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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

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Development of an Assessment Rubric for Story Writing Skills in Indonesian Integrated with Acehnese Folklore for Senior High School Verawati; 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.v13i1.7050

This study aims to develop an assessment rubric for storytelling skills in Indonesian that is integrated with Acehnese folklore, specifically for high school students (SMA). The development of this rubric is based on the need for a valid, reliable, and contextual assessment tool to measure students' creative writing abilities while utilizing local cultural values. The research method used is the Research and Development (R&D) model, which includes stages of design, validation by language and cultural experts, limited trials, and rubric revisions. The rubric instrument integrates linguistic aspects, story text structure, and distinctive elements of Acehnese folklore as learning materials that encourage creativity and cultural understanding. The validation results show that the rubric has a high content validity and can be used as a guide for objective and comprehensive storytelling assessment. The implementation of the rubric in high school classes also demonstrated an improvement in the quality of students' written work and a deeper cultural awareness. This study concludes that the developed rubric effectively supports storytelling learning based on local wisdom, while also enriching students' language and cultural competencies.

Parents’ English Experience as The Induction of EFL Students’ English Competence Dewi, Ambarsari Sukma; Rahmat Setiawan
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.v13i1.7052

This study examines the role of parents’ English language experience in shaping the English competence of EFL (English as a Foreign Language) students. It focuses on how parental involvement, regardless of their English proficiency, supports their children’s English development. The research also explores how parents’ educational background, parent-child relationships, and the level of parental involvement contribute to children’s motivation and progress in learning English. Using a qualitative approach, this study investigates how parents with varying levels of English experience contribute to their children’s language learning. Data were collected through in-depth interviews with four 12th-grade students, selected based on their relevance to the study. These students come from families with different educational backgrounds and English language experience. The interviews were semi-structured, focusing on students’ experiences in learning English, the support they receive from their parents, and how their parents’ English language experience shapes their learning process. In addition to the interviews, documentation such as students’ report cards and parents’ salary slips were analyzed to provide context regarding the socio-economic background. The findings show that parental involvement, regardless of their English proficiency, plays a significant role in students’ English development. Parents with limited English experience still provide moral support, emphasize the importance of English for the future, and create a supportive learning environment. The study suggests that schools should enhance parental involvement by offering training and resources, particularly for parents with limited educational backgrounds and English experience, to improve the learning ecosystem and support English learning more effectively.

Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities Amanah, Ainun; Ratna Sari Dewi; Fahriany
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.v13i1.7075

This study examines the perspectives of two English teachers at SEED Academic on the use of experiential learning in teaching young learners. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews and classroom observations. The research aimed to explore how teachers conceptualize experiential learning, the strategies they use to implement it, and the challenges they face in doing so. The current study made advantage of a qualitative descriptive instrument. According to the study, teachers employed different methods to teach English to young learners and had different opinions regarding how to use experiential learning. It also found that implementing experienced learning proved challenging for educators. Findings reveal that experiential learning promotes student engagement, creativity, and real-world application of language skills. However, teachers also reported challenges such as time constraints and managing diverse learning needs. The study recommends greater support for English teachers in implementing experiential learning to enhance student-centered language education in primary settings. Nonetheless, a teacher has already included practical learning into several English language teaching exercises. Through encouraging critical thinking and creativity, experiential learning helps students to apply their knowledge in relevant settings. Incorporating practical learning into English language instruction helps young students acquire their language far better. All things considered, using experiential learning to teach English to young kids was advantageous. Consequently, the study advises English teachers to use experiential learning since it offers empirical data supporting its adaption in primary-level language classrooms and shows how interactive, real-world events can raise students' participation and learning results.

Syntactic Tree Diagram: Students' Error in Constructing Tree Diagram for Phrase and Sentence Level Uspayanti, Rezky; Monika, Santy; Indriyani, Novi; Narahawarin, Margaretha Febriany
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.v13i1.7085

Syntax is the study about the pattern of the language and mastery of syntax plays a crucial role in understanding grammatically correct English. This research aims to investigate the common errors made by students when constructing tree diagrams for phrases and sentences. The research employed a descriptive qualitative method. There were eight students involved in this research who took the syntax class from the English Education Department at Musamus University. Data were collected through written tests in which students were asked to construct tree diagrams for noun phrases, verb phrases, prepositional phrases, and sentences. The result showed that students got difficulty in constructing tree diagram for sentence level and prepositional phrase level. The findings show varying levels of student performance. For phrase level analysis, 100% of students correctly constructed the tree diagram for a noun phrase, and 87.5% succeeded with the verb phrase. However, only 37.5% accurately analyzed the prepositional phrase, indicating significant difficulty with this type. At the sentence level, accuracy dropped further: 75% of students made errors in constructing tree diagrams for more complex sentences such as "The beautiful girl cares of her cat" and "The smart students in the library are smiling gaily", while 87.5% made errors on a simpler sentence, "I have one sister". These results suggest that while students generally grasp phrase structures, they struggle with full sentence constructions and hierarchical syntactic patterns. The study highlights the need for more focused instruction and practice in sentence-level syntax and tree diagram construction to improve students’ analytical skills and grammatical proficiency.

A Comparative Analysis of Field Trip Teaching Strategies in Frank McCourt’s Teacher Man and E. R. Braithwaite’s to Sir, With Love Winarsih, Sri; Florensy Sauhenda, Angla; Wahyuniar
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.v13i1.7131

This study examines the portrayal of field trip strategies in Frank McCourt’s Teacher Man (2005) and E.R. Braithwaite’s to Sir, With Love (1959) through the lens of comparative literature, which enables cross-textual analysis of pedagogical themes in different socio-cultural settings. A qualitative library research approach was employed, utilizing the method of comparative literary analysis in two stages. First, close reading and manual/digital annotation of both texts were conducted to identify recurring pedagogical themes, particularly those related to field trip planning, implementation, and impact. Thematic categories were developed inductively—focusing on (1) planning and structure of field trips, (2) student engagement and learning outcomes, and (3) socio-political challenges. To strengthen reliability, inter-rater coding was applied using the agreed framework, and a Cohen’s Kappa score of 0.82 was obtained, indicating substantial agreement. The analysis reveals two contrasting approaches: McCourt’s informal and unstructured trips, marked by minimal planning, result in limited educational outcomes, while Braithwaite’s well-organized museum visit leads to meaningful student engagement and reflection. Both texts reflect how socio-political factors—particularly racial prejudice and stereotyping—influence educational practice. Additionally, McCourt faces internal challenges related to classroom management and preparation. The findings highlight that effective field trip implementation requires not only strategic planning but also cultural sensitivity and awareness of systemic bias. These insights offer practical implications for contemporary educators seeking to design inclusive and impactful experiential learning experiences.

Psychological and Behavioral Impact: Exploring Gaslighting to Control Woman in Romantic Relationship Using Speech Acts Theory Istiqomah, Adilah Al; Rakhmawati, Fitri
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.v13i1.7206

Gaslighting is a form of emotional manipulation that significantly affects a victim’s mental health, leading to confusion, anxiety, depression, and emotional instability. This study analyzes the psychological and behavioral impacts of gaslighting in romantic relationships using Austin’s speech act theory, which includes locutionary, illocutionary, and perlocutionary acts. The analysis focuses on the interaction between the characters Mark and Alicia in the film Your Reality. Data were collected through qualitative analysis of selected dialogues. The findings show that expressive illocutionary acts are the most dominant (37.50%), followed by directives (29.17%), representatives (20.83%), and commissive (12.50%). Psychologically, the most prevalent impact is anxiety (61.11%), reflected in feelings of guilt (22.22%), confusion (16.67%), self-doubt (11.11%), and low self-esteem (11.11%). Depression also appears (5.56%) through feelings of distress. Behaviorally, gaslighting leads to increased obedience and submission (33.34%), seen in over-apologizing (5.56%), prioritizing the gaslighter needs (11.11%), and loss of personal autonomy, such as difficulty making decisions (11.11%). These findings reveal how gaslighting shapes emotional dependency and restricts victims’ ability to act independently. The study highlights the importance of recognizing gaslighting tactics in order to restore autonomy, improve mental health, and break cycles of manipulation in romantic relationships.

Does Social Status Affect the Politeness Strategies? (Politeness Analysis in Sefeo English Community Podcasts) Fadillah As Syaufi; Andang Saehu; Otong Setiawan Djuharie
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.v13i1.7245

SEFEO is an abbreviation of one of the most influential English communities in Indonesia, Share English for Everything Community which was established in 2012 by Zelky Yusuf as the founder and runs until now. SEFEO has a different system for running routine English activities including the figures commonly called SEFEO stars consisting of international students and students who have extraordinary appeal in terms of appearance, popularity in their daily lives, and English language skills. This study, in addition to intending to explain theoretically the existence of elements of politeness theory in conversations in one of the SEFEO English community podcasts. The researcher tries to find the possibility of social factors occurring in the SEFEO English community. Politeness strategies consist of a few principles including off-record, positive politeness, negative politeness, and bald on record According to Brown and Levinson (1978). The researcher chose a qualitative content analysis research method. The researcher took a sample of a podcast entitled "Passion" which was narrated by Robin and Jack and a sample of a podcast entitled “Our Experiences in Learning English” which was narrated by Zelky Yusuf (the owner) and Zulfani. The researcher managed to find a relationship between politeness strategies and a person's social status in the community, including in the podcast entitled "Passion" hosted by Robin and Jack. It turns out that the interaction between the two did not show a significant gap because their status was equally respected in society Meanwhile, the interaction between the president directly and the members who are considered ordinary in the podcast entitled "Our Experiences in Learning English" shows a politeness phenomenon where because of the indication of closeness between the two, the result is that their interaction process is very casual and does not significantly show the gap between the two because one has a higher position in the community environment.

The Role of Mentor Text to Increasing Students. Motivation And Engagement in Creative Writing Process Yasmin, Feby Annisa; Fithriani , Rahmah
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.v13i1.7251

Creative writing instruction often struggles to maintain students’ motivation and engagement. This study investigates the impact of mentor texts—exemplary literary models—on students' participation and writing proficiency in a junior high school in Medan. Using a qualitative phenomenological approach, data were collected through classroom observations, semi-structured interviews, and analysis of student writing samples involving 15 eighth-grade students over five instructional sessions. The findings reveal that mentor texts significantly enhanced students’ intrinsic motivation, increased their reading duration, and improved the application of writing techniques such as crafting engaging openings and authentic dialogue. Students also reported greater confidence in sharing their work and participating in writing discussions. However, challenges included difficulty in imitating complex writing strategies and a tendency to over-rely on mentor texts, which limited originality. The study underscores the importance of culturally relevant texts and step-by-step instructional strategies, including teacher modeling and scaffolded practice. Practical implications highlight the need for creative writing pedagogy that balances structure with autonomy. Future research should explore the long-term impact of mentor texts and their adaptability across diverse genres and educational contexts.

Analyzing the Students’ Obstacles in English Reading Comprehension at Senior High School Rohmawati, Laili; Hasbullah; Abd. Rahman
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.v13i1.7267

This study aims to identify the obstacles faced by grade 11 students at MAN Sorong SP 4 in comprehending English reading texts. Employing a mixed-methods approach, data were collected through a 4-point Likert scale questionnaire completed by 20 students and semi-structured interviews with 5 students and 1 English teacher. The instrument covered four key areas: vocabulary mastery, motivation, media preferences, and teacher support. Results revealed that 76% of students struggled with vocabulary, 71% lacked effective reading strategies such as skimming and inference, and 64% had difficulties understanding text structures. Additionally, 60% of students demonstrated low motivation toward academic reading, although they showed interest in English content through social media. Interview findings supported the quantitative data, indicating students' reliance on dictionaries, absence of explicit reading strategy instruction, and low confidence in dealing with complex texts. The study recommends an instructional approach that integrates reading strategies, vocabulary development, and educational digital media to enhance students’ holistic reading comprehension skills.

Morphological Analysis of Derivational and Inflectional Affixes from Meghan Trainor's Selected Song Istama, Nanda Rizka; Nargis; Sutikno, Eka Ugi
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.v13i1.7314

This study investigates the use of derivational and inflectional affixes in selected songs by Meghan Trainor. Using a qualitative descriptive approach, the study analyzes 10 of Trainor’s songs to identify and classify affixes based on their morphological functions. The results show that inflectional affixes dominate the lyrics, with a total of 77 occurrences compared to 27 derivational affixes. This indicates that the lyrics frequently feature inflectional affixes to convey grammatical functions such as tenses, plurality, and comparison. This finding may suggest a tendency in similar English pop lyrics tend to use inflectional affixes to maintain grammatical structure while supporting rhythmic flow.

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