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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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Discourse Function in Wordwall: An Analysis of Instructions and feedback in English Learning Activities Nst, Ulfa Rayhani; Husna, Nida; Hidayat, Didin Nuruddin
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.v13i2.8555

This study examines the discourse functions of instructional language and feedback in a Wordwall-based English language learning exercise. Using qualitative discourse analysis techniques based on Systemic Functional Linguistics (SFL) and Sinclair and Coulthard's classroom discourse model, this research analyzed six publicly worwall activities intended for elementary students. The study identified six primary discourse functions: directive, procedural, evaluative, motivational, corrective, and informative. Directive and procedural functions dominated the instructional phase, providing clarity and task organization, while evaluative and motivational functions defined the feedback phase, providing reinforcement and emotional support. Informational feedback occurred less frequently, suggesting that automatic responses had limited linguistic scaffolding. Overall, Wordwall is not only a gamified learning tool, but also as a structured discourse environment that influences learner engagement, participation, meaning making. These observations provide practical implication for educators, especially in the selection, modification and supplementation of wordwall activities to optimize instructional clarity, improve feedback clarity and promote reflective and language centered learning.

Conversational Implicature Through Maxim Flouting: A Pragmatic Analysis of Purple Hearts Siti Amira Luthfiyah; Yanti Rosalinah
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.v13i2.8559

This study aims to analyze the conversational implicatures in the movie Purple Hearts through maxim flouting. The study of implicature has become increasingly relevant in understanding how meaning is conveyed beyond literal expression, especially in audiovisual media where context and emotion play crucial roles. According to Grice’s (1975) Cooperative Principle, effective communication is achieved when participants adhere to four conversational maxims: quantity, quality, manner, and relation (relevance). However, implicature arises when these maxims are deliberately or unintentionally not observed. A descriptive qualitative method is used in this research to analyze conversational implicatures in selected dialogues from the film. This research specifically focuses on the phenomenon of flouting maxims. Based on the research, the flouting of the Maxim of Relation was the most frequent, appearing in 4 out of 10 cases (40%). This was followed by the Maxim of Quantity, Maxim of Quality, and Maxim of Manner, each occurring in 2 cases (20%). The findings are expected to contribute to a deeper understanding of pragmatic meaning and its implications for communication studies and film analysis.

The Effectiveness of Creating Assessment Questions Through Google Form as a Digital Learning Assessment Tool Ani, Anry; Dalimunthe , Muhammad; Daulay, Ernita
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.v13i2.8578

This study explores English teachers’ perceptions of the process of creating assessment questions using Google Form and how this process is perceived to support effective digital learning assessment. Conducted in an Islamic senior high school in Indonesia, this qualitative research involved two English teachers selected for their experience in designing Google Form based assessments. Data were collected through semi-structured interviews and documentation, and analyzed using Miles and Huberman’s (2014) interactive model consisting of data condensation, data display, and conclusion drawing. The findings reveal that teachers followed a structured and reflective workflow consisting of four stages: planning, designing, implementing, and evaluating. In the planning stage, teachers aligned learning objectives, indicators, and assessment purposes before organizing questions in Google Form. During the designing stage, teachers utilized quiz mode, sectioning, automatic scoring, and feedback features to construct assessments that were practical, coherent, and supportive of students’ learning. In the implementation stage, Google Form enabled both classroom-based and online administration, allowing teachers to accommodate students with varying internet access while monitoring submissions in real time. In the evaluation stage, teachers benefited from Google Form’s analytics, including automatic scoring and visualized data summaries, which helped them identify common errors and plan follow-up instruction. Overall, teachers perceived Google Form as an effective digital assessment tool because it enhances efficiency, improves assessment organization, supports feedback provision, and facilitates data-driven instructional decisions. However, the study acknowledges limitations related to the small number of participants and the absence of classroom observations. These findings highlight the importance of integrating digital literacy training and further research to explore broader and more diverse assessment contexts.

Indonesian EFL Students’ Perception of Project Based Learning: A Focus on Gender and Learning Style Nulhikmah, Wilda; Fitriani , Rahmah; Dalimunthe , Ahman Amin
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.v13i2.8580

This study aims to analyze students’ perceptions of the implementation of Project-Based Learning (PjBL) in English as a Foreign Language (EFL) classrooms at SMP Azzakiyah Islamic Leadership. Data were collected through semi-structured interviews, FIAC-based classroom observations, and self-assessment questionnaires. A qualitative approach was employed to identify patterns of student engagement and perceptions based on gender, learning styles, and language proficiency levels. Findings revealed that PjBL fostered a learner-centered environment, with student talk dominating classroom interaction at 57%, reflecting active collaboration and learner autonomy. Students perceived PjBL as a motivating and authentic learning approach that enhanced cooperation and communicative competence. Gender differences emerged in participation tendencies: female students emphasized collaborative and affective engagement, while male students preferred leadership and technical roles. Variations in learning styles (visual, auditory, kinesthetic) shaped students’ engagement modes, and proficiency levels influenced confidence and contribution within group projects.

A Study of Papuan Children's Preferences for Cross-Cultural Narratives: Understanding Early Literacy Engagement Winarsih, Sri; Rusli
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.v13i2.8597

This study investigates the narrative literacy preferences of Indigenous Papuan children in the Bevak Pintar Community in Merauke. Recognizing the need for culturally diverse and contextually relevant reading materials, the research employs a descriptive qualitative design using observation, semi-structured interviews, and closed-ended questionnaires. Data were analyzed by classifying narrative types according to themes, character representation, and cultural values. Findings indicate four dominant preferences: (1) Papuan folktales highlighting local wisdom and identity; (2) cross-cultural friendship stories depicting interactions across diverse backgrounds; (3) inspirational global children’s stories presenting resilience and social solidarity; and (4) fantasy narratives blending Papuan mythology with broader imaginative elements. Children favored stories featuring peers with relatable experiences and clear, engaging visual elements. This study contributes novel evidence on Papuan children’s cross-cultural narrative interests and offers implications for developing culturally responsive literacy materials and early-grade curriculum design.

Interactive Contextual Learning Media: Development and Impact on English Language Learning in Junior Secondary School Ade Suci Chairany Sirait; R Mursid; Farihah
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.v13i2.8635

This study aims to develop and evaluate an Interactive Contextual Learning Media (ICLM) to improve English reading comprehension among Grade VIII students, particularly in understanding procedure texts. The research problem originates from the recurring challenges in junior secondary English classrooms, including low student motivation, limited engagement, and the lack of contextual and interactive learning resources. Employing the Research and Development design with the ADDIE model, the study involved analysis, design, development, implementation, and evaluation stages. Expert validations were conducted by material, media, and instructional design specialists, while feasibility, practicality, and effectiveness were assessed through individual try-outs, small-group trials, and field testing. Data were collected using questionnaires, observations, interviews, and pretest–posttest assessments, and analyzed using descriptive statistics and independent t-tests. The findings indicate that the developed media achieved high feasibility ratings from experts (mean scores ranging from 4.32 to 4.79), and strong practicality responses from teachers (95%) and students (96%). In terms of effectiveness, students in the experimental class showed a significant improvement in learning outcomes, increasing from a mean pretest score of 62.30 to 85.93 in the posttest, while the control class showed no meaningful improvement. Statistical testing confirmed a significant difference between the two groups (p < 0.001), indicating that the ICLM had a substantial positive impact on students’ reading comprehension. Overall, the results affirm that integrating interactivity and contextual learning into digital media can effectively enhance students’ understanding of English texts and support more engaging and meaningful learning experiences in junior secondary education.

Speech Acts in Migrant Nurses’ Clinical Interactions: Searle’s Classification and Bourdieu’s Interpretation Syahrin, Nur Alfi; Syihabuddin; Zifana, Mahardhika
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.v13i2.8636

This study aims to identify the types of speech acts that emerge in interactions between Indonesian migrant nurse and her patients and colleagues in hospital environments. The research employs a single-case qualitative interview study using a pragmatic analysis approach. The participant was Indonesian migrant nurse working in hospital settings abroad. Data were collected through in-depth interviews to explore the nurse’ communicative experiences, and the data source consists of interview-based utterance excerpts rather than real-time recorded interactions. The data include utterances occurring between nurse and patients as well as between nurse and colleagues, as recalled by the participant. These utterances were analyzed and classified based on Searle’s speech act theory. The analysis identified 29 utterances: 12 assertive, 11 directive, 4 commissive, 2 expressive, and no declarative utterances. The findings were further interpreted using Bourdieu’s theoretical framework. The analysis demonstrates that speech acts function not merely as linguistic phenomena but as expressions of the nurse’ habitus, symbolic capital, and positioning within the healthcare field. Migrant nurse strategically use language to gain legitimacy, maintain professional authority, and negotiate power relations in clinical interactions. These findings contribute to a better understanding of migrant healthcare communication and offer practical implications for communication training and intercultural competence development in healthcare institutions.

The Error Analysis of Grammar Found in Students’ Writing on WhatsApp Setiyorini, Tri Jampi; Suwarna; Novi Lestari
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.v13i2.8642

Grammar is a necessary language component to improve the proficiency of learner’ language. However, many secondary education learners still commit grammatical errors in typing their messages on WhatsApp. This research aims to describe grammatical errors types found in students’ writing on WhatsApp typed by 20 first-semester learners in an Indonesian university. The researchers used a descriptive case study to conduct the research. The research participants were 20 first-semester learners of a private university in Central Java, Indonesia. The researchers used a test to collect the data. They analyzed the tests results descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 27.5% (omission), 10.6% (addition), 58.2% (substitution), and 3.7% (permutation). The research result indicates that the most dominant error is substitution (58.2%).

An Evaluation of Teaching Practices, Challenges, and English Teachers’ Readiness in Implementing the Merdeka Curriculum in West Kalimantan Schools Sahrawi; Maliqul Hafis
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.v13i2.8643

This study aims to evaluate classroom learning practices, identify the challenges faced by teachers, and gather information regarding their readiness during the teaching and learning process in the implementation of the Merdeka Curriculum in junior high schools in West Kalimantan. This curriculum provides opportunities to enhance creativity and flexibility in learning. The study was conducted using a qualitative descriptive approach, in which participants were selected purposively, consisting of 20 English teachers—10 from urban schools and 10 from rural schools. Data were collected through interviews, observations, and document analysis. The data were analysed using Miles and Huberman’s principles, namely data reduction, data display, and conclusion drawing/verification. The findings show that most teachers have implemented the Merdeka Curriculum, with 80% implementation in urban schools and 40% in rural schools. Teachers encountered several challenges, including limited supporting facilities, inadequate access to technology, and uneven human resource capacity. The results also indicate that most teachers feel ready to implement the curriculum, although their levels of readiness are not uniform. Nevertheless, evaluations from various stakeholders play a significant role in enhancing the successful implementation of this curriculum.

Teachers' Perceptions of Contemporary Literacy Learning Based on Folk Tales in Elementary Schools Hidayah, Nurul; Bambang Edi Siswanto; Ganes Gunansyah
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.v13i2.8661

Teachers' perceptions largely determine the extent to which traditional literature is integrated into contemporary primary school literacy education. However, research on how teachers interpret and apply local folktales in modern teaching contexts is limited. This study aims to describe teachers' perceptions of the moral values in the traditional story of Lembu Sura, their views on teaching strategies for traditional literature, and the associated challenges. The study employs both qualitative and quantitative methods. Seven teachers of Indonesian language classes for fifth and sixth grade students in the Papar district participated in the study. Data were collected through classroom observations, in-depth interviews, and documentation. The data were analyzed by summarizing, presenting, and drawing conclusions. The results showed that all of the teachers rated teaching the Lembu Sura folktale as having a positive impact on students' character formation and literacy development. However, several main issues were identified. First, 57.1% of the teachers reported a lack of teaching materials. Second, 85.7% of teachers reported that students had difficulty understanding the meaning of curses and the symbolism of the transformation into Mount Kelud. Third, 57.1% of teachers noted the limited availability of innovative media and low interest in reading local literature. These findings underscore the necessity of developing digital learning media, more contextualized teaching materials, and training for teachers to help them integrate traditional literature more effectively into contemporary literacy education.

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