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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

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The Correlation between Self-Regulated Learning and Academic Achievement in Arabic Language at Junior High School Munawarotul Laily; Anyes Lathifatul Insaniyah
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.v14i1.9444

This correlational study examined the relationship between Self-Regulated Learning (SRL) abilities and Arabic academic achievement among junior high school students. A total of 120 students from MTsN 2 Banyuwangi participated as respondents. Data were collected using a reliable 30-item SRL questionnaire (α = 0.89) and report card scores. The results of the Pearson Product Moment correlation test showed a significant positive relationship between SRL and academic achievement (r = 0.547; p < 0.001). The coefficient of determination (R² = 0.299) indicated that SRL contributed 29.9% to the variation in achievement. These findings indicate that students with better self-regulation skills tend to achieve higher academic achievement in Arabic. Therefore, the integration of SRL strategy training into learning is recommended to support improved learning outcomes.

Analysis of the Meaning Structure in the Lyrics of the Bugis Song “Bunga Ripalla”: A Saussurean Semiotic Study Abdul Rauuf Muri; Sumarlin Rengko HR
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.v13i2.9447

This study investigates the meaning structure constructed in the lyrics of the Bugis song Bunga Ripalla by H. Mustafa Bande using a Saussurean semiotic framework. Although regional song lyrics in Indonesia have been examined from linguistic and cultural perspectives, detailed structural semiotic analyses of traditional Bugis songs remain limited. Addressing this gap, the present research applies a descriptive qualitative design with lyric lines as units of analysis. Data were derived from an authoritative and widely circulated version of the song, verified through cultural informant consultation. The analysis operationalizes Saussure’s signifier–signified model to identify symbolic patterns and relational meaning structures. The findings reveal four dominant symbolic clusters: (1) elevation imagery (mountain/height) representing idealized expectation, (2) flight imagery (bird/wings) symbolizing striving beyond limitation, (3) boundary imagery (sky edge/path) signifying obstruction, and (4) floral imagery (fenced flower) representing restricted love. These interrelated signs construct a coherent emotional progression from idealization to disappointment and reflective acceptance. The study demonstrates that Bunga Ripalla constructs a unified emotional narrative through culturally grounded signifier–signified relations that reflect Bugis perspectives on love, aspiration, and social limitation. The research contributes to semiotic theory application in regional literature and expands scholarly attention to Bugis cultural texts.

The Effect of Using Generative AI as Digital Scaffolding on Improving Textual Quality and Narrative Writing Creativity in Indonesian Language Learning in Elementary Schools Putri Hana Pebriana
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.v13i2.9448

Narrative writing is a core component of Indonesian language learning in elementary schools; however, many students experience difficulties in organizing ideas, maintaining coherence, and developing creative storylines. Although digital scaffolding has been widely discussed, empirical evidence on AI-assisted scaffolding in elementary first-language (L1) writing contexts remains limited. This study examined the effect of using Generative AI as digital scaffolding on students’ textual quality and narrative writing creativity. A quasi-experimental pretest–posttest control group design was employed involving 58 upper-grade elementary students (experimental = 29; control = 29). The experimental group received AI-assisted scaffolding across planning, drafting, and revising stages, while the control group received conventional teacher-led scaffolding. Data were collected through narrative writing tasks scored using validated analytic rubrics. Independent samples t-tests and ANCOVA (controlling for pretest scores) revealed that the experimental group achieved significantly higher posttest scores in textual quality (M = 82.41, SD = 6.32) compared to the control group (M = 73.18, SD = 7.05), p < .001, with a large effect size (Cohen’s d = 1.36). Similar significant differences were found in creativity scores (p < .001, d = 1.21). Improvements were most evident in coherence, elaboration, and narrative resolution development. The findings suggest that Generative AI, when used as guided digital scaffolding under teacher supervision, can effectively enhance both structural quality and creative expression in elementary narrative writing. This study contributes empirical evidence to the growing field of AI-assisted writing pedagogy in primary education.

The Effectiveness of Audio Storytelling in Improving Students’ Listening Skills in EFL Classrooms Sitti Aisa; Sam Hermansyah; Isumarni; Nurul Faradillah; Nur Hikmah
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.v13i2.9462

Listening comprehension plays a crucial role in tertiary EFL learning; however, many university students struggle due to limited exposure to contextualized and authentic audio input. Despite the growing use of storytelling in language teaching, few empirical studies have examined the effectiveness of audio-only storytelling in higher education EFL listening classrooms. This study investigates whether audio storytelling significantly improves university students’ listening comprehension. A quasi-experimental one-group pre-test–post-test design was employed involving 30 undergraduate EFL students selected through purposive sampling. Data were collected using a validated listening comprehension test and analyzed through descriptive statistics and a paired-sample t-test. The results showed a significant improvement in students’ mean scores from 62.40 (pre-test) to 78.60 (post-test), with p < 0.05. The calculated effect size indicated a strong practical impact. These findings suggest that audio storytelling provides contextualized and meaningful input that significantly enhances listening comprehension in tertiary EFL classrooms.

The Correlation Between Growth Mindset and Foreign Language Speaking Anxiety (FLSA) in Arabic Language Learning (A Study of Grade XII Religious Studies Student at Senior High School) Jeannyta Eka Maulindah; Mahbub
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.v14i1.9576

This study examined the relationship between growth mindset and foreign language speaking anxiety (FLSA) among Grade XII Religious Studies students at MAN 1 Banyuwangi. Using a quantitative correlational design, data were collected in 2025 from 37 students through Likert-scale questionnaires measuring growth mindset (based on Dweck’s theory) and FLSA (adapted from the Foreign Language Classroom Anxiety Scale). Data were analyzed using descriptive statistics and Pearson Product Moment correlation after meeting statistical assumptions. The results indicated that students demonstrated a moderate to high level of growth mindset and a moderate level of FLSA. Correlation analysis revealed a significant positive relationship with strong effect size (r = 0.720, p < 0.001), indicating that higher growth mindset was associated with higher speaking anxiety. This finding contrasts with dominant studies reporting negative correlations between the two variables. In this context, the positive association may reflect facilitative anxiety, suggesting that students with stronger developmental beliefs experience heightened performance awareness rather than debilitating fear. These findings highlight the contextual complexity of the relationship between growth mindset and language anxiety and suggest the importance of integrating cognitive and emotional support in foreign language instruction.

Unveiling Political Bias in English Newspapers of Indonesian News Portal: A Critical Discourse Analysis Approach Abdilah, Faza Afifah Ghina Putri; Izzati Gemi Seinsiani
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.v13i2.9703

English language news portals have become important cites where political narratives are built for both local and global viewers as press freedom wanes in Indonesia and media ownership grows more concentrated. Although Indonesian media has seen increasing academic attention, few studies using Critical Discourse Analysis (CDA) have looked at how pro-government bias works linguistically in English-language political coverage during electoral cycles. Using Fairclough's three-dimensional CDA model on 25 news articles from four Indonesian online news portals such as, The Jakarta Post, Tempo English, Republika, and Antara News published during the 2024 presidential election, this study addresses that gap. A 16-point instrument assessing source selection, lexical choices, framing techniques, and information balance was used to judge articles. Results show that 56% of articles showed pro-government bias, with an average score of 4.52/16. During pre-election and election month times, bias levels were much greater than those in the post-election period. Pro-government bias was purposely created by means of partisan evaluative language, calculated source quoted, and strategic headline framing. The manifestation and intensity of bias were determined by contextual variables like temporal proximity to the election, issue sensitivity, law enforcement climate, and media channel attributes. The research shows how English language Indonesian political news systematically creates ideological positioning using language and frame strategies, therefore helping to explain bias mechanisms more generally in non-Western, EFL media environments.

Designing English Handbook for the Department of Architectural Engineering and Building Information at Vocational High School Nabila Shita Nurul Haliza; Amalia Yahya; Fadhliyah Rahmah Muin
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.v14i1.9770

This research aimed to design an English handbook specifically for students of the Department of Architectural Engineering and Building Information. The study was conducted to address the lack of appropriate English learning materials that focus on technical vocabulary and communication skills relevant to the students’ field of study. The research employed a Research and Development (R&D) approach using the 4D model, which consists of Define, Design, Develop, and Disseminate stages. Data were collected through needs analysis, expert validation, and student responses. The final product was an English handbook containing technical vocabulary, reading texts, and practice activities related to architectural engineering and building information. The results indicated that the developed handbook was valid, practical, and suitable to support students in improving their English skills for academic and professional purposes.

Aligning Student Needs with English Curriculum in Indonesian Junior High School Fadhliyah Rahmah Muin; Andi Musafir Rusyaidi
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.v13i2.9833

The alignment between students’ learning needs and the English curriculum in an Indonesian junior high school context. This response concerns the degree to which students’ target needs and learning needs match with the teacher’s views, she said, followed by debate on how this aligns to actual practices of English in classroom settings. This study uses a descriptive qualitative design involving an English teacher and a group of junior high school students. Three instruments were used for data collection: a student questionnaire on necessities, lacks, wants and activities; a semi-structured teacher interview and classroom observation. The data were systematically categorized, interpreted to identify patterns and mismatches. The results reveal that students’ competence in English is still at a low level, especially in vocabulary mastery and speaking confidence, whilst the majority of students have strong proclivities to interactive, communicative and technology-supported learning activities. The study also finds a partial misalignment between the goals of lesson plans overall and actual classroom practices. This reminds us that relevant implementation of a curriculum should be based on the actual learning needs of students—it realistically allows: enhanced vocabulary support, use of language in practice and engaging methods being implemented – leading to more responsive and student-focused English teaching practices as a whole.

Toponymic Aspects of Caves in Central Buton Regency: Toponymic Study Rizal; Riyadi Santosa; Wakit Abdullah Rais
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.v14i1.7993

This study aims to reveal the origins of cave naming in Central Buton. This is carried out by classifying the aspects of toponymy, namely physical manifestation, social aspects, and cultural aspects, so that the close relationship between language, environment, and the culture of the local community can be demonstrated. This research uses a qualitative descriptive approach with inductive data analysis. The data were obtained through semi-structured interviews with traditional leaders and local community members who understand the history of the caves. The interviews were conducted using recording and note-taking techniques. The data were analyzed through qualitative thematic analysis. The results show that the physical manifestation aspect is reflected in cave names based on their physical conditions and environment, with 6 data findings. The social aspect appears in cave names associated with local figures, with 3 data findings. Meanwhile, the cultural aspect is present through community myths and legends, with 4 data findings. Thus, it can be understood that the toponymy of caves in Central Buton does not merely represent the identity of physical space but also functions as a living archive that records ecological knowledge, social memory, and the cultural heritage of the community.

Students’ Perception of the Intensity on Audio Exposure in English Language Acquisition Among University Sumarni; Dollah, Syarifuddin; La Sunra
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.v14i1.8402

Language acquisition plays an important role in developing English proficiency, particularly in pronunciation and listening skills. In recent years, digital tools such as Google Translate have been increasingly used by students as a self-directed learning resource to support pronunciation practice through audio exposure. However, limited studies have examined how the intensity of audio exposure influences students’ language acquisition in autonomous learning contexts. This study therefore investigates university students’ perceptions of the intensity of audio exposure using Google Translate and its contribution to English language acquisition. This research employed a qualitative descriptive approach involving eight third-semester students of the English Language Program at Universitas 17 Agustus 1945 Samarinda. Data were collected through structured questions using Google Forms followed by in-depth interviews conducted via Zoom. The data were analyzed thematically based on four categories: motivation and context of use, usage patterns and frequency, learning reflections and difficulties, and students’ recommendations. The findings indicate that intensive exposure to Google Translate audio helps students improve their pronunciation and develop independent learning strategies. Students reported that repeated listening, imitation, and self-recording activities supported their confidence and pronunciation accuracy. Despite some limitations, such as the monotone voice and rapid speed of the audio, students perceived the tool as beneficial for autonomous pronunciation practice. The study highlights the importance of integrating audio-based digital tools to support self-directed language learning in higher education.

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