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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

222 223 224 225 226

Evaluating Student Needs for Engaging English Speaking Programs within the English Day Framework Ziyyanida Musafiroh; Rizka Safriyani; Khoiril
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.v14i1.5818

This research examines the needs of students enrolled in English-speaking programs, with a particular emphasis on their preferences and levels of engagement in various themed activities during the English Day program. Proficiency in speaking is essential for achieving fluency in English; however, it poses significant challenges for numerous students. The study employs a quantitative survey approach to evaluate student participation in eight distinct speaking activities, including role-playing, group discussions, and film discussions, within the contexts of Nutritious Friday, Healthy Friday, Cleanliness Friday, and Religious Friday themes. Data collected from sixty participants were analyzed using descriptive statistical techniques, focusing on preferences for activities based on frequency, percentage, mean, and standard deviation. The findings indicate that students favour activities such as film discussions and word games, which provide visual stimulation and a relaxed, low-pressure atmosphere. Conversely, more formal speaking tasks, including debates and presentations, garnered less engagement, highlighting the necessity for confidence-building measures before engaging in structured speaking exercises. These insights are instrumental in shaping an English-speaking curriculum that caters to student needs, fostering regular use of English, supportive social settings, teacher assistance, and various speaking activities across different themes. The recommendations derived from this study are intended to assist educators in creating effective, student-focused English-speaking programs that resonate with students' interests and levels of thematic engagement.

EFL Learners' Experiences with Flipped Classroom: A case study of students in the English Education Department Alvina; Rusmawaty, Desy; Aridah; Sunardi; Weningtyas Parama Iswari
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.v14i1.6830

The flipped classroom approach has garnered considerable attention in EFL higher education due to its capacity to enhance students' autonomy, engagement, and language proficiency. Grounded in self-regulated learning theory, this study examines the experiences of EFL students in flipped learning environments, focusing on the perceived advantages and challenges as well as their implications for teaching practice. This qualitative case study was conducted at the English Education Department at Mulawarman University and involved five third-year undergraduate students (aged 20–22) who had participated in flipped teaching for Phonology and Pronunciation courses during the 2023/2024 academic year. Data were gathered through semi-structured interviews and analysed using the six-phase thematic analysis proposed by Braun and Clarke (2006). Findings indicate that all participants (5/5) reported improvements in pronunciation, while most participants (4/5) experienced enhanced reading comprehension as well as increased speaking fluency and confidence. Pre-class exposure to multimedia resources improved students' readiness, classroom confidence, and engagement. In addition, students developed essential self-regulated learning strategies, including time management and autonomous inquiry. However, several challenges were identified. Three out of five participants reported inconsistent motivation and difficulties in managing time, while two participants experienced challenges in understanding course materials independently without direct teacher support. These findings suggest that students may not be fully prepared for complete autonomous learning and highlight the importance of structured scaffolding in flipped classroom implementation. The study reveals that the successful implementation of flipped classrooms in EFL contexts requires careful consideration of students' self-regulatory capacities, scaffolding needs, and equitable access to learning resources. Therefore, teachers should provide structured and varied instructional materials to maximize the effectiveness of flipped learning. Further research involving larger and more diverse samples, as well as the inclusion of teachers’ perspectives and measurable learning outcomes, is recommended to extend the understanding and applicability of flipped classroom practices.

The Implementation of Cambridge Curriculum in Islamic School for English Language Learning: A Systematic Literature Review Zahra, Nadia; Saharudin; Delita Sartika
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.v14i1.9752

This study aims to synthesize recent research on how Islamic schools in Indonesia integrate the Cambridge Curriculum into English language learning. In response to growing demands for internationally aligned education, these schools have begun adapting Cambridge-based instruction while maintaining religious and national frameworks. Using the PRISMA approach, eight peer-reviewed empirical studies published between 2022 and 2025 were selected and analyzed thematically. The review finds that Islamic schools generally employ a hybrid model that aligns Cambridge content with national standards and Islamic values. Studies consistently report improvements in students’ English proficiency and classroom engagement. However, recurring challenges appear, including limited teacher preparation, insufficient contextualized materials, and resource constraints. Schools have responded with initiatives such as bridging programs and targeted professional development, though their effectiveness varies. The novelty of this review lies in its specific focus on Cambridge Curriculum implementation within Islamic school settings—a context seldom explored in earlier literature. Rather than detailing every instructional technique, the synthesis highlights broader patterns of adaptation and institutional response. The review suggests that the core issue is not curriculum adoption itself, but how schools interpret and adjust it to fit their pedagogical, cultural, and religious environments.

Malay Wedding Hantaran Pantun in West Kalimantan: The Preservation of Malay–Islamic Admonitions as Traditional Cultural Imagery Rahmat; Putra, Ikhza Mahendra; Wartiningsih, Agus
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.v14i1.9783

This study examines the cultural and religious values embedded in hantaran pantun recited during the Malay wedding gift-giving procession in Pontianak, Sambas, and Melawi, West Kalimantan. Although pantun plays a central role in Malay ceremonial life, limited studies integrate cultural semantics and metaphor analysis to explain how these verses transmit worldview and moral norms in performative contexts. A total of 46 pantun was collected through participant observation, interviews, and audio recordings, from which six were selected for in-depth analysis based on representativeness and symbolic density. Using a qualitative descriptive design, the study applies cultural semantic analysis and metaphorical examination of both sampiran and isi lines to interpret meanings from emic and etic perspectives. The findings identify six core admonitory values: respect for tradition, honor and humility, remembrance of Allah, honesty, friendliness, and social harmony. These values construct a relational worldview that emphasizes ethical responsibility toward self and community. The study contributes by integrating cultural semantics with metaphor analysis in oral tradition research and supports cultural preservation and value-based education in Malay society.

The Implementation of a Multisensory Approach on Overcoming Vocabulary Learning Difficulties Among Dyslexic Junior High School Students Raihana, Ariqqah; Salmiah, Maryati
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.v14i1.9904

This study explores the implementation of a multisensory approach in teaching vocabulary to dyslexic students in an inclusive junior high school English classroom in Indonesia. The research employed a qualitative case study involving one English teacher selected through purposive sampling. Data were collected through semi-structured interviews, document analysis of lesson plans, and non-participant classroom observations. The data were analyzed using thematic analysis with methodological triangulation to ensure credibility. The findings revealed that multisensory elements were present in classroom practice, particularly through visual and auditory activities such as PowerPoint presentations, pronunciation modeling, and repetition exercises. However, kinesthetic and tactile components were limited and were not systematically integrated into the instructional process. Vocabulary learning was also embedded within grammar-focused lessons rather than being explicitly structured as a lexical learning objective. These findings indicate that although multisensory techniques were used in the classroom, their implementation remained implicit and did not yet reflect a structured multisensory instructional framework. The study highlights the need for more deliberate multisensory instructional design to support vocabulary development among dyslexic learners in inclusive EFL classrooms.

Teacher Experiences of Using Kahoot to Support Inclusive Classrooms in English Language Learning: Teacher Practice and Experiences Adelia, Devi; 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.v14i1.9943

This study examines the teacher experiences in using Kahoot in inclusive classrooms for English language learning. The methodology applied is a qualitative case study approach. The research participants consisted of four English teachers from an inclusive elementary school in North Sumatra, who were selected through purposive sampling. Data collection instruments: a 15-item questionnaire (5-point Likert scale) and semi-structured interviews. Data analysis was conducted using thematic analysis to identify themes from the teacher experiences. The findings show that Kahoot creates a fun learning environment and increases student engagement, especially for those with special needs. Approximately 75% of teachers believed that Kahoot increased student engagement and created an interactive learning experience. Although teachers felt capable of managing the class, challenges in classroom management remained, emphasizing the importance of communication and preparation. The implications of this study indicate the need for schools to provide training and support so that teachers can effectively integrate this technology into their teaching.

The Impact of Pedagogical Translanguaging on Students’ Learning in EFL Classrooms Supriadin; Abduh, Amrullah; Basri, Muhammad; Sakkir, Geminastiti; Baa, Sultan
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.v14i1.9944

Translanguaging pedagogy, regarded as a contemporary trend in 21st-century bilingual and multilingual education, prompts EFL teachers to embrace this technique to facilitate the students' learning of the target language by employing their entire linguistic repertoire. This study seeks to examine the impacts of employing translanguaging pedagogy on students’ learning in English as a foreign language classroom in Indonesian high schools. The study examines how translanguaging pedagogy supports the students in English language learning particularly to the weaker of English language proficiency. This study utilized a multiple case study with three English educators and 50 secondary school students in Indonesia. Data were gathered using surveys and direct observation. The results indicate that translanguaging promotes students' English proficiency and improves their communication skills in the target language. Moreover, translanguaging pedagogy enhances students' vocabulary acquisition, promotes active engagement in EFL classrooms, facilitates meaningful learning experiences, and encourages motivation and support among students. Thus, the researchers recommend incorporating translanguaging in EFL teaching, as this approach is deemed essential and beneficial from various multilingual perspectives.

Women's Resistance Against Gender Oppression in Dalcher's 'Vox' Seen from the Existential Feminism Lens Shahnaz Amalia Putri; Sri Sumaryani
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.v14i1.9956

This study analyzes Christina Dalcher’s Vox from an existential feminist perspective, describing how the female characters in the novel express their resistance to oppressive society through dialogue and statements to regain their identities and affirm their existence. Through the dystopian genre, this novel depicts a society in which women lose their voices, autonomy, and access to knowledge, resulting in a patriarchal system that controls their rights and roles. While previous studies have shown several analyses of this novel with different results, such as discrimination and the representation of the female body and gender to negotiate freedom, there are no in-depth analyses regarding how women resist the oppressive society through daily life actions from the perspective of existential feminism, which creates a gap in this field. Using a qualitative research method, this study analyzes expressions in the novel, classifying them into four types: the use of harsh expressions and profanity; dressing boldly and the use of the color red; creating an alternative communication medium; and acts of rebellion and protest. Each category comprises expressions that indicate resistance and defiance, asserting agency, which are later analyzed from the perspective of existential feminism, in terms of regaining freedom, transcending societal position, and rejecting the status of being ‘the Other.’ This strategy later reveals that their actions serve as a tool to reclaim their autonomy and regain their identity. By analysing Vox through an existential feminist perspective, this novel contributes to feminist literary study by highlighting how everyday activity and hidden resistance can become a form of agency, whilst expanding understanding of how women can regain their existence within an oppressive society.

Reading Disability through Multimodal Lenses: An Appraisal and Social Semiotic Analysis of This Way, Charlie Pramudia, Devan Ahmad; Suprayogi
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.v14i1.9973

This study investigates the representation of disability in the children’s picture book This Way, Charlie. While diversity in children’s literature is a growing concern, recently published books focusing on disability remain under-analyzed. Drawing on Multimodal Discourse Analysis (MDA), this qualitative study examines how verbal and visual elements co-construct the narrative of disability. The verbal data is analyzed using Martin and White’s (2005) Appraisal theory, specifically the Attitude system (affect, judgment, and appreciation), while the visual data is examined through Kress and van Leeuwen’s (2006) social semiotics. The unit of analysis includes all integrated text and illustrations from the book’s beginning to its conclusion. Findings reveal that disability is represented through various interconnected scenes, ranging from the daily life at ranch to deeper explorations of emotional insecurity and past trauma. The analysis shows that the book transcends traditional medical models of disability by framing it within the context of friendship and mutual support. This study concludes that the integration of Appraisal theory and social semiotics offers a strong framework for understanding how inclusive meanings are constructed in multimodal texts. It ultimately highlights how children’s literature can normalize diversity and foster a sense of belonging.

Rewriting the East: Bridging Past and Present Through Aesthetic Resistance in Pramoedya Ananta Toer’s Child of All Nations (Postcolonial Approach) Cahyani, Nani; Rao, B. Venkat; Amirbayeva, Dana; Maneba, Sanaria; Syahrir
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.v13i2.9982

This article revealed the concept of aesthetic resistance in Pramoedya’s Child of All Nations: a shift from a battleground to an intellectual resistance. Explored aesthetic resistance function as a political act in the text of Child of All Nations, and it aimed to reveal the legacies of the oppressive structures that formed the present-day systems. The method employed was descriptive and qualitative, where postcolonial theory served as the analytical lens that framed the colonial epistemologies from past to present. The results finding of this article, Child of All Nations, by Pramoedya Ananta Toer, demonstrates that aesthetic form operates as a mode of resistance. Through narrative style and the act of writing, Minke asserts control over his thoughts and reclaims the authority to define reality. By challenging the colonial narratives imposed upon him, the novel reveals aesthetic resistance to challenging power. Thus, the conclusion of this article is that the aesthetic resistance reclaims narrative authority and rewrites the East from the perspective of postcolonial identity.

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