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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 2,318 Documents

228 229 230 231 232

A Needs Analysis of English for Graphic Design Students: A Case Study at Vocation High School Yulin Rabaiya; Nurlaila Husain; Haris Danial
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.v14i1.10134

This study aims to analyze the English learning needs of graphic design students at SMK Negeri 1 Dungaliyo, focusing on target needs and learning needs within the framework of English for Specific Purposes (ESP). This research employed a mixed methods design with an exploratory sequential approach. Quantitative data were collected through questionnaires, while qualitative data were obtained through semi-structured interviews and classroom observations. The findings reveal that students need English primarily for professional communication, understanding design-related materials, and presenting their work. However, current learning practices still emphasize General English rather than ESP-based instruction. Students also face challenges such as limited mastery of technical vocabulary, low confidence in speaking, and lack of contextual learning materials. In addition, teaching strategies are still dominated by teacher-centered methods with limited use of interactive and contextual approaches. Therefore, this study suggests the need to develop English learning materials and strategies that are more relevant to the field of graphic design to better support students’ academic and professional needs.

A Study on the Causes of Academic Procrastination in Thesis Completion among English Undergraduate Students Septia Nanda, Carita; Eliwarti; M. Syarfi
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.v14i1.10163

Academic procrastination is a widespread phenomenon among university students, particularly among English undergraduates when completing their final academic requirement, the thesis. Utilizing a qualitative research design with a phenomenological approach, this study aims to explore how students experience academic procrastination during the process of thesis completion and to identify the causes behind this behavior. Ten final-year undergraduate students (five from the 2020 cohort and five from the 2021 cohort) of the English Study Program at FKIP Universitas Riau were selected using a purposive sampling. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that (1) tendencies of academic procrastination in thesis completion were evident, as reflected in procrastination in starting the thesis, procrastination in working on thesis, gaps between planned and actual action, and preferring more enjoyable activities; and (2) the causes of academic procrastination can be categorized into internal and external factors. Internal factors included psychological conditions (low motivation, unstable mood, laziness, stress, anxiety, fear of making mistakes, and confusion), physical conditions (fatigue due to academic and work demands and illnesses), and linguistic and conceptual challenges. External factors involved environmental conditions, family-related issues, supervision-related issues, institutional issues, and social (peer) issues.

An Analysis of Pronunciation Speech Error Produced by First Semester Student in Retelling the Contents of Maudy Ayunda’s Youtube Channel Putri, Hilmalia; Bahrudin, Dinar Vincy Yunitaka; Hidayah, Linta Wafdan
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.v14i1.10227

This study aims to analyze the pronunciation errors produced by first-semester students in retelling the content of Maudy Ayunda’s YouTube channel. The research focuses on identifying the types of pronunciation errors, determining the dominant errors, and exploring the factors causing these errors. This study employed a qualitative approach with a case study design involving 15 first-semester students of the English Education Study Program. The data were collected through observation, interviews, documentation, and students’ recorded speech, and analyzed using the interactive model of data analysis. The findings reveal that students produce two major types of pronunciation errors, namely segmental and suprasegmental errors. Segmental errors are found to be the most dominant, including substitution, omission, and addition errors in both vowel and consonant sounds. Meanwhile, suprasegmental errors are identified in word stress, intonation, and rhythm, which significantly affect the clarity and naturalness of students’ speech. The study also finds that pronunciation errors are influenced by both linguistic factors, such as first language interference, unfamiliar sounds, and limited vocabulary, and non-linguistic factors, including lack of practice, nervousness, and lack of confidence. In addition, YouTube is found to have a positive role in providing authentic pronunciation input, although its effectiveness depends on active speaking practice. In conclusion, pronunciation errors among first-semester students are complex and influenced by multiple factors. Therefore, an integrated and practice-oriented approach is needed to improve students’ pronunciation accuracy and speaking performance.

The Implementation of Chatgpt as Pedagogical Tool for Vocabulary Learning at Tenth Grade Students of Ma Miftahul Ulum Bettet Pamekasan Ulfah; Rini Listyowati; Rohaniyah
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.v14i1.10264

This study aims to investigate the implementation of ChatGPT as a pedagogical tool in English vocabulary learning and to explore students' learning experiences in its use. This study used a qualitative approach with a case study design conducted in grades X-I at MA Miftahul Ulum Bettet Pamekasan. Participants consisted of 41 students, with 20 students selected for interviews using simple random sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using qualitative descriptive analysis. The findings indicate that ChatGPT implementation was carried out systematically through three main stages: pre-activity, during-activity, and post-activity. During the during-activity stage, ChatGPT was actively used for vocabulary practice, prompt creation, and interactive quizzes, which encouraged student-centered and collaborative learning. Furthermore, the results indicate that students' learning experiences can be categorized into cognitive, positive, and effective aspects. Cognitively, ChatGPT facilitated better vocabulary comprehension and retention through repetition and contextual learning. Positively, students showed positive attitudes, increased motivation, and higher engagement due to the interactive and enjoyable learning experience. ChatGPT effectively improves learning efficiency by providing immediate feedback and easy access to information. Overall, this study highlights that ChatGPT is not only a technological tool but also an effective pedagogical instrument that improves vocabulary acquisition and student engagement. These findings suggest that integrating AI-based tools into language learning can significantly improve instruction quality and support a more interactive and meaningful learning environment.

Teacher’s Strategies for Teaching English Vocabulary to Slow Learner in Inclusive Classroom Nasution, Tuti Alawiyah Ramadani; Ismahani , Siti
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.v14i1.10299

This study aims to identify teachers’ strategies for teaching English vocabulary to slow learners in inclusive classrooms, as well as to uncover the challenges faced and the solutions implemented. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation, and then analyzed thematically. The results of the study revealed six strategies used by teachers: repetition, Total Physical Response (TPR), explicit phonics instruction, the use of visual media, games, and task differentiation. The challenges that emerged included a lack of parental support and difficulties with the pronunciation of consonant clusters, which teachers addressed through the Family Literacy Movement (GLK) and a step-by-step phonics approach. These findings underscore the importance of multisensory and adaptive strategies in vocabulary learning in inclusive classrooms, while also providing practical guidance for English teachers.

Implicature as Social Criticism of Asian American Stereotypes in Jimmy O. Yang’s Stand-Up Comedy Dio Alif Dwitama; Dadan Rusmana; Ice Sariyati
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.v14i1.10318

This study examines how pragmatic violations in stand-up comedy function as a strategy for social criticism, focusing on Jimmy O. Yang’s performances in Good Deal (2020) and Guess How Much (2023). The research aims to identify the types of conversational maxims flouted and to analyze how the resulting implicatures challenge dominant Asian American stereotypes. Using a qualitative approach with a data condensation method, this study applies Grice’s (1975) cooperative principle to classify maxim violations and employs intersectional sociological frameworks to interpret their critical meanings. The analysis identifies 79 utterances containing conversational implicatures that function as social critique. The findings show that the maxim of Quality is the most frequently flouted, with 56 occurrences, mainly through irony and hyperbole to produce cognitive incongruity. These pragmatic violations are consistently directed at four dominant stereotypes: the perpetual foreigner label (27 occurrences), economic stereotypes related to immigrant frugality (21 occurrences), the emasculation of Asian men (16 occurrences), and the model minority myth (15 occurrences). These results demonstrate that maxim flouting operates as a systematic linguistic strategy rather than a purely comedic device. Yang uses implicature to expose contradictions within hegemonic narratives and to challenge Eurocentric perspectives on Asian American identity. This study suggest that stand-up comedy can function as a form of socio-political discourse, where pragmatic non-observance serves as an effective tool for resistance and identity reconstruction.

Interpersonal Character Development of the Main Characters in Sally Rooney’s Normal People Novel (2018) Putri Apriliany, Dwi; Dadan Rusmana; Udayani Permanaludin
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.v14i1.10343

This study examines the interpersonal character development of Marianne and Connell in Sally Rooney’s novel Normal People (2018). The objective is to analyze how their relationship acts as a catalyst for their transformation into round characters and to identify the characterization techniques used to portray this growth. The analysis focuses on three dimensions of personality complexity which are self-perception, relational power/social position, and emotional vulnerability. This study uses a qualitative descriptive method with an objective literary criticism approach and applies the theory of character and characterization by E. M. Forster as the main theory, along with characterization theories by Robert Stanton and Hawthorn. The results show that Marianne and Connell experience significant transformations due to the interpersonal relationships they go through. Marianne develops from a socially isolated individual with low self-esteem into someone who gains social acceptance and has a healthier understanding of emotional dependence. Meanwhile, Connell develops from an individual who has social stability but is internally vulnerable into someone who becomes aware of his emotional needs and is able to express his vulnerability to Marianne. This development confirms that both characters are complex and dynamic round characters. In addition, Rooney mainly uses indirect characterization techniques through narration, dialogue, and the characters’ thoughts, which allow readers to understand the characters’ development processes in depth, while direct characterization is used in a limited way to build the initial image of the characters. Therefore, interpersonal relationships play a key role as the main mechanism in driving character development in this novel.

Students’ Perception of Informal Assessment in the English Classroom At MYLIBERTY Lakasim, Muh Nofal; Sartin T. Miolo; Haris Danial
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.v14i1.10389

This study aims to investigate students’ perceptions of informal assessment in the English classroom at MYLIBERTY in a mixed-age learning environment. This study used a descriptive quantitative design with one variable, namely students’ perceptions of informal assessment. The participants were 20 students selected through purposive sampling. The instrument was a questionnaire with 24 Likert-scale statements based on Robbins’ theory of perception (1996) and Brown’s concept of informal assessment (2004). Data were analyzed using descriptive statistics, including frequency, percentage, and mean score. The results show that students have a very positive perception of informal assessment in all dimensions, namely perceiver factors, object factors, and situational context factors. The highest result was found in perceiver factors, especially motivation and attitude, showing that students feel more confident and motivated during informal assessment activities. Object factors such as assessment types, clarity of instructions, and novelty were also rated positively, indicating that informal assessment is considered clear, varied, and interesting. In situational context factors, students also responded positively to time allocation, classroom conditions, and social interaction, which support a comfortable learning environment. Overall, informal assessment helps increase students’ participation, confidence, and engagement in learning English. In conclusion, informal assessment gives a positive impact on students’ learning experience in mixed-age classrooms.

Teacher Challenges and Strategies in Implementing the Deep Learning Approach to Improve Speaking Skills in Narrative Inquiry Khoda, Khodatul Jannah; Aris, Arisandi Setiyawan
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.v14i1.10104

Abstract This study aims to examine the application of the deep learning approach in learning speaking skills in the context of English as a Foreign Language (EFL), with a focus on teacher experiences, challenges, and strategies. This research is motivated by the need for more meaningful and student-centered speaking learning, where students not only understand the structure of language, but are also able to use it confidently in real communication. This study uses a qualitative approach with a narrative inquiry method to explore the experience of an English teacher at SMA Negeri 2 Pamekasan. Data were collected through a narrative framework and semi-structured interviews, then analyzed using thematic analysis. The results of the study show that the application of the deep learning approach in speaking learning is a complex and contextual process, involving cognitive, affective, and situational aspects. Three main themes were found in the study. First, meaningful speaking learning emphasizes the importance of real context, active engagement, and strengthening student confidence. Second, challenges in learning to speak include students' anxiety, limited learning time, and differences in ability levels in the classroom. Third, teacher strategies include the application of scaffolding, the creation of a supportive learning environment, the use of engaging activities, the provision of constructive feedback, and reflection practices. These findings show that the success of speaking learning is determined not only by linguistic aspects, but also by students' psychological readiness and teacher ability to adapt learning strategies. Thus, the deep learning approach has strong potential in improving speaking skills through meaningful and reflective learning, although its implementation requires continuous adjustment to classroom conditions.

The Implementation of Clipping Media in English Learning : A Case Study on Student’s Vocabulary Mastery at Senior High School Ningsih, Fitriya; Yuliawati, Fitrah; Setiawan, Arisandi
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.v14i1.10105

This study aims to determine the implementation of clipping media in English learning to improve vocabulary mastery of class XA students at SMAN 4 Pamekasan. This study used a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The results showed that the use of authentic text-based clipping media made a positive contribution to improving students' vocabulary mastery. Students were able to understand the meaning of words through sentence context and showed increased participation during the learning process. In addition, students gave a positive response to the use of clipping media because it made learning more interesting and meaningful. However, there were several obstacles such as differences in student abilities and time constraints. Overall, clipping media can be an effective alternative in improving students' vocabulary mastery.

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