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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

146 147 148 149 150

Strategies Employed by The Main Character (Jodi) in Responding Impoliteness of Others in “Tall Girl” Movie (2019): A Socio-Pragmatic Studies Yahya Krisetya; Widhiyanto; Suwandi
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.v13i2.7960

This research investigated how impoliteness strategies and responses were portrayed through Jodi, the main character in the movie Tall Girl (2019). Impoliteness is a part of sociopragmatics because it relates to the social context. Socio-pragmatics can be interpreted as the study of the meaning of speech related to social aspects that cover culture and society, language, social situations, and social classes. This descriptive qualitative analysis identified 24 utterances of impoliteness received by Jodi, which were divided into 6 utterances of bald on record, 6 utterances of positive impoliteness, 6 utterances of negative impoliteness, 5 utterances of sarcasm or mock politeness, and 1 withheld politeness utterance. These utterances most frequently targeted her physical height. In response to impoliteness’s utterances, Jodi employed a range of strategies: at first silence and avoidance, later humour and topic-shifting, and ultimately direct confrontation. This progression illustrated her psychological growth and shifting social power toward confidence and self-acceptance. The whole story in the movie related to the real life of students’ interactions in the school environment. The analysis also highlights the educational value of the movie. The research identified eleven moral values, including bravery, humility, sincerity, trustworthiness, and kindness. These values, demonstrated not only by Jodi but also by her friends and family, reinforce the importance of mutual respect, resilience, and self-acceptance. Overall, the findings suggested that the movie Tall Girl (2019) presents impoliteness both as a realistic reflection of impolite things in social interaction. At the same time, it offered valuable moral lessons that can be learned by the teachers and students in socio-pragmatics fields.

Directive Speech Acts in the Animated Sci-Fi Film “Next Gen”: A Pragmatic Analysis I Kadek Adi Wisnu Pramana Putra; Satwika , I Gusti Ayu Agung Sintha
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.v13i2.7992

This study investigates directive speech acts in the animated science fiction film Next Gen (2018) using the theoretical framework of Searle and Vanderveken (1985). The research aims to identify, categorize, and describe the types of directive speech acts performed by the characters, with particular attention to how language shapes human–robot interaction. The data were obtained from the film transcript, transcribed from Netflix subtitles, and analyzed through a qualitative descriptive approach. A total of 56 utterances containing directive speech acts were identified and classified into eight types: command, forbid, ask, suggest, request, urge, order, and permit, with command emerging as the most dominant (26 occurrences). The findings reveal that communication in Next Gen is strongly influenced by power dynamics and authority, while also reflecting interpersonal dimensions through requests, suggestions, and permissions, especially in relation to trust, care, and cooperation. The significance of this study lies in demonstrating how human–robot interaction can be understood through language use, offering insights into both pragmatic theory and media discourse analysis. By highlighting how directive speech acts construct relationships between humans and robots, the study contributes to broader discussions of language, interaction, and representation in science fiction narratives.

Digital Support for Oral Performance: The Effect of Fondi Application on Speaking Confidence Tika; Kadaruddin; Karimuddin
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.v13i2.8021

This study investigates the effectiveness of the Fondi app in boosting Indonesian EFL students’ speaking self-confidence. A quasi-experimental design was conducted with 60 eleventh-grade students from SMAN 1 Bombana, divided equally into experimental and control groups. The intervention lasted four sessions (90 minutes each) over four weeks. Data was compiled using a 30-item self-confidence questionnaire and a speaking performance test. When compared to the control group, statistical analysis showed that the experimental group had significantly improved (p = 0.001, Cohen’s d = 2.98, 95% CI [10.3, 14.8]). The experimental group achieved a 0.85–0.89 gain across five indicators of speaking confidence, while the control group showed only minimal progress (0.18–0.26). These findings support Bandura’s self-efficacy theory, demonstrating that digital tools like Fondi can provide mastery experiences and supportive environments to strengthen learners’ affective readiness. The study concludes that Fondi is an effective digital support for oral performance, though further research with delayed post-tests and larger samples is recommended.

Exploring Tiktok Application in Learning Speaking for EFL Student in High School Muhammad Haykal Habibillah; Martriwati
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.v13i2.8026

This study uses a mixed-methods approach to investigate how TikTok affects EFL learners' improvement of speaking abilities. Ten chosen students participated in semi-structured interviews and completed a questionnaire (N = 202) to gather data. TikTok usage and speaking performance were found to be significantly positively correlated in the quantitative study; regression results showed that 34.5% of the students' speaking success was attributable to TikTok. Qualitative results supported this, demonstrating that students saw TikTok as a fun and laid-back platform that boosted their vocabulary, confidence, and pronunciation. Despite certain difficulties, such as distractions, students used self-regulated learning techniques to stay focused. The findings indicate that TikTok can be a useful additional tool for improving EFL speaking abilities.

Integration of Virtual Reality and Digital Game-Based Learning in Education: Accelerating English Language Communication Pratiwi, Alifiah; Reskiawan, Bimas; Suryadi, Ray; Andas, Netty Huzniati; Hendrawan, Kevin
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.v13i2.8030

This study was initiated in response to the challenges faced by students who are not accustomed to practicing English speaking due to a lack of self-confidence and heightened anxiety when communicating with others or with native speakers. To address these issues, the study explores the potential of Virtual Reality (VR) technology to foster the development of students’ English communication skills within an autonomous, interactive, and engaging environment. Such an environment is expected to increase students’ learning motivation while simultaneously improving the overall quality of instruction. The primary aim of this research is to contribute to the body of knowledge by developing a prototype of a digital platform termed Metaversity, defined as a virtual learning environment that integrates the immersive features of the Metaverse ecosystem with the pedagogical foundations of Digital Game-Based Learning (DGBL). The participants of the study consisted of 30 undergraduate students from Universitas Sembilanbelas November Kolaka. Employing a Research and Development (R&D) approach, the study adopted the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The resulting learning media integrates VR, DGBL, and communication platforms such as VRChat and Discord into a cohesive system. Validation by media experts yielded an average score of 4.35 out of 5, which falls into the “highly feasible” category. Meanwhile, students’ responses reached an average of 82.5%, placing the product within the “good–very good” range. The findings provide compelling evidence that the developed medium is effective in enhancing students’ motivation, self-confidence, and English-speaking competence. Furthermore, the integration of VR and DGBL fosters active engagement, alleviates language anxiety, and creates an immersive and enjoyable learning experience. These outcomes highlight the potential of Metaversity-based platforms as innovative solutions in higher education language learning contexts.

Language Registers in Maritime Communication: A Study of Effective Messaging Limbong, Sunarlia; Palayukan, Novianty; Chandra , Ade; Tandibura, Frans; Ruslan, Randy
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.v13i2.8036

This study identifies and analyzes the use of language registers in maritime communication on board ships. Employing a descriptive qualitative method, primary data were obtained through observation and interviews with the ship crew. Results indicate three commonly used language registers: formal (for daily interactions among crew to foster relaxed relationships), and technical (for operational and technical matters like engine maintenance and navigation). Appropriate use of these registers enhances effective messaging, improving ship safety and operational efficiency. This research contributes to developing more effective and safe maritime communication standards. Benefits include increased safety and efficiency, improved crew communication quality, and contributions to maritime standards.

“Word of the Day”: Enhancing Student’s Vocabulary Through A Daily Strategy in EFL Classroom Ashar, Aisyah; Marlianti, Rosyana; Wulandari, Nur; Fitri; Zakaria; Suryadi, Ray
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.v13i2.8045

This study examined the use of the “Word of the Day” (WotD) strategy as a means of improving vocabulary mastery among ninth-grade students at SMP Negeri 2 Samaturu. The intervention lasted seven weeks and involved 119 students from four classes, using a classroom-based field research design. Daily vocabulary activities were integrated into lessons through interactive methods such as group work, quizzes, and simple games, while data were collected through observation, questionnaires, and interviews. The findings showed that the WotD strategy helped students consistently expand their vocabulary and apply new words in meaningful contexts. It also increased participation and motivation, as interactive activities encouraged learners to engage more actively in classroom communication. Some differences in student engagement were noted, with challenges including varying levels of motivation, discipline issues, and occasional school activity disruptions. Despite these constraints, the study highlights the potential of WotD as a low-cost and sustainable approach to vocabulary instruction in rural EFL classrooms, contributing both to lexical growth and to fostering learner engagement.

Zep Quiz in Action: Empowering Students’ Vocabulary through Gamified Learning Rizal Wahid Permana Putra; Imam Wahyudi Karimullah; Mutmainnah Mustofa
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.v13i2.8057

Gamification nowadays has emerged as powerful catalyst for transforming conventional learning into more dynamic and student-centered experience in learning vocabulary. This present study investigated the effectiveness of digital intervention using Zep Quiz, a gamified-learning platform, to empower eighth grade students’ vocabulary mastery in Indonesian EFL settings. There were 29 students at SMP Negeri Satu Atap Gondoruso 01 incorporated as the subjects. This study was a quasi-experimental design with one-group pretest-posttest design. In addition, three-meeting intervention was employed using Zep Quiz to improve students’ vocabulary mastery. The findings showed a statistically significant improvement in students’ vocabulary academic performance. The mean score increased substantially from 68.10 in pretest to 73.97 in posttest, the paired-sample t-test -7.90, p-value <0.0001, and Cohen’s d size 1.20 indicating that there was positive impact of digital intervention using Zep Quiz to promote students’ vocabulary acquisition. In addition, digital-game intervention using Zep Quiz with its interactive and gamified elements, likely creates more engaging activities, and empowers vocabulary learning. To sum up, gamified learning using Zep Quiz in language learning can be viable and effective approach to overcoming students’ challenge with limited vocabulary acquisition in Indonesian EFL settings.

The Future Speaks: Exploring Artificial Intelligence’s Impact on EFL Students’ Speaking Skills Meta Tiana, Delis; Dwi Puji Hastuti; Retno Rahayuningsih
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.v13i2.8080

This research explores the influence of the Artificial Intelligence: Fully Fluent application on Indonesian junior high school students’ English-speaking skills and explores teacher and student perceptions of its use. The study employed a mixed method using interviews and questionnaires with teachers and students to get qualitative data alongside quantitative data from a quasi-experiment pre-posttest. Teachers reported that the application developed motivation, confidence, and behavioral engagement in class, with student surveys being overwhelmingly positive with convenience, enjoyment, and increased confidence. Regarding quantitative results, statistically significant improvement is reported since the experimental group's mean scores (84.51) are greater than the control group's (71.91). In both the independent samples t-test (Sig= 0.000 < 0.05) and paired samples t-test (Sig= 0.000 < 0.05), there are statistically significant differences, which reflect the effect of Fully Fluent. These results indicate that AI-based tools like Fully Fluent can enhance oral proficiency and foster positive learning attitudes. Practically, the findings suggest that AI speaking applications be used as supportive tools to enhance EFL instruction and build learner confidence in authentic communication.

Illocutionary Acts by Zelensky in Meeting Donal Trump on the Russia-Ukraine War. Agustinus Abat; 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.v13i2.8098

Illocutionary acts are crucial elements in both formal and informal communication, particularly in political discourse where language functions as a strategic instrument. This study examines the illocutionary acts used by President Volodymyr Zelensky during his meeting with President Donald Trump on February 28, 2025, in the context of the ongoing Russia–Ukraine war. The main objective is to identify the types of speech acts employed and to interpret how they reflect Zelensky’s diplomatic intentions. This study adopts a descriptive qualitative method, with data collected from the meeting’s video and transcript through observation and note-taking techniques. The analysis applies Yule’s (1996) classification of illocutionary acts, consisting of representative, directive, commissive, expressive, and declarative types. The findings reveal four types of illocutionary acts, representative (54 data), directive (11 data), commissive (7 data), and expressive (7 data), with representatives emerging as the most dominant. These acts were mainly used to describe Ukraine’s situation and emphasize the necessity of strong security guarantees. The results contribute to the understanding of how political leaders employ language not only to communicate but also to negotiate, persuade, and build diplomatic trust. Unlike previous research focused on campaign or victory speeches, this study provides new insights into how illocutionary acts operate in high-level diplomatic communication during international conflict.

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