Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
Website

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

222 223 224 225 226

Fostering Students’ Speech Texts: A Thematic Progression Analysis on Senior High School Students’ Speeches Choirunnisa, Rachma; Seful Bahri
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.v14i1.9974

This research explores the themes and thematic development in high school students’ speeches at a speech contest organized by one of Indonesia’s prominent English tutoring centers in 2024. The research method employed in this research was descriptive qualitative using Systematic Functional Linguistics. Data in this research were obtained by observing YouTube videos of the respective speech contest. The videos were transcribed in the form of written text. Four videos were selected randomly and coded as ST1, ST2, ST3, and ST4. The results indicated that the four speeches realized most types of themes, with topical themes occurring most frequently. This suggests that students tended to focus on the specified topics and maintain coherence between sentences. The zig-zag pattern was the most frequently used in thematic progress. This indicates that the speakers tended to elaborate on the topic in the text more clearly by utilizing various available information. This research provides teachers with insight into the importance of students’ knowledge of themes and thematic development in the construction of their speeches.

Binge Eating Disorder as Seen in the Whale (2022) Movie Bagas Kurniawan; Dina Amelia
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.v14i1.6737

This study aims to analyze the portrayal of Binge Eating Disorder (BED) in the film The Whale (2022) through a literary psychology approach and cinematic narrative theory. The study focuses on the main character, Charlie, by identifying behaviors that reflect BED symptoms based on DSM-5 diagnostic criteria. This research uses a descriptive qualitative method with narrative analysis techniques and visual observation of key scenes that represent the character's psychological condition. The findings show that the linear narrative structure and the use of emotional devices in the film succeed in building audience empathy and strengthening understanding of the psychological symptoms of BED sufferers. Thus, this film is not only a cinematic work, but also serves as an effective educational medium in raising public awareness of mental health issues, especially eating disorders.

Students' Perceptions of Using the Storyboardthat Application in Enhancing Creativity in Narrative Writing Suryarini, Yovita; Bardianing Panggalih, Wahyun
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.v14i1.7955

The need for creativity in language learning has encouraged teachers to integrate digital tools into writing instruction. However, many students still experience difficulties in generating ideas and developing creativity through traditional writing methods. This study aimed to explore students’ perceptions of using the StoryboardThat application to support creativity in narrative writing. A descriptive qualitative research design was employed. The participants were 20 fourth-semester students of the English Education Study Program at Wijaya Kusuma University Surabaya. Data were collected through a 35-item questionnaire focusing on creativity, motivation, confidence, and writing performance, supported by interviews, classroom observation, and document analysis. The data were analyzed qualitatively to identify recurring themes and patterns. The findings revealed that students perceived StoryboardThat as an engaging and helpful tool that stimulated creative thinking, increased motivation, and made narrative writing more enjoyable. The visual features of the application assisted students in developing story ideas, organizing narratives, and expressing individual writing styles. However, only a limited number of students reported improvement in grammatical accuracy and sentence structure. These findings suggest that StoryboardThat is effective in supporting students’ creativity and motivation in narrative writing, although additional instructional support is required to enhance language accuracy.

Exploring Dominant Derivational Suffixes and Their Rhetorical Purposes in Motivational Speech Zulva, Abelia Silvana; Afrianto
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.v14i1.8619

This study analyzes the use of derivational suffixes in Emily Jaenson’s speech to understand how morphological processes contribute to rhetorical meaning within motivational discourse. Using a qualitative descriptive approach, the research examines 17 derivational suffixes found in the speech, including those forming nouns from verbs (-ion, -ment, -ance), nouns from adjectives (-ship), adjectives from a noun (-ful), and a suffix forming adverbs from adjectives (-ly). The analysis specifically focuses on how these derivational forms function in shaping the speaker’s message about confidence building, personal development, and professional growth by knowing the dominant use of derivational suffixes in Emily Jaenson’s speech and what their rhetorical effects are on the meaning conveyed. The findings show that nouns formed through dominate the speech, such as celebration, recollection, decision, promotion, action, accomplishment, management, engagement, performance, and leadership. These nouns help the speaker talk about big ideas instead of just actions, so the audience focuses on thinking, learning, and personal growth. Each noun has a special meaning and most of those words have the same purpose in meaning. The results show that derivational suffixes are not only language features but also persuasive tools that make the speech more motivational. By creating nouns that describe processes, progress, and achievements, the speaker builds a message that inspires the audience to think about their own development. The study concludes that derivational suffixes are important for making ideas clear, keeping the audience engaged, and supporting the motivational message of the speech.

Lyrics of the Regional Song “Jember Nusantara” as a Symbol of Identity: Analysis of Language Style and Cultural Representation Moh. Nawalul Fawaid El Haqi
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.v14i1.8644

This study employs a qualitative research methodology with an interpretive paradigm. It also conducts an in-depth analysis of the stylistics and cultural representations in Linkrafin's song “Jember Nusantara.” The primary data for this study consist of the lyrics of the song. An analytical framework is built on Keraf's (2009) stylistic taxonomy to identify and categorize stylistic devices systematically. This stylistic analysis is then explicitly integrated with Hall's (1997) theoretical concept of cultural representation to interpret the deeper socio-cultural meanings encoded in the text. The findings indicate that the song utilizes a variety of stylistic devices, including metaphor, personification, hyperbole, repetition, and parallelism. This stylistic ensemble is further strengthened by deliberate diction tinged with distinctive local, spiritual, religious, and Javanese-philosophical nuances. The explicit relationship between these stylistic forms and cultural representations is demonstrated through the analysis. Metaphor and personification demonstrate active construction of the symbolic landscape of cultural identity. Hyperbolic expressions and resonant repetition articulate collective aspirations and values. Together, these elements form a complex representational system that reflects societal values related to the revival and celebration of Jember's diverse resource potential. Therefore, the strategic use of figurative language in “Jember Nusantara” serves to shape and project a cohesive regional identity symbolically. Thus, this study concludes that the lyrical composition goes beyond simple description to create a narrative of hope and articulate a cultural vision for Jember Regency. In this regard, it also aims to foster an inclusive revival of Jember Regency by challenging the notion of marginalization through its representative discourse.

Arabic Language Learning Program Management Model in Islamic Boarding Schools in Padangsidimpuan City Putri Lubis, Zulni Hidayah; Wahyudi, Hakmi
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.v14i1.8824

This study analyzes the management patterns of Arabic language learning programs in Islamic boarding schools (pesantren) in Padangsidimpuan City through three approaches: classical, four language skills, and grammar-based (qawā‘id). The study employed a qualitative field approach using interviews, observations, and document analysis. The findings show that the yellow book-based pattern defined as learning that relies on classical Islamic texts (kutub al-turāth) is the most dominant and systematically implemented, supported by structured book selection, bandongansorogan methods, and teacher guidance in text comprehension and i‘rāb analysis. The four-skills approach is applied gradually from receptive to productive skills, but its effectiveness is constrained by the lack of a supportive Arabic language environment (bi’ah lughawiyyah) and limited learning resources. The qawā‘id based pattern remains a foundational approach for understanding texts but is still largely deductive and weakly integrated with modern instructional media. Overall, these patterns complement each other, yet their implementation is hindered by limited facilities, varied student abilities, and weak program integration. This study underscores the need to improve teacher competence, learning facilities, language environments, and curriculum integration to enhance students’ communicative skills and mastery of classical texts.

Exploring Student Silence in EFL Speaking Classrooms: Teachers’ Perceptions and Classroom Strategies Annisa Siti Aulia Muzdalifah; Willy Prasetya
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.v14i1.9823

Student silence is often perceived as a barrier to participation in English as a Foreign Language (EFL) speaking classes, where verbal interaction is commonly viewed as an indicator of engagement and learning. However, silence may also reflect linguistic difficulties, emotional factors, and classroom dynamics rather than simple disengagement. This study explores the teacher’s perception of student silence, the factors contributing to it, and the strategies used to support the students during speaking activities. A qualitative descriptive design was employed, involving a semi-structured interview with one experienced English teacher at a public junior high school in Yogyakarta, Indonesia. The interview data were analyzed thematically to identify patterns related to silent behavior in classroom interaction. The findings indicate that silence is mainly associated with limited language proficiency, low confidence, fear of negative evaluation, and unfamiliarity with English, particularly among lower-grade students. Peer reactions and classroom expectations also influence the students’ willingness to speak. To address these challenges, the teacher implemented strategies such as structured preparation, prompting techniques, first-language support, and creating an emotionally safe classroom environment. This study highlights teachers’ perspectives on silence in Indonesian junior high school EFL classrooms and suggests that silence can be understood as part of the language learning process rather than merely a learning obstacle.

Exploring Teacher-Student Talk in Fostering Active Classroom Interaction: A Case Study of EFL Classrooms in Thailand School Jihan Fadhilah; Henny Mardiah
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.v14i1.9963

This study investigates teacher–student talk patterns in fostering active classroom interaction in an EFL context at Islam Wittaya School, Thailand. Using a qualitative case study design, the research examined verbal interactions between one English teacher and 20 third-grade junior high school students through structured classroom observations conducted over four weeks. The data were analyzed using classroom discourse analysis to identify the characteristics of teacher talk, student talk, and overall interactional dynamics. The findings indicate that teacher talk serves as a strategic pedagogical tool through scaffolding, recasts, and adaptive questioning, which gradually shift classroom discourse from teacher-dominated exchanges to more dialogic interaction. Student talk varies across proficiency levels and reflects different engagement patterns shaped by teacher communication strategies. The study shows that effective teacher–student interaction relies on the integration of pedagogical, affective, and socio-cultural factors, including task-based activities, supportive feedback, and peer collaboration, structured teacher talk and scaffolding are designed to foster active student–teacher participation, thereby enhancing students’ communicative competence in classroom interaction.

Reconstructing a Junior High School English Question Bank through Qualitative Item Analysis and Higher-Order Thinking Skills Integration Rohadi, Tedi; Jamaludin; Priajana, Nana; Mardhiyah, Shofia
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.v14i1.9967

Assessment plays an important role in supporting learning and evaluating students’ cognitive development. However, many classroom assessments still emphasize lower-order thinking skills and contain weaknesses in item construction. This study aimed to analyze the shortcomings of existing English question banks and reconstruct them into a more cognitively balanced assessment instrument for junior high school learning. The study employed a qualitative design using document analysis of sixty multiple-choice items taken from two English question banks. The items were analyzed based on Bloom’s Revised Taxonomy and item-writing guidelines focusing on cognitive levels and item construction. The results showed that the existing question banks were dominated by lower-order thinking skills, particularly at the applying level, while higher-order thinking skills were rarely represented. Several structural weaknesses were also identified, including implausible distractors, heterogeneous options, and unclear stems. Based on these findings, the question bank was reconstructed by redistributing cognitive levels and improving item construction. The reconstructed items were also prepared for digital implementation using the Quizziz platform to support formative assessment. The study concludes that systematic item analysis can improve both the cognitive quality and structural validity of assessment instruments. The reconstructed question bank provides a more balanced and effective assessment tool for junior high school English learning.

Teachers’ Talk: Expectations and Challenges in Using the Hablo App in EFL Clasroom Tambunan, Rahma Laila; Siregar, Deasy Yunita
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.v14i1.9999

The integration of digital technology in education has become a global phenomenon that is changing the paradigm of learning in the 21st century. In Indonesia, the adoption of mobile learning applications such as Hablo App shows an increasing trend in line with the national digital literacy agenda. Teachers, as the main implementers, face a dilemma between the transformative potential of technology and the reality of technical and pedagogical constraints in the field. This study used an exploratory qualitative case study design with a purposive sampling approach involving two teachers who had implemented the Hablo App. Data collection involved observation and interviews was administered to gather specific data about usage patterns, satisfaction levels, and technical difficulties. This study emphasizes the expectations and challenges of teachers regarding the use of the Hablo App in classroom. These findings hold significant implications for educational app developers, language educators, and policymakers aiming to optimize digital learning.

Page 226 of 226 | Total Record : 2260

222 223 224 225 226

Filter by Year

2013 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota palopo, Sulawesi selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA