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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 2,268 Documents

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Developing English Teaching Module Integrated Islamic Values in Islamic Elementary School Nasruddin, Nurfadilah; Rustan; Sukirman
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.v14i1.5531

It is necessary to develop a teaching module, which is appropriate with learning strategy for elementary school students where the English learning material is integrated with Islamic values. This research aims to produce an appropriate English teaching module based on the Merdeka curriculum for 4th-grade Islamic elementary school students. This research method uses the Research and Development (R&D) method with the ADDIE model approach, which consists of five stages. namely analysis, design, development, implementation, and evaluation. In the analysis stage, student needs and characteristics are assessed to ensure the module meets relevant learning requirements. The design stage builds on this analysis to create a module aligned with the Merdeka Curriculum and Islamic values. The development is turned into a validated and revised teaching module during development. Implementation is done in actual learning in the classroom, with positive feedback from teachers. Both formative and summative evaluations confirmed the module's alignment with expectations and its value in teaching English integrated with Islamic values. Thus, the module is a practical resource for English teachers in Islamic elementary schools, consistent with the Merdeka Curriculum.This module has been comprehensively designed, tested, and validated to ensure compliance with the Merdeka Curriculum and Islamic principles and successfully implemented in the classroom. Continuous supervision and user feedback are required to improve this teaching module further. Adding training for teachers on the use of the module and further adaptation based on student feedback may increase the effectiveness and relevance of the module in daily learning contexts.

Grade VIII Junior-Secondary Learners’ Views of Duolingo for English Vocabulary Learning: A Case Study at a Bogor Private Junior High School Nabilah Najah Kaniah; Iwan Ridwan; Dedeh Kartini
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.v14i1.8121

Three themes emerged from a qualitative single-case study of Grade VIII students at a private junior high school in Bogor, Indonesia: gamified micro-goals sustained short, low-anxiety practice; immediate, multimodal feedback (checks, audio, tiles, spaced recycling) supported noticing, pronunciation, and retention; and autonomy and everyday fit were valued, yet transfer to extended speaking/writing was limited without teacher-led bridging tasks. To contextualize these results, Self-Determination Theory and Mobile-Assisted Language Learning framed the inquiry. A syllabus-aligned vocabulary screening informed the purposive selection of six learners spanning low/medium/high readiness. Each focal learner completed one supervised Duolingo session, observed with a structured checklist, then participated in a semi-structured interview; data were analyzed using reflexive thematic analysis. The findings suggest that out-of-class app exposure is most beneficial when coupled with brief, in-class production activities and criteria-based feedback to move learners from recognition to controlled use of target lexis. The study is limited by its single-class scope and one-session design; future research should examine multi-week classroom integration and task-based measures of productive skills.

Translanguaging in Pedagogy: A Case Study of Chinese Students’ Meaning-Making in an English-Medium Indonesian University Puji Lestari; Anggi Purwa Lestarina; Alya Ditha Berliana; Inpresta Natalia; Ahmad Najib Mutawally
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.v14i1.8633

This study explores how translanguaging shapes academic learning and everyday interactions among Chinese students in an English-medium instruction (EMI) context at President University in Indonesia. While English functions as the primary language of instruction, students frequently navigate Mandarin as their first language and Bahasa Indonesia for daily communication, creating a dynamic multilingual environment. Grounded in García’s translanguaging framework, this qualitative descriptive case study investigates how students mobilize their linguistic repertoires to support academic comprehension, emotional expression, social participation, and identity negotiation. Data were collected through multilingual reflective journals written by 30 Chinese undergraduate students over a six-week period, with three representative reflections presented in Mandarin, English, and Bahasa Indonesia. Content analysis indicates that translanguaging operates as a crucial pedagogical and social resource, enhancing comprehension, emotional expression, social interaction, and identity negotiation. By foregrounding students’ reflective accounts, this study contributes to the limited body of research on translanguaging in Indonesian EMI higher education and provides empirical insight into multilingual meaning-making from learners’ perspectives. The findings highlight the importance of linguistically flexible pedagogies and suggest that EMI institutions should recognize translanguaging as a valuable resource for supporting multilingual students’ academic engagement.

Mapping The Strategic Manoeuvring Through Speech Acts: A Study of Ferry Irwandi’s Political Argumentation in YouTube Nauvalia hanidia; 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.v14i1.8674

This study examines how Ferry Irwandi employs speech acts as strategic manoeuvring in his political argumentation on YouTube, specifically in the video “Dalang Demo dan Mencegah Darurat Militer.” While previous studies on political discourse have largely examined strategic manoeuvring or speech acts separately, limited attention has been given to how speech acts function as concrete linguistic mechanisms for balancing dialectical and rhetorical aims in digital political argumentation. To address this gap, this study applies a descriptive qualitative method within the pragma-dialectical framework to analyze the relationship between speech acts and strategic manoeuvring. The analysis covers seven argumentative units, each systematically divided into the four stages of argumentation: confrontation, opening, argumentation, and concluding. In each stage, the forms and functions of direct and indirect speech acts are identified to examine how they fulfill the three aspects of strategic manoeuvring: topical potential, audience demand, and presentational devices. The results of the analysis show that direct-representative speech acts are the most dominant with 17 data and function to clarify claims and strengthen the argument structure. Meanwhile, indirect speech acts with 10 data are used to meet the audience's demand through a more empathetic approach, and directive speech acts with 5 data appear at the conclusion to encourage action. These three linguistic patterns work simultaneously in a strategic manoeuvring, where representatives strengthen topical potential, directives strengthen presentational devices, and indirect speech acts build audience demand.

The Effect of Mastering the Al Miftah Lil Ulum Method on Improving the Comprehension Structures Students Madrasah Aliyah Amanatulloh Miftahuddin Mustaqim; Mahbub; Zohaib Hassan Sain
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.v14i1.9811

This study aims to examine the effect of mastery of the Al-Miftah Lil Ulum method on improving fahmut al-tarakib (understanding of Arabic sentence structure) among 11th grade MIPA students at Madrasah Aliyah Amanatulloh for the 2025/2026 academic year. This study employed a numerical-analytic framework utilizing a single-predictor modeling structure, with data drawn from a cohort of thirty learners selected through criterion-based inclusion. Data collection was conducted through a Likert questionnaire for the independent variable (mastery of the method), pre-post tests for the dependent variable (fahmut al-tarakib), and supporting documentation, which was then analyzed using SPSS 26. The Kolmogorov-Smirnov normality test indicated a normal residual distribution (Asymp. Sig. = 0.192 > 0.05). The F test confirmed the significance of the regression model simultaneously (F = 16.979; Sig. = 0.000), while the t test proved a positive and significant partial effect (t= 4.121; Sig. = 0.000; β = 0.614). Pre-test scores (range 55-78) and post-test scores (68-92) showed a stable average increase of 12-14 points across all respondents. The novelty of this study lies in its empirical validation of a traditionally pesantren-based nahwu method through a modern quantitative regression approach within a science-track Madrasah Aliyah context, thereby positioning the Al-Miftah Lil Ulum method as a data-driven and digitally adaptive Arabic grammar learning innovation rather than a purely classical instructional practice. The research findings confirm the effect of the Al-Miftah Lil Ulum method as an adaptive Arabic grammar learning innovation in the digital age. This study provides empirical curriculum recommendations for senior high schools to address students' Arabic syntactic difficulties, while enriching the evidence base for the development of Islamic language competencies.

The Use of Code-Mixing Among Jaksel People on Jagobahasa.com’s TikTok Account Michelle Septia; Endar Rachmawaty Linuwih
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.v14i1.9917

What this research explores is a sociolinguistic phenomenon using code mixing techniques between Indonesian and English, especially among teenagers in South Jakarta, to become a form of identity expression and adaptation to modern urban culture. Although there are various studies that discuss code mixing in digital contexts, limited research has examined how this linguistic practice influences the perception of a person's language and their emotional expression among speakers, especially on popular applications such as TikTok. This research uses sociolinguistic theory to analyze the Jagolingual account on the TikTok application and observation data from 3 videos to be able to describe identity. What was found in this research was about South Jakarta teenagers who used codemixing techniques by inserting English terms into their daily communication to be able to express what they felt, build their identity, and be able to better describe modern social values, which could indicate increased psychological literacy and also their adaptation to global culture. The conclusion of this research shows that South Jakarta teenagers use English codemixing to express feelings, form identity, and reflect social values as a form of adaptation to global culture.

Students’ Perception on the Utilization of BeeSpeaker Application in Speaking Class Divany, Adelia; Rahman HZ, Benni Ichsanda
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.v14i1.10017

This study examined the students’ perception on the utilization of BeeSpeaker application in improving intermediate EFL students' speaking skills at Junior High School in North Sumatera. Using case study with 30 students, data was collected through interviews, questionnaire, then analyzed using Braun and Clarke's thematic analysis framework. Five key themes emerged: enhanced pronunciation through AI feedback, increased speaking confidence, improved learner autonomy, personalized learning experiences, and sustained motivation via gamification. Results showed that the majority of students strongly believed the app helped them with pronunciation, vocabulary, fluency, and confidence. In addition, BeeSpeaker provided them with repeated opportunities for practice, immediate corrective feedback, and a safe space to overcome speaking anxiety. Thematic analysis further highlighted five core areas of improvement—better pronunciation accuracy, stronger self-confidence, wider vocabulary mastery, lower levels of speaking anxiety, and the app’s role as a supportive supplement to classroom learning. Together, these findings provide solid evidence that BeeSpeaker is not only useful but also highly effective in enhancing language learning outcomes.

English Language Teaching Strategies For Children With Dyslexia Zahara, Khairiah; Damanik, Emeliya Sukma Dara
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.v14i1.10047

This study investigates an overview of English language teacher learning strategies for children with dyslexia. This study presents a case study as a qualitative research of teachers in the ninth grade of SMP PAB 9 Medan. The sample consisted of 21 students (through purposive sampling. The criteria for teachers were that they taught how learning strategies were used in schools, and for the interview sample 3 Teachers. Multisensory and digital strategies were in accordance with the themes given by the researcher. This researcher used observation, documentation, and interviews. In this study, data collection from each instrument was as follows: document data collection through teacher learning strategies, and direct interview data collection at the location. The data analysis procedure for this study was followed by Lambert & Lambert, namely descriptive qualitative. Qualitative Descriptive Research, on the other hand, is entirely data-driven, with codes developed from data as the investigation progressed. The survey results show that most teachers already use a multisensory approach and technology to teach English to students with dyslexia. Around 75% of teachers often combine visual, auditory, and kinesthetic activities in their lessons, while 80% use digital tools such as E-Dyslexia, phonics apps, or text-to-speech programs. Teachers reported that these methods make students more active, motivated, and confident in learning. Overall, both the multisensory and technology-based approaches are seen as effective in helping dyslexic students improve their reading and writing skills.

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