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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

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Teachers’ Perceptions of Technological Knowledge in English Language Teaching Practices Nila Irmayani; Chairil Anwar Korompot; Fitriyani
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.v14i1.8950

This study explores English teachers’ perceptions of technological knowledge in teaching English within the TPACK framework. Teachers’ perceptions play an important role in determining how technology is selected and integrated into classroom instruction to support effective learning. This research employed a qualitative approach with a narrative inquiry design. The participants were English teachers at a junior high school in Mangkoso. Data were collected through interviews and classroom observations to capture teachers’ experiences in using technology during the teaching process. The findings reveal that teachers have positive perceptions of technological knowledge, as they demonstrate confidence in operating various digital tools and integrating them into instructional activities to support student engagement and learning. However, the study also identifies several challenges related to teachers’ digital skills, indicating the need for continuous professional development.

Shifting Norms and Sensitivity of the Jomok Meme: Critical Multimodal Discourse Analysis Andika 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.v14i1.8970

This study aims to reveal a specific and contextual flow of interpretation within the controversial phenomenon frequently referred to as the Jomok meme. These memes, which are closely identified with figures such as Amba, Rusdi, Mas Fuad, and others, are often invoked when a meme relates to elements of gay or homosexual jokes featuring specific Black actors. This research employs a qualitative descriptive approach using netnographic methods for data collection and purposive research sampling. Data analysis was conducted through Teun A. Van Dijk’s Socio-Cognitive model. This research is also complemented by Kress & Van Leuween's visual grammar framework and Jean Baudrillard's Simulacra concept. A total of 10 data samples were analyzed (memes and comments). This research produces findings that the cognitive processes within the readers' mental models are reciprocal, dissociative, and reconstructive. This study contributes to the increasingly complex field of digital meme discourse recently, through the phenomenon of shifting digital community norms with the emergence of communities of fans of homosexual and vulgar memes.

Effective Arabic Language Learning Programme Management Model At The Pekanbaru Islamic Boarding School Alfan Zuhdi; Hakmi Wahyudi; Muhammad Auli Rahman
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.v14i1.8972

Arabic language learning in Islamic boarding schools plays a strategic role in supporting the understanding of Islamic sources and the development of students' academic and communicative competencies. One of the determining factors for the success of this learning is the effectiveness of learning programme management integrated with the application of bi'ah 'arabiyah. This study aims to analyse the patterns of Arabic language learning programme management based on bi'ah 'arabiyah and its contribution to the effectiveness of learning at the Abu Darda Islamic Boarding School in Pekanbaru and Darul Hadis Al-Watsar. This study uses a descriptive qualitative approach with data collection techniques in the form of participatory observation, in-depth interviews, and documentation. The research informants included the boarding school leaders, the head of the language department (qism al-lughah), and Arabic teachers selected through purposive sampling. The results showed that the Arabic language learning programme management pattern was implemented systematically through four management functions, namely planning, organising, implementing, and supervising. The application of bi'ah 'arabiyah has been proven to contribute positively to improving the language skills of students, although there are still obstacles such as limited vocabulary and psychological factors of beginner students. Overall, this study concludes that planned and sustainable management of Arabic language learning programmes based on bi'ah 'arabiyah can improve the effectiveness of Arabic language learning in Islamic boarding schools.

The Representation of Mental Health Construct in Billie Eilish’s Song Farah Dhiya Rofifah; Marsya Ariesta Cahyani; 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.v14i1.9013

This research investigates how mental health concepts are depicted in the lyrics of selected songs by Billie Eilish. Although there is an increasing discourse surrounding mental health in modern popular music, there is a scarcity of literary hermeneutic analyses focusing on psychological representations within song lyrics. Employing a descriptive qualitative methodology framed by hermeneutics, this study scrutinizes five official tracks: Lovely, Everything I Wanted, Wildflower, TV, and idontwannabeyouanymore. Data were gathered using documentary methods from authenticated official lyric sources and were analyzed through meticulous close reading and contextual interpretation. The analysis is categorized into four distinct themes: implicit meanings, symbolic expressions, emotional undertones, and mental health challenges. The results indicate that the chosen lyrics consistently reflect mental health issues through motifs of anxiety, vulnerability, emotional suppression, loneliness, and internal strife. Symbolic imagery, including glass, water, fire, and physical sensations, is employed to illustrate psychological distress and emotional instability. Furthermore, the songs underscore emotional contradictions and a fluctuating self-image, portraying mental health as a multifaceted psychological condition. This research illustrates that symbolic imagery serves as a narrative mechanism that shapes psychological identity and emotional turmoil, suggesting that contemporary song lyrics can function as literary texts that articulate modern mental health narratives.

The Representation of Emotional Framework in Nicole Album by NIKI (2022) Ade Dwi Wahyu Ananda Sitepu; Vadelia Diah Susanti; 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.v14i1.9025

Abstract This research explores the emotional representation found in NIKI’s album Nicole (2022) by utilizing Paul Ekman’s Basic Emotions Theory to examine how grief, anger, fear, disgust, happiness, and surprise are articulated through the lyrics. Employing a qualitative descriptive design alongside content analysis, the study scrutinizes words, phrases, metaphors, and narrative tones drawn from six tracks: Backburner, Oceans & Engines, The Apartment We Won’t Share, Autumn, Anaheim, and Take a Chance with Me. The results indicate that emotional expressions within the album do not exist in isolation; rather, they create a cohesive emotional trajectory that evolves from attachment, longing, and internal conflict to acceptance and self-reflection. Linguistic characteristics especially metaphorical language and shifts in tone act as crucial indicators that shape the album’s emotional richness, demonstrating how contemporary music serves as both a literary and psychological medium. This study adds to the limited collection of album level emotional analyses by showing that Ekman’s framework, although initially intended for facial expressions, is still highly applicable for interpreting emotional significance in song lyrics. Furthermore, the research points out a deficiency in prior scholarship, which often concentrates on single-track analysis or Western-centric datasets, thereby leaving Southeast Asian contemporary albums insufficiently examined. While the study effectively outlines the emotional framework of the album, it is confined to lyrical elements and does not consider musical or auditory aspects. Future investigations are recommended to integrate multimodal features to offer a more thorough understanding of emotional representation in contemporary music.

Improving Students Speaking Skills Through Role Play at Junior High School Lisa Susanty R; Margana; Yuyun Yulia
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.v14i1.9036

This classroom action research aimed to improve the English-speaking skills of ninth-grade students at SMPN 2 Dusun Selatan within the framework of Kurikulum Merdeka. The study addressed two key objectives: (1) examining how role-play enhances speaking proficiency, and (2) exploring students' perceptions of the method. Using Kemmis and McTaggart's action research model which was conducted over two cycles involving 23 students serving as the respondents of this study. Data were collected through observations and questionnaire distribution. To back up the gathered data, pre-test and 2 post-tests were conducted. The gathered data were analyzed with the utilization of quantitative and qualitative analysis. The findings demonstrate that the implementation of role-play significantly improved students' speaking performance, as evidenced by the progressive increase in test scores across pre-test, post-test cycle 1, and post-test cycle 2. Questionnaire responses indicated overwhelmingly positive perceptions, with students reporting reduced anxiety and increased confidence. Observational data further revealed enhanced communicative competence, greater spontaneity, and stronger peer collaboration. The results strongly suggest that structured role-play activities can effectively foster both linguistic and affective development in an EFL classroom setting. The study contributes to the body of knowledge by demonstrating the efficacy of sustained role-play implementation in an Indonesian EFL context, aligning with Kurikulum Merdeka's communicative objectives. It also highlights the importance of iterative practice and peer collaboration in reducing speaking anxiety, a finding that extends previous research.

Humanistic and Peace Values in John Lennon’s Solo Albums Marvino Diaz Athalah; Hafiz Arfansyah; 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.v14i1.9073

This study analyzes the representation of humanistic and peace values in John Lennon’s solo albums through a qualitative descriptive approach focusing on lyrical analysis. Eight songs released between 1970 and 1980—Imagine, Give Peace a Chance, Happy Xmas (War Is Over), Mind Games, Love, Working Class Hero, Beautiful Boy, and Watching the Wheels—were selected for their consistent articulation of themes such as unity, compassion, equality, and critiques of social injustice. Guided by Marc Pilisuk’s peace theory, the analysis interprets Lennon’s lyrics as cultural texts that embody moral and philosophical ideals rather than mere political statements. Findings reveal that Lennon’s works function as artistic expressions and ethical reflections, encouraging audiences to envision a world free from conflict and grounded in empathy and solidarity. His songs bridge personal experiences with global concerns, offering meaningful contributions to literary studies and peace discourse. Ultimately, Lennon’s solo albums highlight the transformative role of music in promoting humanity, justice, and peaceful coexistence.

Evaluating Multimodal Feedback Systems in AI-Powered Writing Tools Abdul Halim; Nadia Putri; Ade Ismail Ramadhan Hamid
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.v14i1.9176

Writing constitutes one of the most formidable abilities for EFL learners, necessitating proficiency in grammar, vocabulary, coherence, and organization. input is essential for writing development; unfortunately, instructor input is sometimes limited by time constraints and high-class sizes. As a result, Automated Writing Evaluation (AWE) systems like Grammarly and ChatGPT are extensively utilized to deliver prompt remedial comments. Although the majority of AI feedback is text-centric, multimodal AI feedback that incorporates text, audio, or visual elements may improve engagement and understanding; yet its efficacy in English as a Foreign Language context is still little investigated. This study studied the efficacy of multimodal AI feedback versus text-only AI feedback on the writing performance of EFL students, as well as students' perceptions and learning outcomes. A quasi-experimental mixed-methods approach was employed, involving 45 undergraduate EFL students enrolled in an academic writing course who completed pre- and post-test writing tasks, a perception questionnaire, and interviews. Paired-sample t-tests indicated a substantial enhancement in both groups, with the text-only group exhibiting a somewhat superior mean gain (2.652) compared to the multimodal group (2.591). Qualitative studies revealed that while students regarded multimodal AI feedback as more interesting, this choice did not result in improved writing ability. These data indicate pedagogical significance for EFL writing instruction.

Sacred Traditions, Digital Transitions: Exploring English Teachers’ Experiences in Bridging Faith and Technology in Pesantren Hertiki; Eliasanti Agustina; Rahmat Setiawan; Meytha Dwi Kurniadiansyah
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.v14i1.9180

This research scrutinizes how three English teachers in Islamic boarding schools (pesantren) located in Ngawi, East Java, Indonesia, negotiate the integration of digital technology within a framework of sacred values and pedagogical practice. Employing a narrative inquiry approach, the research draws on semi-structured interviews conducted between June and October 2025 to capture teachers’ life experiences in navigating institutional norms and moral expectations. Data were analyzed thematically following Braun and Clarke’s (2006) framework to identify recurring patterns of ethical reflection and pedagogical decision-making. The findings demonstrate that digital technology in pesantren is not understood as a neutral instructional instrument but as a moral space imbued with ethical and spiritual significance, where every pedagogical choice is evaluated against religious norms. Teachers engage in selective adaptation strategies, such as restricting open internet access, curating faith-aligned digital content, and repurposing technology for controlled activities like language performances and project-based tasks. These practices give rise to a distinctive form of value-based digital literacy characterized by spiritual awareness, ethical filtering, and pedagogical adaptability. The discussion reveals that although institutional restrictions often constrain technological innovation, they simultaneously foster teachers’ reflective agency and moral creativity. The research concludes that effective digital integration in pesantren relies less on rigid regulation than on the cultivation of ethical consciousness among teachers and students, allowing technology to function as an instrument of faith-oriented learning rather than a disruption to religious tradition.

Fear of loss through Oasis’ song “Stand by Me and “Don’t go away” Ignatius Lingga Dwantoro; M. Fadla Nur Kholbi Gifari; 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.v14i1.9219

This research examines the portrayal of loss anxiety in Oasis’s songs “Stand by Me” and “Don’t Go Away.” Employing a qualitative descriptive approach, the study examines song lyrics as primary data to reveal how "characters' overt and covert emotions" are expressed through language. Through an analysis of connotative meanings and rhetorical techniques, the research reveals that both songs depict a deep conflict involving emotional reliance and feelings of separation anxiety. In particular, the lyrics depict a narrator's delicate "adult ability to... cultivate mental skills for self-soothing." This research suggests that popular music acts as a significant, non-clinical medium for comprehending intricate psychological experiences associated with attachment and loss.

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