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.
Articles
2,260 Documents
<![CDATA[Morphological Analysis of Derivational and Inflectional Affixes from Meghan Trainor's Selected Song ]]>
<![CDATA[Istama, Nanda Rizka]]>;
<![CDATA[Nargis]]>;
<![CDATA[Sutikno, Eka Ugi]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.7314
<![CDATA[This study investigates the use of derivational and inflectional affixes in selected songs by Meghan Trainor. Using a qualitative descriptive approach, the study analyzes 10 of Trainor’s songs to identify and classify affixes based on their morphological functions. The results show that inflectional affixes dominate the lyrics, with a total of 77 occurrences compared to 27 derivational affixes. This indicates that the lyrics frequently feature inflectional affixes to convey grammatical functions such as tenses, plurality, and comparison. This finding may suggest a tendency in similar English pop lyrics tend to use inflectional affixes to maintain grammatical structure while supporting rhythmic flow.]]>
<![CDATA[Critical Discourse Analysis on Reconstruction of the Mediation Process of Judges Based on Maslahat at the Palopo Religious Court ]]>
<![CDATA[Abdul Kadir]]>;
<![CDATA[Mustaming]]>;
<![CDATA[Abdain]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.5508
<![CDATA[This study examines the reconstruction of judicial mediation processes through the lens of critical discourse analysis, focusing on the implementation of maslahat principles at the Palopo Religious Court. The research investigates how Islamic jurisprudential concepts of maslahat (public interest/benefit) can be integrated into contemporary judicial mediation practices to enhance conflict resolution effectiveness within the Indonesian religious court system. Using critical discourse analysis methodology, this study analyzes the linguistic patterns, power dynamics, and ideological frameworks embedded in judicial mediation discourse at the Palopo Religious Court. The research explores how judges construct meaning through language while incorporating maslahat-based approaches in their mediation processes, examining both explicit and implicit discursive strategies that shape dispute resolution outcomes. The findings reveal significant opportunities for reconstructing mediation processes by systematically integrating maslahat principles into judicial discourse. The analysis demonstrates how judges can employ maslahat-oriented language and reasoning to facilitate more culturally relevant and ethically grounded mediation sessions. The study identifies key discursive patterns that either support or hinder the effective application of maslahat in judicial mediation contexts. The research contributes to understanding how Islamic legal principles can be meaningfully incorporated into modern judicial practices through careful attention to discursive construction. The reconstruction model proposed emphasizes the importance of aligning judicial language with maslahat values to achieve more equitable and contextually appropriate dispute resolution outcomes. This study provides practical insights for religious court judges seeking to enhance their mediation practices through maslahat-based approaches while maintaining procedural integrity within the Indonesian legal system. The findings suggest that critical discourse analysis offers valuable tools for understanding and improving the integration of Islamic jurisprudential principles in contemporary judicial mediation processes.]]>
<![CDATA[The Relationship between Students’ Motivation, Self-Efficacy, and Their Writing Achievement ]]>
<![CDATA[Sakinah, Rina]]>;
<![CDATA[Dewi, Ratna]]>;
<![CDATA[Nappu, Syamsiarna]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5687
<![CDATA[This study aimed to analyze the relationship between students’ motivation in writing, self-efficacy and their writing achievement. The variables of this study were: Writing Achievement as the dependent variable (Y) and Motivation In Writing as the first independent variable (X1) and Self-Efficacy as the second independent variable (X2). The population of this study were 252 students in tenth grade of SMA Negeri 5 Takalar while the sample of this study amounted to 35 students in the tenth grade of SMA Negeri 5 Takalar. Data collection was carried out by using questionnaire and test. Data analysis was carried out by using pearson correlation test. The results of this study showed that the average score of students’ motivation in writing was 73.72, Self-Efficacy score was 73.00 and Writing Score was 51.00. As for the pearson correlation test, the significance of motivation in writing was 0.229, which means the first independent variable (X1) motivation in writing has a low correlation on dependent variable (Y) writing score and the significance of self-efficacy was 0.382, which mean the second independent variable (X2) self-efficacy has low correlation on dependent variable (Y) writing score. It can be concluded that the students’ in SMA Negeri 5 Takalar has high motivation in writing, medium in self-efficacy and fair in writing. Furthermore, the relationship between students’ motivation in writing, self-efficacy towards students’ writing achievement is low.]]>
<![CDATA[Impact Continuous Tiktok to Improve English Speaking Skills Through the Conversation Analytic Role-Play Method (Carm) ]]>
<![CDATA[khaliatun mardiyah]]>;
<![CDATA[Syafiul Anam]]>;
<![CDATA[Him’mawan Adi Nugroho]]>;
<![CDATA[Slamet Setiawan]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.6083
<![CDATA[This research aims to examine the influence of intentions to use TikTok continuously on improving students' English speaking skills through the Conversation Analytic Role-Play (CARM) method. This research uses mixed methods, namely combining qualitative research with descriptive methods and quantitative research with experimental methods. The research results show that continued use of TikTok using the CARM method has a positive and significant impact on improving students' English speaking skills, compared to the control class who did not use TikTok. Apart from that, the research results also show that TikTok is seen favorably by students as a tool for learning English. Students feel learning English with TikTok is more fun, easier and effective. This research contributes to the development of innovative and creative English learning by utilizing the social media platform that is popular among generation Z, namely TikTok. This research also provides suggestions for teachers and researchers to further utilize TikTok's potential in English language learning, especially in improving students' speaking skills.]]>
<![CDATA[The Effect of Cake Application Supported by Self-directed Learning on The Students’ Speaking Skills at Junior High School ]]>
<![CDATA[Ratnasari]]>;
<![CDATA[Saiful]]>;
<![CDATA[Dewi, Ratna]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6225
<![CDATA[This research aimed to investigate the effectiveness of the Cake Application supported by Self-Directed Learning (SDL) in enhancing students’ speaking skills at SMP Negeri 3 Galesong Selatan. A quantitative research design with a quasi-experimental approach was used. Data was collected through pre-test and post-test assessments, with a population of 135 eighth-grade students across six classes in the academic year 2024/2025. The sample consisted of two classes, the experimental class (VIII C) and the control class (VIII D), each with 20 students. The study found that the Cake Application supported by Self-Directed Learning (SDL) significantly enhanced students' speaking skills, with the experimental group showing a larger increase in mean scores (68.67) compared to the control group (62.67). Statistical analysis indicated significant enhancements in both groups from the Pre-Test to the Post-Test, with the experimental group demonstrating a more substantial change (Z = -3.949, p = 0.000). Additionally, the experimental group had a higher mean rank (26.80) than the control group (14.20) in the Mann-Whitney U test (Z = -3.770, p = 0.000). with the effect size (Cohen's d ≥ 0.8) indicating a significant effect of Cake Application through Self-Directed Learning (SDL). This demonstrates that the intervention enhanced students' speaking skills more effectively than the conventional method. In conclusion, the study supports the effectiveness of the Cake Application through Self-Directed Learning in enhancing students’ speaking skills. The positive results highlight the potential for integrating this application into language education to improve academic performance and suggest its wider application in similar educational contexts.]]>
<![CDATA[The Use of Short Movies at The Speaking Class at Al Bonafide Course ]]>
<![CDATA[Lisa]]>;
<![CDATA[Kiptiyah, Mariyatul]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6258
<![CDATA[This study explores the use of short movies as a learning medium in the speaking class at Al Bonafide Course. The purpose of this study was to assess the impact of using short movies on students' vocabulary comprehension, their understanding of real-life scenarios, and increased engagement and confidence in speaking. The study involved 20 third-grade students and employed a qualitative descriptive design. Data collection was done through observation and documentation. The results showed that the use of short movies can increase students' learning motivation, expand vocabulary, and improve speaking fluency. Students become more interactive, enthusiastic, and confident in expressing ideas. Although previous studies have discussed the use of short movies in language learning, this study makes a new contribution by highlighting how short movies can encourage students' interactivity and emotional engagement in the learning process. The findings support the use of short movies as an effective tool to bridge language theory and practice, making learning more dynamic and meaningful.]]>
<![CDATA[Podcast on Listening: A Case Study on 2nd Year English Education Department Students In University ]]>
<![CDATA[Ghazian Akbar, Muhammad Almer]]>;
<![CDATA[Tera Athena]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.6284
<![CDATA[Listening is one of important skill in English language acquisition, serving as the parts for speaking and writing. It involves decoding and reconstructing information to understand communication fully. Traditional teaching methods often fail to engage students, making modern approaches essential. Podcasts, as digital audio or video media, have emerged as an effective tool for teaching listening comprehension. They provide accessible, engaging, and diverse content that motivates students to learn. Research indicates that podcasts positively impact students' listening skills, vocabulary, pronunciation, and accent recognition, while also enhancing their ability to interpret messages. At STKIP PGRI Bangkalan, podcasts were used to explore motivational themes, showing their potential as a versatile and engaging medium for teaching listening comprehension. This research pointing the value of podcasts in modern English language education, suggesting further exploration of their application across diverse contexts.]]>
<![CDATA[Developing English Material in the Form of Digital Flipbook as a Medium for Teaching English ]]>
<![CDATA[Syam, Andi Tenrisanna]]>;
<![CDATA[Mahriati, Dina]]>;
<![CDATA[Thayyib, Magfirah]]>;
<![CDATA[Said, Yuyun Ruqiyyat]]>;
<![CDATA[R. Muin, Fadhliyah]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6296
<![CDATA[This research aims to develop English material in the form of a digital flipbook as a medium for teaching English. This research used the research and development (R&D) method and adopted the 4-D model. The research participants were seventh-grade English teachers and 60 SMP Negeri 3 Wotu students. The needs of teachers and students were analyzed through interviews and questionnaires, which use quantitative and qualitative data analysis techniques. The result of the need analysis showed that the English material needs to be developed. The mean score obtained from the three judges of the flipbook-based English language material is 4.5, categorized as "very good" and deserves to be used without revisions. The English material consists of several components: 1) the chapter about me, culinary and me, home sweet home, my school activities, and this is my school, 2) interesting videos and pictures, 3) various activities, 4) a vocabulary list. The final English material in a digital flipbook is suitable and can be used as an effective English teaching medium.]]>
<![CDATA[The Influence of English Youtube Videos on The Disoriented Language of The Mother Tongue Among Young Children on Their Language Development Process ]]>
<![CDATA[Paulina Novarita]]>;
<![CDATA[Wahyu satya Gumelar]]>;
<![CDATA[Nur Ainun]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6401
<![CDATA[This study investigates the influence of prolonged exposure to English-language YouTube videos on the disruption of mother tongue development among young children in Indonesia. Set within the growing relevance of digital media in early language acquisition, this qualitative research adopts a case study design involving seven children aged 3 to 7 years who are currently receiving speech therapy in Bandung. Data were obtained through in-depth interviews with parents and non-participant observations of the children's communicative behaviors. Findings indicate a recurring pattern of language interference, including frequent code-mixing between English and Bahasa Indonesia, limited mastery of native vocabulary, and dependence on non-verbal cues such as gestures or incomplete phrases. For instance, several children were observed substituting basic Indonesian words with English counterparts (e.g., “open” instead of buka), or forming syntactically incorrect sentences influenced by English structure. These disruptions are closely associated with the predominance of English-language input during daily screen time and a marked reduction in native language interaction—particularly during the COVID-19 lockdown period. The study underscores an imbalance in bilingual exposure, wherein English increasingly replaces Bahasa Indonesia in daily expression, potentially contributing to expressive language delays and syntactic confusion. To address these challenges, the research recommends increased parental mediation, purposeful mother tongue engagement at home, and implementation of media literacy programs tailored to early childhood contexts. While the study provides valuable insights into media-induced linguistic shifts in multilingual settings, it is limited by its small sample size and specific geographic focus. Future research should explore longitudinal outcomes and include diverse socio-cultural contexts to enhance generalizability.]]>
<![CDATA[Student’s Perspectives on the Efficacy of Tandem Application in Enhancing Speaking Proficiency ]]>
<![CDATA[Batubara, Putri Fadillah]]>;
<![CDATA[Maslathif Dwi Purnomo]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6408
<![CDATA[This study aims to explore students' perceptions of the effectiveness of the Tandem application in improving English speaking skills. The background of this research is based on the importance of speaking skills in foreign language learning and the common challenges faced by students, such as awkwardness, anxiety, and limited interaction with native speakers. The research method used is a phenomenological qualitative approach with observation techniques, questionnaires, and in-depth interviews with five students who use the Tandem application. The results showed that the Tandem application helped increase self-confidence, speaking fluency, and the ability to understand various accents and cultural contexts. Students felt bolder speaking with native speakers and experienced an increase in faster speaking responses. However, some respondents highlighted the lack of structured feedback from native speakers and suggested integrating the app with formal teacher-led learning. The findings emphasize the need for collaboration between learning technology and conventional approaches for optimal results in speaking skill acquisition.]]>
