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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 Archetype of the “Grumpy Old Man”: Individuation and Wholeness in Fredrick Backman’s A Man Called Ove Shabrina Almaira; Zuhrul Anam
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.v14i1.10356

This study examines the psychological transformation of the main character in Fredrik Backman’s novel A Man Called Ove through the lens of Carl Jung’s individuation theory. The research aims to explain how the individuation process enables an individual to overcome chronic loneliness and depression following the loss of a loved one. Using a qualitative descriptive method, the study analyzes narrative data, dialogues, and monologues categorized into Jungian archetypes: Persona, Shadow, Anima, and Self. The results demonstrate that Ove’s journey toward psychological wholeness begins with the failure of his defensive personas to resolve his inner suffering. This failure exposes his shadow, manifested through deep despair and repeated suicidal impulses. The findings further reveal the emergence of the anima, triggered by social interactions. This process culminates in the realization of the Self, where Ove achieves a supraordinate totality of the psyche, transitioning from isolation to communal belonging and social altruism. The study concludes that the individuation process allows for the transcendence of grief, leading to a state of psychological peace and a meaningful final legacy.

Authentic Content-Based Instruction in EFL Classrooms: Preparing University Students for Real-World Communication Rasmah N; Ayu Ashari; Emelia Fitri Limchio Sinaga; Zulkifli Surahmat; Markuna; Rahmaniar
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.v14i1.10362

This study examines the effectiveness of Authentic Content-Based Instruction (CBI) in enhancing university students’ English communication skills and their readiness for real-world communication. It addresses two research questions: whether authentic CBI leads to greater improvement in communication performance compared to conventional instruction, and how students perceive its relevance to real-world contexts. A quasi-experimental design was employed involving 50 undergraduate students divided into experimental and control groups. Data were collected through pre-test and post-test assessments, questionnaires, and supporting qualitative insights, and analyzed using paired and independent sample t-tests alongside effect size estimation. The results indicate that while both groups improved, the experimental group achieved substantially higher gains, with mean scores increasing from 65.21 to 82.45, compared to 64.87 to 72.13 in the control group, reflecting a large effect. Students also reported higher engagement, stronger perceived authenticity, and greater communication readiness. These findings demonstrate that integrating authentic materials and task-based activities fosters meaningful language use and accelerates communicative competence. The study advances Content-Based Instruction by positioning authenticity as a core pedagogical element and provides practical guidance for designing context-driven, real-world-oriented EFL instruction in higher education.

Exploring Authentic Assessment Strategies for EFL Speaking: The Experience of an Indonesian High School Teacher at Senior High School Anak Agung Ayu Mas Sukmawati; Luh Putu Artini; Putu Suarcaya; Ni Putu Era Marsakawati
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.v14i1.10408

This study aims to explore how an EFL teacher at SMA (SLUA) Saraswati 1 Denpasar designs and implements authentic speaking assessment under Curriculum Merdeka, which emphasizes competency-based and student-centered learning through meaningful real-life tasks. The study also identifies the challenges encountered during the assessment process. Employing a qualitative descriptive design, the research focused on one Grade XI class consisting of 20 students across three classroom meetings. Data were collected through classroom observations and semi-structured interviews with the teacher. The findings reveal that authentic speaking assessment was implemented through real-life-based tasks, including pair interviews, individual presentations, and role-plays on ordering food at a restaurant. These tasks were supported by analytic rubrics assessing fluency, pronunciation, vocabulary, grammar, and confidence. The use of pair work and direct feedback increased students’ engagement and confidence in speaking activities. However, several challenges were identified, including limited instructional time, large class size, limited integration of technology, insufficient formal training in assessment literacy, and limited practical guidance from the curriculum. Despite these constraints, the teacher demonstrated adaptive pedagogical creativity in aligning assessment practices with the principles of Curriculum Merdeka. The study highlights the need for stronger institutional support, professional development, and clearer assessment guidelines to ensure the effectiveness, consistency, and fairness of authentic speaking assessment in Indonesian secondary schools.

Students’ Strategies for Managing Speaking Anxiety in English-Medium Science Classrooms M. Raehan Baist Rizki; Alief Noor Farida
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.v14i1.10414

Speaking anxiety can still be considered one of the common challenges experienced by learners of English as a foreign language (EFL), especially in English-medium instruction (EMI) classrooms where students are required not only to understand subject content but also to express their ideas in English at the same time. Although many previous studies have discussed the causes of speaking anxiety, only a limited number of studies have explored how students actually manage this anxiety during classroom interaction. Therefore, this study attempts to explore students’ experiences of speaking anxiety as well as the strategies they use in an English-medium science classroom. This study employed a qualitative descriptive approach involving ten eighth-grade students selected through purposive sampling. The data were collected through semi-structured interviews and then analyzed using thematic analysis. The findings indicate that students’ speaking anxiety is influenced by several factors, which include language difficulties, challenges in explaining scientific concepts, and classroom conditions. At the same time, it was also found that students actively use various strategies to cope with these difficulties, such as preparation, simplifying explanations, self-correction, the use of gestures, code-switching, and self-regulation. Based on these findings, it can be understood that speaking anxiety in EMI science classrooms should not only be seen as a problem, but also as part of the learning process, since students do not simply experience anxiety but also respond to it in order to maintain their participation.

Exploring Pronunciation Difficulties in English Vocabulary Among Slow Learners in an Inclusive Classroom Raifa Naswa Khodijah; Didik Santoso
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.v14i1.10421

This study investigates pronunciation difficulties in English vocabulary experienced by a slow learner in an inclusive classroom. The research aimed to identify the types of pronunciation difficulties and the factors influencing them in classroom practice. A qualitative case study design was employed to explore the phenomenon in its natural setting. The participant was one slow learner in a third-grade inclusive elementary classroom, supported by one English teacher as a key informant. Data were collected through three classroom observations, semi-structured interviews, and documentation, then analyzed using thematic analysis. The findings revealed seven pronunciation difficulties grouped into three dimensions: phonological difficulties (elision of final consonants, sound confusion, vowel errors, and difficulty with consonant clusters), orthographic difficulties (spelling-based pronunciation and letter confusion), and affective difficulties (lack of confidence). These difficulties were interconnected and influenced by first language interference, limited phonological awareness, slower information processing, and classroom learning conditions. The study concludes that pronunciation difficulties experienced by slow learners are multidimensional and require differentiated pronunciation instruction, phonological awareness activities, and supportive learning environments in inclusive classrooms. This study contributes to limited research on slow learners in inclusive EFL settings by highlighting the interaction between phonological, cognitive, orthographic, and affective factors in pronunciation learning.

Investigating Students’ Anxiety Factors in Learning English at Junior High School Nadia Murtaza; Meristika Moetia
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.v14i1.10424

The purposes of this study were to find out the level of students’ anxiety in learning English at SMP N 1 Aceh Barat Daya and to describe its factors. The type of this research is descriptive qualitative research. The sample was 30 students of class VIII C and selected by using a random technique. There were two techniques of data collection: a questionnaire and an interview. The result of this study showed that 14 of the students (46,89%) had high anxiety, 11 of the students (37,5%) had middle anxiety, and five of the students (15.63%) were categorized as experiencing low anxiety. In addition, factors that contributed to students’ anxiety in learning English were a lack of confidence, fear of making mistakes, and fear of being judged. Students often doubt their ability to use English correctly, feel scared of saying the wrong thing, and worry about their errors.

Teacher Perception of Using Posters in Teaching English Vocabulary to Slow Learners Dian Fanny Sarahseti; Ernita Daulay
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.v14i1.10440

Vocabulary is an important foundation in learning English, but it becomes a particular challenge for slow learner students who require a more structured visual approach and repetition. This study aims to explore teachers’ perceptions of the use of posters in teaching English vocabulary to slow learner students in an inclusive elementary school. A descriptive qualitative design was used with one third-grade English teacher as a participant selected purposively. Data were collected through non-participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis by Braun and Clarke (2006). The results of the study found two main themes: first, the teacher has a positive perception of the effectiveness of posters in helping slow learner students understand vocabulary, increasing learning motivation, and strengthening memory through a poster rotation system every two to three weeks adjusted to the frequency of English learning once a week; second, the teacher faces challenges in limited time for media preparation and classroom management with students of different learning ability backgrounds. This study concludes that posters are a relevant medium and responsive to the learning needs of slow learner students, and the recommendations include the need for more adequate institutional support so that their implementation can run optimally and sustainably.

Vocabulary Learning Strategies Possessed by an Indonesian EFL Undergraduate Student During Authentic Novel Reading: A Qualitative Case Study Hasnah Angreiny; Didik Santoso; Ernita Daulay
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.v14i1.10455

Vocabulary acquisition constitutes one of the most demanding dimensions of English as a Foreign Language (EFL) learning, particularly within environments where authentic exposure to the target language is constrained. This qualitative case study investigates the vocabulary learning strategies (VLS) employed by an Indonesian EFL undergraduate student when engaging with an authentic literary text—specifically Franz Kafka's The Metamorphosis. Guided by the first research question regarding what vocabulary learning strategies the learner possesses during novel reading, the study draws upon Schmitt's (1997) taxonomic framework and Nation's (2001) cognitive processing model as theoretical foundations. Data were gathered through non-participant observation sessions and semi-structured in-depth interviews, supplemented by documentary evidence comprising the participant's written annotations and personal vocabulary records. Findings reveal that the participant employed a multi-layered repertoire of strategies, encompassing contextual inference, selective dictionary consultation, deliberate re-reading, marginal annotation, and personal vocabulary list construction. Analysis further demonstrates that strategy selection was governed by the learner's appraisal of a word's narrative significance, the frequency of its recurrence across chapters, and the extent to which lexical uncertainty disrupted overall reading comprehension. These findings underscore the inherently individualized and context-sensitive nature of vocabulary strategy use during sustained literary reading among EFL learners in Indonesian higher education. Pedagogical implications center on the need to foster explicit strategic awareness within EFL reading instruction, particularly through the integration of authentic literary texts as vehicles for vocabulary development.

Exploring the Pattern of Knowledge Management Practices in WhatsApp-Based Interactions among Indonesian EFL Learners Ahysta Favviru Noor Illah; Movi Riana Rahmawanti; Linda
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.v14i1.10515

Knowledge Management (KM) Practices play an essential role in supporting language learning, particularly in technology-mediated environments. Although previous studies have highlighted the importance of knowledge creation, sharing, utilization, and storing in educational context, limited research has investigated which KM dimensions are most prominent within WhatsApp-mediated EFL interactions. This study investigates the pattern of Knowledge Management practices in WhatsApp-based interactions among Indonesian university EFL students. An explanatory mixed-methods design was employed, involving a Likert-scale questionnaire administered to 33 students and semi-structured interviews with 15 participants. The findings indicate that knowledge storing (M = 3.47) and knowledge sharing (M = 3.38) were categorized as very high, suggesting that WhatsApp effectively supports knowledge storing and sharing processes. Knowledge creation (M = 3.12) was categorized as high, indicating that students were able to construct new understanding through collaborative discussion. In contrast, knowledge utilization (M = 2.85) received a comparatively lower score, suggesting challenges in applying acquired knowledge to learning tasks. Qualitative findings further revealed that WhatsApp promoted accessibility, flexibility, and active participation; however, structured instructional guidance remains necessary to facilitate deeper knowledge utilization. These findings contribute to Knowledge Management theory by demonstrating how mobile-mediated interactions support different KM dimensions in EFL contexts. Overall, WhatsApp-based interactions appear to be an effective platform for facilitating Knowledge Management practices, particularly knowledge storing and sharing among EFL learners.

Toponymy of Street Name Changes in Gorontalo City: An Anthropolinguistic Approach and its Contribution to Indonesian Language Learning Sri Justevani; Dakia N Djou; Asna Ntelu
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.v14i1.10557

Street naming, as part of odonymy studies, does not merely serve as a geographical marker but also represents history, cultural identity, and collective memory of the community. Although various studies on toponymy have been conducted, research specifically addressing street name changes in Gorontalo City from an anthropolinguistic perspective and their implications for Indonesian Language learning remains limited. This study aims to describe the relationship between street name changes and socio-cultural identity, analyze street name changes from a toponymy perspective, and explain their contribution to Indonesian Language learning. The study employs a descriptive qualitative method using observation, interview, and documentation techniques. Results show that street name changes in Gorontalo City are dominated by eponymic naming that uses names of national heroes, local figures, royal figures, and other influential persons. The change from Jalan Merdeka to Jalan Taki Niode and from Jalan Usman Isa to Jalan Raja Eyato reflects efforts to preserve local history and strengthen the cultural identity of the Gorontalo community. From an anthropolinguistic perspective, street names function as a medium for representing cultural values, collective memory, and reverence for figures of merit. The findings also indicate that toponymy studies can be utilized as contextual learning resources for biography texts, descriptive texts, and local culture-based literacy projects in Indonesian Language learning. Thus, street name changes are not merely administrative in function but also play a role in preserving cultural identity and developing education based on local wisdom.

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