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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 2,171 Documents

206 207 208 209 210

Framing The South China Sea: How Media Shapes Perceptions Through Rhetorical Power Bana Supeno; Amiruddin Hadi Wibowo
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.v13i2.7657

This study examines the role of media in shaping public perception of the South China Sea (SCS) dispute by analyzing the coverage of CNBC and Kompas during June and July 2020. Utilizing Cicero’s Amplification techniques such as repetition, iteration, word doubling, and gradual intensification. This research explores how these rhetorical strategies reinforce key points and shape narratives. Through a detailed discourse analysis, the study reveals that CNBC focused on global economic impacts and geopolitical rivalry, resonating with an international audience, while Kompas emphasized regional stability and ASEAN’s role, appealing to Southeast Asian readers. The findings highlight the media’s power in crafting compelling and memorable arguments, influencing public opinion on international conflicts. Limitations of the study include the analysis of only two media outlets over a specific period. Future research could expand the scope by including more media sources, extending the timeframe, and examining the impact of social media. Understanding these rhetorical strategies is crucial for policymakers, media professionals, and the public to critically assess media reports and their influence on public perception.

Unmasking P.T. Barnum: A Character Study of the Greatest Showman Barlian; I Wayan Juniartha
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.v13i2.7665

This study analyzes the character development of P.T. Barnum in The Greatest Showman (2017) using Egri’s (1960) three-dimensional character theory, physiological, sociological, and psychological, and is supported by Kenny’s (1966) narrative coherence framework. Employing a descriptive qualitative method, the study examines nine selected scenes that represent the beginning, middle, and end of the film. The analysis is conducted in a multimodal manner, integrating verbal elements (dialogue, narration) and visual cues (gestures, posture, costumes, facial expressions). Findings indicate that Barnum’s character transformation is balanced across three aspects: physiological (33.3%), sociological (33.3%), and psychological (33.4%). His physical appearance evolves from a playful child to a confident showman and finally to a humble family man. Sociologically, his pursuit of social status leads to internal conflict and distancing from his original community. Psychologically, Barnum's ambition and insecurity drive his decisions until he eventually finds emotional resolution. The study demonstrates how Egri’s and Kenny’s theories can be integrated to provide a comprehensive understanding of character construction in film. These findings offer theoretical contributions to character and narrative analysis, and practical insights for film studies, media education, and applied linguistics.

Improving English Writing Achievement Using Game-Based Learning at the 11th Grade Students at State Islamic Senior High School Ashari, Aulia Rachman Ashari; M. Yahya Ashari; Dwi Fita Heriyawati
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.v13i2.7691

This classroom action research aims to improve 11th-grade students’ writing achievement through the application of game-based learning (GBL). The research was conducted at State Islamic Senior High School from February to March 2025 and was implemented in one cycle consisting of six meetings. Before the intervention, only 65% of students reached the “Good” to “Excellent” categories in writing analytical exposition texts. The acting activities were carried out across six meetings. In the first meeting, students used Quizizz to practice writing exposition texts. The second meeting introduced vocabulary practice through Gimkit. In the third meeting, students collaboratively learned to write exposition texts and practiced vocabulary by filling in blanks in Gimkit, with the teacher guiding the process. The fourth meeting focused on building understanding among classmates through talk-to-talk activities, concluded by the researcher’s reflections. The fifth meeting was an individual writing assessment to measure students’ analytical exposition writing skills. The sixth meeting used the game-based Uno Flip activity to observe students’ engagement. The findings show an improvement in writing performance after implementing game-based learning: 6 students (20%) reached the “Excellent” category, 18 students (60%) were in “Good,” 4 students (13.3%) were in “Fair,” and only 2 students (6.7%) remained in “Poor.” Overall, 80% of students achieved “Good” to “Excellent,” an increase from the 65% baseline. However, this study is limited by its single-cycle design and focus on one text genre. In conclusion, game-based learning has proven effective in improving writing performance and offers a fun, creative, and student-centered approach to English learning.

Improving English Writing Achievement Using Game-Based Learning at the 11th Grade Students at Islamic Senior High School Ashari, Aulia Rachman; M. Yahya Ashari; Dwi Fita Heriyawati
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.v13i2.7692

This classroom action research aims to improve 11th-grade students’ writing achievement through the application of game-based learning (GBL). The research was conducted at Madrasah Aliyah Negeri 2 Jombang from February to March 2025 and was implemented in one cycle consisting of six meetings. Before the intervention, only 65% of students reached the “Good” to “Excellent” categories in writing analytical exposition texts. The acting activities were carried out across six meetings. In the first meeting, students used Quizizz to practice writing exposition texts. The second meeting introduced vocabulary practice through Gimkit. In the third meeting, students collaboratively learned to write exposition texts and practiced vocabulary by filling in blanks in Gimkit, with the teacher guiding the process. The fourth meeting focused on building understanding among classmates through talk-to-talk activities, concluded by the researcher’s reflections. The fifth meeting was an individual writing assessment to measure students’ analytical exposition writing skills. The sixth meeting used the game-based Uno Flip activity to observe students’ engagement. The findings show an improvement in writing performance after implementing game-based learning: 6 students (20%) reached the “Excellent” category, 18 students (60%) were in “Good,” 4 students (13.3%) were in “Fair,” and only 2 students (6.7%) remained in “Poor.” Overall, 80% of students achieved “Good” to “Excellent,” an increase from the 65% baseline. However, this study is limited by its single-cycle design and focus on one text genre. In conclusion, game-based learning has proven effective in improving writing performance and offers a fun, creative, and student-centered approach to English learning.

Enhancing Reading Comprehension Through The Read Cover Remember Retell (RCRR) Method: An Experimental Study Amirah; Kurniawati, Dewi; Suryawati, Sri Suci
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.v13i2.7713

Based on the competency of national curriculum Merdeka, the students at second grade of SMA Negeri 10 OKU should be able to have reading comprehension on descriptive text. In this research, the researcher used Read Cover Remember Retell (RCRR) to teaching reading comprehension descriptive text at second grade of SMA negeri 10 OKU. This research aimed to find out the differences between the students taught by Read Cover Remember Retell (RCRR) strategy and the students taught without using Read Cover Remember Retell (RCRR) strategy in terms of reading comprehension descriptive text. Reading is crucial skill in learning English, as it facilitates students' overall language comprehension. This study aims to investigate the effectiveness of the Read Cover Remember Retell (RCRR) strategy in enhancing student' reading comprehension. The research was conducted with eleventh-grade at SMA Negeri 10 OKU, who are divided into to two groups: an experimental group taught using the RCRR strategy and a control group taught through conventional methods. A quantitative research method with an experimental design was employed, employing pre-test and post-test to measure improvement in reading comprehension. The findings provide valuable insight into the impact of the RCRR strategy on students' reading abilities, with implications for English language teaching practices.

AI-Based Teacher Assistants in Indonesian Public Schools: A Case Study of Teachy Hasanah, Uswatun; Dzulfikri; Junaidi Mistar
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.v13i2.7753

This study examines how Teachy, an AI-based educational platform, supports teachers’ work in Indonesian public schools. Conducted in Lumajang Regency, East Java, a rural region with limited technological resources, the qualitative case study involved four teachers from junior and senior high schools using Teachy for at least one academic semester. Data collected during the even semester of the 2024/2025 academic year, through interviews, observations, and document analysis, were analysed thematically. Eight themes emerged, including workload assisting, cognitive and pedagogical shifts, emotional responses, leadership support, collaboration, and sustainability challenges. Teachers reported saving 2–4 hours weekly on planning and assessment tasks through automation features. However, barriers such as unstable internet access and insufficient digital literacy limited optimal use. One teacher noted that poor connectivity caused frequent interruptions during digital lesson delivery. The findings demonstrate that AI tools can enhance efficiency and instructional quality when embedded within supportive institutional environments. This study offers one of the few empirical examinations of AI adoption in rural Indonesian schools, contributing new insights to global discussions on AI integration in low-resource settings.

Integrating Team Game Tournament by Using Digital Based Application to Enhance Students' Writing Skill at Seventh Grade in Junior High School Safrianto, Agung; Rosyid, Abdul; Purwati; Khoirulnisa , Febriyana; Putri A, Mutiara; Khoirunnisa , Wilda
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.v13i2.7755

This study aims to improve the writing skills of seventh-grade students at Junior High School 5 Bogor through the implementation of the digital-based Team Game Tournament (TGT) strategy. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection, conducted over two cycles. Data were collected through writing tests (pre-tests and post-tests), observation sheets, field notes, and student questionnaires. Quantitative results showed improvement in students' writing scores, from an average of 52.40 in the pre-test to 75.40 in the post-test of Cycle II. Qualitative findings revealed increased student motivation, participation, and collaboration in writing activities. The study concludes that integrating TGT with digital applications is effective in improving students’ writing skills and active engagement in the classroom. This finding demonstrates that the integration of technology into collaborative learning significantly enhances student engagement and achievement in writing.

The Correlation of AI Literacy and Writing Skill on 11th Senior High Students in Denpasar Wahyu Widana, I Kadek; Hery Santosa, Made; Indra Kusuma , I Putu
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.v13i2.7784

This research analyzed the correlation of AI literacy and writing of senior high students in Harapan Senior High School on South Denpasar, Bali. This research analyzed the correlation and the strength level of relationship between AI literacy and writing skills. The correlational study design had been utilized as the research design. This study utilized the purposive sampling technique and found out from 227 senior high school students with 151 participated in this study. The data collection used in this study was survey questionnaires, which had 22 questions in total. This research found out that there was a positive and significant correlation between AI literacy and writing skill of the students (Sig. 2-tailed result < 0.05). Also, this study found out that the strength level of relationship between AI literacy and writing skill reached Moderate Positive relationship (Pearson correlation coefficient (r) 0.366, and the p-value 0.001 < 0.05). The results showed that as the students’ AI literacy got better, their writing skill also improved together. Since the positive and significant correlation between AI literacy and writing skill, means the students’ writing skill development could also be improved along with their AI literacy since they correlated each other. This research also suggested the need of AI literacy improvement towards the students when the AI tools were implemented into the English learning process, and further research about the other English language skill fields that relates with the AI literacy. That way, the finding of this study suggested the empirical implications towards the teachers that the implementation and improvement of AI tools into English learning process had to be focused on the students’ AI literacy as well. It could lead to students’ comprehension towards the AI tools itself since they had understood the basic literacy of AI.

From Fear to Fluency: Self-Recorded Video Use to Improve EFL Speaking Proficiency Rohdina, Neli Fitri; Priyana, Joko
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.v13i2.7802

Speaking is a fundamental skill for students learning English as a Foreign Language (EFL). However, many learners struggle with speaking, which could be due to anxiety, lack of confidence, or limited media for practice. This study investigated the effectiveness of self-recorded video activities in improving students' speaking proficiency. It employed a Classroom Action Research (CAR) approach. Data were collected from pre-tests, post-tests, questionnaires, observations, and interviews among tenth-grade students at SMAN 1 Kedondong. The findings revealed that self-recorded videos significantly enhance students' pronunciation, fluency, coherence, and speaking confidence. Statistical analysis of the test scores indicated measurable improvement with increased motivation and engagement. Students reported a positive learning experience even though they were faced with initial challenges, such as discomfort with self-recording and technical difficulties. Therefore, English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.

Unspoken Meaning: A Study of Flouting Conversational Maxims in 500 days of Summer Ni Kadek, Valentina; Ni Wayan Suastini
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.v13i2.7814

This study explores how the flouting of conversational maxims in 500 Days of Summer impacts character interactions and relationship dynamics. The primary objective is to understand how ineffective communication shapes emotional connections in the narrative. Through qualitative analysis, we identified and categorized instances of maxim flouting, revealing the following frequencies and percentages: flouting the maxim of quantity (8 instances, 24.2%), flouting the maxim of quality (8 instances, 24.2%), flouting the maxim of relevance (8 instances, 24.2%), and flouting the maxim of manner (9 instances, 27.3%). Notably, the maxim of manner was the most frequently flouted, indicating that characters often communicate with ambiguity that adds emotional complexity. In contrast, the maxims of quantity, quality, and relevance were least commonly flouted, suggesting that while miscommunication occurs, dialogue generally maintains a balance between clarity and emotional expression. These findings underscore the critical role of effective communication in fostering intimacy and understanding in romantic relationships. Additionally, the study acknowledges the limitations of focusing on a limited number of scenes, which may not capture the full spectrum of communication dynamics within the film. Future research could expand on these insights by examining other conversational maxims across different media and investigating how cultural contexts influence communication styles.

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