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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 2,260 Documents

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Analyzing Types of Mispronunciation “Deletion” 6 Grade in Elementary School Ni Made Aprilia Suciani; Ni Made Verayanti Utami
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.v13i2.7750

This study investigates the types of phonological deletion errors found in the oral reading of sixth-grade students at SDN 11 Dauh Puri. The research is framed within David Odden’s (2013) theory of phonological processes, focusing on deletion as a common feature of mispronunciation. The data were collected from students reading a short English passage aloud, and errors were categorized into five types of deletion: function word deletion, unstressed vowel deletion, consonant cluster simplification, intervocalic consonant deletion, and word-final consonant deletion. The analysis revealed that function word deletion occurred most frequently (44.4%), followed by unstressed vowel deletion (22.2%). Each of the remaining types accounted for 11.1% of the total. These errors reflect students' tendency to simplify complex phonological structures, often influenced by their first language and limited exposure to natural spoken English. The study highlights the need for explicit pronunciation instruction that addresses connected speech features and helps learners build awareness of reduced forms in English

Flouting the Cooperative Principle in BoJack Horseman A Reflection of the Main Character Ni Made Yulia Sari; I Gusti Ayu Agung Sintha Satwika
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.v13i2.7764

This study investigates how conversational maxims are flouted by the main character in Episode 1 of Season 1 of the adult animated series BoJack Horseman, and how such flouting contributes to character development and narrative function. Grounded in Grice’s Cooperative Principle, the analysis adopts qualitative content analysis supported by frequency counts to identify types and strategies of maxim flouting. The findings show that BoJack most frequently flouts the maxims of Relation and Quality through topic shifting, sarcasm, and hyperbole. These strategies function pragmatically to avoid accountability, express self-defense and denial, and generate humor while advancing the narrative. By linking maxim flouting to character psychology rather than merely describing occurrences, the study contributes to pragmatic analysis of characterization in adult animated series.

The Impact of Augmented Reality (AR) Applications in English Language Learning for Children with Autism: A Systematic Literature Review Lenny Solo; Ifan Iskandar; Ratna Dewanti
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.v13i2.7918

This study aims to explore the use of Augmented Reality (AR) in English language learning for children with autism spectrum disorder (ASD) through a systematic literature review. The main objective of this research is to assess how AR can enhance the English language skills of children with ASD, evaluate its effectiveness in increasing student motivation and engagement in learning, and identify the challenges encountered in its implementation. The population studied consists of research that discusses the use of AR in educational contexts for children with ASD, while the research sample includes articles published within the last five years that are relevant to this topic. The methodology employed is a systematic literature review, with data collected through a search of relevant articles from various academic databases, including Google Scholar, PubMed, ScienceDirect, and JSTOR. The collected data were then analyzed using a thematic analysis approach to identify emerging patterns related to the use of AR in English language learning, its benefits, the challenges encountered, and its impact on language skills and social interaction in children with ASD. The findings reveal that AR applications have significant potential to improve the English language skills of children with ASD, particularly in speaking, listening, and vocabulary. Furthermore, AR is also effective in increasing student motivation and engagement by providing an enjoyable and interactive learning experience. However, the challenges identified include hardware limitations, children's difficulty in adapting to new technologies, and the need for teacher training to maximize the effectiveness of AR use. Therefore, the successful implementation of AR in education for children with ASD heavily depends on infrastructure readiness and appropriate training.

The Rhetorical Structure of the Climax Plot in Ayat-Ayat Cinta by Habiburrahman El Shirazy (2004) Nurfadilah; Samsu Rijal, Andi; Warsidi
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.v13i2.7926

This research examined the rhetorical structure of the climax plot in the novel Ayat-Ayat Cinta by Habiburrahman El Shirazy (2004). This study employed a qualitative design, utilizing Swales' (1990) move analysis method to identify moves and strategies in the climax chapters, and supported the analysis with narrative plot mapping. The results showed that the climax plot was dominated by rhetorical moves that highlighted narrative shifts through tension, provided character struggles, highlighted character emotions, and built a dramatic atmosphere that served to strengthen the ideological and persuasive dimensions of the narrative. In addition, a length analysis of the climax revealed that measuring it through the number of chapters, pages, paragraphs, and dialogues effectively reflected the dramatic effect and maximized the communicative impact on readers. These findings indicate that rhetorical structure influences the persuasive power of the climax in conveying moral, cultural, and religious values. This study provides insight into how narrative design contributes to the creation of meaning in Indonesian popular literature.

The Representation of Female Authority in Maleficent: Mistress of Evil's (2019) Arif, Imelda Aulia; Rahayu, Masnia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.8084

The representation of female authority in films has often been tied to questions of empowerment, leadership, and gendered expectations. However, few studies analyze how authority is constructed through both verbal and non-verbal performance, particularly within conflict-driven cinematic narratives that foreground leadership styles rather than empowerment alone. This study examines Maleficent: Mistress of Evil (2019) using Judith Butler’s theory of gender performativity and Eagly and Karau’s role congruity theory to explore how female authority is performed through dialogue and expression. The research applies a qualitative narrative analysis, specifically through close textual analysis of selected scenes, dialogues, and visual expressions that foreground moments of leadership and power negotiation among female characters. The research focuses on Maleficent, Aurora, and Queen Ingrith as central figures of authority. The findings reveal that Maleficent embodies transformative guardianship, Aurora demonstrates inclusive and collaborative leadership, and Queen Ingrith represents authoritarian domination. Authority in the film is thus constructed not as a fixed trait but as a performance enacted through words, gestures, and presence. This study contributes to feminist film criticism by highlighting the complexity of female authority beyond empowerment discourse, showing how cinematic performance mirrors, the challenges faced by women leaders in political and social contexts, and underscoring the significance of recognizing diverse and ethically grounded models of female leadership.

The Influence of Canva-Supported Genre-Based Approach on Students' Narrative Text Writing Ability Irenia, Dea; Dyah Aminatun
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.v13i2.8112

Writing skill plays a crucial role in English language learning, yet many students still face challenges in producing narrative texts, particularly in terms of organization, language use, and creativity. This study involved 68 eleventh-grade students and investigated the influence of the Canva-supported Genre-Based Approach (GBA) on their ability to write narrative texts at SMA Negeri 16 Bandar Lampung. Using a quasi-experimental design with pre-test and post-test control groups, the experimental group received instruction through the Canva-supported GBA, while the control group was taught using traditional methods, characterized by teacher-centered explanations, textbook-based writing exercises, and minimal use of digital media or interactive learning activities. Data were collected through writing assessments and questionnaires. Results revealed that the experimental group outperformed the control group significantly (p < 0.001; Cohen’s d = 2.55). Moreover, 85% of students agreed that Canva enhanced their creativity and motivation in writing. These findings highlight the value of integrating digital tools such as Canva into writing lessons to promote more engaging and effective EFL classrooms.

Slang Variations in Dax’s Song Lyrics: A Sociolinguistic Analysis Musa, Abdul Manan; Muziatun; Saud , Jefriyanto
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.v13i2.8449

This study examines the sociolinguistic functions of slang variations in the lyrical repertoire of rapper Dax, an artist notably absent from existing academic literature despite his significant cultural impact. Applying Eble’s theoretical framework of slang effects, this research employs qualitative analysis of four commercially successful songs spanning Dax’s creative evolution from 2018 to 2023. The methodology integrates computational screening with rigorous validation through Green’s Dictionary of Slang, ensuring lexicographical authority. Findings reveal 27 validated slang expressions functioning as sophisticated rhetorical instruments that simultaneously cultivate informality, signal group identification, and articulate opposition to authority. The analysis demonstrates Dax’s artistic progression from establishing hip-hop authenticity through multifaceted slang usage toward more focused explorations of spiritual turmoil and systemic critique. Theoretically, this study extends Eble’s framework to contemporary musical discourse, revealing slang’s multidimensional role in constructing identity and negotiating social meaning. Practically, it offers pedagogical applications for bridging sociolinguistic theory with authentic language practices. This investigation advances the field by documenting understudied linguistic phenomena in popular culture while providing a replicable model for analyzing vernacular speech in artistic contexts.

Integrating GenAI in Creating Digital Storytelling as STEAM-Based English Tenses Material on Social Media Kamal, Alfiandy; Imran, Muhammad Chairil
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.8481

This study aims to investigate the integration of GenAI in creating DSTs as a STEAM-based medium for learning English tenses and to determine students’ acceptance of the created DSTs by using a simplified R&D by Alessi. This method consists of three phases: planning, design, and development. During the phases, multiple GenAI tools were employed for activities such as scripting, image and audio generation, editing, and subtitling. The results show that each GenAI has its own role and produces different responses, which require a curation process to ensure pedagogical content and appropriateness. The DST was also validated by two experts in content and media using Aiken’s V, which confirmed strong validity (M = 0.98, M = 0.97). It was then disseminated through TikTok and Instagram. Furthermore, the thirty EFL learners participating in this study showed a significant improvement (p < 0.001) as determined by the Wilcoxon test. TAM results also showed a reliable score (0.87) and positive student acceptance (M = 4.12). These findings affirm that GenAI can effectively assist in creating DSTs, improve students’ tense understanding, and are positively received by students. The findings also provide a practical GenAI-assisted DST workflow for EFL-STEAM contexts.

Podcast as a Learning Media for Tropical Nursing Vocabulary: Development and Implementation for Nursing Students Parnawati, Tantry Ajeng; Mardianna Trisinta, Sirli; Masluhiya AF, Swaidatul
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.8558

English proficiency is a vital skill for nursing students to compete in the global health sector. In Indonesia, where tropical diseases remain a major health challenge with high mortality rates, nurses must master English vocabulary related to tropical nursing to better access scientific literature and international practices. Unfortunately, existing learning materials for this purpose are limited and lack contextual relevance. This study aims to develop and implement a podcast grounded in local wisdom as a medium for learning tropical nursing vocabulary among nursing students. It also examines students’ perceptions of the podcast in terms of Benefits, Content quality, Accessibility and convenience, Learning effectiveness. The research applies the 4D development model (Define, Design, Develop, and Disseminate). The participants were 91 nursing students from Universitas Tribhuwana Tunggadewi (Malang) and Institut Kesehatan dan Bisnis (Surabaya), representing rural and urban backgrounds. Data were collected using a Likert-scale questionnaire supported by interviews.The findings indicate that the podcast can support students in enriching their tropical nursing English vocabulary. Students showed positive perceptions of the podcast, particularly regarding its benefits, content quality, and accessibility as a learning medium for tropical nursing vocabulary. Further research is expected to develop more relatable podcast episodes and to measure the effectiveness of podcasts in improving students’ English vocabulary.

Reading Strategies in EFL Classrooms: Overcoming Obstacles in Drawing Conclusion and Prediction Linta Wafdan Hidayah; Putri Alifatul Maulida; Selvi Rahmawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.8621

Drawing conclusions and predicting outcomes are essential inferential reading skills for English as a Foreign Language (EFL) learners. However, many students experience difficulties in applying these strategies due to low self-confidence, reliance on explicit information, and limited experience with inferential reading tasks. This study investigates the challenges faced by EFL students in drawing conclusions and making predictions during reading comprehension activities. A qualitative case study design was employed involving 30 second-semester university students enrolled in an Inferential Reading course at Universitas Islam Madura. Data were collected through classroom observations, semi-structured interviews, and inferential reading tasks, and were analyzed thematically using triangulation to ensure credibility. The findings reveal that students tend to avoid inferential reasoning because of fear of making mistakes, insufficient instructional modeling, and limited vocabulary knowledge. As a result, students rely heavily on literal comprehension and demonstrate passive engagement with texts. This study suggests that explicit instruction in inferential strategies, supportive classroom environments, collaborative reading activities, and formative assessments focusing on reasoning processes can enhance students’ confidence and inferential reading abilities. These findings provide pedagogical implications for improving reading instruction in EFL classrooms.

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