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

ideas
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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

134 135 136 137 138

Teachers' Barriers in Implementing Merdeka Curriculum in Teaching English at Junior High School: Merdeka Curriculum Muhtar, Wahyusi; Masruddin; Wisran
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6286

This study examines the barriers encountered by English teachers in implementing the Merdeka Curriculum at UPT SMPN 1 Sabbang Selatan. The research employs a qualitative descriptive approach, with data collected through observations, interviews, and documentation. The findings reveal that teachers face significant challenges in curriculum comprehension, resource availability, and assessment adaptation. Specifically, teachers struggle with understanding differentiated instruction, utilizing digital tools, and developing student-centered learning strategies. Additionally, limited access to teaching resources and inadequate training hinders effective curriculum execution. Classroom observations indicate that while some teachers attempt to implement innovative strategies, traditional methods remain dominant due to insufficient support. Assessment practices also vary, with some teachers effectively using structured rubrics, while others lack proper evaluation techniques. The study concludes that addressing these barriers requires targeted professional development programs, enhanced resource allocation, and institutional support to improve curriculum implementation. Future research should explore intervention strategies to overcome these barriers and optimize English language teaching under the Merdeka Curriculum framework.

Comparison of the Use of Discourse Markers in English Political Speeches between Native and Non-native Speakers Dewayanti, Wanda Dewi; Widhiyanto, Widhiyanto; Sakhiyya , Zulfa
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6308

This study aims to analyze the use of Discourse Markers (DMs) in politicians' speeches on the USINDO YouTube Channel. DMs are used to organize, manage, and connect communication. Then politics becomes a public concern and USINDO becomes one of the signs of bilateral relations between Indonesia and America. The analysis was conducted from the speeches of four politicians, two from Indonesia as non-native speakers and two from America as native speakers, and used Fraser's 2009 theory. It was found that 670 markers were used by Native and Non-native. Namely Contrastive Discourse Markers (CDMs), Elaborative Discourse Markers (EDMs), and Inferential Discourse Markers (IDMs). The frequent markers found are EDMs such as 'and', CDMs such as 'but', and IDMs such as 'so'. Furthermore, both native and non-native speakers of English use DMs in political speeches for similar purposes, such as organizing discourse, managing transitions, clarifying points, and ensuring politeness. Then the different DMs are used more often, organically, and successfully in political speeches by native English speakers, who also have a more varied understanding of its use and do not use overlapping double markers.

Analysis of Higher Order Thinking Skills (HOTS) in Reading Comprehension Question Final Test for Junior High School: Teachers' Voices Zahro, Fatimatuz; Dzulfikri; Mistar, Junaidi; Sonny Elfiyanto
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.v13i1.6311

The purpose of this study is to investigate the strategies and approaches used to create HOTS questions in reading comprehension texts to improve students' HOTS skills. This study used a qualitative approach, relying on questionnaire data that results from teachers who created HOTS questions to explain and describe data. The subjects of this study were English teachers as participants. Researchers discovered numerous things using questionnaire data obtained via Google Forms. The research design is a case study, which describes teachers' perspectives on HOTS questions and the obstacles faced by teachers in creating HOTS questions. The research instrument was a questionnaire that was sent by Google Forms. In collecting data, the researcher sent the Google form link to the teacher and the researcher reviewed the answers from the teacher, and the data in this study were the teacher's answers to the questions about HOTS, which were attached to the Google form. The study's findings include three significant points 1. Teacher's challenges with drafting HOTS questions. 2. Teacher's strategies for using HOTS questions in reading comprehension question final test. 3. Teachers' technique or process for creating HOTS questions to increase students' HOTS skills. 4. How students respond to the teacher's queries. 5. The outcomes obtained by students using the HOTS method.

From Workshop Participation to Professional Identity: A Single-Case Narrative of an English Teacher Saka Jaya Arantino; Sumardi; Haryati, Sri
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6328

Workshops have become an important part of teacher professional development (TPD) in various aspects, particularly in how they impact the development of teachers' professional identity. Despite the numerous studies on Teacher Professional Development (TPD), workshops are under-acknowledged. Therefore, this study aims to explore how the EFL teacher’s experiences through workshop participation influence their professional identity development. Employing a narrative inquiry design, this study explored the single case story data from narrative frames and semi-structured interviews with the emerging theory of Teacher Professional Identity (TPI). Drawing upon the TPI framework (Lu et al., 2024), The findings indicate that workshops enhanced the teacher’s instructional beliefs by broadening pedagogical perspectives, strengthened self-efficacy through increased confidence in instructional delivery, deepened commitment by reinforcing professional motivation, and fostered agency in decision-making and adaptability. These findings not only strengthened the theoretical perspectives from workshop and Teacher Professional Identity (TPI) literature but also extended our understanding of how targeted professional development interventions can support EFL teachers in diverse educational contexts. By demonstrating how workshops contribute to the sustainability of teachers’ professional identity, this study highlights the importance of continuous professional development programs. The findings suggest that well-structured workshops can empower teachers to navigate evolving educational challenges, ultimately improving teaching practices and student learning outcomes. Keywords: EFL Teacher, Narrative Inquiry, Teacher Professional Development, Teacher Professional Identity, Workshop

An Analysis of Slang Words Used in Rich Brian’s Song “Getcho Mans” I Komang Krisna Surya Patanjali; Sulatra, I Komang
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6510

This research purpose is to acknowledge types of slang words used in a song. The descriptive qualitative method is utilized in this research to gather and analyse the data from the song lyrics. The data source is a song by Rich Brian entitled “Getcho Mans”. Theory of Allan & Burridge about the type of slang words is utilized to analyse the data. This study successfully classified the slang words used in “Getcho Mans” by Rich Brian. This study found that song by Rich Brian entitled “Getcho Mans” contained slang words in the types of Fresh & Creative, Flippant, Imitative, and Clipping. The writer could not find acronym type of slang words in this song. The total of 47 pieces of data collected from the analysis. The findings could help English students to understand the type and the example of words that usually appear in Hip-Hop songs. Furthermore, it could help the readers to understand the meaning of slang words that usually utilized by Rappers.

Exploring the Impact of Instagram on English Language Skills: Students' Perspectives Laila, Fitri Nur; Hartono, Rudi; Wahyuni, Sri
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6683

The integration of social media platforms into educational practices has become increasingly prevalent, offering innovative ways to enhance language learning. This study explores the role of Instagram in enhancing students' English competence, focusing on its effectiveness in developing vocabulary and listening skills. Employing a qualitative case study approach, the research involved ten senior high school students as participants. Data were collected through semi-structured interviews to gain in-depth insight into their experiences. Findings suggest that Instagram's multimodal features, including captions, videos, and interactive elements, create an engaging and accessible learning environment that encourages language acquisition. While receptive skills showed noticeable improvement, writing and speaking proficiency appeared to require more structured and intentional practice. The study highlights the importance of active engagement in digital learning spaces to maximize Instagram’s potential for holistic language development. This research is particularly useful in the fields of educational technology, language education, and digital pedagogy, offering practical implications for integrating social media platforms into formal language instruction to support comprehensive language skill development. Future research could further explore strategies to maximize Instagram's potential in these areas.

The Use of Short Video Clips to Improve Students’ Comprehension in Learning Simple Present Tense Safira, Najwa; Isna, Nuzulul
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6713

This research investigates the effectiveness of using short video clips to enhance students’ comprehension of the Simple Present Tense in English language learning. The study employed a pre-experimental design with a one-group pre-test and post- test model, involving 31 seventh-grade students at SMP Negeri 1 Kuala Batee. Data collection was conducted through multiple-choice tests administered before and after the treatment. The analysis showed a significant improvement in students’ understanding, with the average pre-test score rising from 43.39 to 74.19 in the post- test. A paired sample t-test revealed a statistically significant difference (Sig. 2-tailed = 0.000), confirming the effectiveness of short video clips in improving grammatical comprehension. These findings suggest that incorporating engaging and context-rich audiovisual materials can significantly support grammar instruction in English as a Foreign Language (EFL) setting. However, limitations such as the small sample size call for further research involving broader and more diverse populations to generalize the results. Additionally, combining short video clips with other interactive teaching strategies is recommended to maximize learning outcomes.

Affective Domain and Foreign Language Learning: A Bibliometric Analysis St. Asmayanti. Am; Am, St. Asriati
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 : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6718

The affective domain, which includes emotions, motivation, attitudes, and values, plays a crucial role in shaping learning outcomes in foreign language education. Yet, much of the existing research investigates these factors in isolation, providing only a limited understanding of how they interact and influence second language acquisition as a whole. This study aims to map the evolution of research on the affective domain in foreign language learning from 2019 to 2023 through a comprehensive bibliometric analysis. Data were retrieved using the Publish or Perish software with Google Scholar as the database, yielding 231 publications. After applying defined inclusion and exclusion criteria, 149 documents were retained for analysis, consisting of 121 journal articles and 28 books. Bibliographic information was managed with Mendeley Reference Manager and analyzed using VOSviewer version 1.6.19 to generate visualizations of co-authorship, citation networks, and keyword co-occurrence. The results show that enjoyment, motivation, and anxiety remain central themes, with enjoyment increasingly highlighted as a facilitating factor for learner achievement. Citation analysis identified highly influential works on grit, classroom emotions, and emotional intelligence, reflecting the field’s growing alignment with positive psychology and social and emotional learning frameworks. Co-word analysis revealed five major thematic clusters: learner enjoyment and achievement, domain comparisons across Bloom’s taxonomy, emotional learning practices, integration of affective constructs into SLA frameworks, and systematic reviews of the field. Temporal analysis indicated a shift from general theoretical discussions prior to 2020 toward more empirical, context-specific, and measurement-based studies after 2021. This study contributes to the literature by clarifying thematic directions, identifying research gaps, and positioning the affective domain as a central element of second language acquisition.

The Evaluation of the TOEFL Preparation Program in an Indonesian University Setiyorini, Tri Jampi
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.v13i1.6731

Many university learners from non-English department have difficulties during the TOEFL preparation program. This research aims to evaluate the implementation of the TOEFL preparation program in an Indonesian University based on context, input, process, and product. The research participants were a TOEFL instructor and 121 management students in the seventh semester. This research was evaluation research. The research instruments were online observation, checklist, and one-on-one interview. The results indicated that the TOEFL preparation program had not fulfilled the context because there was no curriculum in the TOEFL preparation program. Then, the input was good because the instructor used the structured lesson plan, the TOEFL books, the TOEFL software, structured schedule, qualified human resource, and clear budget. The process was moderate because the instructor could explain the materials clearly, gave questions-answers and exercises to check students’ understanding of the material, but he still used teacher-centred learning. The product was in low category. Most students’ TOEFL scores were under 400. The researcher suggests that the instructor designs the TOEFL curriculum, uses student-centred learning, encourage learners to participate actively in the class, uses team teaching, emphasize vocabulary, and give more exercises to improve the quality of the TOEFL preparation program.

An Analysis of Listening Skill Difficulties Faced by Children of Indonesian Migrant Workers in Malaysia Nur Ain Nun; Diah Safithri Armin
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.v13i1.6812

This study explores the difficulties in English language comprehension faced by children of Indonesian migrant workers in Malaysia. Using a descriptive qualitative approach, data were collected through questionnaires and interviews with sixth-grade students in a non-formal education center. The findings reveal five major challenges: (1) multilingual environment, which hinders English language comprehension due to the influence of other languages; (2) limited access to education, resulting in difficulties in English language comprehension due to inadequate facilities and resources; (3) social and economic factors, which impede English language comprehension due to limited access to technology and internet; (4) lack of authentic English exposure, leading to difficulties in English language comprehension due to insufficient exposure to authentic English language; and (5) psychological factors, including motivation and self-confidence, which affect English language comprehension due to anxiety and low self-esteem. These factors are interrelated and rooted in the students’ linguistic environment, educational infrastructure, and socio-emotional context. The study underscores the need for inclusive, context-responsive instructional strategies and improved educational support systems to enhance the English listening skills of marginalized learners.

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