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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 2,713 Documents

240 241 242 243 244

Onomatopoeia in Aladdin Movie I Ketut Mahendra Pradinatha; I Dewa Ayu Devi Maharani Santika
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.v14i1.7777

It is very common in daily communication to use words that imitate natural sounds, which are known as onomatopoeia. Onomatopoeia is also frequently used in movie dialogues, as these dialogues are designed to resemble everyday spoken language and assist characters in storytelling. This study aims to analyze the types and functions of onomatopoeia found in the Aladdin (2019) movie. The research method employed is a qualitative descriptive approach, using observation and note-taking techniques to collect the data. The classification of onomatopoeia types is based on the theory proposed by Akita and Dingemanse (2019), while the analysis of their functions refers to the framework by Roman Jakobson (1960). The results of this study reveal that onomatopoeia in Aladdin plays a significant role in expressing emotions, emphasizing actions, and enhancing the narrative atmosphere of the film. The use of onomatopoeia not only contributes to the authenticity of the dialogue but also strengthens the audience's emotional engagement with the characters and storyline. Therefore, onomatopoeia functions not merely as a sound effect, but also as a meaningful linguistic element in cinematic expression.

An Analysis of Expressive Speech Acts in Podcast: Joe Rogan Experience I Made TirtaYasa; Putu Gede Budiartha
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.v14i1.7835

In spoken communication, expressive speech acts such as praise play a crucial role in reflecting the speaker's psychological state and shaping social interaction. While many studies have explored speech acts in scripted media like films or talk shows, few have investigated how praise is naturally expressed in unscripted, long-form podcast discourse. This study aims to fill that gap by analyzing praising expressive speech acts in the podcast episode Joe Rogan Experience #2275, featuring Joe Rogan and the World Chess Champion, Magnus Carlsen. The analysis is grounded in Searle’s (1979) speech act theory, focusing on identifying the forms and pragmatic functions of praise. Using a qualitative descriptive method with purposive sampling, ten praising utterances were extracted and analyzed in context. The findings reveal that praise in this podcast is predominantly delivered implicitly, using informal and emotionally charged language. Pragmatically, both Rogan and Carlsen use praise not only to acknowledge intelligence and talent but also to build interpersonal rapport, validate expertise, and align shared values. These results highlight that in spontaneous digital conversation, praise functions as a strategic tool for maintaining social dynamics rather than merely offering compliments.

Gamification in Higher Education EFL: Integrating Duolingo and Kahoot to Enhance Motivation Fauziah Tanjung; Masruddin; Jufriadi
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.v14i1.7871

This study investigates the effect of gamification on the motivation of English as a Foreign Language (EFL) learners at UIN Palopo. Although previous studies have shown the benefits of gamification in language learning, limited research has explored the combined use of Duolingo and Kahoot among adult EFL learners in higher education. This study employed a quasi-experimental pretest-posttest control group design with a mixed-methods approach involving 34 second-semester accounting students divided into an experimental group and a control group. The experimental group received instruction through Duolingo and Kahoot, while the control group received conventional instruction. Data were collected using a 13-item motivation questionnaire and classroom observations. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed through observation notes. The results revealed a significant improvement in students’ motivation in the experimental group, with mean scores increasing from 38.82 to 54.12 (t = -22.695, p < .001). Classroom observations also showed higher levels of engagement, participation, autonomy, and enthusiasm during gamified learning activities. These findings suggest that integrating Duolingo and Kahoot can effectively enhance EFL learners’ motivation and create a more engaging learning environment in higher education. Therefore, educators are encouraged to incorporate gamification strategies into EFL classrooms to support student motivation and active participation.

Implementation Of Mindfulness to Improve Students' Interest in Learning and Emotional Well-Being Syifa Qurrotul Aini; Sitti Hardianti; Hasrat A Aimang
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.v14i1.8020

Mindfulness has increasingly attracted attention in educational research due to its potential to enhance students’ learning outcomes and psychological well-being. While previous studies have highlighted its benefits in higher education and clinical settings, fewer discussions have focused on how mindfulness contributes to improving learning interest and emotional well-being in the school context. This article aims to explore and analyze the role of mindfulness in strengthening students’ motivation to learn and maintaining their emotional balance during the learning process. The research employs a qualitative approach through a literature review of five accredited journal publications published between 2018 and 2022 that examined similar issues with different research objects. The analysis reveals that mindfulness practices positively influence students’ engagement with learning and contribute to reduced academic stress, which in turn fosters greater emotional well-being. Findings further indicate that the implementation of mindfulness not only increases students’ learning interest but also creates a healthier learning environment. The study concludes that integrating mindfulness into school practices can be an effective strategy to balance academic demands with emotional stability. These findings imply the need for educators and policymakers to consider mindfulness-based approaches as part of broader efforts to improve the quality of teaching and learning in schools.

Pre-Service EFL Teachers’ Emotional Experiences and Emotion Regulation Strategies in Research Ananda Sri Wahyuni; Lystiana Nurhayat Hakim; Sundari Purwaningsih
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.v14i1.8226

This study examines the emotional experiences and emotion regulation strategies of 93 pre-service English as a Foreign Language (EFL) teachers at various Indonesian universities during their research process. Using a cross-sectional survey design, data were collected via an online questionnaire and analyzed using descriptive statistics. The findings revealed that emotional experiences varied across five research phases. Tired (mild-pleasant) was the most consistently reported emotion across all research phases, indicating persistent cognitive demands and mental fatigue. Distressed (intense-unpleasant) emerged as prominent in four phases, particularly during the middle and later stages, while frustrated (intense-unpleasant) appeared mainly during the literature review and final analysis. Conversely, calm (mild-pleasant) was more common during the early and methodological phases. Regarding emotion regulation strategies, participants predominantly employed emotion-focused coping mechanisms, with Brief COPE strategies (M = 3.95) being more prevalent than ERQ strategies (M = 3.87). The most frequently used strategies were Acceptance (80.6%), Religion (79.6%), and Positive Reframing (71%), reflecting culturally and spiritually grounded coping approaches. The study underscores the emotionally taxing nature of the research process for Indonesian pre-service teachers and highlights their predominant use of culturally inflected, emotion-focused strategies to manage academic stress, offering important implications for providing targeted emotional and supervisory supports. Practical implications for academic advisors to integrate motivational support, open communication, and constructive feedback to mitigate students’ mental fatigue throughout the research process. Keywords: Emotion Regulation Strategies; Emotional Experiences; Pre-service EFL Teachers, Thesis Research

Challenges and Possibilities of Implementing Deep Learning Approach in English Language Learning at Junior High School Dhea Ayu Astuti Olii; Soleman Bouti; 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.v14i1.8494

This study examines the challenges and possibilities of implementing a Deep Learning approach in English language learning at MTs Al Islah Gorontalo. Using a qualitative case study involving observations, interviews with three English teachers, and analysis of lesson plan documents, the study identified that implementation is in a transitional stage. Possible outcomes include teachers' established initial understanding of the Deep Learning concept. Furthermore, classroom observations revealed high student participation, cognitive engagement (questioning and discussion), and enthusiasm, indicating the successful creation of a conducive and meaningful learning environment. Challenges include the acknowledged difficulty in designing truly meaningful and differentiated tasks for students. Structural barriers also emerged, with heavy administrative workloads consuming teachers' time, limiting the space needed for deep learning innovation and creative instructional design. The study concludes that despite these pedagogical and structural barriers, the Deep Learning approach holds significant potential for transformative English language education.

Investigating Turn-Taking Patterns on Students’ Conversation on Synchronous Discussion Sylvia Putri Ainurrifah; Dian Ratnawati; Irma Khoirot 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.v14i1.8518

This study investigates turn-taking patterns and students' management of the conversational floor during synchronous online discussions in an English as a Foreign Language (EFL) setting. As synchronous platforms grow more prevalent in language learning, understanding how students organize interaction in digitally mediated situations becomes increasingly crucial. The data were collected through a single recorded Zoom discussion involving three EFL students, using a descriptive qualitative approach guided by Conversation Analysis (CA). This study investigates how platform affordances and pedagogical expectations influence turn-taking behavior in teacher directed synchronous classroom context. In contrast, previous CA studies in online EFL contexts that generically address interactional competence. The findings demonstrate that turn-taking in synchronous settings is highly regulated and heavily influenced by teacher oversight. Turn initiation was primarily through teacher nomination, while student self-selection emerged only at clear transition points. Significantly, no were no instances of overlap or interruption were observed, demonstrating that participants complied with platform norms and institutional requirements. Students also utilized self-initiated repair strategies, including hesitations, repetitions, and reformulations to maintain the language challenges and maintain speakership. Overall, turn-taking in synchronous EFL discussions was systematic and non-competitive, influenced by technological affordances and pedagogical framework. Furthermore, the findings of the study enhance the theoretical comprehension of how technologically mediated environments shape interactional patterns and turn-taking frameworks in instructed language-learning settings. Despite the small sample of three participants, these findings provide preliminary insights into interactional approaches within online language classes and highlight the necessity for instructional strategies that encourage equitable participation in synchronous learning settings.

The Language of “Non-Medical” Illness in Konjo: Ethnolinguistic Insights for Health Communication Sri Ningsih; Didit Kurniadi; Abdul Muhid; Rusdiana Junaid
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.v14i1.8534

This article examines how Konjo speakers in the Ammatoa Kajang community name and interpret three local illness categories — kasamperoang, pappitaba, and poppo’ — and how attention to those categories can strengthen culturally responsive health communication and English for Specific Purposes (ESP) preparation for midwifery students. In this context, “non-medical” does not mean unreal or outside care; rather, it refers to illness episodes whose local explanation includes place, relational disturbance, emotion, adat, and unseen agency alongside bodily signs. Drawing on ethnographic fieldwork in Tana Toa village, Bulukumba, in May to July 2025, including interviews with sanro, pregnant and postpartum women, husbands, and village leaders, the research finds that kasamperoang links vulnerable children to movement through sensitive places; pappitaba indexes dizziness, burden, fear, shame, and social-emotional disturbance; and poppo’ marks a sudden, intrusive attack that requires rapid protection. Families move rationally between sanro and biomedical services based on severity and perceived cause. The main issue is one of category translation: reducing local terms to ‘fever’ or ‘stress’ loses critical causal and relational information. The article concludes with implications for culturally grounded history-taking and local-culture-based ESP materials in health education.

Teachers’ Practices in Promoting Cross Cultural Values through English Language Teaching Ray Suryadi; Syarifuddin Dollah; Samtidar; Alifiah Pratiwi; Sultan; La Ode Idrus Hamid Basri; Syamsinar
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.v14i1.8584

This study investigates how English teachers promote cross cultural values by examining the strategies they use, their understanding of cross-cultural concepts, and the challenges they encounter. Using a qualitative descriptive design, data were gathered through interviews and classroom observations. The findings show that teachers integrate cross cultural values mainly through comparative discussions, the use of authentic cultural materials, and reflective tasks that guide students to recognize cultural similarities and differences. Although teachers acknowledge the importance of cross-cultural awareness, their conceptual understanding is still limited and varies based on professional experience and training. The study also identifies several challenges, including the lack of culturally rich resources, limited institutional support, and concerns about addressing culturally sensitive issues in the classroom. Overall, the results highlight that teachers contribute meaningfully to cross cultural learning but require stronger pedagogical support and more structured guidance to integrate these values effectively in English language teaching.

Trauma and Unconcius Desire of Main Character in Dracula: A Love Tale Movie Psychoanalytic Approach Putri Kerli Triana; Tatu Novyawati Zahwa; 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.v14i1.8706

This study explores how trauma shapes the unconscious motivations of the main character in Dracula: A Love Tale by applying Freud’s psychoanalytic framework. The researchers aim to identify how the character’s emotional breakdown and long-term grief affect the relationship between the id, ego, and superego. Using a descriptive qualitative method, nine key dialogues were analyzed to reveal psychological patterns related to loss, denial, longing, and internal conflict. The findings show that the trauma of losing his wife consistently activates intense unconscious impulses, allowing the id to dominate through desire, obsession, and emotional volatility. Meanwhile, the ego struggles to negotiate between these impulses and reality, and the superego gradually weakens as moral and spiritual certainty collapses. The results demonstrate that unresolved trauma not only drives the character’s unconscious desires but also reshapes his behavioral patterns and overall personality development throughout the narrative.

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