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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 2,402 Documents

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The Conceptual Metaphors and Frames of Happiness in Kimiya al-Sa‘adah: A Cognitive-Linguistic Study Nur Khofifah Saadiah; Sailal Arimi
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.v14i1.9066

The study examines the conceptual metaphors and frames found in a work by Imam al-Ghazali, Kimiya al-Sa‘adah. The analysis employs Conceptual Metaphor Theory (CMT) and frame analysis, using a qualitative descriptive method. The purpose of this study is to identify the conceptualization of “happiness” in the Islamic classical text and to contribute to cognitive linguistics. Based on the findings, the study identifies at least eight conceptual metaphors: HAPPINESS IS PURIFICATION, HAPPINESS IS CLOSENESS TO GOD, HAPPINESS IS SPIRITUAL GROWTH, HAPPINESS IS DEVOTIONAL INTIMACY, HAPPINESS IS DIVINE LOVE THAT GROWS, HAPPINESS IS REUNITING WITH GOD, HAPPINESS IS SELF-DISCIPLINE, and HAPPINESS IS AN ETERNAL SPIRITUAL JOURNEY. These conceptual metaphors form four frames through their underlying cognitive structures: self-purification, divine proximity, spiritual ascent, and eschatological reunion. From these findings, the researchers conclude that Imam al-Ghazali does not define happiness as worldly pleasure alone, but as the culmination of spiritual purification that leads a person back to God.

An SFL Analysis of Interpersonal Metafunction in Constructing President Prabowo's Moral Authority at the UNGA Rafiq al indra; Nur Aisyah Zulkifli
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.v14i1.9126

This study presents an SFL (Systemic Functional Linguistics) analysis of the Interpersonal Metafunction in President Prabowo's UNGA speech, focusing on the Mood and Modality systems to uncover the rhetorical strategies used in constructing his moral authority and negotiating Indonesia's role as a committed global actor. The analysis finds that while the Declarative Mood dominates to establish credibility, strategic shifts to the Interrogative Mood and the inclusive Imperative Mood ("We must...") are employed to actively engage the audience, demand moral reflection, and construct an accountable solidarity. The most significant finding is the dominance of High Value Modality, particularly the high frequency of High Deontic Modality ("must"), which linguistically elevates propositions such as the Two-State Solution to non-negotiable moral and political mandates. This choice is further reinforced by High Value Capacity/Willingness Modality, asserting Indonesia's credibility and agency. Overall, this sophisticated interpersonal strategy successfully positions President Prabowo as an authoritative and highly moral leader, linguistically imposing the highest level of conviction and demand for action upon the international community.

Implementing Vocabulary Teaching Strategies for Students with Disabilities Herianto; Abdullah; Geminastiti Sakkir
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.v14i1.9229

This research examines the use of vocabulary teaching techniques by English teachers for students with disabilities within a special education framework. The research is based on inclusive education concepts, highlighting the significance of adaptive and student-centered teaching methods to support learners with different needs, including those with hearing impairments. Vocabulary acquisition is a crucial aspect of English language learning; yet, children with disabilities frequently encounter challenges stemming from restricted auditory availability, cognitive diversity, and communication obstacles. These issues necessitate that educators implement instructional methodologies that transcend traditional teaching methods. This study utilized a qualitative descriptive research approach to thoroughly investigate classroom-based teaching strategies. The study was performed at SLB Negeri Wonomulyo. Data were gathered by non-participant classroom observations, comprehensive interviews, and document analysis involving one English instructor and eighth-grade students with disabilities. Classroom observations were conducted over six educational sessions to identify consistent teaching patterns and instructional methods. The gathered data were examined utilizing an interactive model that encompassed data condensation, data presentation, and conclusion formulation. The results indicate that the educator employs many interrelated tactics for vocabulary instruction. This encompasses tailored training according to students' proficiency levels, multisensory methodologies utilizing visual aids, gestures, and Total Physical Response (TPR), collaboration with a teaching assistant, sequential instructional design, and methodical repetition. Vocabulary is presented incrementally, first with tangible visual representations, succeeded by Indonesian explanations, and ultimately English word forms to guarantee understanding prior to memory. Furthermore, classroom management is implemented using a humanistic approach bolstered by collaborative effort. The study emphasizes that effective vocabulary learning for children with disabilities necessitates adaptable, flexible, and collaborative pedagogical approaches. The findings provide empirical insights into inclusive vocabulary instruction within special education settings and have practical implications for English educators dealing with challenged students.

Spiritual Symbolism in The Stone Roses (1989): A Barthesian Semiotic Analysis Axello Balya Putra; Arshyafca Abyan Jatikusumo; Euis Meinawati
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.v14i1.9281

This study examines spiritual symbolism in selected lyrics from The Stone Roses (1989) by The Stone Roses using Roland Barthes’ semiotic framework. Although symbolism has been widely explored in literary texts, alternative rock lyrics have rarely been analyzed through Barthes’ concepts of denotation, connotation, and myth, particularly in relation to spiritual meaning. This qualitative study analyzes four songs: “I Wanna Be Adored,” “Waterfall,” “I Am the Resurrection,” and “She Bangs the Drums.” The findings reveal recurring symbols of water, resurrection, rhythm, and adoration that construct a myth of spiritual self-awakening and collective transcendence. The study positions the album as a poetic text that encodes modern spiritual identity through secular rock expression.

Developing Interactive Speaking Flashcards Integrated with Revised Bloom’s Taxonomy for Junior High School Students Ferry Desryananda; Bambang Irfani; Zakiyah
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.v14i1.9287

Speaking remains a challenging skill for junior high school students in English as a Foreign Language (EFL) context, as classroom activities often emphasize lower-order cognitive tasks and provide limited support for structured oral expression. This study aimed to develop interactive speaking flashcards integrated with Revised Bloom’s Taxonomy to facilitate HOTS-oriented speaking tasks, specifically analyzing (C4), evaluating (C5), and creating (C6). Using a Research and Development (R&D) approach, the study produced three types of flashcards, story/scenario, multiple-choice, and game-based, designed to guide students through cognitively structured speaking activities. The product was validated by experts and implemented in a small-scale classroom tryout. Expert validation results showed that the flashcards achieved valid to very valid categories, with mean scores of 3.47 (language), 4.53 (media), and 4.20 (content), supported by acceptable content validity based on Aiken’s V. Classroom implementation indicated that the flashcards were practically usable within a 25-minute lesson, as all implementation indicators were fulfilled (100% observation score). Students’ responses, measured through a Self-Determination Theory–based questionnaire, showed high agreement across autonomy (M = 3.93), competence (M = 3.92), and relatedness (M = 3.90). Overall, the findings indicate that the developed flashcards are feasible and practical instructional media for supporting structured, HOTS-oriented speaking tasks in junior high school EFL classrooms.

Pragmatic Functions of Code-Switching in Kaleb J’s Song “It’s Only Me" Deaphenia Dordia Josanis Hia; Euis Meinawati
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.v14i1.9316

This study investigates the pragmatic functions of code-switching in an Indonesian bilingual pop song, drawing on translanguaging theory as its primary analytical framework. Focusing on how systematic alternation between Bahasa Indonesia and English contributes to emotional expression and narrative organisation. Despite the growing presence of bilingual lyrics in Indonesian popular music, previous studies have largely concentrated on structural classification rather than pragmatic meaning. Addressing this gap, the study aims to identify, classify, and interpret instances of code-switching as deliberate communicative strategies. Employing a descriptive qualitative research design, the official song lyrics were segmented and analysed through structural classification and pragmatic discourse analysis, informed by translanguaging theory. The findings reveal that all instances of code-switching occur inter-sententially and follow a consistent verse–chorus pattern. Specifically, all switches occur at section boundaries, with Bahasa Indonesia dominating verses and the bridge, while English is used exclusively in the chorus. Bahasa Indonesia is used to convey intimacy and emotional vulnerability, while English functions to express emphasis, universality, and poetic appeal, together shaping the song's emotional progression and reinforcing its bilingual artistic identity. The study concludes that code-switching in Indonesian pop music is pragmatically motivated and artistically integral, highlighting bilingual lyrics as purposeful communicative acts rather than stylistic ornamentation. This study contributes to sociolinguistics and discourse analysis by demonstrating how bilingual song lyrics constitute intentional, meaning-oriented communicative texts.

The Effect of Using English Songs by Olivia Dean through Spotify on Students’ Vocabulary Mastery at Vocation High School Raifhannisa Adiibah Alvan; Ade Ismail Ramadhan Hamid; Abdul Halim
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.v14i1.9360

This study aims to investigate the effect of using English songs by Olivia Dean through Spotify on students’ vocabulary mastery at SMK Negeri 1 Tenggarong. Vocabulary mastery is an essential component for supporting both academic achievement and workplace communication in vocational contexts, yet conventional instruction often lacks engagement. This study employed a quantitative one-group pre-experimental pretest–posttest design involving 34 eleventh-grade students from the Accounting and Financial Institution program selected through purposive sampling. The instrument was a fill-gap lyric vocabulary test based on the song “So Easy (To Fall In Love).” Data were collected through a pretest, four treatment sessions, and a posttest, and analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. The results show a significant improvement in students’ vocabulary mastery, with mean scores increasing from 57.06 in the pretest to 92.35 in the posttest (Z = -5.125, p < 0.05, r = 0.879). The effect size indicates a very strong impact. These findings demonstrate a significant pedagogical impact of integrating structured song-based instruction through digital platforms. In practice, vocational EFL teachers can incorporate lyric-based listening activities and repeated exposure through streaming platforms to support effective and engaging vocabulary learning.

Using Songs to Facilitate English Vocabulary Learning Among Indonesian High School Student`s Sri Ratna Nur Citra Dewi; Abid; Irmawaty Umar
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.v14i1.9385

This research investigated the effectiveness of using English songs to improve vocabulary mastery among eighth-grade students at MTs Al-Huda Gorontalo. A quantitative approach with a pre-experimental one-group pre-test–post-test design was employed. The participants consisted of 26 students from one eighth-grade class. The treatment was conducted in four sessions using two English religious songs, Thank You Allah and Insya Allah by Maher Zain. The vocabulary instruction focused on three categories: nouns, verbs, and adjectives. Data were analyzed using descriptive statistics and a paired sample t-test. The results showed a substantial improvement in students’ vocabulary mastery after the treatment. The mean score increased from 67.50 in the pre-test to 89.62 in the post-test. The paired sample t-test revealed a statistically significant difference between the two tests (t = –9.802, p < 0.05). These findings indicate that song-based instruction significantly enhanced students’ ability to recognize and understand targeted vocabulary items.

An Analysis of Protest Posters on RUU Pilkada Demonstration: A Landry Bourhis Linguistic Landscape Study: A Landry Bourhis Linguistic Landscape Study Mochamad Riza Fahlivi; Fitri Rakhmawati; Khristianto; Sulasih Nurhayati
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.v14i1.9396

This study examines how language choice in protest posters functions informatively and symbolically during demonstrations opposing the RUU Pilkada decision of Indonesia’s Constitutional Court in 2024. Employing the linguistic landscape framework established by Landry and Bourhis (1997), this study examines protest posters as public texts that signify political identity, power dynamics, and ideological stances. The data consist of 38 protest posters collected from the social media platform X using the hashtag #KawalPutusanMK. These posters were categorized into three language types: monolingual Indonesian, monolingual English, and bilingual Indonesian–English. Qualitative textual transcription and interpretive analysis were employed to examine the posters’ linguistic functions. The results show that monolingual Indonesian dominates the dataset (68.42%), followed by monolingual English (23.68%) and bilingual posters (7.89%). Indonesian is primarily used to communicate directly with local audiences and to construct a shared national political identity. In contrast, English and bilingual language choices are used strategically to frame local political criticism within global discourses of democracy, power, and human rights, which attracts greater attention in digital circulation. The results further indicate that protest posters mainly articulate power relations and ideological orientations, demonstrating how language is used to challenge political authority and express resistance across both physical and online spaces. This study contributes to linguistic landscape research by highlighting the role of temporary protest posters as strategic communicative resources in contemporary Indonesian political activism.

Enhancing Vocabulary Learning of Young Learners through Collaborative Strategies in English Classroom Amelia Nurjihaan; Ummi Nur Laila Sulistyani
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.v14i1.9408

The language development of young learners depends on their acquisition of fundamental English vocabulary. However, a lot of Indonesian elementary school students still have problems learning new words, especially those who live in rural regions. The purpose of this study was to investigate how well collaborative learning enhances young learners' vocabulary in English. Students in the second grade at SD Negeri 2 Pogung were included in a mixed methods study. While qualitative data came from student interviews and classroom observations, quantitative data was gathered using a pre-test and post-test design and examined using descriptive statistics and a paired samples t-test. The results showed that students' vocabulary achievement had significantly improved, with the mean score rising from 49.4 in the pre-test to 76.6 in the post-test. Additionally, the improvement was statistically significant (p <.001) according to the paired samples t-test. In addition to the quantitative improvements, qualitative findings revealed that students thought peer interaction and group activities were beneficial for learning, remembering, and using new vocabulary. The findings indicate that collaborative learning could serve as a useful educational strategy for improving vocabulary growth and student engagement for young learners, especially in elementary school settings that lack access to technology.

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