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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 2,308 Documents

227 228 229 230 231

The Role of Social Media Platforms in Enhancing English-Speaking Skill at Eleventh Grade Students of Senior High School Khairun Nisya; Basikin
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.v14i1.10048

This study aims to explore the role of social media in supporting students’ English-speaking skills at SMAN 1 Suela. The study is grounded in the limited exposure to English-speaking environments in rural areas and students’ low confidence in daily English communication. Using a descriptive qualitative approach with a case study design, the research involved nine eleventh-grade students selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that students utilize social media platforms such as YouTube, TikTok, Instagram, and WhatsApp, with YouTube and TikTok being the most dominant for speaking practice. Students engage in activities including watching and imitating English videos, practicing pronunciation, creating video content, and expanding vocabulary. The use of social media contributes positively to vocabulary mastery, pronunciation improvement, and increased speaking confidence. However, challenges such as content distractions, limited internet access, and speaking anxiety remain significant barriers. Overall, social media serves as an accessible and contextual medium for informal English-speaking practice, particularly in rural educational settings.

Teaching English or Teaching the West? Multimodal Cultural Imperialism in Big Show Level 5 Textbooks Used in Indonesian Islamic Montessori Schools Muhammad Arif; Qurrata’ain; Greis Evalinda; Ida Nyoman Tri Darma Putra
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.v14i1.10176

This study extends Critical Discourse Analysis (CDA) beyond traditional textual examination to investigate multimodal representations of culture in "Big Show Teacher’s Guide Level 5" a 135-page English as a Foreign Language (EFL) textbook guidance for teachers, widely used in Indonesian educational contexts, particularly Islamic Montessori elementary schools. Employing an expanded analytical framework incorporating five dimensions which are visual-spatial representation, digital multimodality, embodied cultural practices, temporal-contextual positioning, and material-environmental factors. The study reveals systematic patterns of cultural imperialism operating through multiple semiotic modes simultaneously. Analysis of all twelve units demonstrates that while the textbook superficially incorporates cultural variety, it fundamentally privileges Western cultural norms, consumer values, and secular worldviews that conflict with Indonesian communitarian values, Islamic principles, and indigenous knowledge systems. The study documents how 4th of July celebrations, London landmarks, and Western leisure activities are positioned as universal references while Indonesian Independence Day, traditional markets, indigenous games, and local wildlife remain entirely absent. Material requirements including extensive technology access create class-based educational exclusion, while rigid temporal structures contradict Islamic prayer schedules and traditional learning rhythms. These findings demonstrate that genuine educational equity requires comprehensive multimodal redesign across all five dimensions, not superficial textual modifications.

Postgraduate Students’ Strategies in Reading Journal Articles for Thesis Writing: A Qualitative Study Inaya Hasanah Rahman; Andi Nur Annisa; Nur Ilma Putri Fachruddin
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.v14i1.10188

Reading journal articles is a central yet challenging activity for postgraduate students engaged in thesis writing. This study aims to explore how postgraduate students approach academic reading, the strategies they employ at different stages of thesis writing, the reasons underlying their strategic choices, and the challenges they encounter along with their adaptive responses. Grounded in metacognitive theory, sociocultural theory, and the academic emotions framework, this study adopts a qualitative multiple-case study design within an interpretivist paradigm. Six postgraduate students from an English Education program at a state university in Indonesia were purposively selected. Data were collected through semi-structured interviews, document-based stimulated recall, and reflective reading logs, and analyzed using thematic analysis. The findings reveal that postgraduate students engage in active and critical reading practices characterized by evaluation, questioning, and selective engagement with texts. Reading strategies are found to be dynamic and stage-dependent, shifting from exploratory approaches during the proposal stage to more focused and analytical strategies in the literature review and methodology stages. Participants demonstrate strong metacognitive awareness by planning, monitoring, and evaluating their comprehension while flexibly adapting strategies to meet specific academic purposes. Despite these competencies, students face challenges related to complex academic language, dense theoretical content, and information overload. These challenges, however, stimulate strategic adaptation, including selective reading, systematic organization of information, and the use of social and technological support. This study contributes to the understanding of postgraduate academic reading as a complex, situated, and adaptive practice shaped by cognitive, social, and emotional factors, and offers pedagogical implications for supporting strategic reading development in English Language Teaching contexts.

Item Analysis of an English Summative Test: A Classical Test Theory Approach in Indonesian Junior High School Context Ahmad, Rahmawaty; Talib, Rasuna Rasid; Kau, Magvirah El Walidayni
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.v14i1.10243

Assessment plays a crucial role in evaluating students’ learning outcomes; however, the quality of summative test instruments often remains questionable due to the limited use of systematic evaluation procedures. This study aims to examine the quality of English summative test items administered to eighth-grade students at SMP Negeri 1 Suwawa Timur using Classical Test Theory (CTT). A descriptive quantitative design was employed, analyzing 40 multiple-choice items completed by 56 students using Anates V4 software. The analysis focused on item validity, difficulty level, discriminating power, and distractor effectiveness. The results revealed that only 55% of the items were valid, while 45% were invalid. Most items (62.5%) were of moderate difficulty, yet no easy items were identified, indicating an imbalance. Furthermore, a substantial proportion of items demonstrated weak discriminating power, and several distractors were ineffective. These findings suggest that although some test items meet acceptable standards, a considerable number require revision. This study highlights the importance of systematic item analysis in improving the validity, reliability, and overall quality of assessment instruments.

Factors Influencing Vocabulary Learning Difficulties Among Students in Inclusive English Classroom: An English Teacher’s Perception Sitorus, Tisya Amalia Putri; Lubis, Yani
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.v14i1.10258

This study investigates the factors influencing students’ limited vocabulary knowledge as an observable manifestation of vocabulary learning difficulties (VLD) in an inclusive English classroom. Vocabulary learning difficulties remain a significant challenge in EFL contexts, particularly in classrooms with diverse learning needs. This study aims to explore how these difficulties are perceived and addressed from the perspective of an English teacher. A qualitative descriptive case study design was employed, involving one English teacher in a Grade 7 inclusive classroom at an Islamic integrated junior high school in Medan. Data were collected through a semi-structured interview and classroom observations and analyzed using thematic analysis. The findings reveal that vocabulary learning difficulties are shaped by the interaction between internal and external factors. Internally, students’ motivation, memory, learning interest, and individual learning pace significantly affect their ability to retain and use vocabulary. Students with limited vocabulary foundations experience difficulties in memorizing, pronouncing, and expressing vocabulary, particularly in speaking and translating activities. Externally, instructional practices, classroom conditions, and exposure to English influence vocabulary development. Although the teacher applied supportive strategies such as repetition, contextualization, and direct practice, challenges such as limited use of visual media, diverse student needs, and time constraints hindered optimal vocabulary learning. The study highlights that vocabulary learning difficulties in inclusive classrooms should be understood as a contextual and interactional phenomenon rather than solely as individual deficits. These findings emphasize the importance of adaptive teaching strategies and supportive learning environments in addressing vocabulary learning difficulties.

Needs Analysis on The Infusion of Eco-Literacy in English Reading: MNC University Students’ Voice Nurkhamidah, Neni; Go, Priskila
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.v14i1.8258

In response to the growing call for sustainable development and climate education, particularly in alignment with Sustainable Development Goal 13, this study explores students’ needs regarding the infusion of eco-literacy into English reading instruction. Although environmental themes have been introduced in the curriculum, little is known about how students experience and respond to eco-literacy in reading classes, which serve as a key input skill in language learning. This research aims to fill that gap by investigating the learning needs of English Education students at MNC University. Using a qualitative descriptive design, data were collected through open-ended questionnaires and semi-structured interviews. Thematic analysis was conducted to identify key patterns in participant responses. The results revealed six major themes: (1) Environmental Awareness & Responsibility, (2) Language Development, (3) Relevance & Real-Life Connection, (4) Engaging & Interactive Learning, (5) Student-Centered Learning, and (6) Variations of Topic. Participants preferred reading materials that are environmentally relevant, cognitively engaging, and linguistically accessible. These findings indicate that eco-literacy can enrich English reading instruction by fostering both language competence and environmental awareness. The study highlights the importance of designing student-centered, contextually relevant materials to ensure meaningful integration of sustainability in language education.

Enhancing Narrative and Visual Literacy of EFL Students through Bilingual Subtitled Historical Docudrama Adhariyanty, Widya; Nicholaus Wayong Kabelen
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.v14i1.9668

Many EFL learners experience difficulty understanding narrative structure and interpreting visual elements when exposed to authentic audiovisual materials. This study investigates the effect of bilingual-subtitled historical docudrama on students’ narrative and visual literacy. Using a quasi-experimental pretest–posttest control group design, 60 undergraduate EFL students (A2 level, CEFR) were divided into an experimental group (n=30) and a control group (n=30). The experimental group viewed a WR Soepratman historical docudrama with Indonesian–English subtitles, while the control group viewed the same video without subtitles. Results showed statistically significant improvements in both narrative and visual literacy in the experimental group compared to the control group (p < .001), with large effect sizes. The findings suggest that bilingual subtitles function as instructional scaffolding that supports dual literacy development. This study offers a novel contribution by integrating culturally grounded historical audiovisual media with bilingual subtitling to enhance narrative and visual literacy in EFL contexts.

Structure and Meaning in the Poem Kamu Tidak Istimewa: A Structural Analysis of Natasya Risky’s Work Munfaizzah, Siti; Siti Nur Afifatul Hikmah
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.v14i1.9711

This study examines the structural elements and meaning of the poem “Kamu Tidak Istimewa” by Natasya Riski through a structural approach. The research is based on the consideration that structural analysis in contemporary Indonesian poetry, particularly in exploring the relationship between form and meaning, remains limited. Therefore, this study aims to describe the physical structure and inner structure of the poem and to explain how these elements contribute to the construction of meaning. This research employs a qualitative descriptive method using textual analysis techniques, which involve identifying, classifying, and interpreting the structural elements of the poem. The physical structure analyzed includes diction, imagery, concrete words, figurative language, rhyme, and typography, while the inner structure consists of theme, feeling, tone, and message. The findings indicate that the poem utilizes reflective and evaluative diction, supported by the repetition of imperative expressions such as “Berbahagialah,” as well as contrasting imagery that presents differences between comfort and suffering. These structural elements work together to illustrate the speaker’s shift from a self-centered perspective toward a broader awareness of human experience. The use of concrete words and figurative language strengthens the emotional expression, while the free typographical form supports the reflective flow of the poem. This study demonstrates that repetition, imperative diction, and contrasting imagery function as structural devices that construct the poem’s critique of human egocentrism. The results of this study are expected to contribute to the development of literary studies, particularly in providing a more comprehensive understanding of structural analysis in contemporary Indonesian poetry.

The Effectiveness of the Integrative IBL Learning Model and Visual Media in Enhancing Conceptual Understanding of Balaghah: A Quasi-Experimental Study on Ulya Grade Students Rita Puspitasari; Muhammad Alaika Nasrulloh
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.v14i1.9793

Balaghah learning is often considered difficult and inapplicable by students due to the textual-conventional approach that is far from their context. This research offers significant novelty thru the development of an integrative learning model that combines the Inquiry-Based Learning (IBL) framework with specialized visual media to create contextual and meaningful balaghah learning experiences. This research aims to test the effectiveness of an inquiry-based balaghah learning model integrated with visual media in enhancing students' conceptual understanding. The novelty of this research lies in the integration of the inquiry process and visual rhetoric analysis, which has not been widely developed in balaghah teaching. The research uses a quasi-experimental design with a control group and an experimental group. The research participants were 40 students from the ulya class (equivalent to Madrasah Aliyah) of Pondok Pesantren Mukhtar Syafa'at, divided into two groups of 20 students each. The experimental group was given inquiry-based balaghah learning with the aid of visual media, while the control group followed conventional text-based learning. The research results show that the experimental group achieved higher conceptual understanding scores compared to the control group. The increase is consistent with an effect size in the medium to large category, indicating a practically significant impact. Furthermore, students in the experimental group were able to identify, differentiate, and analyze rhetorical elements in a visual context, while the control group tended to be limited to rote memorization. The conclusion of this research is that inquiry-based balaghah learning with visual media is proven to be more effective compared to conventional methods. These findings contribute to the development of a more contextual and student-centered pedagogy of balaghah.

Women’s Resistance to Patriarchy in the Little Women Movie by Greta Gerwig Ayu Sulistiawati; Ujang Suyatman; Agry Pramita
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.v14i1.10098

This study examines the representation of patriarchy and women’s resistance in the film Little Women (2019) directed by Greta Gerwig. The research aims to analyze how patriarchal norms are portrayed in the film and how the female characters respond to these constraints. The study is grounded in feminist theory, particularly Simone de Beauvoir’s existential feminism, which emphasizes women’s agency in defining their own identities and freedom. This research employs a qualitative descriptive method, using the film as the primary data source. Data were collected through purposive sampling of selected scenes that depict gender relations, dialogue, narrative actions, and visual elements associated with patriarchal structures and acts of resistance. The analysis focuses on cinematic aspects such as dialogue, characterization, spatial arrangement, costume, and symbolic imagery. The findings show that patriarchy in the film is represented through social expectations that prioritize marriage as women’s ultimate goal, limit women’s professional independence, and reinforce traditional domestic roles. Nevertheless, the March sisters challenge these restrictions through different forms of resistance. Verbal resistance appears through dialogue that rejects patriarchal norms, symbolic resistance emerges through creative and intellectual pursuits, and relational resistance is reflected in the solidarity and mutual support among the sisters. The study concludes that the film portrays women as active agents who negotiate autonomy and redefine their identities within patriarchal constraints.

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