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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

123 124 125 126 127

Psychological and Behavioral Impact: Exploring Gaslighting to Control Woman in Romantic Relationship Using Speech Acts Theory Istiqomah, Adilah Al; Rakhmawati, Fitri
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.v13i1.7206

Gaslighting is a form of emotional manipulation that significantly affects a victim’s mental health, leading to confusion, anxiety, depression, and emotional instability. This study analyzes the psychological and behavioral impacts of gaslighting in romantic relationships using Austin’s speech act theory, which includes locutionary, illocutionary, and perlocutionary acts. The analysis focuses on the interaction between the characters Mark and Alicia in the film Your Reality. Data were collected through qualitative analysis of selected dialogues. The findings show that expressive illocutionary acts are the most dominant (37.50%), followed by directives (29.17%), representatives (20.83%), and commissive (12.50%). Psychologically, the most prevalent impact is anxiety (61.11%), reflected in feelings of guilt (22.22%), confusion (16.67%), self-doubt (11.11%), and low self-esteem (11.11%). Depression also appears (5.56%) through feelings of distress. Behaviorally, gaslighting leads to increased obedience and submission (33.34%), seen in over-apologizing (5.56%), prioritizing the gaslighter needs (11.11%), and loss of personal autonomy, such as difficulty making decisions (11.11%). These findings reveal how gaslighting shapes emotional dependency and restricts victims’ ability to act independently. The study highlights the importance of recognizing gaslighting tactics in order to restore autonomy, improve mental health, and break cycles of manipulation in romantic relationships.

Does Social Status Affect the Politeness Strategies? (Politeness Analysis in Sefeo English Community Podcasts) Fadillah As Syaufi; Andang Saehu; Otong Setiawan Djuharie
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.v13i1.7245

SEFEO is an abbreviation of one of the most influential English communities in Indonesia, Share English for Everything Community which was established in 2012 by Zelky Yusuf as the founder and runs until now. SEFEO has a different system for running routine English activities including the figures commonly called SEFEO stars consisting of international students and students who have extraordinary appeal in terms of appearance, popularity in their daily lives, and English language skills. This study, in addition to intending to explain theoretically the existence of elements of politeness theory in conversations in one of the SEFEO English community podcasts. The researcher tries to find the possibility of social factors occurring in the SEFEO English community. Politeness strategies consist of a few principles including off-record, positive politeness, negative politeness, and bald on record According to Brown and Levinson (1978). The researcher chose a qualitative content analysis research method. The researcher took a sample of a podcast entitled "Passion" which was narrated by Robin and Jack and a sample of a podcast entitled “Our Experiences in Learning English” which was narrated by Zelky Yusuf (the owner) and Zulfani. The researcher managed to find a relationship between politeness strategies and a person's social status in the community, including in the podcast entitled "Passion" hosted by Robin and Jack. It turns out that the interaction between the two did not show a significant gap because their status was equally respected in society Meanwhile, the interaction between the president directly and the members who are considered ordinary in the podcast entitled "Our Experiences in Learning English" shows a politeness phenomenon where because of the indication of closeness between the two, the result is that their interaction process is very casual and does not significantly show the gap between the two because one has a higher position in the community environment.

The Role of Mentor Text to Increasing Students. Motivation And Engagement in Creative Writing Process Yasmin, Feby Annisa; Fithriani , Rahmah
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.v13i1.7251

Creative writing instruction often struggles to maintain students’ motivation and engagement. This study investigates the impact of mentor texts—exemplary literary models—on students' participation and writing proficiency in a junior high school in Medan. Using a qualitative phenomenological approach, data were collected through classroom observations, semi-structured interviews, and analysis of student writing samples involving 15 eighth-grade students over five instructional sessions. The findings reveal that mentor texts significantly enhanced students’ intrinsic motivation, increased their reading duration, and improved the application of writing techniques such as crafting engaging openings and authentic dialogue. Students also reported greater confidence in sharing their work and participating in writing discussions. However, challenges included difficulty in imitating complex writing strategies and a tendency to over-rely on mentor texts, which limited originality. The study underscores the importance of culturally relevant texts and step-by-step instructional strategies, including teacher modeling and scaffolded practice. Practical implications highlight the need for creative writing pedagogy that balances structure with autonomy. Future research should explore the long-term impact of mentor texts and their adaptability across diverse genres and educational contexts.

Analyzing the Students’ Obstacles in English Reading Comprehension at Senior High School Rohmawati, Laili; Hasbullah; Abd. Rahman
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.v13i1.7267

This study aims to identify the obstacles faced by grade 11 students at MAN Sorong SP 4 in comprehending English reading texts. Employing a mixed-methods approach, data were collected through a 4-point Likert scale questionnaire completed by 20 students and semi-structured interviews with 5 students and 1 English teacher. The instrument covered four key areas: vocabulary mastery, motivation, media preferences, and teacher support. Results revealed that 76% of students struggled with vocabulary, 71% lacked effective reading strategies such as skimming and inference, and 64% had difficulties understanding text structures. Additionally, 60% of students demonstrated low motivation toward academic reading, although they showed interest in English content through social media. Interview findings supported the quantitative data, indicating students' reliance on dictionaries, absence of explicit reading strategy instruction, and low confidence in dealing with complex texts. The study recommends an instructional approach that integrates reading strategies, vocabulary development, and educational digital media to enhance students’ holistic reading comprehension skills.

Improving Students’ Skill in Writing Recount Text Using Storyboard at The Ninth Grade of Junior High School Putri Adilah; Amalia Yahya; Rusdiansyah
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.v13i1.6173

This research attempted to determine the use of Story Board in teaching writing skills in recount text in the ninth grade of SMPN 7 Palopo. This study applied a pre-experimental method. The researcher gets the score on five aspects of writing skills, content, organization, vocabulary, grammar/language use, and mechanics, by using a pre-test and post-test test. The population of this research was the ninth-grade students at SMPN 7 Palopo. There were 19 students as the sample, which is by purposive sampling. This research showed that the mean score of students writing tests in the post-test was 73.21, which is higher than the pre-test score, 60.37. Then the value of tc(tcount)= 7.56 was higher than tt(ttable)= 2.064. It means the alternative hypothesis (H1) is accepted, and (H0) is rejected. It concludes that using a storyboard to improve students' writing skills in recounting text in the ninth grade of SMPN 7 Palopo was effective.

The Impact of Environment-Based Education on Students' Vocabulary Development at Junior High School Laoli, Adieli; Fristaniat Zendrato, Agnes; putri Telaumbanua, Inayah syah; Desna yarlina Telaumbanua; Danieli Gea
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.v13i1.6210

This study investigates the effects of environment-based education on students' mastery of vocabulary at Junior High School. English, recognized as a global language, is essential for both educational and career advancement. However, Indonesian students often struggle with vocabulary acquisition. To evaluate how the integration of environmental elements into English learning can enhance vocabulary skills, this research adopts a qualitative approach. It employs observation, interviews, and documentation as key methods of assessment. The study involved an English teacher and 23 seventh-grade students, with a sample of 15 students selected for the research. The findings reveal that students faced challenges in retaining vocabulary due to conventional teaching methods and insufficient exposure to context. However, after introducing environment-based learning—where students observed and described objects in their school surroundings—they showed remarkable progress in vocabulary retention, comprehension, and application. This approach not only boosted their language skills but also heighted their motivation, engagement, and awareness of the environment. Overall, the results indicate that environment-based education is an effective strategy for enhancing vocabulary mastery, making the learning experience more meaningful and relevant to students' everyday lives.

The Use of Video Blogging (Vlogging) In Teaching XII Grade Students’ Speaking Skill at Senior High School Indriyanti, R. Anissa; Ulfa, Siti Maria
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.v13i1.6243

This study investigated the application of video blogging (vlogging) in teaching speaking skills to students of Senior High School. The purpose of this study was to explore whether vlogging can be used as a learning aid to progress students' pronunciation, fluency, clarity, and confidence in speaking English. A qualitative approach with a case study design was used on students of Senior High School. Data collection methods included classroom observation, student interviews, and analysis of students' vlog performance over some time. The results showed that vlogging significantly contributed to educating students' speaking skills. Through continuous practice with video recordings, students bigger their speaking confidence, better their pronunciation, and bigger their fluency. In addition, vlogging facilitated the learning process by allowing students to assess themselves and receive feedback from their peers. This study concluded that incorporating video blogging into English classes can be a positive strategy to progress students' speaking skills. The study suggests that teachers should incorporate video blogging into their lessons to create a more engaging and interactive learning environment.

Bridging Languages: Metacognitive Strategies for Improved Narrative Translation Aqzhariady Khartha; Nur Wirawati; Marhamah; Muhammad Rifqi Syamsuddin
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.v13i1.6347

This study aimed to enhance students' skills in translating narrative texts from English to Indonesian through metacognitive strategies among 10th-grade students at SMA Negeri 14 Gowa. Conducted as classroom action research (CAR) over two cycles, the study involved 36 students and utilized metacognitive strategies to foster self-regulated learning. Data were collected via observations, portfolios, formative assessments, and interviews, analyzed descriptively and qualitatively. Results showed significant improvements across six translation aspects: accuracy (16.67% to 66.67%), readability (19.44% to 72.22%), cultural relevance (13.89% to 61.11%), consistency (22.22% to 77.78%), grammar (16.67% to 69.44%), and completeness (25.00% to 83.33%). Metacognitive strategies enabled students to plan, monitor, and evaluate their translation processes, enhancing their contextual understanding, cultural adaptability, and analytical skills. The study underscores the effectiveness of metacognitive approaches in improving translation competence and promoting learner autonomy, with implications for integrating such strategies into language education to address global communication challenges.

Improving Article Writing Skills through the Implementation of the 3M Method for 12th Grade Students of Senior High School Aulia Lailatus Siva; Nazurty; Sophia Rahmawati
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.v13i1.6403

This research is motivated by the low learning activity observed in the teaching of the Indonesian language, particularly article writing, in the first semester of Class XII Science 1 at SMA Negeri 1 Merangin during the 2023/2024 academic year. Out of 31 students, only a few showed good learning outcomes and actively answered the teacher’s questions, while others remained passive, hesitant to ask questions, or distracted during lessons. The aim of this classroom action research (CAR) is to describe the improvement in students' article writing skills through the application of the 3M method (Meniru–Imitating, Mengolah–Processing, and Mengembangkan–Developing). The study was conducted over two cycles during the semester. The results showed that the 3M method effectively improved students' article writing skills. From Cycle I to Cycle II, there was a 12.09% improvement. Overall, from the pre-cycle to Cycle II, the percentage of students achieving scores above the Minimum Competency Criteria (KKM) of 75 increased by 39%. Specifically, there was a 25.81% improvement from the pretest to Cycle I and a further 12.09% increase from Cycle I to Cycle II. Based on these findings, it is recommended that the 3M method be applied to enhance article writing skills among Class XII students at SMA Negeri 1 Merangin.

Understanding the Role of Teacher Immediacy in Enhancing English Communication among University Learners Sengkey, Virginia Gabrella
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.v13i1.6415

This study utilized both correlational and comparative research methodologies to investigate the relationship between teacher immediacy behaviors and university students’ willingness to communicate (WTC) in English classes, as well as to assess potential gender- based differences in students’ perceptions of these behaviors and their WTC of a private university in North Sulawesi. The sample consisted of 275 undergraduate university students enrolled in English courses, ranging from basic to advanced English levels. The analysis revealed a statistically significant correlation between teacher immediacy behaviors and students' WTC in English classes, with a p-value of .000 and r = 0.392. Furthermore, the results indicated no significant gender differences in students’ perceptions of teacher immediacy behaviors or their WTC in English classes. Therefore, cultivating a warm, non-threatening classroom climate where students feel emotionally safe can further amplify the benefits of teacher immediacy and promote greater participation in English communication tasks.

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