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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

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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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An Exploration of Nene’ Mallomo’s Philosophical Values in Enhancing English Teachers’ Competence: A Study in Sidrap Regency Nanning; Nur Asiza; Annisa Ahmad
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.v13i2.8327

This qualitative descriptive study explores how the philosophical principles of Nene' Mallomo, an indigenous moral figure from Sidrap Regency, South Sulawesi, can enhance English teachers' personal competence through culturally grounded professional formation. Although personal competence is recognized as core to teacher professionalism in Indonesia, it remains underdeveloped and overshadowed by pedagogical and technical competencies. Ten English teachers from junior high schools in Sidrap Regency (n=10) were purposefully selected based on teaching experience and engagement with local cultural values. Data were collected through semi-structured interviews, field observations, and document analysis, then analyzed thematically to identify patterns in teachers' understanding, application, and challenges related to Nene' Mallomo's philosophy. Findings revealed deep familiarity with Nene' Mallomo's ethical principles—particularly honesty (malempu), consistency (getteng), intelligence (macca), and democratic fairness (temmapassilaingeng)—which teachers applied in assessment integrity, emotional regulation, equitable participation, and professional conduct. However, structural challenges, including grade inflation pressure, institutional inconsistency, and generational moral shifts, complicated value internalization. The study concludes that integrating Nene' Mallomo's philosophical values provides a culturally responsive framework for enhancing personal competence by uniting moral, spiritual, and intellectual dimensions of teacher professionalism. This research contributes to decolonizing teacher education by demonstrating that Indigenous moral wisdom can serve as a foundation for professional development in English language education.

Anthropomorphism and the Construction of Identity in Beast-themed Folk Tales: A Study of Lutung Kasarung, Beauty and the Beast, and The Frog Princess Prawesti, Sekar Ayuning; Farida, Hana
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.v13i2.8344

This study discusses how anthropomorphism is used in constructing themes of identity, disguise, and transformation through three folk tales: Lutung Kasarung (Indonesia), Beauty and the Beast (France), and The Frog Princess (Russia). All three feature beasts or non-human characters who have human-like traits, behaviours, and the ability to think and speak. Through a qualitative approach with narrative analysis and Stewart Guthrie's (1993) theory of anthropomorphism, this article shows that non-human forms are used as a form of disguise for true identity, as well as a means of conveying inner conflict and moral values. The findings show that the three folk tales analysed in this study have narrative patterns similar to cross-cultural patterns. This pattern consists of a curse, which is the cause of identity change; disguise, which is the process of identity change; and transformation, which is the end of the story and the resolution of the problem.

From WhatsApp to Whiteboard: Intra-Cultural Norms and EFL Interaction in Indonesian MTs Classrooms Pratiwi, Dian Fera; Syarifuddin Dollah; Nur Ima
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.v13i2.8362

This mixed-methods study investigates how intra-cultural norms shape English as a Foreign Language (EFL) interaction among Grade IX students in an Indonesian Islamic junior high school. Data were collected from 40 students and two English teachers over two months through classroom observations, a 12-item questionnaire, and interviews. Quantitative findings show high levels of intra-cultural awareness, with no significant gender differences, and a moderate positive correlation between intra-cultural awareness and students’ digital participation. Qualitative analysis using Braun and Clarke’s thematic approach identified four overarching themes illustrating how cultural values guided participation, humor use, peer correction, and teacher mediation in both classroom and WhatsApp-based interaction. Overall, the study demonstrates that intra-cultural norms operate as both supportive and restrictive forces in students’ communicative behavior across face-to-face and digital settings. The findings highlight the importance of culturally responsive EFL pedagogy and suggest integrating socio-pragmatic awareness into instructional practices to better align English learning with students’ local communicative realities.

The Effectiveness of Supplementary Reading Materials in Improving Students’ Reading Comprehension: A Systematic Literature Review Mustika; Ashadi; 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.v13i2.8364

This systematic literature review examined thirteen articles published between 2020 and 2024 in various countries, including Malaysia, China, Indonesia, the Philippines, and Cambodia, that addressed the broad issue of improving students' reading comprehension at various levels of education through supplementary reading materials. The purpose of this study was to assess the efficacy of these reading materials, determine the most beneficial types, and examine the variables influencing their success using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The results indicated that supplementary reading materials can improve students' post-test reading scores (mean score increased by 21.34%), motivation, engagement, vocabulary acquisition, language comprehension, and critical thinking skills. Older students responded better to text-based reading materials, while younger students benefited more from digital resources. A key factor influencing the impact of reading materials is their relevance to students' cultural and personal backgrounds. Future research is recommended to examine how supplementary teaching materials can be used in online and hybrid learning to improve learning outcomes in the digital age.

Ruangguru: A Massive Indonesian Digital Platform as Assessment and English Learning Media Sihombing, Lambok Hermanto
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.v13i2.8366

Ruangguru has become one of the most prominent digital education platforms in Indonesia, offering a wide range of interactive learning activities that effectively support students’ academic development. This study investigates the potential of Ruangguru as an assessment tool to enhance students’ self-learning competencies, particularly in English language learning. To achieve this objective, the study identifies the platform’s key features, pedagogical strengths, and its development over time. The analysis is supported by relevant research and informed by Manuel Castells’s theories on media technology and Stuart Hall’s reception analysis. The findings suggest that Ruangguru has significantly shaped Indonesian students’ perceptions of digital learning and demonstrates strong potential in fostering autonomous English learning through accessible, student-centered digital engagement.

The Effectiveness of Jigsaw and STAD Techniques in Teaching Reading Comprehension to The Ninth Grade Students with Different Levels of Motivation at a State Junior High School in Semarang Prima Kismaning Diah; Sri Wuli Fitriati
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.v13i2.8372

This study investigated the effectiveness of the Jigsaw and STAD (Student Teams Achievement Division) techniques in teaching reading comprehension to ninth-grade students with different levels of motivation at a state junior high school in Semarang during the 2025/2026 academic year. Employing a quasi-experimental design, the study involved 66 students divided into two experimental groups: one taught using the Jigsaw technique and the other using the STAD technique. Data were collected through a motivation questionnaire, pre-tests, post-tests, and triangulated with students’ perceptions and the teacher’s reflection. The findings revealed that both Jigsaw and STAD significantly improved students’ reading comprehension. Students with high motivation achieved higher post-test scores than those with low motivation in both techniques, indicating that motivation plays a crucial role in learning outcomes. However, the Two-Way ANOVA showed no significant interaction between teaching technique and motivation level (p = 0.777 > 0.05), suggesting that the effectiveness of both techniques was consistent across motivation levels. In conclusion, the Jigsaw and STAD techniques are effective, inclusive, and adaptable cooperative learning models that enhance students’ reading comprehension regardless of motivation level.

Task-Based Language Teaching To Enhance Speaking Skills In Boarding School Students A Classroom Action Research Wulaningsih, Ika; Putro, Nur Hidayanto Pancoro Setyo; Sukarno; Pratiwi, Dwiyani; Setiani, Tri; Irwanto, I Made Rian; Widora, Intan
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.v13i2.8379

The aim of this study is to investigate how Task-Based Language Teaching (TBLT) enhances the speaking skills of junior high school students in an Islamic boarding school context and how it enhances the quality of the teaching and learning process. Due to the dominance of teacher-centred instruction and limited student engagement in such contexts, this study proposes to apply a more interactive and student-centred approach. This study employed the Classroom Action Research (CAR) design, involving 29 male students in grade 7 over two cycles. Each cycle consists of four phases: plan, action, observation, and reflection. Data were collected through interviews, classroom observations, reflective teaching journal, and oral proficiency tests to earn both qualitative and quantitative data. The findings revealed significant enhancements in students’ speaking performance. The students’ mastery level increased from 31.03% (initial data) to 65.52% (cycle 1) and 93.10% (cycle 2). Students demonstrated enhanced fluency, vocabulary, and confidence, along with enhanced motivation and participation in communicative tasks. TBLT also helped reduce speaking anxiety and encouraged more meaningful language use inside and outside the classroom. Despite some challenges, such as limited access to technology and the need for additional scaffolding for certain students, this study demonstrated that TBLT is a viable approach to enhancing speaking skills in a boarding school context. The findings also suggest that TBLT helped to foster students’ communicative competence and enrich English language instruction in similar educational contexts. Recommendations are offered for sustaining TBLT implementation and for future research on long-term impacts and differentiated scaffolding.

Teachers’ Perception of Collaborative Learning in English Speaking Class Program: A Case Study Tri Setiani; Yuyun Yulia
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.v13i2.8383

This study investigates the perceptions of English and non-English background teachers regarding the implementation of collaborative learning in an English-Speaking Class program to improve speaking skills among non-English background teachers. The program ran over a year at an Islamic Boarding Secondary School in South Sumatra. Using a qualitative case study design, the data were gathered through questionnaire and focus group discussions with 23 non-English background teachers and 4 English teachers. The findings indicated that most of participants found collaborative learning effective to be used for enhancing participants’ engagement and communication skills. Both English and non-English teachers also noted the positive impact of peer interaction on boosting student confidence and motivation. However, challenges of this program such as unequal participation, fluctuating motivation, scheduling time constraint, and lack of structured teaching materials were noted. Despite these challenges, English teachers emphasized that collaborative learning could significantly benefit language learners with an appropriate scaffolding and task alignment. The study indicates that while collaborative learning is a suitable and effective method for adult learners, proper program planning and continued support are required to overcome the challenges. Future study recommends in exploring the strategy to enhance consistency of participation, increase motivation, and determine the long-term impact of collaborative learning on teachers' language ability and pedagogy.

Mapping the English Language Needs of Indonesian Hotel Staff: A Systematic Literature Review Satrio, Indra Bagus; Hustarna; Yanto
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.v13i2.8394

Indonesia's hospitality industry has grown over the past decade, increasing demand for English proficiency among hotel staff serving international guests. This systematic literature review synthesizes 7 empirical studies conducted across multiple Indonesian regions (Padang, Sikka, Bandung, Kebumen, and Bali) to examine English language needs of hotel employees from 2018 to early 2025. Using Cooper's seven-stage review framework, studies were selected for relevance to front-office roles, empirical rigor, and alignment with Indonesian hospitality contexts. Results indicate front-line staff prioritize speaking and listening for managing check-in and check-out, explaining services, and resolving complaints, while writing supports email correspondence, reservation forms, and guest documentation. Challenges include limited industry-specific vocabulary, difficulty understanding diverse accents, grammatical inaccuracies in complex exchanges, and low confidence. To mitigate these, employees use reactive strategies like translation apps, code-switching to Indonesian, speech simplification, and contextual inference. Proactive measures include scenario-based role-play exercises, digital ESP modules designed for hospitality contexts, and targeted vocabulary workshops. By systematically consolidating previously fragmented research, this review identifies consistent patterns across geographic contexts and workplace settings, revealing a significant gap between general English instruction and the specialized communicative demands of hotel work. Findings advocate for ESP curricula that integrate authentic hotel materials, simulated guest interactions, and focused vocabulary development. These insights inform educators, ESP curriculum developers, hotel managers, and human resource professionals aiming to enhance service quality and guest satisfaction in Indonesia's tourism sector.

Why English Literature Students in Indonesia Refuse to Become Writers Setiawan, Rahmat
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.v13i2.8419

This study examines how English literature students in Indonesia refuse to become writers. This study employed a mixed-methods design combining quantitative surveys and qualitative interviews. With an explanatory sequential approach, data were collected from 100 English literature undergraduates across five universities through a 15-item Likert questionnaire analysed with SPSS 26 (Kolmogorov-Smirnov, Mann–Whitney, and Kruskal–Wallis tests). Three representative students (X, Y, Z) were interviewed using semi-structured questions, and data were thematically analysed. Results from survey and interviews reveal that literature students hold positive opinions of their studies but elaborate little interest in becoming writers. They choose the major mainly for language skills, not creative goals. The curriculum supports academics, not authorship, and financial instability deters writing careers, unaffected by gender or semester differences. The study concludes that English literature in Indonesia faces a paradigmatic tension between academic formalism and artistic vitality. To address this, it requires redirection that integrates creative writing, publication mentorship, and intermedial collaboration to reinstate productivity in literary works.

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