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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

193 194 195 196 197

Barriers in Using English Movies: Enhancing Students’ Listening Skills Al Anwar, Sylvia Febbryani; Arjulayana; Nargis
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.v13i1.6765

This study investigates the internal barriers faced by university students when using English movies to improve their listening skills. Conducted at the University of Muhammadiyah Tangerang, this research used a qualitative descriptive method involving 24 first-semester students through classroom observation and interviews. The results identified four main barriers: difficulty understanding grammar, limited vocabulary, dependency on subtitles, and trouble recognizing accents. For instance, many students struggled to follow figurative language and idiomatic expressions such as “get your head out of the clouds.” Others reported confusion when characters spoke too quickly or with unfamiliar pronunciation. These challenges limited students’ ability to fully comprehend the dialogue, despite their interest in using movies as a learning tool. The findings indicate that watching movies alone is not enough to improve listening skills without structured support. Therefore, educators should handle these barriers by providing guided activities such as teaching key vocabulary before viewing, using pause-and-reflect techniques, and conducting post-viewing discussions. These steps can help turn passive watching into an active learning process and enhance listening comprehension at the university level.

Figurative Language in Stephanie Garber's Novel "Once Upon a Broken Heart" Astini, Ni Luh Putu Nur Sri; Pratiwi, Desak Putu Eka
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.v13i1.6768

This study aims to analyze figurative language found in the novel "Once Upon a Broken Heart" by Stephanie Garber. The data were analyzed based on Perrine and Arp’s theory of figurative language (1992) and theory of meaning proposed by Leech (1981). This study employs a descriptive qualitative method to analyze the data. The analysis identifies 190 instances of figurative language; 103 instances of simile, 16 instances of metaphor, 23 instances of personification, 31 instances of hyperbole, 11 instances of synecdoche, and 7 instances of irony. The result indicate that simile is the most dominantly used figure of speech because it provides a direct comparison of something uncommon to something common so that the readers could easily understand and quickly visualize the image of what is being compared. The predominance of similes is relevant because it makes the emotional and fantasy aspects of the novel easier to convey, allowing readers to connect with the narrative on a deeper imaginative level.

The Use of Yoodli as Media to Improve Speaking Skill in English Education Students Suharso, Mu’ammar; Dalimunthe, Ahmad Amin
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.v13i1.6775

This research aims to determine whether there is a substantial relationship among the speaking ability of second-year students at the Public Islamic High School in Medan, assessed through an experimental and control group methodology. The present study's sample comprised 68 students from class XI Sains A 1 & XI Sains A 2. The data were collected through the implementation of two distinct evaluation tools: namely, a speaking test utilising the yoodli platform in class A1 and a test without the use of yoodli in class A2. The findings of this study indicated that second-year students at Public Islamic High School in Medan demonstrated higher academic performance in their classes that utilised the Yoodli system compared to those who did not employ it. The study's findings revealed a substantial improvement in the speaking proficiency of the institution in question. The coefficient correlation had a Rxy distribution of 0.306. This signifies a significant disparity between the two groups. It can therefore be concluded that the use of Yoodli significantly impacts the improvement of verbal proficiency.

Rethinking Educational Practices: Handwriting and Its Role in Multisensory Language Learning Rejeki, Sri; Angela Bayu Pertama Sari; Dwi Iswahyuni; Devita Widyaningtyas
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.v13i1.6777

Rapid development of digital technology has changed the educational practices, including the way students learn languages. This research aims to explore perceptions, experiences and challenges faced by the students in using handwriting as a part of multisensory learning strategy in online English class. This research employs convergent mix method whereas the data were gathered from 21 university students majoring in Information system through Likert scale questionnaire and open ended questions. The result of statistics and thematic analysis shows that most of respondents felt the cognitive benefits from handwriting, including improved memory, focus, grammar comprehension and learning engagement. Regression analysis showed that feeling comfort in handwriting has significant positive impact on memory ability; while challenges, including feeling tired and time required do not significantly reduce its cognitive benefits. This research supports multisensory learning theory (VAKT) and strengthen previous findings which showed that handwriting activates wider brain networks compared with typing. Last but not least, handwriting remains relevant in digital era and recommended to be integrated equally in online learning as a part of effective and holistic learning strategy.

The Role of Parental Involvement on Students’ Readiness in Early Bilingual Education: A Qualitative Exploration Bakti, Windy Kurnia; Artini, Luh Putu; Padmadewi, Ni Nyoman
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.v13i1.6782

As more parents and educators see the value in raising bilingual children, bilingual schools are growing in popularity, offering dual-language instruction from an early age. In this situation children need a student readiness when they are mentally, physically and emotionally ready to learn. Therefore, student readiness is crucial. This study examines the role of parental involvement in the readiness of early bilingual students. Conducted in Doremi preschool Denpasar, Bali, the study used a qualitative method involving interviews and observations. This research involving six parents and their kindergarten children. The interviews were conducted based on six critical aspects outlined in Epstein’s parental involvement framework. Additionally, classroom behavior observations were made to evaluate the students from these representative parents. The findings reveal that parental involvement plays a significant role in early bilingual students’ readiness. High levels of parental involvement are associated with improved language acquisition, greater academic engagement, and smoother adaptation to the bilingual environment. Conversely, low levels of involvement often result in academic struggles and difficulties with language acquisition. To promote parental involvement, the study suggests strategies such as regular parent-teacher meetings and fostering a supportive home learning environment. These findings contribute to a better understanding of the impact of parental involvement in bilingual education and offer practical recommendations for schools and educators seeking to support early bilingual students more effectively

An Appraisal Analysis of Attitude in Dr. W.C. Minor and Prof. James Murray’s Utterances in The Professor and the Madman (2019) Movie Novia Setyana Khusnul Khotimah; Widhiyanto
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.v13i1.6789

This study is a discourse study which was conducted to find out the appraisal analysis through Attitudes from James Murray and W.C. Minor, the main character in The Professor and the Madman movie. The study examined the features of the three types of attitudes: affect, judgement and appreciation using Murray and Minor Minor’s utterances as the main data. The analysis focused on clauses, which were segmented from the characters’ utterances. These clauses were examined and interpreted using Halliday’s (1994) framework of interpersonal meaning within the Systemic Functional Grammar (SFG) approach. SFG views language as a resource of meaning making, and interpersonal meaning is one of the meanings of language which shows the role relationship between interlocutors. The analysis revealed that Murray employed more attitude resources of judgement, whereas Minor used more attitude resources of affect. The findings also revealed that each of the two characters presented the attitude types and polarity that shows their characteristics and the background issues underlining it. Finally, the findings indicate that the overall atmosphere of the per scenes in the movie was highly affected by the attitudinal exchanges between the characters and their respective background issues.

A Content Analysis of Speaking Tasks in English Textbook “English for Nusantara” for Junior High School Safira, Ega; Dewi, Ratna; Anugrawati, Nunung
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.v13i2.6800

This study aimed to find out the cognitive process dimensions and the arrangement of chapter 1,2,3,4, and 5 of speaking tasks in the “English for Nusantara” textbook for Junior High School. This study employed a content analysis method with a qualitative approach based on Revised Bloom’s Taxonomy, determining the extent to which the textbook promotes students' cognitive skill development in speaking English. The object of study is chapter 1,2,3,4, and 5 of speaking section in English for Nusantara Textbook. The data obtained through twelve of tasks in speaking sections. The findings revealed that the speaking tasks have five cognitive process categories: remembering (C1), understanding (C2), applying (C3), analyzing (C4) and creating (C6). However, the only categories evaluating (C5) were not found in the analyzed tasks. Additionally, the arrangement of tasks is sequence, which is in this book followed a progression from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS). It is suitable for EFL learning because the pattern in English for Nusantara is designed to develop students' thinking skills step by step. However, there are still gaps in covering more complex cognitive categories, indicating a need for further improvements to ensure that students receive a more comprehensive learning experience. Therefore, the conclusion was the speaking tasks in English for Nusantara textbook for Junior High School published by Ministry of Education and Culture was categorized as LOTS level.

The Importance of Facial Expression as Non-Verbal Communication in “A Man Called Otto” as Family Cinema Through: Semantics Analysis Ahmad Al-Farisi, Nizar; Jaftiyatur Rohainiyah; Linta Wafdan Hidayah
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.v13i1.6804

As human living in the world of communication, human intend to interact with other human being using both verbal and nonverbal communication. This study aims to describe the used of nonverbal communication and the importance of facial expression found in “A Man Called Otto” film, and find the meaning of facial expression used in this film. This research used descriptive qualitative with phenomenological approach to breakdown the effectivity of facial expression as nonverbal communication tools for humans to socialize with others. The finding of this research shows there are 7 types of Nonverbal communication were found, such as: kinesics, haptics, physical appearances, proxemics, environmental factors, paralanguage, and silence. After this finding, the researcher will focus on facial expression breakdown consist of 14 scenes from “A Man Called Otto” film. In this research, Students can benefit from this research by developing their analytical skills in interpreting facial expressions and their meanings within a narrative context. This can enhance their critical thinking and observational skills. And then, this finding can inspire students to conduct their own analyses of films or other media, focusing on non-verbal communication. This can lead to creative projects that explore how emotions are expressed visually.

Pre-Service Language Teachers’ Perceptions of AI-Driven Language Assessment: A Preliminary Investigation Sidqi, M. Fajru; Matra, Sarlita; Ulya, Inayatul
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.v13i1.6816

The emergence of artificial intelligence (AI) in education has begun reshaping language assessment practices, demanding that future educators develop not only assessment literacy but also a critical understanding of AI-driven tools. This preliminary study explores the perceptions and beliefs of pre-service language teachers in Indonesia regarding AI-based language assessment, with a focus on how these perceptions influence their readiness to navigate the evolving landscape of educational evaluation. Employing a mixed-methods approach through open-ended surveys, the study investigates participants’ views on the pedagogical potential of AI technologies in supporting formative and summative assessment, as well as the challenges they face in adopting such innovations. Findings indicate that while many pre-service teachers acknowledge the efficiency and objectivity offered by AI, they express uncertainty about its reliability, ethical implications, and their own preparedness to effectively integrate AI tools into classroom assessment. These insights point to an urgent need for teacher education programs to incorporate AI-related assessment training that fosters not only technical skills but also reflective and ethical awareness. This study contributes to the growing discourse on AI in language education, advocating for a reimagined teacher preparation model that equips future educators with the competencies needed for responsible and effective use of AI-driven assessment systems.

From Classroom to Discord: A Hybrid Model for Teaching Critical Listening in EFL Contexts lestari, kenny shania; Ramadhan, Iqbal; Mubarok, Harir
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.v13i1.6819

Listening skills are a fundamental component of language proficiency, particularly in higher education where critical listening plays a central role. However, these skills are often underemphasized in traditional teaching contexts, prompting educators to adopt innovative digital platforms. This study explores the implementation of Discord in a hybrid critical listening course conducted throughout a semester within the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Grounded in the Integrative Listening Model, the research employed a descriptive qualitative design, utilizing classroom observation checklists, field notes, and Focus Group Discussions (FGDs) with 40 students. The findings indicate that at the comprehension level, the structured and timely distribution of materials through Discord channels enhanced student readiness and engagement. At the interpretation level, features such as video conferencing, breakout rooms, and audiovisual resources facilitated deeper understanding, allowing students to make inferences more effectively. At the evaluation level, real-time interaction and feedback during discussions supported critical analysis of content. Notably, student performance showed observable improvements in critical listening tasks, as reflected in increased participation rates and higher quality of responses in listening assessments. Despite occasional technical issues like unstable internet connections. The hybrid model which integrated synchronous and asynchronous learning, proved adaptable and effective. The study concludes that Discord, when aligned with a well-structured instructional design and supported by the Integrative Listening Model, can significantly promote critical listening competence in higher education. Future research may examine comparative effectiveness across different digital platforms and explore long-term impacts on listening proficiency development.

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