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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 2,318 Documents

212 213 214 215 216

Beyond Bifurcation: Emotional Coherence and Audience Subjectivity in the Parallel Narratives of Look Both Ways (2022) Akilah, Aisyah; Maridah Nurhasanah; 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.v13i2.8683

Parallel storytelling has become a prominent narrative mode in 21st-century cinema, reflecting a modern consciousness saturated with potentialities and choices. While existing scholarship has extensively mapped the structural mechanics (e.g., editing, montage) and cognitive effects (e.g., audience engagement) of narrative bifurcation, a significant gap remains in understanding how this form constructs a unified emotional coherence and fosters a specific subjective position for the viewer within divergent timelines. This study addresses this gap through a qualitative narrative analysis of the Netflix film Look Both Ways (2022). Employing an interdisciplinary framework that synthesizes narrative theory, affective studies, and social constructionism, the analysis reveals that the film’s dual narratives are not merely alternative realities but simultaneous emotional truths. The film achieves this through the meticulous integration of visual style (color palette, setting), narrative typography, and sound design, which function as a cohesive system of subjective cues. These elements guide the audience to navigate both timelines not as a dispassionate observer of branching paths, but as an empathetic participant in the protagonist’s holistic emotional journey. The study concludes that in Look Both Ways, bifurcation transcends its structural function to become an internalized emotional logic, offering a nuanced cinematic model for representing the lived experience of choice, anxiety, and self-discovery in contemporary life. This reframing contributes to film narrative theory by prioritizing phenomenological engagement over structural taxonomy. This study ultimately highlights that qualitative narrative analysis is the most appropriate method for examining how visual, auditory, and textual elements interrelate to produce emotional coherence across dual timelines, offering a more integrated understanding of parallel storytelling in contemporary film.

Artificial Intelligence in English as a Foreign Language: Opportunities and Challenges Faced by Islamic Tertiary Institutions Vrika, Renggi; Fauziah, Meli
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.v13i2.8690

Artificial Intelligence (AI) has become a disruptive force in the world of education, especially in the context of learning English as a Foreign Language (EFL). This study aims to identify opportunities and challenges in the use of AI-based tools in EFL learning in Islamic Tertiary Institutions. A descriptive qualitative approach was used by involving 30 students and 10 lecturers from various Islamic Tertiary Institutions in Indonesia. Data were collected through semi-structured interviews and analyzed using thematic techniques. The results of the study show that AI can give instant feedback and can be an academic writing support in general. However, there are challenges in the form of ethical issues, related to academic integrity and over-reliance on AI, institutional readiness, including data security, and limited digital pedagogical training as well. This study concludes that even AI integration has great potential in creating more inclusive and creative language learning in the digital era, it requires clear ethical guidelines, lecturer capacity building, and institutional policies aligned with Islamic educational values.

Improving English Pronunciation in Primary School Students: A Study from Merah Putih English Course Tenri Ampareng; Ricky Gazali; Sri Rahayu
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.v13i2.8698

This study investigates the effectiveness of the MERAH PUTIH English course in improving pronunciation skills among primary school students. The course focuses on enhancing articulation, stress, intonation, and overall intelligibility. A mixed-methods approach was employed, involving pre- and post-tests, classroom observations, and interviews with both students and teachers. The results demonstrate significant improvement in students' ability to articulate English sounds, particularly in vowel pronunciation, word stress, and sentence intonation. Audiovisual tools, such as pronunciation apps and interactive videos, provided students with immediate feedback, which contributed to their motivation and progress. Additionally, corrective feedback from teachers and peers played a crucial role in refining pronunciation accuracy. The study highlights that consistent practice, targeted phonetic training, and the integration of modern technology significantly enhance students' pronunciation skills. The findings suggest that incorporating audiovisual tools and corrective feedback into language learning programs can be highly effective for young learners. This research contributes to the understanding of how primary school English courses can be optimized to improve pronunciation skills, with implications for language educators looking to enhance pronunciation teaching methods. The study recommends integrating phonetic exercises and speech recognition tools in future curricula to support continuous pronunciation improvement.

Memrise and the Pursuit of Proficiency: A Phenomenological Study on Students' Experiences and Independent Learning Strategies for TOEFL Vocabulary Rahayu, Dimitria; Awwalia Fitrotin Izza
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.v13i2.8711

This phenomenological study investigated the lived vocabulary learning experiences of seven high-stakes TOEFL candidates (N=7) who used the Memrise Spaced Repetition System (SRS) app. Through Interpretive Phenomenological Analysis (IPA), the study confirmed that while gamified features offer strong structural support for consistency and efficient recognition-based memorization, the learning process is structurally incomplete within the app. The central finding is a persistent recognition–production gap, meaning vocabulary learned passively in the app fails to transfer directly to the active, contextual production required by the TOEFL exam. Success, therefore, hinged on learners' active, metacognitive effort and the implementation of external compensatory strategies, such as dedicated sentence journaling and custom course creation. These findings suggest the motivational benefits of gamification are conditional and can risk a focus on volume over learning quality. Results have significant implications for Mobile Assisted Language Learning (MALL) design, calling for integrated features that foster contextual application. Ultimately, this work benefits app designers, language teachers, and autonomous learners by specifying the structural and metacognitive requirements for effective vocabulary learning via SRS applications.

Development of an Interactive E-Module Based on Project-Based Learning to Improve English Speaking Skills for Seventh Grade Junior High School Students Dwi Mahya Sari; Dina Martha Fitri; Rangga Firdaus; Sheren Dwi Oktaria; Herpratiwi
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.v13i2.8721

This article presents the development of an interactive e-module based on Project-Based Learning (PBL) aimed at enhancing English speaking skills for Grade VII students of Junior High School (SMP). Speaking skills are critical for students in the 21st century, and traditional print-based modules often fail to provide opportunities for meaningful interaction. This research employs a research and development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate). The needs of students were analyzed during the Define phase, while content, project tasks, and interactive media were designed during the Design phase. The module was developed using a digital platform and integrated with the PBL cycle, allowing students to engage in authentic projects such as vlogs, drama, interviews, and presentations. Expert validation showed that the designed e-module is feasible for use; practitioners and students found it practical and effective (Amini, 2022). PBL has proven to enhance motivation, self-confidence, creativity, and speaking fluency (Luh et al., 2017), thus the integration of PBL in the e-module is expected to encourage active student participation.

Weapons of War in the Future: An Analysis of M.A.K. Halliday's Semiotics on the Aljazeera.net Media Portal Luthfiyyah, Nurul; Muassomah
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.v13i2.8723

This study aims to analyze the construction of meaning in the discourse of Al Jazeera news entitled "Tala'ub bi-l-'admaghah wa-l-munākh wa-dh-dhakā' al-iṣṭinā'ī.. ' Ahlan bikum fī ḥurūb al-ghad" (Manipulation of the Brain, Climate, and Artificial Intelligence. Welcome to the War of the Future) – 17 November 2025, which represents the potential and evolution of modern warfare. Using a descriptive qualitative method with M.A.K. Halliday's social semiotic analysis framework, this study investigates how the media shapes public perceptions of the wars that humanity will face. The results of the analysis show that the field of discourse focuses on five main issues: the new phase of technology warfare, the cost efficiency of drone and satellite technology, Cognitive Warfare (brain fog), global trade inhibition, and Climate Engineering. The tenor of the discourse cited includes four speakers, namely anonymous officials, Stevan Audrand, Jerome Henry, and Olivier Blazy, who reinforce the authority of the narrative. In addition, the mode of discourse is used effectively through four visuals that clarify the news narrative. Overall, the study concludes that Al Jazeera not only provides information about the future forecasts of war, but also plays an important role in shaping public awareness of the continuation of global conflicts and promoting the value of military technological advances through a semiotic approach, confirming that warfare has transformed into the realm of artificial intelligence and environmental manipulation.

A Feminist Stylistic and Affective Analysis of Melancholy and Memory in Lang Leav’s Revelation Maulina, Intan; Matondang, Saiful Anwar; Manugeren, M; Zayed Hussein Saleh Al-Mudhafar
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.v13i2.8731

This study examines the linguistic construction of melancholy and memory in Lang Leav’s poem “Revelation” from Memories (2015) through an integrated framework of feminist stylistics and affect theory. While contemporary feminist scholarship has increasingly engaged with affect, limited attention has been given to how linguistic form in minimalist poetry structures emotional knowledge. Addressing this gap, the study adopts a qualitative interpretive-analytical approach, combining close stylistic analysis with affective interpretation. Drawing on feminist stylistics (Mills, 1995; Montoro, 2023) and affect theory (Ahmed, 2014; Hemmings, 2024), the analysis focuses on lexical choice, grammatical patterns, and figurative language to examine how emotion operates as a mode of knowing. The findings demonstrate that Leav’s minimalist diction and syntactic restraint construct melancholy not as emotional passivity but as an epistemic process of self-recognition. Memory functions as an affective medium through which feminine subjectivity negotiates identity and emotional continuity. The study conceptualizes this strategy as affective minimalism: a poetic mode in which linguistic economy intensifies emotional cognition rather than diminishing it. This challenges traditional binaries between emotion and reason; positioning affects as a legitimate epistemological resource. Theoretically, the study extends feminist stylistics toward affective epistemology and contributes to contemporary feminist poetics by showing how minimalist poetic language can articulate emotional agency and feminist self-representation in the digital age.

Transitive Sentence in The Short Story Haflah Tharb by Muhammad Taymour: A Tagmemic Perspective of Kenneth L. Pike Khadroh, Nurul; Yurisa, Penny Respati
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.v13i2.8782

This study aims to analyze the forms and functions of verbal sentences in the short story Haflah Tharb by Muhammad Taymour based on Kenneth L. Pike’s Tagmemic theory. The research employs a descriptive qualitative approach. The data consist of sentences and phrases found in the short story Haflah Tharb by Muhammad Taymour. The data were collected using reading, translating, and note-taking techniques. Data analysis was conducted using the Miles and Huberman model, which includes three stages: data reduction, data display, and conclusion drawing. The results reveal four patterns of transitive sentence structures in Haflah Tharb: (1) P + S + O; (2) P + S + O + Adj; (3) P + O + S; and (4) P + S + Adj + O. Each pattern is analyzed in terms of slots, classes, roles, and cohesion, all of which require the presence of an object to complete the meaning of the transitive predicate. This study contributes theoretically by applying Pike’s tagmemic analysis to modern Arabic literary texts. Specifically, it identifies variations in transitive syntactic patterns that enrich the understanding of Arabic sentence structure in a narrative context.

Integrating Discussion Technique in Project-Based Learning for Vocational School Student Zayyin Az Zahro; Muhlisin Rasuki; Widya Oktarini
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.v13i2.8786

In the context of a suburban school setting characterized by low motivation and poor engagement, this study seeks to examine the potential of integrating the Discussion Technique and Project-Based Learning (PjBL) to enhance vocational high school students’ comprehension of procedural text. The study was conducted over a period of six meetings, utilizing a Classroom Action Research (CAR) design. The data was gathered using a variety of methods, including semi-structured interviews with four students, field notes, pre-test and post-test findings, and classroom observations. The findings indicate that the integrated approach enhances students’ ability to recognize the linguistic elements and structure of procedure texts, generate more cohesive written outputs, and engage more fully in group-based learning activities. As demonstrated by the descriptive comparisons between the pre-test and post-test results, students exhibited enhanced step sequencing, more suitable use of imperative verbs, and improved structure in their procedure text composition. The observation data revealed positive behavioral changes, including a reduction in passive participation in classroom activities and an increase in discussion participation and project work. The validity of these findings was further supported by interview data, which demonstrated that structured conversations led to improvements in students’ confidence in sharing ideas, a reduction in confusion, and enhanced subject comprehension as the students approached the assignment completion stage. The present study indicates that enhancing English learning results in vocational school environments, as well as effective pedagogical scaffolding for low-motivation vocational learners. Keywords: Discussion Technique; Project-Based Learning; Procedure Text; Vocational School

Designing an Instrument for Assessing Junior High School English Teachers’ TPACK in Jayapura Papua Ince Rezky Naing; Rambet, Rommy D.B.
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.v13i2.8801

In the digital era, the expectation for teachers to use technology effectively as part of their pedagogy continues to rise. However, many English teachers, especially in Papua, face significant challenges due to limited digital infrastructure, lack of training, and minimal contextualized assessment tools. To date, no standardized or context-sensitive instrument has been available to measure the Technological Pedagogical Content Knowledge (TPACK) of junior high school English teachers in Papua, particularly in Jayapura. To address this gap, this study developed and validated an instrument in the form of a self-report questionnaire to measure English teachers’ Technological Pedagogical Content Knowledge (TPACK) at the junior high school level in Jayapura, Papua. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as a development framework, the questionnaire covered seven TPACK components and consisted of 28 context-based items. Expert validation and pilot testing with 34 teachers confirmed satisfactory construct validity (r > 0.30) and high reliability (Cronbach’s Alpha = 0.966). The Content Validity Index (CVI) of 0.92 indicated strong relevance and clarity. The findings confirm that the developed self-report questionnaire is valid, reliable, and well-suited to Papua’s educational context. It functions both as a measurement tool and as a means for teachers’ self-reflection, supporting future research and professional development initiatives

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