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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

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The Influence of Teacher Questions to Stimulate Students’ Active Participation and Engagement in Non-Formal EFL Speaking Classes Safitzal Fajar Rahmawati; Endang Fauziati; Sumardi
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.v13i2.7991

This study evaluates how teacher questions influence active participation and engagement in non-formal EFL speaking classes. The objective is to determine the effectiveness of different question types in promoting student interaction and improving language learning. A qualitative case study design was employed in two classes at a private English course in Madiun, Indonesia, involving 2 English teachers and 24 elementary students with basic to lower-intermediate proficiency. Data were collected during 3 months (December-February) through classroom observations, digital audio recordings, field notes, and semi-structured interviews with both teachers and students. The analysis focused on categorizing teacher questions into display/closed-ended, yes/no, and referential/open-ended types, and examining the effect on individual and choral student responses. Findings indicate that display/closed-ended and yes/no questions effectively stimulate immediate recall and maintain classroom focus, while referential/open-ended questions encourage deeper cognitive engagement and personalized expression. The results suggest that a balanced approach to questioning not only stimulates immediate recall but also transforms passive learners into active participants, improving students’ communication competence. It also implies that the teacher should have more variations such as combine three kinds of those questions for engaging students to have an active participation through questions.

The Influence of Visual Aids, Cooperative Learning, and Classroom Environment on English Vocabulary Acquisition of the fourth-grade students at Elementary Islamic School Fitriani; Indawan Syhari; Mulyadi
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.v13i2.8033

This study aimed to examine the influence of visual aids, cooperative learning, and classroom environment on the English vocabulary acquisition of fourth-grade students at Elementary Islamic School. A quantitative method with a correlational design was used, involving 139 students as the population. Data were collected through questionnaires and a vocabulary test, then analyzed using multiple linear regression in SPSS. The results showed that none of the three independent variables significantly influenced vocabulary acquisition. Pearson correlation values indicated weak and non-significant relationships for visual aids (r = -0.038), cooperative learning (r = -0.011), and classroom environment (r = 0.007). The regression model yielded an R² value of 0.002, meaning that the combined variables explained only 0.2% of the variance in vocabulary scores. The findings suggest that although these factors are widely supported by theory, their implementation in this context may not have been effective. Issues such as low instrument reliability, the use of a Yes/No scale, and unmeasured external factors may have contributed to the results. Further research is needed to explore additional variables that may better support vocabulary development in young learners.

Review Psychoanalysis: Dimensions Personality Any Novel Characters Other Than Rain Through Analysis Conflict Inner The main character Simega, Berthin; Milka; Paundanan, Sugino
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.v13i2.8061

Conflict in the novel Anything but Rain against the psychological background element in the main self-figure main. Research This aim analyze conflict inner figure main in Anything but Novels Rain Work Okki Rizka Septiana. Type study qualitative based on observation phenomenon psychological figure story in the novel. Data collected through technique reading and technique note. Data processed with technique Miles & Huberman data analysis and analyzed based on plan Sigmund Freud's psychoanalysis. Research results show that conflict inner feelings experienced by the character main that is Hero in the novel Anything but Rain motivated by past trauma. Friend Hero namely Faiz dies without clear cause and Wira accused as the killer. Tragedy the haunt self-Hero, so that often experience imbalance emotions. Guilt, no believe self, gloomy, difficult adapt, and not brave take decision, is form from symptom psychological experiences Hero. Conflict inner happens Because structure personality figure story that is id, ego, and superego often clash. Id control self-Hero, when avoid past memories namely guilt to death Faiz moment they compete in taekwondo. This bothers the ego that tries accept condition moment Now namely Hero must focus with the world of taekwondo. Every time he plays taekwondo, he always remembers death Faiz. Superego present for control action id. Hero Finally return mastered his ego and can accept condition after accept advice from Mother Faiz that everyone has guilty and should Hero Study forgive self alone. Advice from Mother Faiz is the superego area that is capable of subdue id Hero.

Investigating Patterns and Aspects of Place Naming in Toba Regency: An Anthropolinguistics Approach Parasian, Nehemia Anugrah; Lubis, Tasnim; Perangin-angin, Alemina Br.
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.v13i2.8082

This research investigates the naming of huta (traditional residences) in Toba Regency from an anthropolinguistic approach, aiming to describe the linguistic performance and to formulate the underlying naming patterns. The research problem emerges from the diminishing awareness among younger generations, which threatens the continuity of historical knowledge and cultural identity embedded in huta names. Using a qualitative design with an interactive model, data were collected through in-depth interviews with traditional leaders and supported by document analysis of oral narratives and archival sources. The findings reveal that a total of 92 huta names were identified, of which 82 are polymorphemic and only 10 are monomorphemic. Polymorphemic names reflect productive morphological processes such as affixation, reduplication, and compounding, and frequently encode ecological features (e.g., rivers, hills, flora, and fauna) as well as kinship relations and cultural values. Further analysis shows that naming aspects can be categorized into manifestation (39.13%), society (33.70%), and culture (27.17%). The predominance of manifestation aspects illustrates the Batak Toba people’s ecological orientation, while the presence of clan names and ancestral references highlights the strong kinship system. Cultural aspects, meanwhile, preserve collective memories of historical events, tools, and symbolic practices. These findings show that huta naming constitute a multidimensional system that integrate linguistic, ecological, social, and cultural elements, functioning both as spatial marker and as instrument of cultural preservation. This research contributes to the development of place naming research in Indonesia and underscores the need to safeguard local wisdom through documentation and cultural education.

Correlation between Game-Based Learning Application and Students’ Writing Skills: A Study at a State High School in Serang Wulandari, Ratih Ayu; Muhyidin, Asep; Syafrizal
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.v13i2.8102

As one of the four language skills, writing is considered difficult since it requires the mastery of all other skills. Many students often face difficulties in learning writing, including narrative. To handle this situation, English teachers need to apply innovative teaching methods, such as game-based learning. This study was conducted to investigate the correlation between game-based learning application using Wordwall and students’ writing skills at senior high school level. A quantitative study with correlational design employed where students filled questionnaires on game-based learning application and narrative writing test. Thirty-eight eleventh-graders from a public senior high school in Serang, Banten Province, participated in the study. The data collected were analyzed using Pearson-Product Moment Correlation Test through the SPSS version 27. The results showed that the r-count 0.722 > r-table 0.320 with the Sig. (2-tailed) 0.000 < 0.05, indicated a strong positive correlation between game-based learning application and students’ writing skills. It also revealed that game-based learning application contributed for 52.1% to the students’ writing skills, while the rest were influenced by other factors which were not examined in this study. These results suggested that game-based learning application could serve as one of the potential alternative methods to enhance students’ learning outcomes.

Conceptual Frames of Fatherhood in Indonesian Song Lyrics: A Cognitive Linguistic Analysis of “Cinta Sejati Takkan Mati” Rahmah, Neneng Farida; Muman
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.v13i2.8108

Song lyrics represent cultural texts rich in emotional and symbolic meaning. This study employs qualitative content analysis using a frame semantics approach to analyze the lyrics of “Cinta Sejati Takkan Mati” by Agus Subianto (2025b), the original soundtrack of the film Believe (released in 2025), as an object of cognitive linguistic inquiry. The data consist of the complete lyrics of a single song, examined to explore the conceptual representation of the father figure of Indonesian culture. Drawing on frame semantics (Fillmore, 1982) and the principles of embodied cognition (Johnson, 2007), the analysis identifies five primary semantic frames: (1) Father as Eternal Love, (2) Father as Silent Sacrifice, (3) Father as Living Memory, (4) Father as Source of Validation, and (5) Father as Eternal Guardian. The findings reveal that the father is represented not merely as a biological figure, but as a multidimensional emotional and spiritual symbol that shapes the child’s identity through embodied affective experience. The song constructs paternal love as transcendent and immeasurable, reinforcing cultural narratives of the father as a moral and emotional anchor within the family. This study expands the application of cognitive linguistics in popular culture analysis and demonstrates how song lyrics function as cultural media that reflect and shape collective understandings of emotion, family relationships, and spirituality.

Enhancing Eleventh Graders’ Reading Skills through Content-Based Instruction Using Multimodal Texts: A Mixed-Methods Study Istikomah; Wahyudin, Achmad Yudi
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.v13i2.8127

In this study, eleventh-grade students at SMAN 14 Bandar Lampung's reading comprehension skills are improved through the use of Quiz.com and multimodal texts to promote Content-Based Instruction (CBI). Utilizing a mixed-methods methodology, the research integrated both qualitative and quantitative techniques to present a thorough analysis of the intervention. Thirty-one pupils answered a 15-item Likert-scale survey to gauge their impressions, motivation, and engagement, and they took part in a pre- and post-test to gauge their reading comprehension. In the quantitative findings, the mean score increased from 83.41 in the pre-test to 95.74 in the post-test, indicating a considerable improvement. The paired samples t-test verified that the change was statistically significant (p <.05). Additionally, the standard deviation dropped from 16.38 to 4.97, indicating that students' performance stabilized following the intervention. All five components of reading comprehension—main concept identification, supporting detail recognition, contextual vocabulary knowledge, inference-making, and text structure analysis—showed growth in the students. These conclusions were corroborated by the questionnaire results, which showed high internal consistency with a Cronbach's Alpha of.936. Responses were largely positive, according to content analysis, with mean ratings ranging from 3.81 to 4.58. Quiz.com's engaging, entertaining, and inspiring aspects were especially appreciated by students, and multimodal texts were acknowledged for giving reading greater significance and relevance to everyday situations. Nevertheless, several students pointed out that multimodal texts did not totally eliminate monotony, indicating the necessity for a variety of teaching methods. Overall, the results show that understanding, motivation, and confidence in EFL classes may be successfully increased by including CBI, multimodal resources, and digital technologies.

The Effectiveness of Wordwall Media in Enhancing Students' Writing Skills in Descriptive Texts at Senior High School Bandar Lampung Through Task-Based Language Teaching Qonita Vidina; Wahyudin, Achmad Yudi
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.v13i2.8134

This study investigated the effectiveness of integrating Wordwall media with Task-Based Language Teaching (TBLT) to improve eleventh-grade students’ descriptive writing skills at SMAN 14 Bandar Lampung. A quasi-experimental one-group pre-test and post-test design was employed with 36 students. Writing scores were assessed using a modified rubric covering content, organization, vocabulary, language use, and mechanics. Inter-rater reliability was excellent (pre-test r = .985; post-test r = .998, p < .01), and normality tests confirmed parametric assumptions. The results showed significant improvement in students’ writing performance after the intervention (pre-test mean = 54.83; post-test mean = 76.42; paired-samples t-test, t = 14.85, df = 35, p < .001), with the largest gains in organization and language use. Qualitative interviews with high, medium, and low achievers revealed increased motivation, engagement, and peer-supported learning. These findings suggest that integrating gamified digital platforms like Wordwall within a task-based framework effectively enhances descriptive writing skills in EFL classrooms.

The Implementation of Peer Teaching Technique in Reading Classes for Eight Grade Students at Junior High School Moronica, Rindu Nanda; Ifrianti, Syofnidah; 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.v13i2.8283

This study examines the implementation of the Peer Teaching technique in reading instruction for junior high school students. It was conducted in response to students’ common challenges, such as low participation and limited comprehension. Peer Teaching is explored as a potential strategy because it allows students to learn collaboratively, which is expected to enhance their understanding and learning motivation. The aim of this research is to investigate how Peer Teaching is applied in English reading lessons and to describe the procedures, student involvement, and its potential contributions to learning motivation. The sampling technique used is purposive sampling. Data collection techniques include observation, interviews, and documentation. The instruments used are observation sheets, interview guidelines, and documentation notes developed based on relevant indicators of peer teaching. For data analysis, this research uses Miles and Huberman’s model, which involves data reduction, data display, and conclusion drawing. The findings are expected to provide insights into the practical use of Peer Teaching and its implications for promoting student-centered and cooperative learning in junior secondary reading instruction level.

Exploring EFL Students’ Experiences of Islamic Value-Concordant Learning through the Lens of Self-Determination Theory Fakhruddin, Zulfah; Kalsum; Jamal, Karmila
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.v13i2.8285

This study aims to describe the levels of psychological satisfaction and frustration specifically autonomy, competence, and relatedness experienced by 200 EFL students from the Faculty of Tarbiyah at IAIN Parepare within faith-based English learning environments. Using a quantitative survey method, data were collected through a structured questionnaire and analyzed using descriptive statistics. The results revealed a moderate level of satisfaction (M = 3.69) and a low level of frustration (M = 2.31), indicating that students’ basic psychological needs were generally well supported. High satisfaction was found in autonomy and relatedness, suggesting that students felt respected, connected, and free to express themselves within a context that integrates Islamic values such as ṣidq (honesty), amānah (responsibility), and raḥmah (compassion). Meanwhile, competence remained moderate, implying that some learners continued to face challenges in achieving language mastery. These findings suggest that Islamic value-concordant learning characterized by the integration of moral, spiritual, and cultural principles of Islam into language teaching can enhance students’ motivation, social bonds, and emotional well-being while reducing anxiety and pressure. The novelty of this study lies in applying Self-Determination Theory (SDT) within an Islamic higher education context to explore how faith-aligned pedagogy supports psychological needs. However, this research is limited to one institution; future studies could adopt a comparative or longitudinal design to deepen understanding. In conclusion, integrating Islamic values into English language learning not only strengthens students’ linguistic and academic outcomes but also nurtures psychological fulfilment and spiritual growth, making it a holistic approach to education.

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