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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 2,260 Documents

218 219 220 221 222

Expressive Speech Acts in dr.Ikhsan Utterances: A Gender-Based Pragmatic Analysis Nayla Izzatul Laili; Syihabuddin; Mahardhika Zifana
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.v14i1.8703

The shift of professional medical communication onto digital plat types like YouTube requires doctors to balance technical authority (professionalism) with relational closeness (empathy). However, previous studies tend to discuss these dimensions separately, leaving limited attention to how both are strategically integrated in doctor-influencer discourse. This study focuses on the integration of professionalism and empathy, examined in the case of Dr. Ikhsan as a doctor-influencer through Expressive Speech Acts (ESA). This descriptive qualitative research employs a two-layered analytic framework incorporating a Type (taxonomy of expressive speech acts by Searle) and Style (Tannen’s distinction between Report and Rapport talk) pragmatic- philosophical framework. The data comprises a finite number of spoken words from selected episodes of the podcast “Uung Victoria” on YouTube and represents a speech unit. The findings show that Dr. Ikhsan demonstrates discursive flexibility across report-talk (assertive) and rapport-talk (relational) styles, enabling him to perform expressive acts not merely as emotional expressions but as strategic tools for social criticism, persuasive health education, and relational engagement. Rather than conforming to a rigid gendered communication dichotomy, his discourse reflects a dynamic integration of authoritative and empathetic positioning. This study contributes to digital medical pragmatics by demonstrating how expressive speech acts construct a care-based authority identity in online professional discourse, offering practical insight for medical professionals seeking effective and ethical communication in digital public spaces.

Developing a Rural-Based English Curriculum: Lessons from an International Baccalaureate Program Aip Syaepul Uyun; Rahma Sakina; Fitriani Nurhalimah
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.v13i2.8712

The quality of English education in rural Indonesia remains significantly low. Limited teacher competence, inadequate resources, and minimal exposure to authentic language use are the major issues revealed. Building on a previous needs analysis conducted in rural schools, this study represents the second phase of a larger Research and Development (R&D) project aimed at developing a contextual and feasible English curriculum for rural settings. Using a case study design, the research examines the implementation of a combined national and International Baccalaureate (IB) curriculum at a rural school in northern Bandung. Data were collected through interviews, classroom observations, and document analysis. The findings reveal that the school employs an institutional curriculum integrating national standards with IB principles particularly multiculturalism, communicative competence, and contextual learning supported by Cummins’ four-dimension framework: activating background knowledge, scaffolding, extending language, and affirming identity. The analysis further demonstrates that rural learners require curriculum models emphasizing Basic Interpersonal Communication Skills (BICS), student-centered methods, and adaptable low-cost resources. Insights gained from the exemplary IB-implemented rural school provide a benchmark for translating needs-analysis findings into practical curriculum design. This study contributes a model for English curriculum development tailored to rural Indonesian schools by aligning global frameworks with local needs.

Sundanese Language and Culture: How Do Sundanese Tertiary Students Deal Both? Mobit; Isnendes, Retty
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.v13i2.8754

Tertiary undergraduate students take important role to preserve local language. In order to develop local language and culture, they need to consciously aware how they reflect on their attitude on local language and culture. This study examined students’ attitudes toward Sundanese and culture. As college students, it is critical to discover vernacular attitudes, since their advanced education is expected to encourage them to preserve Sundanese language and culture among their surroundings and peers. This study aimed to investigate participants' attitudes toward the Sundanese language and culture in their daily lives, their attempts to conserve them, and the barriers to their preservation. This study used a descriptive mixed method. 46 Sundanese-speaking tertiary students from three universities in West Java participated in the study. Data were collected using Google Form-based questionnaires. The findings indicate that the majority of participants exhibited a high level of sensitivity and understanding of Sundanese language and culture. The participants also engage in revitalizing language through actively involving themselves in various cultural activities. Additionally, participants were conscious on language and culture preservation through participating in a variety of ancient and contemporary cultural activities. In conclusion, the participants still maintain their positive attitude on Sundanese and culture, engage in sociocultural activities and aware toward Sundanese language and culture.

Challenges of Teaching Presence and SDL Scaffolding: A Systematic Literature Review on Dominant Pedagogical Barriers in Blended Learning Implementation in Higher Education Rina, Nova; Satria, Willy
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.v13i2.8906

This Systematic Literature Review (SLR) provides an in-depth analysis of pedagogical barriers in Blended Learning (BL) within higher education, specifically focusing on challenges related to Teaching Presence (TP) and the scaffolding of Self-Directed Learning (SDL). While previous reviews have largely focused on infrastructural constraints, there is a scarcity of synthesis regarding design-centric pedagogical barriers. A rigorous PRISMA-compliant SLR protocol was applied to 20 empirically-driven studies published between 2021–2023 across diverse disciplinary contexts. Data were extracted based on predefined criteria and analyzed using qualitative thematic synthesis. Pedagogical barriers were frequently reported (identified in 90% of studies). Key challenges clustered around: (1) Deficient TP in Course Design (failure to cohesively integrate online and face-to-face activities) and (2) Inadequate SDL Scaffolding (failure to provide explicit guidance for student self-monitoring). This synthesis posits that technical constraints are often secondary consequences of foundational pedagogical design flaws. The findings establish that a primary bottleneck in contemporary BL implementation is pedagogical, offering a foundation for institutions to prioritize faculty development in instructional design.

Dynamic of Teacher-Student Interaction in Fastering an Engaging Learning Environment Towards Students’ Participation and Happiness Wildatulrahmah; Karimuddin; Syarif Hidayat Nasir; Roslina; Susi Astiantih
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.v14i1.9244

This study aims to analyze the dynamics of teacher–student interactions and their impact on student engagement and happiness in the learning process at SMA Negeri 1 Tirawuta, Indonesia. In recent years, positive communication and emotional support in classroom settings have become increasingly important in fostering engaging and enjoyable learning environments, particularly at the secondary school level. This study employed a qualitative descriptive design involving seven teachers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns of interaction, instructional strategies, and emotional dynamics influencing students’ participation in learning activities. The findings reveal that positive teacher–student interactions,such as emotional support, the use of open-ended questions, collaborative group discussions, and formative assessment practices play a crucial role in enhancing student participation, emotional comfort, and happiness in the classroom. In this study, qualitative engagement refers to students’ meaningful involvement in learning processes, reflected through active participation, emotional responsiveness, and a sense of psychological safety. However, several challenges were also identified, including differences in students’ academic abilities, limited school facilities, and low levels of student self-confidence, which hinder the effectiveness of interactive learning practices. This study concludes that responsive communication, adaptive instructional strategies, and sustained emotional support are essential components in creating a supportive and engaging learning environment. The findings contribute theoretically by enriching the discourse on teacher–student interactions through an emotional perspective and practically by providing insights for teachers and school stakeholders to integrate emotional aspects into classroom interaction practices to enhance student engagement and well-being.

Heroine Masculinity in Peaky Blinders Netflix Series Season 1 Until Season 3 Elmosta Azzam; Assidqi, Hasbi; Rusmana, Dadan
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.v14i1.9288

This research explore the representation of feminine masculinity in Peaky Blinders seasons 1-3 that portrays Polly Gray by exploring the characteristics she portrays and how her behavior conflicts or supports patriarchal power dynamics within the Shelby family and society. The study takes a qualitative descriptive approach and interprets selected critical dialogues, interactions and visual scenes. The theory of female masculinity by Halberstam (1998) is the primary theory to explain the social performance of masculinity by women, whereas the theory of hegemonic masculinity by Connell (2005) is the auxiliary theory of interpreting the negotiation of power in the structures dominated by men. The results indicate that Polly is assertive, decisive, strategic, and commands the team, and at the same time, she continues to be a woman. Her conflicts with Tommy, family and business management and her decisive steps, including getting rid of Campbell, demonstrate that feminine masculinity can be a socially intelligible and transformative power. The paper points out that the patriarchal hierarchies can be negotiated and women agency can be both performative and legitimate in cultural texts. Such findings have a role to play in the academic field of gender and media as they can help in the discussion of how female characters are able to exercise power in male-dominated situations as well as provide a more in depth examination of how gender is performed and represented in television fiction.

An Analysis of Students’ Understanding of Language Features in Narrative Texts Reza Pujiesta Ryanda Putri; Indah Werdiningsih; Henri Fatkurochman
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.v14i1.9291

This study aims to investigate students’ understanding of language features in narrative texts, including characters, past tense, adverbs of time, direct speech, and moral values. It also explores the factors that contribute to students’ difficulties in comprehending these features. This study was conducted at SMK Islam Bustanul Ulum Pakusari Jember with 29 male students, using a convergent mixed-methods design, quantitative worksheet analysis, and qualitative questionnaire insights. Quantitative data were used to identify students’ understanding of language features and moral values in narrative texts based on worksheet results. Qualitative data to explain the factors contributing to students’ difficulties, including reading strategies and learning obstacles. Data sets complement by showing well-understood or challenging aspects and reasons behind results. Results showed students had a strong understanding of past tense, direct speech, and specific characters, with all (100%) identifying them correctly. However, some aspects needed improvement, especially adverbs of time (correctly identified by 65.52% of students), spelling consistency, and English moral value (34.48%). The questionnaire results highlighted variations in reading strategies, such as scanning and skimming techniques, as well as obstacles, including limited vocabulary and lack of focus, which were addressed through dictionary to improve comprehension of narrative meaning. This study shows that culturally relevant worksheets effectively improved comprehension and supported students’ understanding by linking linguistic learning with local heritage. These findings suggest focusing future instruction on gradual support for inferential comprehension and spelling accuracy, with further research exploring longer interventions, mixed-gender participants, and strategies to strengthen moral value interpretation in narrative texts.

Developing English E-Module for Culinary Students at Bali Crystal College I Wayan Wira Praditya; I Gede Budasi; Dewa Putu Ramendra
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.v14i1.9382

Preliminary observations show that there is no standardized English for Specific Purposes (ESP) teaching materials for culinary students at LPK Bali Crystal College. This research aims to identify the English learning needs of culinary students, develop English for Culinary e-modules based on these needs and SKKNI, and assess the quality of the e-modules developed. This study uses a Research and Development (R&D) approach with an adaptation of the Borg and Gall (2003) model which includes the exploration, development, and validation stages, and refers to the principles of ESP material development from Hutchinson and Waters (1987). Data were collected through document analysis, interviews, and questionnaires involving 30 culinary students and 2 instructors, then analyzed qualitatively using Miles and Huberman (1994) and quantitatively with descriptive statistics according to Gravetter and Wallnau (2016). The results of the needs analysis show that students need authentic, contextual material with the world of culinary work, integrated with four language skills, interactive, and covering 12 topics of language functions relevant to professional kitchen activities. Based on these findings, an e-module was developed consisting of 12 chapters and equipped with text, images, audio, and video. The validation results showed that the quality of the media with a mean of 4.90 and 4.80 and the quality of the content with a mean of 4.88 and 4.94, all of which were in the very good category. Thus, the e-module developed is declared suitable for use as ESP teaching materials for culinary students at LPK Bali Crystal College.

EFL Students’ Perceptions and Challenges in Using Paperpal as an AI Feedback Tool for Research Paper Writing Hilyati Fitria Harahap; Rahmah Fithriani; Utami Dewi
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.v14i1.9394

This study investigates undergraduate EFL students’ perceptions and challenges in using Paperpal as an AI feedback tool for research paper writing. Although AI-assisted writing tools are increasingly integrated into higher education, empirical research examining students’ experiences with AI-generated feedback in research-oriented writing remains limited, particularly in EFL contexts. Employing a qualitative case study design, this study involved 25 undergraduate English Education students at a state university in Indonesia. Data were collected through a descriptive questionnaire administered to all participants and semi-structured interviews with 10 selected students. Questionnaire data were analyzed using Likert-scale frequency analysis, while interview data were examined through thematic analysis. The findings indicate that students generally perceived Paperpal as a useful and accessible tool that supported grammatical accuracy, sentence clarity, academic vocabulary development, revision efficiency, and confidence during the research paper revision process. However, the study also reveals notable challenges. Students reported difficulty maintaining intended meaning and authorial control when applying AI-generated feedback, particularly in complex argumentative sections. In addition, a tendency toward over-reliance on AI feedback was identified, especially among less confident writers, which occasionally reduced critical evaluation of revisions. Overall, the study concludes that Paperpal functions most effectively as a complementary linguistic support rather than a standalone solution. Its pedagogical value depends on students’ feedback literacy and their ability to engage critically with AI-generated feedback, underscoring the need for guided and responsible integration of AI tools in EFL academic writing instruction.

Deepfakes and Manipulative Linguistics in the Viralization of Speech Videos: A Critical Discourse Analysis of Digital Media Dynamics in 2025 Alfi Chasanah; Asngadi Rofiq
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.v14i1.9415

Deepfake, or artificial intelligence-based media synthesis technology, is capable of manipulating or generating realistic images and voices of individuals in video and audio formats. This study aims to examine how deepfake technology is combined with manipulative linguistic strategies in the process of viralizing speech videos in digital media in 2025. The research focuses on revealing how manipulative discourse is constructed through deepfake audio-visual features and persuasive language choices, and how audiences interpret and repost it. This study uses a descriptive qualitative approach with a multimodal Critical Discourse Analysis (CDA) method. The research data consists of viral deepfake videos of public figures' speeches along with captions, titles, and user comments on TikTok, X (Twitter), YouTube, and WhatsApp platforms. Data collection techniques were carried out through non-participatory observation and documentation, while data analysis included the stages of reduction, presentation, and data verification. The results of the study show that deepfakes are used to build false credibility through visual similarities, audio manipulation, and situational contexts that are familiar to the audience. The dominant manipulative linguistic techniques include presuppositions, dichotomous lexicalization, high modalization, emotional framing, and the use of metaphors that reinforce the polarization of meaning. In addition, a symbiotic relationship was found between deepfake technology, discourse strategies, and platform algorithms that accelerate viralization and shape rhetorical hyper-realities in the digital public sphere. This study concludes that manipulative discourse in deepfake videos not only represents a false reality, but also actively shapes public opinion and power relations in digital media. Therefore, this study emphasizes the importance of strengthening critical media literacy, developing ecosystem-based risk policies, and designing technology oriented towards discourse safety in facing the dynamics of future digital media.

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