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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

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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

122 123 124 125 126

Cultural Beats and Language Feats: Enhancing English Skills at @America through Jazz Music Festival Lestari, Puji; Purwa Lestarina, Anggi; Ditha Berliana, Alya; Natalia, Inpresta; Resyta Arma, Ladie; Juwita, Rahma
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.v13i1.6990

This study explores how immersive language use and cultural exposure can enhance English as a Foreign Language (EFL) learning among Indonesian university students. It aims to identify the communicative benefits of participating in an interactive visit to @america, an American cultural center in Jakarta, and to examine how visual ethnography supports students’ reflections on intercultural learning. On December 3, 2024, one hundred EFL students attended the Empire Wild Jazz Music Festival at @america, engaging in authentic listening, speaking, and intercultural interaction under a Communicative Language Teaching (CLT) framework. Photographs and personal reflections served as primary data for the visual ethnographic analysis. The findings indicate that this informal, immersive environment increased students’ motivation, fostered fluency development, and deepened cultural awareness. The visual documentation process also encouraged students to critically reflect on their learning and cultural experiences. This study demonstrates that integrating experiential activities and visual reflection into EFL curricula can help educators bridge the gap between classroom instruction and real-life communication, ultimately enhancing students’ engagement and intercultural competence.

Light and Dark Realm Phenomenon: Analysis of Persona and Shadow in Hermann Hesse’s Demian Andi Putri Varellita; Margawati, Prayudias
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.v13i1.6992

This study analyzes psychological duality in Hermann Hesse's novel Demian through the lens of Jungian psychoanalytic theory, focusing on the concepts of persona and shadow in relation to the light and dark realms phenomenon. Employing qualitative textual analysis, this study delves into Sinclair's psychological development and self-integration as portrayed in the symbolic assertion between the dichotomy. Discussions and findings reveal that this dichotomy is not an absolute opposite but a highly dynamic reality that helps Sinclair get to know himself, the process of understanding himself in the chaotic event of psychological conflict. Sinclair’s contemplation of the sparrow hawk painting and his conversation with Demian and Pistorius serve as important moments in this internal turmoil. This research contributes to the fields of literature and psychology by presenting Demian's novel as a view that the light and dark realms are a highly dynamic phenomenon that influences the emergence of persona and shadow in a person. However, there are still limitations in contextualizing the novel's pre-World War I socio-historical influences. Future research could explore how historical tensions shaped Sinclair's journey, deepening the analysis of personal transformation within broader societal changes.

Generative AI in ELT: Readiness and Concerns of Badung EFL Teachers Nyudak, Geovenda; Made Hery Santosa; Ni Putu Era Marsakawati; Putu Susrini
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.v13i1.7014

This study examines the readiness and concerns of junior high school English as a Foreign Language (EFL) teachers in Badung, Bali, regarding the integration of Generative Artificial Intelligence (GenAI) into English Language Teaching (ELT). Using an explanatory sequential mixed-methods approach, the research involved 165 teachers who completed a survey adapted from Aydin and Tasci’s E-Learning Readiness Model and followed by interviews analyzed through the Concerns-Based Adoption Model (CBAM). Quantitative findings reveal that 87.3% of teachers were at moderate to high levels of readiness, particularly in the dimensions of Technology and Innovation. The People Factor scored lowest, indicating limited institutional support and training. Teachers also expressed strong personal motivation (Self-Development Factor), although hindered by budgetary and structural challenges. Qualitative analysis revealed that most participants had progressed beyond the Awareness stage of CBAM and were actively utilizing GenAI tools in instructional planning. Some even reached advanced stages such as Collaboration and Refocusing. However, ethical-pedagogical concerns emerged, particularly regarding students’ dependence on AI. The findings underscore the importance of tailored training, targeted policy support, and ethical guidance to ensure the successful and sustainable integration of GenAI in English Language Teaching (ELT).

Development of a Speaking Skills Assessment Rubric Through the English Reporting News Project for High School Students in Kampung Inggris Purbalingga Nugraha, Novanda Alim Setya; Lustyantie, Ninuk; Murtadho , Fathiaty
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.v13i1.7039

This study aims to develop a valid, reliable, and practical speaking skills assessment rubric in the context of project-based learning, specifically through the English Reporting News Project for senior high school students at Kampung Inggris Purbalingga. The research method used is research and development (R&D) with stages including needs analysis, rubric design, expert validation, limited trial, and data analysis using a Likert scale involving 30 students. The results show that the developed rubric accommodates five main aspects of speaking skills: fluency, pronunciation, grammar, vocabulary mastery, and communication ability. Reliability analysis yielded a Cronbach’s Alpha value of 0.83, indicating a high level of internal consistency. Assessment data indicate that vocabulary mastery and fluency have the highest average scores, while pronunciation remains the main challenge for students. Furthermore, the rubric received positive feedback from teachers and students regarding its practicality and clarity of use. This study recommends the use of the rubric as an effective evaluation tool in project-based speaking learning and further development, particularly focusing on pronunciation aspects. The findings contribute significantly to the development of communicative and contextual English language assessment in the Indonesian educational context.

The Relationship of Digital Literacy and Student Engagement on Student English Learning Triana, Hilda; Suryadi
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.v13i1.7040

This study examines the relationship between digital literacy and student engagement in English language learning among tenth-grade students at a rural Indonesian high school. Using a quantitative correlational approach, data were obtained from 100 students using a structured questionnaire (Cronbach’s α = 0.662). The analysis revealed a moderate, significant correlation between digital literacy and English learning achievement (r = 0.530), and a strong correlation between student engagement and achievement (r = 0.598). However, digital literacy was not significantly associated with engagement. These findings suggest that while digital skills contribute to achievement, they do not directly enhance engagement. This study applies the Self-Determination Theory framework and emphasizes the need for multifaceted strategies to foster engagement. Instrument reliability and contextual limitations are acknowledged. The findings offer insights for educators and policymakers in rural digital-based English instruction.

Development of an Assessment Rubric for Story Writing Skills in Indonesian Integrated with Acehnese Folklore for Senior High School Verawati; Lustyantie, Ninuk; Murtadho, Fathiaty
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.v13i1.7050

This study aims to develop an assessment rubric for storytelling skills in Indonesian that is integrated with Acehnese folklore, specifically for high school students (SMA). The development of this rubric is based on the need for a valid, reliable, and contextual assessment tool to measure students' creative writing abilities while utilizing local cultural values. The research method used is the Research and Development (R&D) model, which includes stages of design, validation by language and cultural experts, limited trials, and rubric revisions. The rubric instrument integrates linguistic aspects, story text structure, and distinctive elements of Acehnese folklore as learning materials that encourage creativity and cultural understanding. The validation results show that the rubric has a high content validity and can be used as a guide for objective and comprehensive storytelling assessment. The implementation of the rubric in high school classes also demonstrated an improvement in the quality of students' written work and a deeper cultural awareness. This study concludes that the developed rubric effectively supports storytelling learning based on local wisdom, while also enriching students' language and cultural competencies.

Parents’ English Experience as The Induction of EFL Students’ English Competence Dewi, Ambarsari Sukma; Rahmat Setiawan
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.v13i1.7052

This study examines the role of parents’ English language experience in shaping the English competence of EFL (English as a Foreign Language) students. It focuses on how parental involvement, regardless of their English proficiency, supports their children’s English development. The research also explores how parents’ educational background, parent-child relationships, and the level of parental involvement contribute to children’s motivation and progress in learning English. Using a qualitative approach, this study investigates how parents with varying levels of English experience contribute to their children’s language learning. Data were collected through in-depth interviews with four 12th-grade students, selected based on their relevance to the study. These students come from families with different educational backgrounds and English language experience. The interviews were semi-structured, focusing on students’ experiences in learning English, the support they receive from their parents, and how their parents’ English language experience shapes their learning process. In addition to the interviews, documentation such as students’ report cards and parents’ salary slips were analyzed to provide context regarding the socio-economic background. The findings show that parental involvement, regardless of their English proficiency, plays a significant role in students’ English development. Parents with limited English experience still provide moral support, emphasize the importance of English for the future, and create a supportive learning environment. The study suggests that schools should enhance parental involvement by offering training and resources, particularly for parents with limited educational backgrounds and English experience, to improve the learning ecosystem and support English learning more effectively.

Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities Amanah, Ainun; Ratna Sari Dewi; Fahriany
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.v13i1.7075

This study examines the perspectives of two English teachers at SEED Academic on the use of experiential learning in teaching young learners. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews and classroom observations. The research aimed to explore how teachers conceptualize experiential learning, the strategies they use to implement it, and the challenges they face in doing so. The current study made advantage of a qualitative descriptive instrument. According to the study, teachers employed different methods to teach English to young learners and had different opinions regarding how to use experiential learning. It also found that implementing experienced learning proved challenging for educators. Findings reveal that experiential learning promotes student engagement, creativity, and real-world application of language skills. However, teachers also reported challenges such as time constraints and managing diverse learning needs. The study recommends greater support for English teachers in implementing experiential learning to enhance student-centered language education in primary settings. Nonetheless, a teacher has already included practical learning into several English language teaching exercises. Through encouraging critical thinking and creativity, experiential learning helps students to apply their knowledge in relevant settings. Incorporating practical learning into English language instruction helps young students acquire their language far better. All things considered, using experiential learning to teach English to young kids was advantageous. Consequently, the study advises English teachers to use experiential learning since it offers empirical data supporting its adaption in primary-level language classrooms and shows how interactive, real-world events can raise students' participation and learning results.

Syntactic Tree Diagram: Students' Error in Constructing Tree Diagram for Phrase and Sentence Level Uspayanti, Rezky; Monika, Santy; Indriyani, Novi; Narahawarin, Margaretha Febriany
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.v13i1.7085

Syntax is the study about the pattern of the language and mastery of syntax plays a crucial role in understanding grammatically correct English. This research aims to investigate the common errors made by students when constructing tree diagrams for phrases and sentences. The research employed a descriptive qualitative method. There were eight students involved in this research who took the syntax class from the English Education Department at Musamus University. Data were collected through written tests in which students were asked to construct tree diagrams for noun phrases, verb phrases, prepositional phrases, and sentences. The result showed that students got difficulty in constructing tree diagram for sentence level and prepositional phrase level. The findings show varying levels of student performance. For phrase level analysis, 100% of students correctly constructed the tree diagram for a noun phrase, and 87.5% succeeded with the verb phrase. However, only 37.5% accurately analyzed the prepositional phrase, indicating significant difficulty with this type. At the sentence level, accuracy dropped further: 75% of students made errors in constructing tree diagrams for more complex sentences such as "The beautiful girl cares of her cat" and "The smart students in the library are smiling gaily", while 87.5% made errors on a simpler sentence, "I have one sister". These results suggest that while students generally grasp phrase structures, they struggle with full sentence constructions and hierarchical syntactic patterns. The study highlights the need for more focused instruction and practice in sentence-level syntax and tree diagram construction to improve students’ analytical skills and grammatical proficiency.

A Comparative Analysis of Field Trip Teaching Strategies in Frank McCourt’s Teacher Man and E. R. Braithwaite’s to Sir, With Love Winarsih, Sri; Florensy Sauhenda, Angla; Wahyuniar
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.v13i1.7131

This study examines the portrayal of field trip strategies in Frank McCourt’s Teacher Man (2005) and E.R. Braithwaite’s to Sir, With Love (1959) through the lens of comparative literature, which enables cross-textual analysis of pedagogical themes in different socio-cultural settings. A qualitative library research approach was employed, utilizing the method of comparative literary analysis in two stages. First, close reading and manual/digital annotation of both texts were conducted to identify recurring pedagogical themes, particularly those related to field trip planning, implementation, and impact. Thematic categories were developed inductively—focusing on (1) planning and structure of field trips, (2) student engagement and learning outcomes, and (3) socio-political challenges. To strengthen reliability, inter-rater coding was applied using the agreed framework, and a Cohen’s Kappa score of 0.82 was obtained, indicating substantial agreement. The analysis reveals two contrasting approaches: McCourt’s informal and unstructured trips, marked by minimal planning, result in limited educational outcomes, while Braithwaite’s well-organized museum visit leads to meaningful student engagement and reflection. Both texts reflect how socio-political factors—particularly racial prejudice and stereotyping—influence educational practice. Additionally, McCourt faces internal challenges related to classroom management and preparation. The findings highlight that effective field trip implementation requires not only strategic planning but also cultural sensitivity and awareness of systemic bias. These insights offer practical implications for contemporary educators seeking to design inclusive and impactful experiential learning experiences.

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