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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

144 145 146 147 148

Engagement Markers in Indonesian Scholars’ Academic Writing to Establish Rapport with Readers Afandi, Titah; Sutrisno, Adi
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.v13i2.6292

This study presents a corpus-based analysis of engagement markers in applied linguistics research articles (RAs) authored by Indonesian scholars. While previous research has explored metadiscourse broadly, this investigation focuses specifically on the strategic use of interpersonal features to build reader rapport. A specialized corpus of 20 RAs (104,110 words) from four Scopus-indexed journals (2020–2024) was compiled and analyzed using a mixed-methods approach. The analysis, conducted with the Sketch Engine tool, applied a modified version of Hyland and Jiang’s (2016) model of engagement markers. The results indicate a strong preference for knowledge-oriented engagement, with knowledge appeals being the most frequent strategy (1.59 per 1,000 words), predominantly realized through explicit markers of routine conditions. Notably, rhetorical questions were absent from the corpus. Pronominal choice revealed a distinct use of first-person plural pronouns (we, us, our) to foster solidarity and direct reader interpretation, while personal asides were employed to clarify arguments. In terms of directives, references to physical acts (e.g., “see Table 3”) were markedly more common than cognitive or textual acts. These findings suggest a stylistic convention in Indonesian academic writing that prioritizes formality and collective objectivity, potentially at the expense of more direct dialogic interaction. The study concludes by offering practical pedagogical implications for academic writing instruction, suggesting that Indonesian scholars can enhance the persuasive impact and international visibility of their work by strategically diversifying their engagement strategies to foster a more involved reader dialogue.

Effectiveness of Wordwall as an Interactive Digital Tool for Teaching Vocabulary to Enhance Writing Skills of First Year Students Puspitasari, Rina Puspitasari; Wahyu Satya Gumelar; M Andriana Gaffar
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.v13i2.6423

This study evaluates the effectiveness of Wordwall, a gamified digital platform for vocabulary learning, in improving vocabulary mastery and procedural-writing quality among first-year vocational students in a Karawitan (traditional arts) program. Using a quasi-experimental pre-test–post-test design, two intact classes received different instructional treatments across three meetings held over a two-week period, the experimental class completed Wordwall activities, whereas the control class followed conventional methods. After initial differences were controlled with ANCOVA, the experimental class showed a significantly larger vocabulary gain (partial η² = 0.25) and greater improvements in lexical variety and technical accuracy in writing than the control class. These findings indicate that integrating Wordwall boosts student engagement and successfully transfers technical vocabulary to procedural texts. Therefore, teachers can adopt vocationally themed Wordwall tasks to accelerate language learning, and policy-makers should provide training and digital infrastructure so that interactive tools like Wordwall can be implemented widely in vocational schools.

Effective Learning Strategies: The Role of Teachers in Enhancing Junior High School Students' Narrative Writing Skills through Differentiated Instruction Khotimah, Husnul; Ninuk Lustyantie; Fathiaty Murtadho
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.v13i2.6530

The ability to write narrative texts is a fundamental skill in English language education, especially at the Junior High School (JHS) level. However, many students face challenges in organizing ideas and writing narratives that are both structured and engaging. Differentiated Instruction (DI) offers a solution by tailoring teaching to meet the individual needs of students. This study aims to explore the implementation of DI in teaching narrative writing at JHS, particularly in English language classes. The research employed a qualitative descriptive approach with a case study design, focusing on two experienced English teachers and their students. The results indicated that DI significantly improved students' writing skills, particularly in organizing ideas, structuring texts, and enhancing creativity in character development and plot construction. Students in classes using DI showed increased motivation, confidence, and better use of language. Despite challenges such as diverse student abilities and limited resources, DI was found to positively impact students' writing outcomes. The study concludes that DI is an effective method for improving narrative writing skills in English classes at JHS, offering a flexible and student-centered approach to teaching.

A Systematic Literature Review on the Exploration of the Impact of English Media on Vocabulary Development in Bilingual Toddlers Rahayu, Agnes Monica; Adrefiza; Failasofah
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.v13i2.6727

This systematic literature review looks into how bilingual children vocabulary development is affected by their exposure to English media. The early years of childhood, from 1 to 6 years old, are the most pivotal time for language development, impacted by social, environmental, and biological factors. Bilinguals' vocabulary development is usually impacted by a number of aspects, such as media exposure, home literacy environments, and parental participation. Using the PRISMA 2020 framework, five studies published from Januart 2021 to March 2025 were selected from three databases; Google Scholar, ERIC, and Taylor & Francis. Results indicate that interactive and socially supported media use can successfully improve L2 vocabulary, whereas passive media exposure alone may impede language development. Furthermore, the context, quality, and adult supervision of media intake have a significant effect on language results.

Exploring the Defense Mechanisms of the Main Character in The Accidental Tourist After the Shooting Tragedy Cahyani, Lintang; Sri Sumaryani
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.v13i2.6743

In the United States, numerous mass shootings have left victims and their families traumatized. Authors have been inspired to create literary works based on this phenomenon. One of these can be found in Anne Tyler's book The Accidental Tourist, first published in 1985. The novel narrates the tale of a father who must cope with anxiety following the death of his only child, caused by a school shooting tragedy. This study aims to find the types of defense mechanisms performed by the father as attempts to protect himself against the threat of experiencing anxious feelings from things that could trigger thoughts of his trauma. This study used Freud's theory of defense mechanisms, which includes denial, displacement, rationalization, and reaction formation. The primary data obtained from the novel in the form of dialogue will be compared to the data collected through several previous studies using a qualitative approach to be categorized according to Freud's theory of defense mechanisms. The study's findings indicate that the main character employs four defense mechanisms to maintain his image as a husband that aligns with social standards and expectations. The main character employs four defenses in five dialogues in the novel. The appearance of four defense mechanisms is also influenced by the main character's roles as a husband who struggles to meet social standards as a strong and more mature person compared to his wife. Men are expected to manage their stress on their own and avoid expressing their emotions according to the social standards surrounding masculinity. This leads men to use defense mechanisms.

Social Actor Representation in Media Narratives of the Israel-Palestine Conflict Post-October 7: A Study of Al Jazeera, USA Today, and The Jakarta Post Maharani Pambudi, Pricylia; Sartika, Delita; Handayani, Reli
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.v13i2.6781

The media plays a crucial role in shaping public understanding of international conflicts through strategic linguistic choices that can reveal underlying ideological positions. This study aims to analyze how social actors in the Palestine-Israel conflict after October 7, 2023, are represented in the English-language news coverage of Al Jazeera, USA Today, and The Jakarta Post. Using Critical Discourse Analysis with a focus on van Leeuwen's Social Actor Representation framework, the research examined fifteen news articles published between October 2023 and May 2024 to identify patterns of inclusion and exclusion strategies employed by each news outlet. Findings revealed that Al Jazeera actively portrays both Hamas and Israeli forces as primary agents while occasionally depersonalizing individuals through collectivization; USA Today tends to exclude individual Palestinian actors through indeterminate references while representing Israeli actors more often as collective entities; and The Jakarta Post explicitly names key figures from both sides, personalizing the conflict while emphasizing their opposing roles. These varying representation strategies reflect different editorial approaches that influence how responsibility, agency, and legitimacy are attributed in conflict reporting, ultimately shaping public perception and discourse around the complex geopolitical situation.

Pre-service Teachers’ Perspective on the Use of Short Video Stories in Primary Education Ravenska Tiara Jessica; Ananda, Putri; Wulandari, Nadia; Ratna Prasasti Suminar; Farah Sukmawati Wahidah
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.v13i2.6805

This study examines a single pre-service teacher's perspective on using short story videos to teach English to primary school students, utilizing the Technological Pedagogical Content Knowledge (TPACK) model and a constructivist approach. Rather than relying on classroom observations, it emphasizes the teacher’s self-reported experiences and reflections to explore the integration of content knowledge, pedagogical strategies, and technological tools. Data were gathered through a semi-structured interview conducted during the participant’s teaching practicum in a fifth-grade classroom. The participant, a 24 years old undergraduate student in her final year, actively engaged in classroom instruction during her practicum and had completed relevant coursework in English language teaching. Findings indicate that short story videos were viewed as engaging and pedagogically valuable, although the integration across TPACK domains was inconsistent. While the participant maintained a positive attitude towards using video media, she encountered challenges related to technological confidence and the alignment of media with content. This study underscores that TPACK-based reflective interviews can yield valuable insights into the development of preservice teachers, even in the absence of direct classroom observation.

The Meaning of Terms in The Bite Nggukale Wedding of The Tolaki Tribe in Konawe District Ilham; Sulistyowati
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.v13i2.6811

This study discusses the terms used in the traditional Bite Nggukale wedding ceremony in Konawe Regency. The purpose of this study is to describe the cultural meanings and explain the functions of the terms used in the traditional Bite Nggukale wedding ceremony. The research method used in this study is qualitative descriptive. In collecting data, the author used documentation and interviews. In the data analysis stage, the author used ethnosemantics to reveal the cultural meanings contained in the terms of the Bite Nggukale traditional wedding ceremony. Ethnolinguistics is the study of terms related to semantic meanings, such as kinship, color, flora, and fauna, to reveal cultural meanings. The results show that there are fifteen terms used in the traditional wedding ceremony of Bite Nggukale. The data includes the terms pabitara, toonomotuo, tolea, sara pombesanggarai, sara pomberahi, sara pombepende, kalosara, powokasi obiri, asolawa sawu lipa, obite tinongo nggukale, asondumbu okasa, oaso kiniku sara, and mowindahako. The cultural elements contained in these terms indicate kinship terms used in resolving traditional marriage processes.

Exploring EFL Students’ Vocabulary Acquisition Strategies through English Movies Siti Annisa; Ventje Jany Kalukar; Aridah Aridah
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.v13i2.6828

This study explores the vocabulary acquisition strategies used by EFL (English as a Foreign Language) students through English movies. Grounded in Krashen’s Input Hypothesis and Mayer’s Cognitive Theory of Multimedia Learning, the research investigates how learners engage with movie content to enhance their vocabulary. Using a qualitative method, the study involved two sixth-semester English Department students at a public university in Indonesia. Data were collected through semi-structured interview sessions and analyzed using thematic analysis. Findings reveal that students employ several strategies, including using English subtitles, noticing and repeating unfamiliar words, choosing genre-specific content, applying new vocabulary in writing and speaking, and rewinding scenes for better comprehension. In total, five key strategies were identified. These approaches helped learners connect vocabulary with context, improve pronunciation, and promote long-term retention. The use of multimedia, particularly movies, created an engaging and low-anxiety environment that supported incidental learning and increased motivation. The study concludes that learner-driven strategies supported by multimedia input significantly contribute to vocabulary development and suggests that educators integrate movie-based activities in language learning environments to enhance students’ vocabulary acquisition, contextual understanding, and motivation.

Interactive Learning Methods to Increase Students' Motivation in Learning English: Students' Point of View Andi Syahrir, Radiana; Sari, Puspa; Aliyah, Husnani
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.v13i2.6900

Interactive learning methods are one of the alternative learning models that help students express their curiosity and understand the knowledge or concepts they are studying. Emphasis on interactive learning methods is very important to increase student engagement and motivation, especially in learning English in junior high schools. Learning motivation is an important factor that influences students' success in mastering a foreign language. This study aims to determine the effectiveness of interactive learning methods in increasing students' motivation and interest in learning English. The method used in this study is descriptive qualitative with the research subjects being class VIIA. Data collection techniques include observation and interviews to explore students' perceptions regarding their experiences during English learning with interactive methods, such as group discussions, educational games, presentations, and technology-based learning media. The results showed that most students responded positively to the use of interactive methods, because it made the learning process more enjoyable, easier to understand, increased self-confidence, trained public speaking, and encouraged active involvement in class. However, some students also conveyed shortcomings, such as the existence of technology so that they rely on the internet to find answers and the interest in book literacy and students decreased. These findings indicate that interactive learning methods can be an effective strategy to increase motivation to learn English, provided that careful planning and adjustments are needed to meet students' needs.

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