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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

191 192 193 194 195

Exploring the Impact of Peer Interaction and Self-Efficacy on Students' Engagement in Online Learning Septiana Sari; Suryadi
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.v13i1.6621

Abstract This study investigated the impact of peer interaction and self-efficacy on student engagement in online learning among 100 tenth-grade students at SMAN 1 Mancak, Serang, Banten, Indonesia. The primary objective was to explore the influence of peer interaction and self-efficacy on students' engagement in online learning environments. Specifically, the study aimed to determine the extent to which peer interaction influences student engagement, how self-efficacy affects student engagement, and whether these two factors jointly predict levels of student engagement. Employing a quantitative survey design and multiple linear regression analysis, the research examined the individual and combined effects of these variables on students' behavioral, emotional, and cognitive engagement in virtual learning environments. The findings revealed a strong positive correlation between peer interaction and self-efficacy with student engagement (R = 0.722, R2 = 0.521). Both peer interaction (B = 0.481, p < 0.001, β = 0.418) and self-efficacy (B = 0.402, p < 0.001, β = 0.404) independently and significantly predicted student engagement, with nearly equal relative contributions. These results underscore the critical roles of both social connections and individual beliefs in one's capabilities in fostering active participation in online learning. The study highlights the importance of designing online learning environments that facilitate meaningful peer interactions and enhance students' self-efficacy to improve overall engagement and learning outcomes.

Contextualizing the Multimodal Assessment Framework for Junior High School EFL Learners Jaelani, Alan; Lustyantie, Ninuk; Murtadho, Fathiaty
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.v13i1.6623

This study investigates the implementation of the Multimodal Assessment Framework (MAF) proposed by Ross et al. (2020) within a junior high school English as a Foreign Language (EFL) classroom. In response to the growing emphasis on multimodal literacy in 21st-century education, the research explores how assessment practices can be reimagined to align with students' diverse meaning-making capacities across visual, verbal, aural, and spatial modes. Using a qualitative case study design, the study involved classroom observations, semi-structured interviews, and the analysis of student-created multimodal artefacts. A rubric adapted from the MAF focusing on four key dimensions: criticality, cultivating creativity, holism, and valuing multimodality was used to evaluate student performance. Findings reveal that the framework enhanced student engagement and creativity, encouraged purposeful use of multimodal resources, and supported inclusive assessment practices. Challenges such as limited teacher familiarity, curriculum constraints, and unequal access to technology emerged. The study reveals the potential of multimodal assessment to foster equitable and meaningful learning in secondary EFL contexts. The results contribute to the growing body of literature on multimodal assessment and offer practical implications for pedagogy and policy in resource-constrained, multilingual educational environments.

A Classroom Action Research: Using Quick Write Strategy to Improve Grade IX NPM Thailand Students’ Self-confidence in Writing Suksawai, Pawinee; Zaki, Leil Badrah; Prasodjo, Pandu
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.v13i1.6635

The aims of this research are to implement a suitable teaching strategy for overcoming the students’ unconfident in writing by using quickwrite strategy and also tried to find how do the students perceive the implementation. This research employs a qualitative method which is action research. Purposive sampling was used in this reserch. The research participants were taken from students in the ninth-grade students, class five at Nongchok Phitthaya Nussorn Mattayom School, with 37 students. The instruments of the study are classroom action research with one group pretest-posttest design by using a paragraph writing test and a survey questionnaire which is the students’ satisfaction survey. The writer analyzed the data using SPSS 26 to see the total score and the range of written words. Participants' survey responses will be examined for common and recurring themes in their responses. The study's findings indicate that the Quickwrite strategy was effective in improving students' writing self-confidence because there was a development score between the pre-test, treatment 1, and post-test, which can be supported by the mean score of the written words by students in each test. The students had a good attitude and were more engaged in studying English writing with the quickwrite strategy.

The Study of Parbhâsan Alos: Madurese Language Variation as Cultural Attitude by Santri Putri at Islamic Boarding School Khofifatul Qulub; Jaftiyatur Rohaniyah; Dinar Vincy Yunitaka Bahrudin
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.v13i1.6655

This study examines the sociolinguistic phenomenon of parbhâsan alos, a variation of Madurese language that reflects respect, politeness, and cultural attitudes among santri putri of Islamic Boarding School. Although a number of studies have discussed Madurese language in general, studies that specifically explore the role of language as a reflection of cultural attitudes in the Islamic boarding school environment, especially among santri putri, are still very limited. This study aims to understand how language variations are used as a reflection of social and cultural values in everyday life in the Islamic boarding school environment. The method used is descriptive qualitative with a case study design. Data were collected through non- participant observation, documentation, and field notes for two weeks. The results of the study indicate that bhâsa èngghi-bhunten is used when interacting with the caretaker of islamic boarding school, ustadz, and administrators of the Islamic boarding school; bhâsa engghi-enten is used in conversations between santri putri; while the bhâsa enjâ’-iyâ is used when interacting with younger people. The use of this language variation is influenced by the rules of the Islamic boarding school which require the use of polite and polite Madurese language in everyday life. For example, when one of a santri putri answer the call of the ustadz by saying, "Èngghi, ka'dinto Ustadz?" (“Yes, what's wrong Ustadz?”). while lowering the head and bowing slightly, a form of respect that reflects politeness verbally and nonverbally. This finding shows that language in islamic boarding school not only functions as a means of communication, but also as a medium for cultural transmission that forms an identity based on respect and maintains the traditional hierarchical structure in Islamic education.

A Grammatical Cohesive Analysis In “English Students Learning Activities” Textbook for VIII Grade Fitri, Ardellia Ananda Eka; Hayu Dian Yulistianti
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.v13i1.6670

This study investigates grammatical cohesive devices in textbook reading passages. Drawing on established cohesion theory by (M.A.K and Hasan 1975), the researcher analyzed dialogues, recount texts, and descriptive texts contained in the book by using a descriptive qualitative methodology. The findings revealed 281 distinct cohesive devices across four categories: references (190), conjunctions (85), substitution (4), and ellipsis (2), with reference being the most dominant. While the passages demonstrated coherence and accessibility, the limited variety of cohesive devices and vocabulary constrains their effectiveness as tools for cultivating critical thinking skills among students. This research highlights the relationship between textual cohesion and pedagogical effectiveness in educational materials designed to foster higher-order thinking.

Patterns of Kinship Address Term Usage in the Malay Families of Marok Kecil Village: A Sociolinguistic Study Siti Nuraini Wahidatun Nisa; Cece Sobarna; Asri Soraya Afsar
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.v13i1.6682

This study investigates the patterns of kinship address term usage within the family interactions of the Malay community in Marok Kecil Village, Lingga Regency, Riau Islands. Using a descriptive qualitative method, the research examines how speakers choose address terms based on relational roles such as age, kinship status, and social hierarchy. Data were collected through observation, audio recordings, field notes, and structured interviews with 100 participants from 50 families, covering a range of age groups and kinship positions. The findings reveal three dominant usage patterns: nonreciprocal downward (older to younger), nonreciprocal upward (younger to older), and symmetrical reciprocal (among peers). The choice of address terms is shaped by factors such as generational differences, situational formality, and sociocultural norms. The study employs Ervin-Tripp’s (1972) alternation and co-occurrence rules to interpret how linguistic behavior reflects familial roles and traditional values in the Riau Malay context. These findings contribute to a deeper understanding of how language is used to encode social relationships and maintain cultural continuity within traditional family systems.

English Teacher Insights on Strategies to Reduce Boredom in Online Grammar Class Arifin, Syamsul; Imam Wahyudi Karimullah; Elchin Gashimov
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.v13i1.6699

This study investigates empirical investigations regarding teacher insights in reduce boredom an online grammar class. This research is still resolved in most of online setting. Boredom is one of the most challenges in online course faced by English teachers even the students. As learning environments become more digital, it's becoming increasingly difficult to keep students interested. Hence, the researcher finds a number of educational strategies which successfully raise students’ engagement and interest. This study explored qualitative procedures to properly comprehend teacher insights in reduce boredom in online grammar class. The participants for this research included three teachers in English course in Pare. Data collection methods included with semi-structured interview and even observation in online class. Data analysis was used to examine the interview and focus group data. The result shown that teachers believe incorporating these strategies are critical to enhancing learning outcomes in general as well as lowering boredom. There are two interactive teaching strategies on teacher insights an online grammar class are interactive discussion and interactive Quizizz tool. In consequence, incorporating those interactive strategies into online grammar class as affective approach dependent on the teachers' expertise. Providing insights for teachers looking to improve students’ engagement in online classrooms, this case advances the understanding of effective online teaching approaches.

Presupposition and Women’s Language: Women’s Empowerment in Asma Elbadawi’s Utterances in Social Media Rahmani, Niswah Qintara; Sulaeman, Dedi; Assiddiqi , Hasbi
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.v13i1.6701

This study examines linguistic strategies in conveying women's empowerment messages through social media, specifically Instagram and YouTube. This study combines women's language theory by Robin Lakoff and presupposition theory by George Yule. The method used is descriptive qualitative with purposive sampling technique, focusing on posts and statements that contain elements of women's empowerment. The results show various features of women's language such as lexical hedges, intensifiers, and empty adjectives, as well as various types of presuppositions such as existential and factive presupposition, which implicitly reinforce empowerment narratives. This study shows how language on social media can shape powerful social discourses about women's identities and struggles.

Application of Time Token Learning Model in Speaking Skill of Grade VIII Students at Junior High School Dilga, Fahra; Ulfah; Sukma; Juniati
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.v13i1.6703

This study aims to describe the application of the Time Token learning model of students' speaking skills in Indonesian language subjects. The method used in this research is descriptive method with mixed research type of leatherative and quantitative. The research subjects were students of class VIII H SMP Negeri 9 Palu totaling 32 people, selected through simple random sampling technique. Data collection techniques used included observation, and documentation. The instruments used consisted of teacher and student activity observation sheets, as well as assessment of students' speaking skills through student learning outcomes data. The results showed that the teacher observation sheet was classified as very good, the student observation sheet also showed very effective results with a value of 91%, while the data on student learning outcomes in speaking skills reached 83 with a good category. These findings indicate that the application of the Time Token model is able to encourage equal distribution of speaking opportunities, increase student courage, and support active and structured speaking skills.

Learning English as a Strategic Tool for Emerging Content Creators in the Digital Era Af’ida ulil maghfiroh; Ahmad faruk
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.v13i1.6724

This study explores how English language skills are used as a strategic tool by beginner content creators in the digital era, particularly in the Banyuwangi region. Using a qualitative approach and case study design, the research involved ten content creators from platforms such as YouTube, Instagram, and TikTok. Data were collected through interviews, observations, and documentation. The results show that although most participants have basic to intermediate English proficiency, they still use English for writing captions, video descriptions, and engaging with global audiences. The main challenges they face include limited vocabulary, grammatical difficulties, and low self-confidence. Despite these barriers, they show strong motivation to learn and express the need for more relevant and practical English training. This study contributes by providing a clearer picture of how English proficiency can support the professional growth of local content creators and act as a bridge to wider global opportunities. It also highlights the importance of contextual and need-based English education that aligns with the realities of the digital content industry.

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