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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

237 238 239 240 241

The Reintegration of Anomie Portrayed in Room by Emma Donoghue Pamella Viviana Kusnadi; Karina Hanum Luthfia
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.v14i1.10575

This study analyzes the social conditions that drove Ma, the mother in Emma Donoghue's novel Room (2010), to attempt suicide after escaping seven years of captivity. The novel is narrated from the perspective of Jack, Ma's five-year-old son, whose viewpoint frames every event, including his mother's psychological breakdown after their escape. While previous research has mostly interpreted Ma's crisis as a continuation of captivity trauma, this study argues that her breakdown is better understood through Émile Durkheim's (1897/1951) concept of anomie the collapse of normative coherence that leaves an individual without a stable social foundation. Using qualitative literary analysis, this study closely examines the post-escape sections of the novel, focusing on Ma's encounters with her family, a medical clinic, and the media. The findings suggest that the conflicting expectations imposed simultaneously by these institutions render Ma's reintegration structurally destructive rather than restorative. Her suicide attempt thus emerges not as a private act of despair but as a social fact produced by her position within a current that fails to accommodate her new identity. Her survival, however, is sustained not by institutional recovery but by the relational bond between Ma and Jack, which functions as the novel's balancing structure. This study contributes a Durkheimian sociological reading of Room, an approach not yet developed in existing literary scholarship on the novel.

A Contrastive Analysis of Fi’il Mudhari’ and Its English Translation Equivalents in Surah Al-Kahf: A Study of Saheeh International Translation Melgiyani; Dedi Sulaeman; Andang Saehu
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.v14i1.10603

This study analyzes the functions of fi’il mudhari’ in Surah Al-Kahf and their English translation equivalents in the Saheeh International translation. Although previous studies have discussed fi’il mudhari’ and the relationship between Arabic and English tenses, few studies have focused on how the various meanings of fi’il mudhari’ are translated into English in Qur’anic texts. Therefore, this study aims to identify the functions of fi’il mudhari’ in Surah Al-Kahf and explain how these functions are represented in English translation. This study uses a qualitative descriptive method with a contrastive analysis approach to compare Arabic and English grammatical and semantic systems. The data consist of 162 occurrences of fi’il mudhari’ found in Surah Al-Kahf (verses 1–110). The findings show that fi’il mudhari’ has wider meanings and functions than the English simple present tense. In many cases, it is translated into the simple present when expressing habitual actions, repeated activities, and general truths. However, fi’il mudhari’ can also express future meaning, purpose, commands, prohibitions, and other meanings depending on the context and grammatical structure. As a result, its English translations appear in different forms, such as the simple present, future, modal, infinitive, and imperative forms. The study also finds that English simple present forms do not always come from fi’il mudhari’. Some are translated from other Arabic structures, including jumlah ismiyyah, ism fa’il, and ism tafdil. These findings help explain the differences between Arabic and English grammatical systems and provide a better understanding of Qur’anic translation. The study concludes that the relationship between fi’il mudhari’ and the English simple present tense is only partial because the meaning of fi’il mudhari’ depends not only on grammar but also on context.

Fostering Professional Communication Competence through ESP-Based Business Document Writing among Business Management Students Vidya Arisandi; Depi Prihamdani; Karina Chintya Lestari
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.v14i1.10625

This study examines the implementation of business document writing within an English for Business Management course and its impact on the development of professional communication competencies among Business Management students. The research addresses the need for workplace-oriented English instruction that equips students to produce business documents that are clear, systematic, formal, and appropriate for professional contexts. Employing a mixed-methods approach, the study involved 120 second-semester Business Management students from four classes. Data collection methods included pretest and posttest writing tasks, a business document writing rubric, analysis of students’ written products, classroom observations, open-ended questions, questionnaires, and interviews. Quantitative data were analyzed descriptively by comparing pretest and posttest score ranges, while qualitative data were examined using thematic coding. The findings indicate that business document writing was integrated through ESP-based activities, including brainstorming, document analysis, case-based writing tasks, feedback, revision, and portfolio development. Students’ writing performance improved from a pretest score range of 40–60 to a posttest range of 69–80, with notable progress in content relevance, document structure, language use, business vocabulary, and mechanics. Qualitative results further reveal increased student awareness of key aspects of professional communication, including communicative purpose, audience awareness, document structure, formality, tone, message clarity, business vocabulary, and workplace context. The study concludes that business document writing serves as a relevant pedagogical strategy in ESP-based Business English instruction, bridging English learning with authentic workplace communication needs. However, the findings should be interpreted in context, given the descriptive nature of the quantitative data and the study’s focus on a single institutional and course setting.

Teacher’s Elicitation Techniques in English for Nursing: A Classroom Interaction Analysis Alpian Haju; 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.v14i1.10634

This study describes the types of elicitation techniques used by an English teacher during classroom interaction in English for Nursing learning at SMK Negeri 1 Bulango Selatan. This research employed a qualitative case study design. Data were collected through five classroom observations and video recordings involving one English teacher who taught eleventh-grade nursing students. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data condensation, data display, and conclusion drawing. The analysis was based on Tsui’s (1995) elicitation framework, which classifies elicitation into six types: elicit inform, elicit confirm, elicit agree, elicit commit, elicit repeat, and elicit clarify. The findings revealed that the teacher used four types of elicitation techniques, namely elicit inform, elicit confirm, elicit agree, and elicit repeat. Among these, elicit inform was the most dominant because the teacher frequently used informational questions to check students’ understanding and encourage participation during classroom interaction. The findings also showed that elicitation techniques contributed to increasing students’ participation in English for Nursing learning, although most students’ responses remained short and simple. In addition, elicit commit and elicit clarify were not identified during the observations, indicating that classroom interaction had not fully encouraged elaborative and critical communication. These findings suggest that elicitation techniques play an important role in supporting interactive communication and professional language learning in ESP nursing contexts. Keywords: elicitation techniques; classroom interaction; English for Nursing; English for Specific Purposes.

Challenges in Designing and Developing English for Specific Purposes in ELT Ester Kinasih Silalahi; Bahagia Saragih; Anissa Salsabila; Aisyah Purnama Nasution; Jumita Simbolon
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.v14i1.10638

English for Specific Purposes (ESP) is a branch of English language teaching that addresses the specialized linguistic needs of learners with particular professional or academic goals. The development of ESP programs is grounded in a systematic analysis of learners' objectives, needs, and target tasks. In this context, teachers are responsible for designing courses, setting learning objectives, fostering a supportive learning environment, and evaluating student progress, while learners are characterized by their specific motivation, subject-matter knowledge, and individual learning approaches. Nevertheless, ESP instruction presents numerous challenges. Teacher-related challenges include inadequate teaching materials, insufficient professional preparation, and a lack of theoretical grounding. Student-related challenges encompass limited English proficiency, poor vocabulary mastery, and difficulty using ESP terminology effectively. Environmental challenges involve limited instructional resources, overcrowded classes, and excessive examination pressure. This study aims to examine the roles of teachers and students, identify the challenges encountered in ESP instruction, and provide an overview of ESP concepts and teaching strategies within the broader framework of English Language Teaching (ELT).

Innovation Technology and Pedagogy in English Language Classroom: Opportunities and Challenges in Vocational Education Beni Wijaya; Darmaliana Darmaliana; Zakaria; Sri Endah Kusmartini; Eli Yeny; Amalia Hayyu Alditria; Nafizsha Donna Rienvillia; Syavira Riski Eriyanto
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.v14i1.10645

As vocational English emphasizes authentic workplace communication and digital literacy, this study examined integration of innovation technology and pedagogy in a vocational school. It investigated how vocational English teachers used technology innovation in the classroom, the opportunities it offered to help students become more proficient in the language, and the challenges encountered when putting it into practice. Fifteen English teachers of SMKN 2 Palembang, Indonesia, became the participants. A descriptive qualitative method was used as interviews, observations in the classroom, and documentation were conducted to gather data. The results of thematic analysis demonstrated how they incorporated interactive learning platforms, internet applications, and multimedia presentations into their lesson plans. Furthermore, it facilitated real-world, student-centered learning opportunities related to professional communication requirements and vocational contexts. There were still a number of issues, such as inadequate technology resources, inadequate training for teachers, erratic internet access, and disparities in students' digital competence. This study contributes to vocational English education by showing how innovative technology and pedagogy improve students' communication skills, learning engagement, and workplace preparedness while addressing the implementation challenges.

The Use of Quizizz in EFL Classroom: Students’ Perceptions and Learning Outcomes at Junior High School Syahril Nur; Karmila Machmud; Harto Malik; Muziatun; Sartin Miolo
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.v14i1.10652

This study aims to examine students’ perceptions and learning outcomes on the use of Quizizz in an English as a Foreign Language (EFL) classroom at MTsN 1 Boalemo. This research employed a mixed-method approach with an explanatory sequential design. The participants were 31 students selected through purposive sampling. Data were collected using a questionnaire, pre-test and post-test, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, paired sample t-test, and Cohen’s d, while qualitative data were analyzed descriptively. The findings revealed that students demonstrated a high level of perception toward the use of Quizizz (M = 3.44), indicating that the platform is useful, engaging, and easy to use. The learning outcomes improved significantly, with the mean score increasing from 62.8 to 81.6 and learning mastery rising from 34% to 87%. The N-Gain score was 0.51 (moderate), the t-test indicated a significant difference (p < 0.05), and the effect size was very large (d = 2.42). The instrument was also proven valid and highly reliable (α = 0.91). However, some challenges were identified, particularly unstable internet connectivity. It can be concluded that Quizizz is an effective tool to enhance students’ engagement and learning outcomes in EFL classrooms.

Nature-Based Metaphors in Selected Niki’s Song Lyrics: A Semantic Study of Emotional Expression Asna Pratiwi; Christianti Tri Hapsari Hapsari
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.v14i1.10674

This article examines the use of nature-based metaphors in the lyrics of five NIKI songs – “Anaheim,” “Backburner,” “Oceans & Engines,” “Autumn,” and “La La Lost You.” This study aims to identify, classify, and interpret the emotional functions of nature-based metaphors, specifically ocean, fire, storms, and seasonal cycles, to articulate various emotional states, including grief, unrequited love, and the search for autonomy. Based on Lakoff and Johnson's Conceptual Metaphor Theory, this study views metaphors not merely as stylistic ornaments but as cognitive mechanisms that help listeners understand abstract emotional states through concrete natural phenomena. Using qualitative descriptive methods, the analysis reveals that NIKI's use of connotative language transforms subjective experiences into universal emotional narratives. The results identified a total of 101 nature-based metaphorical expressions across the selected songs. The findings reveal three main types of metaphors: ontological metaphors (46.5%), structural metaphors (38.6%), and orientational metaphors (14.8%). Ontological metaphors are the most common, demonstrating a lyrical strategy for materializing abstract internal pain into tangible substance. Semantically, NIKI utilizes the domain of nature. These metaphors enrich emotional expression: for example, the fire metaphor deepens the nuances of emotional intensity, while the water and sky metaphors communicate longing, sadness, or relief. A comparison between the songs reveals how each metaphor highlights different emotional patterns, yet they are conceptually related.

University Students' Tendency to Use Educational Videos for English Learning Miftahul Candrika Kumara Muslimah; Zulfah Fakhruddin
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.v14i1.10675

The rapid development of digital technology has transformed English as a Foreign Language (EFL) learning through the integration of educational videos as flexible learning resources. While previous studies have mainly examined the effectiveness of educational videos and students’ perceptions of technology integration, limited attention has been given to students’ tendency to use educational videos and its relationship with learning engagement. Therefore, this study aimed to investigate university students’ tendency to use educational videos for English learning and examine its relationship with learning engagement. A quantitative correlational design was employed involving 100 students of the English Education Study Program at IAIN Parepare. Data were collected through a structured questionnaire and analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings showed that students demonstrated a high tendency to use educational videos (M = 3.84) and a high level of learning engagement (M = 3.58). Furthermore, a strong positive relationship was found between students’ tendency and learning engagement (r = .766, p < .001). These findings suggest that educational videos are closely associated with students’ engagement in English learning and provide insights into digital learning behavior within Technology-Enhanced Language Learning (TELL) environments.

Student’s Perception in Using Online Listening Media in Improving Listening Skills at Junior High School Alfina Safitri; 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.v14i1.10700

This research aimed to investigate the junior high school students’ perceptions on the use of online listening media in improving their listening skills based on the Technology Acceptance Model (TAM). The study focused on three indicators; Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioral Intention to Use (BI). This research used a descriptive quantitative design where the data was gathered using a questionnaire as the main instrument. The population of this study consisted of ninth-grade, with 64 students as the sample. The data were analyzed using descriptive statistics in the form of frequencies and percentages. According to the results of the questionnaire, the conclusion is students demonstrated positive perception of the use of online listening media for English learning. Students also showed positive perceptions regarding usefulness, ease of use, and the intention to continue using online listening media. These findings indicate that online listening media such as YouTube and podcasts can support students’ listening comprehension, enhance learning effectiveness, and encourage independent learning, but also promote learner engagement and independent learning among junior high school EFL learners. Furthermore, the positive responses indicate that technology-assisted listening activities have the potential to increase students’ motivation and acceptance of digital learning media in English language learning contexts. This study is important because junior high school students are still developing their English listening abilities and require appropriate technological support to improve engagement and comprehension in language learning.

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