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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 2,251 Documents

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Pre-service Teacher Strategies in Empowering Ethics in Using AI in Classroom Ade Rahma Romadhona Arroyan; Daniel Ari Widhiatama
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.v13i2.9493

This study aims to examine the strategies used by pre-service teachers to promote the ethical use of Artificial Intelligence (AI) in the classroom and the challenges they face in the teaching process. This study uses a descriptive qualitative approach, and the data were collected through semi-structured interviews with five pre-service teachers. The data were analyzed using Reflexive Thematic Analysis, following Braun and Clarke’s framework and guided by the perspectives of AI-TPACK and Teacher Agency frameworks. The results show that pre-service teachers apply four main teaching strategies to encourage the ethical use of AI in the classroom, including scaffolding strategies, modelling strategies, assessment design, and critical literacy. These strategies help students use AI as a learning support tool rather than replacing their own thinking. However, in implementing the strategies, pre-service teachers face four main challenges, such as knowledge gaps, institutional barriers, student resistance, and unclear boundaries between acceptable language support and AI-generated content. Overall, the findings highlight the need for better preparation in AI literacy and AI ethics in teacher education programs and emphasize the importance of integrating ethical AI pedagogy into pre-service teacher training.

Collective Worldview of Indigenous Communities in The Oral Literature of Dayak Keninjal Pameo Anggraini, Devi; Putra, Ikhza Mahendra; Seli, Sesilia
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.v14i1.9497

Oral literature in Indigenous communities’ functions as a symbolic medium that records and transmits a collective worldview. One of its forms is pameo, a concise expression that affirms values and norms within social life. Among the Dayak Keninjal community, pameo serves not only as motivational slogans but also as representations of moral principles and perspectives on social and environmental relations. This study aims to uncover the collective worldview embedded in Dayak Keninjal pameo. Unlike previous proverb studies, this research positions pameo as a representation of a collective worldview through a cultural semantic approach. The study employed a descriptive qualitative method, with data consisting of ten pameo collected through interviews and field documentation in January 2026. The analysis was conducted through the identification of lexical meanings and cultural semantic interpretation. The findings indicate that Dayak Keninjal pameo reflect five interconnected life orientations: togetherness, resilience, creativity, steadfast responsibility, and brotherhood and deliberation, with action as the core of meaningful life. These findings contribute to the theoretical and empirical enrichment of oral literature and cultural semantics studies by reinforcing the concept of worldview grounded in local wisdom.

Mapping the Cognitive Dimensions of Bilingual Speakers: An Exploration of Code-Switching Strategies at Bina Budaya Pontianak Kastria, Nina; Putra, Ikhza Mahendra; Martono
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.v14i1.9498

Code-switching studies have generally focused on socio-pragmatic aspects, leaving the cognitive dimension in bilingual speakers’ language decision-making relatively underexplored. In fact, language switching occurs through processes that interactively involve social, linguistic, and cognitive factors. To address this gap, this phenomenological qualitative study involved three active bilingual participants with backgrounds in Indonesian, English, Italian, Japanese, and Tagalog at Lembaga Bina Budaya Pontianak. Data were collected through in-depth interviews and participant observation and were subsequently analyzed using thematic analysis techniques. The findings indicate that executive control, working memory, and metacognitive awareness play significant roles in determining the timing and form of code-switching. Participants employed tag switching, inter-sentential switching, and intra-sentential switching adaptively in accordance with social context and communicative objectives, thereby enhancing semantic precision, maintaining social relations, and managing interactional nuances. Emotional factors and personal experiences also influenced language preferences. Theoretically, this study underscores the importance of a cognitive-phenomenological perspective in bilingualism research. Practically, these findings are relevant to the development of language instruction and intercultural communication. Thus, bilingualism may be understood as a communicative practice that involves the management of cognitive processes in determining language choice.

Code-Switching Practices in English Language Classrooms: A Classroom Discourse Analysis and Its Pedagogical Implications for EFL Learning Junaid, Rusdiana; Santaria, Rustan; Masruddin; Rustan, Nur Qalbi
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.v13i2.9544

This study investigates code-switching practices in an Indonesian English as a Foreign Language (EFL) classroom through a qualitative classroom discourse analysis. Drawing on audio- and video-recorded classroom interaction, the study examines how teachers and students employ code-switching, the pedagogical functions it serves, and its implications for effective EFL teaching. The findings reveal that code-switching is systematic and predominantly teacher-initiated, occurring most frequently during instructional clarification, classroom management, and affective support. Student-initiated code-switching, although less frequent, functions primarily as an interactional repair strategy to maintain participation and negotiate meaning. Importantly, strategically timed code-switching mediates key learning processes, including comprehension facilitation, engagement regulation, and participation expansion. The study contributes empirical discourse-based evidence to ongoing debates on L1 use in EFL classrooms, challenging deficit-oriented perspectives and highlighting code-switching as a context-sensitive pedagogical resource. Implications are discussed for EFL pedagogy and teacher education in multilingual instructional settings.

Social Conflict in the Novel Orang-Orang Proyek by Ahmad Tohari Alamsyah; Gazali; Hasnur Ruslan; Agustan; Nirmayanti
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.v14i1.9626

The focus of this research is to describe the social conflict in the novel "Orang-Orang Proyek" by Ahmad Tohari. This research uses a sociological perspective of literature based on the Theory of Power and Domination (Ralf Dahrendorf). Dahrendorf developed Marx's theory with a greater emphasis on authority structures within social organizations. The method used in this research is a qualitative descriptive method using textual analysis. The data source for this research is the novel "Orang-Orang Proyek" by Ahmad Tohari. The data collection technique used in this research is library research using written data sources. Three data analysis techniques are used in this study: data reduction, data presentation, and conclusion drawing. The results of this study reveal eight structural conflicts, fifteen class conflicts, and fourteen political and economic conflicts throughout the story.

Trends of Humane Literacy in EFL Assessment as an Alternative for Future Learning: A Systematic Review Inayatillah, Shilvy; Syafika, Nurul; Sulistyaningrum, Siti Drivoka
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.v14i1.9656

Traditional EFL assessment prioritises cognitive and linguistic outcomes, neglecting the affective, ethical, and sociocultural dimensions essential to holistic language development. This study examines publication trends and thematic patterns of humane literacy integration in EFL assessment (2013–2023). Following PRISMA guidelines, five databases (Google Scholar, ERIC, Lens.org, Connected Papers, Open Knowledge) were systematically searched; 23 peer-reviewed articles met inclusion criteria and were analyzed through thematic synthesis appraised using the CASP qualitative checklist. Publication peaks in 2018 (n = 7) and 2023 (n = 4) reflect sustained scholarly interest. Thematic synthesis identified five core humane literacy value factors: comprehensive literacy skills integration, cultural and contextual awareness, critical thinking and ethical reasoning, creativity and innovation, and collaboration and communication. Findings propose "humanistic assessment literacy" as an expanded framework for EFL teachers and advocate portfolio assessment, culturally responsive rubrics, and peer evaluation as congruent classroom practices. Curriculum reform and targeted teacher training are recommended to bridge humanistic ideals and institutional assessment policy.

Analysis of Taiganja Semiotics in the Kailinese Alfisyahr; Gazali; Ulinsa; Efendi; Agustan
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.v14i1.9675

This research aims to analyze the symbolic and philosophical meaning contained in taiganja, one of the cultural objects that has important value in the life of the Kaili tribe in Central Sulawesi. The type of research used is descriptive qualitative research. The method used in this study is a qualitative method. The data collection techniques used in this study are: 1) Observation (Observation), 2) Interview, 3) Documentation. The technical data analysis in this study is data reduction, data presentation, and conclusion drawn. The results of this study show that taiganja is not just jewelry or decorative objects, but a symbol of identity, social status, and spirituality of the Kaili community. The shape of the taiganja circle symbolizes the cycle of life and balance between humans and nature, while the ornaments contain the meaning of fertility, strength, and protection. Philosophically, taiganja reflects the life view of the Kaili people who uphold harmony, togetherness, and respect for ancestors. In addition, this study emphasizes that through semiotic analysis, taiganja can be understood as a system of cultural signs that strengthens the identity and noble values of the Kaili community. This research is expected to contribute to the preservation of local cultural heritage and enrich the study of semiotics in the cultural context of the archipelago.

Students’ Vocabulary Competence at the Seventh Grade of Junior High School Uleng, Budiarti Putri; Nadya Nurhidayah Nurdin; Musyrifah Mahfuddin; Mimma Wandasari
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.v13i2.5544

This study aimed to examine the vocabulary competence of seventh-grade students at SMPN Satap Pongsamelung. The population consisted of 61 students, from which 29 students were selected through random sampling. A descriptive quantitative research design was employed, and data were collected using a multiple-choice vocabulary test. The results revealed that the highest score obtained by the students was 88, while the lowest score was 19, with a mean score of 55.62. Based on the classification criteria, students’ vocabulary competence was categorized as poor. These findings indicate that students still face difficulties in mastering English vocabulary, highlighting the need for improved instructional strategies to enhance vocabulary learning outcomes.

Prefixed Denominal Verbs in Indonesian Children's Story Padmarintan, Sotyarani; Tri Mastoyo Jati Kesuma
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.v14i1.7216

This study aims to describe the prefixes that form denominal verbs and their meanings in Indonesian children's storybooks. Previous research tends to be general and less focused on children's production. This study examines prefixes and their meanings to describe the extent to which junior high school children master denominal verbs. With a descriptive qualitative approach, the research data in the form of sentences with denominal verb predicates are taken from the anthology Jangan Pernah Menyerah Wujudkan Mimpimu by junior high school students. The listening and note-taking methods were used for data collection, while the direct element division and paraphrasing techniques were used for affix and meaning analysis. The results show that junior high school students are able to produce denominal verbs with various prefixes. The prefix "ber-" is the most productive (274 verbs), followed by "me(n)-" (192 verbs), "ter-" (77 verbs), and "di-" (12 verbs). The dominance of ber- and me(N)- shows a tendency towards active verbs, although some verbs with ter-, such as tersenyum ‘to smile,' also function actively. Students show good morphophonemic mastery of the morphemes {ber} and {me}. The meanings of the verbs vary depending on the prefix: me(N) has 13 meanings, ber has 10 meanings, ter has 2 meanings, and di has 1 meaning. These results reflect a good command of morphology as well as a tendency towards concrete meanings and physical activities, showing students' ability to form and understand various meanings from denominal affixes.

Navigating Diversity: Supporting and Inhibiting Factors in EFL Teachers’ Implementation of Learning Style-Based Strategies Andi Khofifah Andi Pogeng; Sukardi Weda; Muh. Hasbi; Muh.Tahir; Muh.Fakhrul Armas
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.v13i2.7621

This study explores the supporting and inhibiting factors in EFL teachers' implementation of learning style-based strategies, focusing on Miss I, an EFL teacher at SMAN 2 Pangkep. The research aims to identify how Miss I accommodates students' diverse learning styles and the challenges she faces in doing so. Using a qualitative descriptive approach, the study involved classroom observations and interviews with Miss I and her students. Thematic analysis was employed to analyze the data. Findings indicate that Miss I’s willingness to adjust her teaching methods based on student engagement, along with the positive student attitudes and basic resources such as textbooks with pictures and mobile phones, played a key role in her ability to accommodate different learning styles. However, inhibiting factors included her lack of formal training in learning styles and differentiated instruction, limited classroom facilities, and passive student participation. Despite these challenges, Miss I demonstrated flexibility and creativity in her approach, though the absence of adequate training and resources limited her full capacity to address all students' needs. The study recommends future research on the impact of teacher training programs for differentiated instruction and exploring the integration of technology to support diverse learning styles in resource-constrained classrooms.

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