonstrated higher writing achievement than the control group. These results indicate that process-based DI effectively enhances EFL students’ writing performance by accommodating diverse levels of learner readiness. However, the relatively small sample size and short intervention period limit the generalizability of the findings. Therefore, DI is recommended as an alternative instructional strategy for heterogeneous EFL classrooms, and further research is needed to explore its long-term impact across broader educational contexts. ABSTRAK Kelas EFL dengan kemampuan campuran menghadirkan tantangan instruksional yang terus-menerus, karena tingkat kemahiran menulis yang heterogen di antara siswa jarang dapat ditangani secara efektif melalui pendekatan satu ukuran untuk semua. Studi empiris yang secara khusus meneliti pengaruh Instruksi Diferensiasi (Differentiated Instruction / DI) terhadap pencapaian menulis EFL pada berbagai tingkat kemahiran masih terbatas, sehingga menyisakan kesenjangan dalam pedagogi menulis pada konteks sekolah menengah pertama. Penelitian ini bertujuan untuk menguji pengaruh DI berbasis proses terhadap pencapaian menulis siswa EFL kelas VIII di SMP Islam Sultan Agung. Penelitian menggunakan desain kuasi-eksperimental nonequivalent control group yang melibatkan 50 siswa, terdiri atas kelompok eksperimen (n = 25) yang memperoleh pembelajaran terdiferensiasi berbasis proses dan kelompok kontrol (n = 25) yang memperoleh pembelajaran konvensional. Intervensi dilaksanakan selama tiga sesi pembelajaran menulis teks recount. Kemampuan menulis diukur menggunakan pedoman ACTFL Writing Proficiency Test (WPT), sedangkan data dianalisis melalui statistik deskriptif, uji normalitas Shapiro–Wilk, uji homogenitas Levene, dan independent-samples t-test. Hasil penelitian menunjukkan bahwa kedua kelompok memiliki kemampuan awal yang relatif setara sebelum perlakuan diberikan. Setelah intervensi, kelompok eksperimen menunjukkan pencapaian menulis yang lebih tinggi dibandingkan kelompok kontrol. Temuan ini mengindikasikan bahwa DI berbasis proses efektif dalam meningkatkan kemampuan menulis siswa EFL dengan mengakomodasi tingkat kesiapan belajar yang beragam. Meskipun demikian, keterbatasan jumlah sampel dan durasi intervensi yang relatif singkat membatasi generalisasi hasil penelitian. Oleh karena itu, DI direkomendasikan sebagai alternatif strategi pembelajaran untuk kelas EFL yang heterogen, dan penelitian lanjutan diperlukan untuk mengeksplorasi dampaknya dalam jangka panjang pada konteks yang lebih luas.

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