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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

145 146 147 148 149

Digital Media in TEFL: Lecturer’s Perceptions at an Islamic Institute in Jambi Permana, Arya Geni; Erniyati, Yelni
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.v13i2.7411

This study investigates an English lecturer’s perceptions of digital media integration in Teaching English as a Foreign Language (TEFL) at a rural Islamic institute in Jambi, Indonesia. Using a qualitative single-case study design, data were collected through semi-structured interviews with one lecturer at Institut Agama Islam Negeri Kerinci. Thematic analysis revealed six key themes: digital media is perceived as beneficial for increasing student engagement, tools are selected strategically based on language skills, and digital integration is hindered by limited infrastructure and institutional support. Despite these barriers, the lecturer demonstrated strong professional agency by using offline alternatives, engaging in training, and adapting technology to student needs. Platforms such as YouTube, Google Classroom, and Quizizz were commonly used to support listening, grammar, and classroom management. While digital tools enhanced learner autonomy and motivation, challenges remained in curriculum flexibility and equitable access. Digital integration success in TEFL not only requires good infrastructure but also institutional support and empowering the lecturer. In brief, this study offers valuable insights for future research to examine how digital media are utilized in TEFL classes, especially in rural areas.

Assessing Communicative Competence: Validity of Tests in CLT-Based English Classrooms Across Formal in West Java Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
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.v13i2.7612

This research examines the validity of classroom tests in formal secondary schools in West Java, Indonesia, which purport to practice Communicative Language Teaching (CLT). Although CLT calls for the development of communicative competence encompassing grammatical, sociolinguistic, discourse, and strategic components, concerns arise that classroom testing procedures may fail to represent these communicative objectives. Data were gathered from four EFL teachers using a qualitative multiple case study design through document analysis and a semi-structured online questionnaire. Results show that although the participants exhibit firm theoretical grasp of communicative assessment and include performance tasks like interviews, role plays, and video-based speaking tasks, complete alignment with CLT ideals is limited. A number of challenges impede implementation, such as lack of professional development, large class sizes, limited instructional time, and institutional requirements for grammar-dominated tests. This study concludes that despite claimed allegiance to CLT, the validity of tests utilized in these classrooms continues to be inconsistent. It suggests enhancing teacher assessment literacy, instituting prolonged training, and reforming institutional policy to accommodate communicative assessment practices more in accord with CLT.

Assessing the Authenticity and Validity of Tests in CLT-Based English Classrooms in West Java's Formal Education Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
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.v13i2.7625

This study investigates the effectiveness of classroom tests in formal West Java, Indonesia, secondary learning centers that claim to offer Communicative Language Teaching (CLT). Because CLT places significance on fostering communicative competence that contains grammatical, sociolinguistic, discourse, and strategic dimensions, there are concerns that the testing protocols employed may not adequately reflect the communicative goals. The data were collected from four English as a Foreign Language (EFL) instructors through the use of a qualitative multiple case study design by way of document analysis and semi-structured web survey. It was found that, while respondents demonstrated satisfactory theoretical knowledge of communicative testing and the use of performance tasks such as interviews, role-plays, and spoken tasks incorporated into videos, full compliance with the tenets of CLT is restricted. Principal impediments to successful implementation are restricted professional development opportunities, large classes, restricted instructional hours, and institutional policies favoring grammar-based tests. It is the finding of this research that, despite professed adherence to CLT, test validity is inconsistent. It is its recommendation that teacher assessment literacy must be upgraded, wide-ranging training needs to be implemented, and institutional policies need to be redesigned to bring communicative test practices into closer correspondence to CLT ideals.

Exploring Slang Words Used by the Male and Female Main Characters in “Anyone but You” Movie Mayuni, Ni Ketut Mas Ayu; Ayomi, Putu Nur
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.v13i2.7627

Slang is an informal form of language commonly used in casual conversation to express identity, emotions, and social connections. It is especially prevalent in spoken English among younger generations and is frequently featured in films, music, and social media. This study analyzes the types and functions of slang used by the male and female main characters in the film Anyone but You (2023), applying Allan and Burridge’s (2006) classification. Data were collected through script analysis of approximately 120 minutes of dialogue and examined using a descriptive qualitative approach. Out of the 25 slang expressions identified, four types of slang were found: flippant, clipping, fresh and creative, and imitative. Flippant slang was the most common. Although both characters used expletive and taboo words, the male character, Ben, used slang more frequently and focused on masculine identity and peer-group language. In contrast, the female character, Bea, employed slang that was more emotionally expressive and context-dependent. Overall, the use of slang enriches the dialogue by making it more natural, relatable, and reflective of the characters’ social identities and emotions. These findings also highlight gender differences in slang usage and contribute to sociolinguistic studies on film discourse.

The Implementation of ClassPoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan Nasution , Nikmah Fadillah; Fithriani , Rahmah; Dalimunthe , Ahmad Amin
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.v13i2.7746

Using Information and Communication Technology (ICT) in schools improves the quality of teaching, especially now that we are in the Fourth Industrial Revolution. This research examines the application of ClassPoint in instructing English to eleventh-grade students at State Islamic Senior High School Medan. A qualitative case study design was utilized, encompassing 37 students across three observation cycles within a three-month duration. Data were collected via observation, interviews, and documentation and analyzed through data reduction, presentation, and conclusion-drawing methodologies. The results showed that student engagement went up a lot, from 40.54% in Cycle I to 94.59% in Cycle III. Students also said that they were more comfortable and effective at learning in each cycle. The research indicates that incorporating interactive digital tools like ClassPoint can promote active learning, increase engagement, and elevate English language proficiency in secondary education environments.

Indonesian-English Code-Mixing in Entertainment-Based Communication on X Ridhawati, Listya Arum; Firdhani, Anggi Rizky; Assyddyq, Muhammad Nur
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.v13i2.7793

This research aims to investigate the patterns of Indonesian-English code-mixing in entertainment-focused communication on X. The study is grounded in Muysken’s (2000) typology of code-mixing, which classifies linguistic blending into insertion, alternation, and congruent lexicalization. The data were sourced from 157 posts collected from seven selected entertainment accounts on X from May 1 to June 30, 2025. Entertainment accounts were chosen because they often employ multilingual expression to attract and engage diverse audiences. Employing a qualitative research design, data were gathered using the documentation technique, which involved selecting posts containing Indonesian-English code-mixing. The analysis applied Muysken’s framework to categorize each instance into one of the three types. The results reveal that insertion was the most frequent type (78.34%), followed by congruent lexicalization (12.10%) and alternation (9.55%). These findings confirm the consistent dominance of insertion across various online and social media contexts, while also showing that the leading type can vary depending on discourse domains. The research strengthens the relevance of Muysken’s framework in digital sociolinguistics, providing insights for content creators and digital marketers in engaging multilingual audiences effectively.

Code Mixing Used By Vlogger “ Tasya Farasya” On TikTok Videos Ni Kadek Ayu Adinda Pratiwi; I Dewa Ayu Devi Maharani Santika
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.v13i2.7801

This study investigates the phenomenon of code-mixing in the TikTok videos of beauty vlogger Tasya Farasya. It aims to identify the types and reasons for code-mixing using the framework proposed by Hoffman (1991), which includes three types: intra-sentential, intra-lexical, and involving a change of pronunciation. The research uses a qualitative descriptive method to analyze 6 utterances selected from 4 of her TikTok videos posted between December 2024 and March 2025. The findings reveal that intra-sentential code-mixing appears in 3 utterances (50%), intra-lexical code-mixing also occurs in 2 utterances (33.33%), while code-mixing involving a change of pronunciation is found in 1 utterance (16.67%). These findings indicate that intra-sentential and intra-lexical code-mixing are used with equal frequency, whereas pronunciation related code-mixing is less common. This study examines the phenomenon of code-mixing in the TikTok videos of beauty vlogger Tasya Farasya. A qualitative descriptive method was employed to provide a systematic and in-depth account of the forms of code-mixing and the contexts in which they occur in real social media interactions. The findings suggest that code-mixing in Tasya Farasya’s content represents a strategic linguistic choice a deliberate use of mixed language to achieve specific communicative purposes, such as emphasizing meaning, fostering closeness with the audience, projecting a modern image, and enhancing the overall appeal of the content. Furthermore, this study highlights how English is integrated into Indonesian social media discourse, particularly in the beauty and lifestyle domain.

Expressive Functions From Movie The Boy and The Heron Ni Made Putri Lestari; I Dewa Ayu Devi Maharani Santika
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.v13i2.7836

This study explores the expressive function of language in Hayao Miyazaki’s 2023 animated film The Boy and the Heron through a sociolinguistic lens. Drawing on Leech’s (1981) classification of language functions and Halliday’s (1994) contextual framework, the research analyses how characters express emotions such as happiness, anger, sadness, and regret. A qualitative method was used to examine five selected dialogues from the film, which generated 35 data points encompassing various emotional and social dynamics. The relationship between the selected dialogues and the total data points lies in the fact that each dialogue contained multiple expressive utterances, resulting in a richer set of data for analysis. The findings reveal that happy expressions were the most frequent (28.57%), followed by sadness and regret (25.71% each), and anger (20%). Expressive utterances were found to be linguistically nuanced and closely linked to the characters’ psychological states and relational contexts. The study underscores the importance of expressive language in shaping character development and emotional depth, enhancing audience empathy and engagement. Overall, it contributes to a broader understanding of how expressive functions operate in cinematic discourse, particularly within the cultural and narrative framework of Miyazaki’s storytelling.

Investigating Students’ Perceptions of ChatGPT's Role in Supporting Writing Skills Mardiansyah; Rulik Setiani
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.v13i2.7886

This study investigated second-semester students of the English Education Department at Universitas Muhammadiyah Kotabumi perception of the role of ChatGPT in improving their English writing skills. A descriptive qualitative design was employed, with data collected over 2 days in July 2025 through semi-structured interviews. From a preliminary survey of 25 students, 8 were selected based on their active use of ChatGPT on smartphones for writing activities. Data were analysed using a phenomenological approach to capture students lived experiences and perceptions. The findings revealed that students generally held positive views of ChatGPT, particularly in generating ideas, enriching vocabulary, improving grammar awareness, constructing sentences, and building confidence. ChatGPT was also valued for its accessibility and efficiency, often functioning as a virtual tutor that fostered self-directed learning boosted writing confidence. Despite these advantages, several challenges were identified, such as overreliance on the application, restricted access to premium features, and minor inconsistencies in generated outputs. The study concludes that ChatGPT offers meaningful support for developing writing competence among EFL learners, provided that its use is guided critically and integrated with traditional pedagogical strategies to maintain learners’ creativity, accuracy, and analytical reasoning.

Exploring Gender Differences in Motivation and Interest Towards English Language Learning: A Case Study of Islamic Secondary Schools Students in Sidoarjo Mufidah, Nur Lailatul; Imaniar, Fahmy; Rachmania, Andriani
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.v13i2.7939

This research studies the differences of males’ and females’ motivation and interest in learning English on 109 first-year students of one Islamic secondary school in Sidoarjo, East Java. It concentrates on four core points, there are intrinsic motivation, extrinsic motivation, individual and situational interest. By utilizing a descriptive quantitative approach with a descriptive statistical analysis, the findings reveal that the level of motivation of both groups of students is moderate to high average scores 3.4-4.2 on 5-point Likert scale. Females slightly outperformed males in intrinsic and extrinsic motivation, while males scored higher in personal and situational interest. This is consistent with Goal Orientation Theory, which clarifies that student learning motivation differs based on their learning goals (mastery vs. performance), as well as Expectancy-Value Theory, which states that engagement is shaped by the perceived value of English learning and expectations of success. The study recommends learning strategies that balance affective and instrumental aspects, as well as further studies using inferential analysis and longitudinal designs.

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