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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

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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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An An Analysis of Anxiety in Speaking Class Among Students at BEC Academy in Learning English Ni Ketut Mangku; I Gede Budasi; Dewa Putu Ramendra
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.v14i1.10004

This research investigates speaking anxiety among students at BEC Academy, where oral communicative ability is highly associated with related to professional preparation. The study aims to evaluate (1) the level of students’ speaking anxiety, (2) the factors contributing to their anxiety, and (3) the instructional strategies employed by the English instructor to reduce anxiety during speaking activities. A mixed method research design was implemented. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) administered to 19 students, while qualitative data were obtained through classroom observations and semi structured interviews with selected students and the instructor. The findings reveal three main results. First, the majority of students experienced moderate speaking anxiety. Out of 19 students, 12 students (63.2%) were categorized as having a moderate level of speaking anxiety, 6 students (31.6%) were classified as having a high level of anxiety, only 1 student (5.3%) demonstrated a low level of speaking anxiety. Second, the factors contributing to students’ speaking anxiety include fear of making mistakes and negative evaluation, anxiety triggered by specific speaking tasks, influence of classmates, instructors and classroom atmosphere, self-confidence and negative self-perception, influence of past negative experiences, linguistics difficulties and language complexity, and external and situational factors. Third, this study found that the instructor implemented several strategies to reduce anxiety, including creating a supportive classroom atmosphere, providing positive reinforcement, using pair-based role play, providing scaffolding and structured preparation, applying delayed corrective feedback, and adjusting instructional tasks based on students’ observable emotional responses.

Exploring Students' Perspectives on the Effectiveness of Peer Assessment: A Qualitative Study Nabila Chairunnisa; Sukarno
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.v14i1.10066

Peer assessment has been widely implemented as an alternative assessment strategy to promote active learning and student engagement. However, its effectiveness remains debated, particularly from the students’ perspectives. This study aims to explore students’ perceptions of the effectiveness of peer assessment using a qualitative approach. The participants consisted of graduate students who had experienced peer assessment in academic settings. Data were collected through open-ended questionnaires and analyzed using thematic analysis, including coding, categorizing, and interpreting emerging themes. The findings revealed that peer assessment provides several benefits, such as enhancing critical thinking, promoting collaborative learning, and offering diverse perspectives for improving students’ work. However, challenges were also identified, including issues of trust, subjectivity, lack of expertise, and concerns about fairness in evaluation. The study highlights that the effectiveness of peer assessment is strongly influenced by students’ confidence in their peers’ abilities and the clarity of assessment guidelines. This research contributes to the existing literature by providing in-depth qualitative insights into students’ experiences, addressing the gap in understanding the subjective dimensions of peer assessment. It is recommended that educators implement structured guidelines and provide training to optimize the effectiveness of peer assessment.

Artificial Intelligence Application in English Writing Class: Students’ Perception and Experiences Amanda Ramadaniza; Ari Andre Rianyansa
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.v14i1.10086

This study aims to examine students’ perceptions and experiences regarding the application of Artificial Intelligence (AI) in writing English classes. A mixed-methods approach was used to conduct this study. The population and sample consisted of students from English Language Education Study Programs at Muhammadiyah University of Bengkulu, UIN Raden Mas Said Surakarta, and IAIN Curup, with a total of 43 students. Questionnaires and interview were used as instrument to address the research questions. Questionnaires were distributed to 43 students, while only 5 students were interviewed. The data were analyzed both quantitatively and qualitatively. For quantitative analysis, the data were analyzed using simple calculations involving percentages and mean values. For the qualitative data, coding methods were employed. Based on the research findings, students generally expressed positive perceptions toward the use of ChatGPT in writing instruction. The results indicate that ChatGPT contributes to students’ interest, motivation, engagement, and confidence in writing activities. Many students also believe that ChatGPT helps improve understanding, organize ideas, and enhance the overall quality of the learning experience. Additionally, some students view ChatGPT as a useful tool to support academic goals and future career development. However, not all students show a strong preference for using ChatGPT over conventional learning methods, as some remain neutral or are unsure of its effectiveness. Overall, although ChatGPT has potential as a tool to support EFL writing instruction, its effectiveness remains dependent on individual students’ preferences and experiences.

The Use of Poster Presentation as a Speaking Technique in Health-Issue Based Instruction: A Study of Public Health Students Ahsan Muzri.S; Muzdalifah Mahmud; La Sunra
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.v14i1.10128

This study investigated the use of poster presentation in health-issue-based speaking instruction and examined its effect on the speaking ability of Public Health students. The study employed a pre-experimental one-group pretest-posttest design involving 22 beginner-level Public Health students at Universitas Pancasakti Makassar, Indonesia. The treatment was conducted over eight meetings, with each meeting lasting 2 × 45 minutes, and focused on the topic of healthy and unhealthy food. Students prepared and orally presented posters as part of the instructional activities. Speaking performance was assessed by two raters using an analytic rubric adapted from Brown (2004), covering fluency, pronunciation, grammar, vocabulary, and comprehensibility. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired sample t-test, and Cohen’s d. The findings showed that the students’ mean speaking score increased from 60.83 in the pre-test to 64.06 in the post-test, with a mean difference of 3.23. The paired sample t-test revealed a statistically significant difference between the two scores (t = 4.163, df = 21, p < .001). The effect size analysis yielded Cohen’s d = 0.89, indicating a relatively strong within-group effect, although the raw-score improvement remained modest. These findings suggest that poster presentation can serve as an effective instructional strategy for improving speaking performance by helping students organize ideas, prepare content, and communicate information more clearly. The study also shows that integrating health-related topics into speaking instruction can make learning more contextual, meaningful, and relevant to Public Health students’ academic and professional needs.

The Self in Transition: Identity Formation and Crisis in Sally Rooney’s Normal People Kirana Auliarally Arsyanti; Ruly Indra Darmawan
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.v14i1.10131

This study explores the formation and crisis experienced by the main characters, Connell and Marianne, in Sally Rooney's novel Normal People. The problem in this study focuses on how external social pressures and domestic trauma cause the fracture of the subject's identity. Drawing on Jacques Lacan's psychoanalytic theory, specifically the three orders (Imaginary, Symbolic, and the Real), this study employs a descriptive-qualitative method with a literary psychoanalytic approach. The results of the study show that both characters exhibit eccentric identity formation, in which each character's feelings depend entirely on external validation from the Symbolic Order. Connell's crisis is triggered by the destruction of his social status, which causes the failure of the symbolic or automaton function. Meanwhile, for Marianne, this crisis is a cycle of self-deprecation, caused by unprocessed trauma that eventually settles in the realm of reality, which feels foreign and cannot be symbolized through language. This finding concludes that, if others fail to provide a stable label to the subject, the subject's identity is vulnerable to collapse. This study emphasizes that identity is often a fragile construct maintained through uncertain recognition of the external environment.

Repressed Memories as a Coping Mechanism: The Impact of Childhood Sexual Abuse Growth in The Perks of Being a Wallflower Beth Icalavida Unggul Dalih; Ruly Indra Darmawan
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.v14i1.10170

This article explores the repressed memories as a coping mechanism in Stephen Chbosky’s The Perks of Being a Wallflower, focusing on how the trauma of childhood sexual abuse impacts the victim’s psychological growth. Through using the Lacanian’s lens of the Real, the Symbolic, and the Imaginary (RSI), this research analyses how the trauma that is pushed into the Real, only resurface through behavioral triggers. The main character in this book, Charlie, as a subject represents a teenager whose a victim of childhood sexual abuse by his Aunt trying to repress his trauma by making a good idealize and reading book as his coping mechanism due to prevent psychic collapse. By analyzing Charlie’s mental breakdown, the study discovers that the return of Charlie’s hidden trauma is the key to his recovery psychology and personal growth. The transition from being an observer into a person who feels whole, allowing him to achieve self-acceptance and sense of inner peace through friendship.

English Word Formation in Indonesian Film Titles Rifina Fithrotunnisa; Sulistyowati
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.v14i1.10178

This article aims to investigate English word-formation processes that found in Indonesian film titles. Although English is a foreign language in Indonesia, but it is widely used in daily communication. English is also used in naming of Indonesian film titles. Film titles are easily found in public spaces and social media, making them relevant for linguistic analysis. The analysis of word formation using the word-formation classification proposed by Bauer (1983). This study uses a descriptive qualitative method. The data are collected from the Internet Movie Database (IMDb) and FilmIndonesia.or.id. The researcher selects film titles that contain English elements and analyzes how the words are formed. The findings show several types of word-formation processes, including inflection, derivation, compounding, blending, acronym, and coinage. These processes indicate that English is used creatively in Indonesian film titles, especially in blending formation.

Exploring English Department Students' Perceptions of Character AI in Enhancing Speaking Fluency: A Case Study Indaha Nawaya Kafabina; Hendi Pratama
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.v14i1.10181

In the era of rapid technological advancement, English-speaking fluency has become an essential skill for EFL learners. However, many students still face difficulties in developing speaking fluency due to limited opportunities for practice and psychological barriers such as anxiety and lack of confidence. This study explores English Department students’ perceptions of the use of Character AI in enhancing speaking fluency. This research employed a qualitative case study design involving ten students from Universitas Negeri Semarang. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings reveal that Character AI positively contributes to students’ speaking development by improving fluency, enriching vocabulary, and increasing confidence through a low-anxiety learning environment. In addition, the AI functions as a scaffolding partner that supports students in maintaining conversations and provides flexible opportunities for independent practice. However, several challenges were identified, including technical issues, limited features, occasional inaccuracies, and a lack of emotional interaction. Overall, Character AI is considered a useful supplementary tool for improving speaking fluency. These findings suggest that Character AI can serve as an effective supplementary tool in EFL speaking instruction when integrated with human interaction.

A Marxist Critique of Power and Social Class in The Great Gatsby Mauliana Tri Rusmawati; Ruly Indra Darmawan
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.v14i1.10201

This study analyzes how F. Scott Fitzgerald uses the class contrast between Jay Gatsby and Tom Buchanan in The Great Gatsby to critique capitalist power and social class structures. This study employs a descriptive qualitative method using text analysis techniques to examine words, phrases, sentences, and dialogues obtained through close reading. The analysis is grounded in Karl Marx’s Marxist theory, particularly the concepts of class struggle, capital accumulation, and ideological domination. The results of the study indicate that Fitzgerald constructs a sharp contrast between old money and new money through spatial division (East Egg and West Egg), differences in the sources of wealth (inheritance and self-made wealth), ideological superiority, and unequal social consequences. Although Gatsby possesses significant economic capital, he lacks the social legitimacy and structural power of Tom Buchanan. These findings show that the dominant class maintains its position not only through wealth ownership but also through inherited privileges, social recognition, and control over ideological norms. In contrast, individuals from the emerging class remain vulnerable to exclusion. Furthermore, the contrasting fates of the two figures highlight the structural protection afforded to the elite class. This study also demonstrates that interpersonal conflict serves as a micro-level representation of capitalist power, thereby revealing the limitations of social mobility within the capitalist system.

Women’s Language Features in Billie Eilish and Olivia Rodrigo Interviews Adelia Yuliana Bakari; Usman Pakaya; Jefriyanto Saud
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.v14i1.10222

This study examines how women's language features are used in press interviews conducted with Billie Eilish and Olivia Rodrigo. This research draws on Lakoff's (1975) theory, which outlines ten characteristics of women's language and seeks to identify the linguistic features that emerge from the spontaneous speech of both artists. The study uses a descriptive qualitative approach by studying statements from six press line interview videos retrieved from YouTube. It then prioritized the data with lexical hedges or fillers, tag questions, rising intonation, empty adjectives, precise color term, intensifiers, hypercorrect grammar, superpolite form, avoidance of strong words and emphatic stress using Lakoff classification criteria. The findings reveal that several features frequently appear in the interviews, particularly lexical hedges or fillers, intensifiers, empty adjectives, and emphatic stress. These features reflect the spontaneous and natural speaking style of the artists in media settings. The study does not aim to compare the two singers or evaluate which one uses more women’s language features; rather, it describes how each artist demonstrates linguistic patterns associated with women’s language in unscripted public interactions. The results contribute to sociolinguistic discussions on language and gender, particularly in contemporary media discourse involving young female celebrities.

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