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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

The Implementation of Collaborative Writing to Develop the Ability to Write Hortatory Exposition Text at Senior High School hasanah, fatonatul; Jaftiyatur Rohaniyah; Ina Daril Hanna
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.v14i1.10117

This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organising ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organizing ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study employs a qualitative approach using a case study design. Data sources were obtained from Year 11 teachers and students through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions using triangulation techniques to ensure data validity. The results of the study indicate that the implementation of collaborative writing was carried out through several stages, namely planning, drafting, revision, editing, and finalization in groups. This method proved capable of improving the quality of students’ writing in terms of text structure, idea development, and linguistic accuracy. Furthermore, collaborative writing also encourages active interaction, boosts learning motivation, and helps students to construct stronger arguments through discussion and peer feedback. However, there were several challenges, such as differences in students ‘abilities and uneven participation within groups. Overall, the study.

Marriage as a Mechanism of Power in Regency Era in Quinn’s Bridgerton the Duke and I Sukmaningsih, Putri Ayresti; Haryanti, Rahayu Puji
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.v14i1.10237

This study examines marriage as a mechanism of power in the Regency Era in Julia Quinn’s novel Bridgerton: The Duke and I (2000). It explores the representation of marriage in the novel, the construction of power through marriage, and the implications of this construction for women’s positions. This study employs a qualitative approach through close textual analysis using John Stuart Mill’s liberal feminist theory. The primary data are obtained from the novel, and the secondary data are taken from journal articles, books, and other sources related to the topic. The findings show that marriage is not just an individual’s relationship, but it is also portrayed as a social tradition, a life purpose, a continuation of lineage, and an economic status. Through its romantic narrative, marriage eventually operates as a form of power in Regency society through social pressure, reproductive obligations, legal and economic authority, and limitations on women’s life choices. This power construction shapes women’s positions, thus leading some female characters to resist rather than passively accept this marriage power. This study suggests that marriage in the novel is not only depicted as a romantic relationship but also as a mechanism of power that shapes women’s lives.

Exploring Teacher Experiences of Total Physical Response (TPR) to Teach English Vocabulary in Inclusive Elementary Classroom Harahap, Indah Permatasari; Dalimunte, Muhammad
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.v14i1.10298

This study aims to explore teachers’ experiences in implementing the Total Physical Response (TPR) method in teaching English vocabulary in inclusive elementary school classrooms. This study employs a qualitative approach using a case study design. The research participant was one English teacher selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation, and were analyzed using thematic analysis. The results indicate that the implementation of TPR was adaptive in nature, responding to the diverse needs of students. This method was found to enhance student engagement and participation, particularly through the use of movements that facilitate concrete understanding of vocabulary. However, the implementation of TPR also faced challenges, such as classroom management and differences in student characteristics. To address these issues, the teacher employed strategies such as assigning tasks in stages and adjusting the level of difficulty. This study confirms that the success of TPR in an inclusive context heavily depends on the teacher’s flexibility and role as a learning facilitator.

Utilization of Artificial Intelligence (AI) to Enhance Historical Literacy and Learning Interest of Grade 10 Students at Senior High School Pidda, Firdayanti; Idrus A. Rore; Fajar Nugroho
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.v14i1.10417

This study investigates the utilization of Artificial Intelligence (AI) to enhance historical literacy and learning interest among Grade 10 students at SMA Negeri 7 Palu. Low student engagement in history learning remains a persistent challenge due to teacher-centered instruction, rote memorization, and limited contextual learning experiences. This research employed a qualitative descriptive approach involving one history teacher and 35 Grade 10 students. Data were collected through classroom observation, interviews, and documentation. The study found that AI platforms such as ChatGPT, Gemini, and Perplexity AI increased students’ participation, confidence, curiosity, and motivation in history learning because AI provides interactive, personalized, and accessible learning experiences. Students became more active in classroom discussions and more confident in expressing historical opinions after independently exploring historical information through AI-assisted learning. The findings also indicate that teachers continue to play a crucial role as facilitators who guide students in critically evaluating AI-generated information and ensuring ethical technology use. The study concludes that pedagogically guided AI integration contributes positively to student-centered history learning and promotes stronger learning interest and historical literacy.

The Nantauraka tradition of the Kaili people in the city of Palu and its Educational Values Wasmi; Idrus A. Rore; Fajar Nugroho
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.v14i1.10481

Adat Nantauraka is a local cultural ritual tradition that reflects the identity and self‑awareness of the Kaili ethnic community in Mamboro Village, Palu City. This tradition is carried out as a ritual to ward off disasters, as well as an expression of gratitude so that the community may be spared from calamities and disease outbreaks. Historically, this custom has been practiced from the late 18th century to the early 19th century and has continued to endure through acculturation between local customs and Islamic teachings. This study aims to describe the historical background, the performance procedures, and the educational values contained in the Adat Nantauraka. The research uses a qualitative method with a descriptive approach through observation, interviews, and documentation, and is analyzed through data reduction, data presentation, and conclusion drawing. The results show that the ritual is carried out in three stages: 10 Muharram, 23 Muharram, and its peak in the month of Rajab. This tradition embodies the meaning of self‑purification and environmental purification, as well as the hope of being spared from harm. The educational values it conveys include religiosity, togetherness, cooperation, social responsibility, discipline, adherence to norms, respect for ancestors, environmental concern, as well as reflection and self‑control

Representing Cyberbullying Perpetrators in Indonesian Digital Media: A Critical Discourse Analysis of the Jakarta Post Erika Agustiana
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.v14i1.10517

This study examines how cyberbullying perpetrators are portrayed in Indonesian digital media through a Critical Discourse Analysis (CDA) of "Online Evil: Indonesia's Cyberbullying Problem" published by The Jakarta Post. It explores the linguistic representation of cyberbullying perpetrators and how such portrayals reflect social ideologies and digital culture in Indonesian society. Using a qualitative approach, the study applies Norman Fairclough's three-dimensional CDA framework alongside social actor representation theory and transitivity analysis. Data consisting of words, phrases, clauses, and sentences were collected through documentation and close reading, then analysed at micro, meso, and macro levels. Findings reveal that perpetrators are depicted through negative word choices, aggressive metaphors, transitivity patterns, and collectivization strategies. Anonymous perpetrators are framed as aggressive and destructive figures through expressions like "internet trolls" and "hateful comments", while relational perpetrators are represented collectively through social actor categorization. The study also shows that cyberbullying discourse is closely tied to digital pragmatics, including face-threatening acts, impoliteness, and online identity negotiation. Media narratives construct cyberbullying as symbolic violence and a social threat in digital spaces. These findings suggest that media discourse not only reports cyberbullying but also reproduces ideologies about deviant digital behaviour. Pedagogically, this study contributes to digital pragmatics and critical digital literacy instruction within Outcome-Based Education (OBE) frameworks in higher education.

The Relationship of Speaking Anxiety, Motivation, and Self-Confidence with Students’ Speaking Performance of Grade X at Vocation High School Winda, Brilianti Sastra; Siswana
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.v14i1.10614

This study aimed to investigate the relationships between speaking anxiety, motivation, self-confidence, and students’ speaking performance among Grade X students at SMK Jakarta Barat 1. The study employed a quantitative correlational research design involving 53 students selected through cluster sampling. The data were collected using questionnaires and speaking tests. The questionnaires were used to measure students’ speaking anxiety, motivation, and self-confidence, while the speaking test assessed students’ speaking performance based on fluency, accuracy, pronunciation, vocabulary, and comprehension. The data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis with the assistance of SPSS version 25. The findings revealed that speaking anxiety had a significant negative relationship with students’ speaking performance (r = -0.412, p = 0.002), indicating that students with higher anxiety levels tended to demonstrate lower speaking performance. In contrast, self-confidence showed a significant positive relationship with speaking performance (r = 0.370, p = 0.006), suggesting that students with higher self-confidence tended to perform better in speaking activities. Meanwhile, motivation showed a low positive correlation with speaking performance (r = 0.202, p = 0.148), but the relationship was not statistically significant. Furthermore, the regression analysis indicated that speaking anxiety and self-confidence were significant predictors of students’ speaking performance, whereas motivation was not significantly related to speaking performance. These findings indicate that psychological variables are associated with students’ speaking performance, particularly speaking anxiety and self-confidence. The study contributes to the understanding of psychological factors in English as a Foreign Language (EFL) speaking contexts by highlighting the importance of reducing speaking anxiety and strengthening students’ self-confidence to support better speaking performance.

Management of an Arabic Language Learning Program Based on Madrasah Self-Evaluation in Improving Learning Quality at Senior High School Aminah, Siti; 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.v14i1.10656

This study analyzes the management of an Arabic language learning program based on the Madrasah Self-Evaluation (Evaluasi Diri Madrasah/EDM) framework in improving learning quality at MAN 1 Mandailing Natal. Employing a descriptive qualitative approach, data were collected through observations, interviews with eight key informants (the head of the madrasah, vice principal for curriculum, Arabic language teachers, and students), and analysis of EDM reports and instructional documents. Data validity was ensured through triangulation techniques. The findings demonstrate that instructional management was implemented through four POAC stages: planning based on EDM data, organizing through a clear division of institutional responsibilities, implementation combining communicative and digital instructional methods, and supervision via academic observation and reflective evaluation. Critically, EDM integration functioned as a sustainable internal quality assurance mechanism, enabling evidence-based decision-making for teacher competency development and instructional improvement. This study concludes that the systematic integration of POAC-based learning management and Madrasah Self-Evaluation significantly enhances Arabic language learning quality and provides a replicable model for continuous educational improvement in madrasah contexts.

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