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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

203 204 205 206 207

Linguistic Impoliteness in the Rocky Gerung vs Silfester Matutina Debate on Rakyat Bersuara TV iNEWS Gufron; Muhammad Nur; Muhammad Syarif Hidayatullah; Nur Latifatul Qalbi; Inni Farhani
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.v13i2.8281

This study investigates the deployment of impoliteness strategies in political discourse, focusing on the iNEWS YouTube video “Keras! Rocky Singgung Penjilat, Silfester Emosi hingga Keluar Kata Kasar - Rakyat Bersuara 03/09.” Employing Culpeper's (1996) Impoliteness Theory, the research aims to identify, categorize, and quantify the specific strategies used by the discussants. The quantitative analysis reveals that Negative Impoliteness is the most dominant strategy, accounting for 28.85% of all occurrences, a clear indication that speakers prioritized direct attacks on the opponent’s intellectual credibility and self-worth to increase social distance. Following this were Sarcasm or Mock Impoliteness (23.08%) and Withholding Politeness (21.15%). These findings demonstrate that impoliteness in this public forum is not merely an emotional byproduct but a calculated rhetorical strategy used to assert dominance, attack the opponent's negative face, and shape public perception. The prevalence of these strategies underscores the confrontational nature of modern political debates on digital platforms, where aggressive discourse is strategically employed to gain attention and reinforce ideological positions. The study emphasizes the critical role of impoliteness as a strategic linguistic tool in media-driven political communication. Future research should explore the perlocutionary effects of these strategies on audience reception and their contribution to political polarization in the digital age.

A Cross-Linguistic Comparison of Hedging Density Across Sections in Academic Research Articles Yenni Arif Rahman; Fitri Yeni; Fitri Apriyanti; Fiza Asri Fauziah Habibah
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.v13i2.8315

In academic writing, hedging is a key rhetorical strategy that allows researchers to express caution and manage claims with appropriate nuance. This study investigates hedging practices in Applied Linguistics research articles written by Indonesian and Native English authors. Using a corpus of 20 articles (10 per group) totaling approximately 100,000 words, the analysis focuses on hedging density, distribution across Introduction, Methods, Results, and Discussion sections, and types of hedging devices used. Native English authors employ significantly more hedging devices (859 total) than Indonesian authors (365 total), especially modal and epistemic verbs. Both groups hedge most in the Introduction and Discussion sections, with statistically significant higher hedging densities among Native English writers in these parts, while the Methods section exhibits the least hedging for both. Indonesian authors favor approximators as hedging devices, indicating cultural preference for indirect lexical softening, contrasted with the more explicit grammatical hedging by Native English authors. These results highlight distinct cultural rhetorical preferences and suggest that academic writing pedagogy for Indonesian scholars should incorporate modal and epistemic verb strategies to better align with international norms.

Strategic Monolingualism and Multimodal Accommodation in Global Tech Keynotes: A Sociolinguistic Analysis of Apple, Google, and Samsung Assyddyq, Muhammad Nur; Ridhawati, Listya Arum; Putri, Mentari Antika
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.v13i2.8324

This research examines strategic monolingualism as an accommodation strategy in global technology keynotes, analyzing thirty presentations from Apple, Google, and Samsung (2020–2024). Research has shown that code-switching is a good way to find a balance between global and local needs. However, tech companies only use English to reach multilingual audiences, which is strange. How do monolingual presentations reach a global audience without using different languages? Quantitative analysis shows that there is a more direct address, more inclusive pronouns, and less hedging, which creates corporate certainty. Qualitative analysis indicates that multimodal resources—such as live demonstrations, accessibility features, cultural framing, and synchronized visuals—serve as meaning-making alternatives (semiotic substitution) to code-switching. Instead of switching languages, businesses switch between different ways of communicating (visual, verbal, musical) to get things done. Drawing from Communication Accommodation Theory, Politeness Theory, and Multimodal Discourse Analysis, the study identifies strategic monolingualism as a transition wherein various modes collaborate to engage diverse audiences, supplanting conventional bilingual accommodation. This pattern—linguistic homogeneity facilitating semiotic heterogeneity—redefines accommodation beyond code-switching frameworks. The results help teachers of English for Specific Purposes by showing that multimodal literacy is important for professional communication. They also help business people who need to balance brand consistency with global engagement by giving them a Multimodal Accommodation Framework.

Utilization of Artificial Intelligence in EFL Learning from a Digital Literacy Perspective Wahyuddin, Nur Rahmah; Yanti, Nur Eva; Riska Arnas; Sam Hermansyah
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.v13i2.8331

This study investigates how university students utilize Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning from a digital literacy perspective. Conducted between February–April 2024, the research involved nine undergraduate students from Universitas Ichsan Sidenreng Rappang who actively used AI tools such as ChatGPT, Grammarly, and Duolingo in their daily learning practices. Using a qualitative thematic analysis, the study explored students’ experiences, challenges, and expectations regarding AI-supported EFL learning. Findings show that AI contributed substantially to improving students’ vocabulary, grammar accuracy, and speaking fluency, with several participants reporting that AI-based feedback helped them understand errors more quickly and increased their learning motivation—some estimating up to a 20–30% improvement in confidence and task completion efficiency. However, issues such as inconsistent responses, fabricated references, and overreliance on AI revealed gaps in students’ critical digital literacy. The study highlights the need for strengthened digital literacy training and more structured integration of AI tools in higher education to ensure ethical, accurate, and effective use of AI for language learning.

The Impact of Digital Storytelling on Junior High School Students’ Writing Skills Safitri, Suci Riya; Kuning, Dewi Sri
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.v13i2.8375

This study explored the effects of implementing collaborative Digital Storytelling (DST) on the writing proficiency of junior high school learners in Indonesia, this study focused on Tompkins et al.'s (1984) five stages of writing process: prewriting, drafting, revising, editing, and publishing. The main issue identified was students’ challenges in writing, especially when dealing with English as a Foreign Language (EFL), requiring innovative pedagogy. Objectives included analyzing improvements in writing proficiency, group collaboration dynamics, and pedagogical implications under the Merdeka Curriculum. A qualitative case study design was employed. Findings revealed that DST significantly enhanced student engagement, creativity, and writing skills across stages, with 75% of students improving from "Low" to "High" levels. Tools like Canva and CapCut made the process student-centered. In conclusion, collaborative DST offers a valuable strategy for improving writing instruction, integrating into curricula to foster 21st-century skills and address cultural barriers in Indonesian EFL settings, contributing to Merdeka Belajar reforms.

Pre-Service English Language Teachers’ Digital Competence in Developing Interactive Learning Media Hamzah, Mohamad Ikbal; Novriyanto Napu; Helena Badu
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.v13i2.8429

The increasing demand for technology-enhanced instruction in English Language Teaching (ELT) highlights the importance of developing strong digital competence among pre-service teachers, especially in designing interactive learning media. This study aimed to examine how pre-service English language teachers perceived their digital competence in developing interactive learning media during the Field Experience Program (PPL). Consists of 10 participants from the ELESP 2022 cohort at Universitas Negeri Gorontalo. Guided by the DigCompEdu framework, the research focused on three domains closely related to media production and pedagogical application: Digital Resources, Teaching and Learning, and Empowering Learners. Using a descriptive qualitative design, data were collected through semi-structured interviews and were analyzed thematically. The findings show that participants possessed fundamental operational skills in using tools such as Canva, PowerPoint, Wordwall, and Baamboozle to create multimodal and gamified activities that enhanced student engagement and comprehension. However, they reported limited expertise in advanced media design, contextual adaptation, and facilitating collaborative digital learning. Challenges were linked to insufficient practical training during coursework, unstable internet access, limited school devices, and dependence on free templates. Despite these constraints, participants expressed strong motivation to improve their digital teaching competence. The study highlights the need for teacher education programs to reinforce experiential digital pedagogy through hands-on workshops and project-based media development to better prepare pre-service teachers for designing inclusive and effective technology-integrated learning environments.

Framing in News Coverage of the Israel–Palestine Ceasefire by Arab Media: An Analysis Based on Robert Entman’s Model Nazifatul Mardiah; Abdul Basid
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.v13i2.8440

Media reporting on the Israel–Palestine ceasefire negotiations often reflects ideological and geopolitical orientations that shape how the conflict is understood by the public. This study investigates how four major Arab-language news outlets—Al Jazeera, Okaz, Sky News Arabia, and BBC News Arabic—construct their framing of the ceasefire agreement between Hamas and Israel. Specifically, the research addresses two questions: (1) how each outlet employs Robert N. Entman’s four framing elements, and (2) what similarities and differences emerge from the comparative framing across these media. Using a descriptive qualitative design, the study analyzes four online articles published during the negotiation stalemate in early 2025. Data were collected through documentation and examined using Entman’s framing devices: problem definition, causal interpretation, moral evaluation, and treatment recommendation. The findings reveal contrasting patterns: Al Jazeera and BBC News Arabic frame Israel as obstructing the ceasefire and emphasize humanitarian impacts; Okaz portrays Hamas as the primary barrier and legitimizes Israel’s security-oriented stance; and Sky News Arabia adopts a more balanced yet moderately pro-Palestinian framing. These variations demonstrate how geopolitical context influences media narratives. The study contributes to conflict communication research by illustrating divergent Arab media framings and underscores the need for critical media literacy in interpreting politically charged news.

The Relationship Between the Intensity of Watching Netflix Series in English and the Speaking Ability of 3rd Semester English Education Students at Sriwijaya University Dikaprio , Vigo; Eryansyah, Eryansyah
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.v13i2.8441

This study investigates whether the viewing intensity of English Netflix series correlates with speaking ability among 24 third-semester English Language Education students at Sriwijaya University. Using a quantitative correlational design, data were collected over one semester via a viewing intensity questionnaire and a speaking ability test, and analyzed using Pearson Correlation. The results indicated no significant relationship between viewing intensity and speaking ability (r = 0.123, Sig. = 0.519). The remarkably low coefficient of determination (r2 = 1.51) suggests that variance in speaking ability is almost entirely explained by factors other than the intensity of passive viewing. Consequently, the study concludes that passive viewing of Netflix alone is ineffective as a sole tool for improving speaking ability, and its potential as a language learning medium is only realized when integrated with active learning strategies and productive language tasks.

Navigating Problem-Based Learning in English Teaching in a Low-Tech Environment: A Case Study Novanda Elsa Ramanida Husein; Indah Werdiningsih; Anita Fatimatul Laeli
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.v13i2.8451

This study explores the implementation of Problem-Based Learning (PBL) in vocational high schools operating within low-technology environments. Conducted as a qualitative case study in a private vocational institution in rural Jember, Indonesia, the research specifically investigates the strategies and challenges faced by English teachers when applying PBL without adequate technological support. Data were collected from six English teachers through semi-structured interviews and open-ended questionnaires, all of whom had at least ten years of teaching experience and were familiar with PBL-oriented instruction. The findings reveal that teachers consistently demonstrated strong adaptability and creativity despite limited access to digital tools such as projectors, internet connectivity, or multimedia resources. Several low-tech instructional strategies emerged, including the use of printed case materials, real-life problem-solving activities, paper-based dictionaries, and collaborative group discussions. Approximately 70% of teachers reported relying heavily on printed materials to replace digital media, while more than half noted that vocabulary-focused techniques were essential to support students with limited digital literacy. These adaptations illustrate high levels of teacher agency and pedagogical resilience in maintaining the quality of instruction under technological constraints. The study concludes that PBL can still be effectively implemented in low-tech classrooms through context-responsive innovation and collaborative teacher practices. These insights offer practical implications for educators, policymakers, and teacher training institutions seeking to strengthen instructional quality in resource-constrained settings. However, the study is limited by its small sample size and its focus on a single school context, indicating the need for further research across broader vocational environments.

Reflection of Pre-Service Teachers’ Challenges during the Teaching Internship Programs at Islamic Schools Pramita, Nadya Wahyu; Fitriah
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.v13i2.8463

Teaching internships provide essential experiential learning that connects theoretical coursework with real classroom practice. This study examines the challenges faced by pre-service English teachers during a three-month internship in Islamic schools across East Java, from 10 February to 16 May 2025. Using a qualitative design, data were gathered through semi-structured interviews and reflective journals from eight English Education students at UIN Sunan Ampel Surabaya. The findings reveal three main categories of challenges: (1) teacher-related difficulties such as limited preparation, low self-confidence, insufficient pedagogical competence, challenges in designing assessments, and limited classroom management skills; (2) student-related challenges, including students’ low self-confidence in using English and diverse learning styles; and (3) school-related, including limited technological facilities and curriculum constraints that reduced instructional hours due to religious and institutional priorities. The study emphasizes the need to strengthen practical pedagogical skills, particularly in lesson planning, differentiated instruction, and assessment development, supported by enhanced supervisory mentoring and closer university–school collaboration. These insights underscore the importance of context-responsive teacher education to better prepare future English teachers for diverse educational settings.

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