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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 2,713 Documents

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Exploring the Relationship between Podcast Engagement and Selective Listening Skills among EFL Learners Siti Ananda Zalzabila Mudjarab; Nabila Syahrani; Nella Yuadiah Ningsih; 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.v14i1.10208

This study explores the relationship between podcast engagement and selective listening abilities in EFL learners. Although podcasts have become increasingly popular in language learning, limited research has examined the relationship between learners' engagement with podcasts and their selective listening abilities, particularly among EFL students in Indonesian universities. This study addresses this gap by investigating the relationship between podcast engagement, encompassing behavioral, cognitive, and emotional dimensions, and learners' selective listening abilities. The findings provide practical implications for EFL educators, highlighting the importance of integrating podcast-based activities into language instruction to foster active listening and enhance information-processing skills. The study employed a quantitative correlational design and included 30 English Education students from UIN Alauddin Makassar. Data collection involved administering a Selective Listening Test alongside a Podcast Engagement Questionnaire. The analysis using Pearson correlation demonstrated a robust and statistically significant relationship between podcast engagement and selective listening skills (r = 0.890; p < 0.01). The results suggest that increased interaction with podcasts correlates with an enhanced capacity to discern essential information and understand spoken content proficiently. The findings indicate that podcasts function as a valuable authentic learning tool for improving listening skills, especially in the area of selective listening. It is advisable for upcoming studies to incorporate larger sample sizes and mixed-method strategies to enhance the comprehension of learners’ engagement patterns.

Urgency Analysis of Cursive Writing in Strengthening Literacy of Grade IV Students at Elementary School Makhali; Annisah Nurul Dzulaekha; Ahmad Triyo Laksono; Erna Yayuk
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.v14i1.10214

This study investigates the urgency of teaching connected letter writing in strengthening literacy among Grade IV students at SD Negeri 2 Waisai, Raja Ampat. The problem arises from the decline of cursive writing, instruction due to the dominance of digital technology, which has reduced students’ practice opportunities and weakened their ability to produce neat, legible writing. The research aims to examine the implementation of cursive writing instruction, assess students’ proficiency, and evaluate its necessity in enhancing literacy. Employing a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving teachers and students. Analysis followed the Miles and Huberman model with triangulation to ensure validity. The findings reveal that while teachers consistently integrate cursive writing into lessons, methods remain conventional and media support is limited. Students show varied proficiency: some achieve neat and fluent writing, while others struggle with consistency due to insufficient prior practice. Despite these challenges, teachers emphasize the strategic importance of cursive writing in supporting literacy, as it fosters fine motor development, fluency, and readability—critical elements for effective communication. The study concludes that cursive writing is not merely a technical skill but a fundamental component of literacy development. However, limitations include the focus on a single school in a remote 3T area, restricting generalization.

Trauma and Character Transformation in Charles Dickens' A Christmas Carol Youvelka Shahia Ridha; 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.v14i1.10219

This study examines the emotional trauma and psychological transformation of Ebenezer Scrooge in Charles Dickens’ A Christmas Carol through Jacques Lacan’s psychoanalytic framework, focusing on the Imaginary, Symbolic, and Real orders. The study aims to identify the experiences underlying Scrooge’s trauma and to analyze how his encounters with the three ghosts facilitate his process of self-healing and transformation. Employing a qualitative descriptive method, this research uses close reading and textual analysis of selected excerpts from the novel. The findings reveal that Scrooge’s trauma stems from cumulative experiences of emotional neglect, loss, and isolation, which disrupt his identity formation and result in emotional detachment, distorted values, and social alienation. These conditions are reflected across Lacan’s three orders: fragmented self-perception in the Imaginary, disconnection from social structures in the Symbolic, and unresolved emotional conflict in the Real. Furthermore, the encounters with the Ghosts of Christmas Past, Present, and Yet to function as a structured psychological process that enables Scrooge to confront, reinterpret, and integrate his traumatic experiences. This process leads to increased self-awareness, emotional growth, and identity reconstruction, ultimately transforming him into a more compassionate individual. The study highlights that trauma not only shapes identity but can also be restructured through confrontation and symbolic reintegration, demonstrating the relevance of Lacanian theory in literary analysis.

The Communicative Function of Code-Switching and Code-Mixing in a Bilingual Digital Narrative Alfin Rosyidha; Naila Rohmah; Girindra Putri Ardana Reswari; Fitri Alfarisy
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.v14i1.10221

This study explores the functions of code-switching in the digital discourse of Maudy Ayunda, an Indonesian public figure, particularly in her YouTube video “Thoughts on the Power of Language.” Utilizing a qualitative research approach, data were collected from her video that included both Indonesian and English. The analysis follows a systematic coding process based on Gumperz’s (1982) and Marasigan’s (1983) frameworks. Findings reveal that Maudy strategically employs code-switching to enhance engagement with diverse audiences, emphasize key points, and navigate between personal experiences and global perspectives. The study highlights the role of bilingual discourse as a powerful tool for identity construction and audience engagement in contemporary Indonesia, reflecting broader sociolinguistic trends where English proficiency is associated with educational and professional opportunities. Ultimately, this research contributes to a deeper understanding of how bilingual individuals leverage multiple languages in digital interactions to fulfill various communicative functions.

Interpersonal Realizations in the 'Panjat Pinang' Comic of English for Nusantara Grade 8 Nabila Alqoyyumi; Nina Puspitaloka; Acep Bahrum Kamil
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.v14i1.10228

This study investigates the realization of interpersonal meaning through mood types and modality in the “Panjat Pinang” comic from the English for Nusantara Grade 8 textbook. It addresses the limited focus on textbook-based SFL analysis and the lack of attention to interpersonal metafunction in educational comics within the Indonesian EFL context. Grounded in Halliday and Matthiessen’s interpersonal metafunction theory, this descriptive qualitative study analyzes verbal dialogues in the comic, using the clause as the unit of analysis to identify mood types—declarative, interrogative, imperative, and exclamative—as well as modality expressions. The findings reveal that declarative clauses dominate the discourse, functioning not only to convey information but also to construct cultural narratives and identity. Interrogative clauses facilitate interaction and engagement, while imperative and exclamative forms contribute to politeness and emotional expression. Although modality appears in limited instances, it plays a significant role in expressing interpersonal stance, particularly in representing values such as humility, certainty, and politeness. In addition, the study highlights that interpersonal meaning is constructed through the interaction of verbal and visual elements, reinforcing the multimodal nature of the comic. These findings demonstrate that the “Panjat Pinang” comic functions as a multimodal pedagogical resource that models authentic interpersonal communication. This study contributes to SFL research by providing empirical evidence of interpersonal meaning in a textbook-based comic, and to EFL material development by showing how culturally embedded comics can support learners’ communicative and pragmatic competence.

Gendered Patterns of Lexical Complexity: Evidence from Indonesian EFL Learners Arif Rahman; Fitriyeni; Nurhayati S
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.v14i1.10230

Lexical complexity is a key indicator of writing quality and language proficiency in English as a Foreign Language (EFL) contexts, yet its relationship with gender among Indonesian learners remains underexplored. This study examined lexical complexity in descriptive writing produced by 40 intermediate-level Indonesian EFL learners (20 male, 20 female) drawn from secondary and tertiary institutions. Using a quantitative comparative design, participants completed a controlled descriptive writing task under standardized conditions. Lexical complexity was operationalized through Type-Token Ratio (TTR), total word count, and unique word types, and analyzed via the Lexical Complexity Analyzer (LCA) and independent samples t-tests. Results revealed a low-to-moderate overall complexity level (group mean TTR = 0.497). Significant gender differences emerged across all three measures (p < .001), with female learners consistently outperforming male learners in word count (M = 194.55 vs. 175.40), word types (M = 104.55 vs. 80.00), and TTR (M = 0.537 vs. 0.456). Lexical diversity, measured by TTR, proved the most dominant aspect, yielding the largest effect sizes across all comparisons. These findings position gender as a significant individual difference variable in EFL lexical performance and underscore the need for gender-responsive vocabulary instruction in the Indonesian EFL context.

The Application of Content and Language Integrated Learning to Improve Students’ Achievements in Academic Vocabularies and Scientific Writing Achmad Mukhlisin; Ari Purnawan
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.v14i1.10249

This study aimed to improve students' achievement in academic vocabulary and scientific writing through the implementation of the Content and Language Integrated Learning (CLIL) approach and to identify the challenges encountered by students at SMA Terpadu Pondok Pesantren Nurul Huda during its implementation. CLIL was selected because it integrates content learning with language development, allowing students to acquire academic language while engaging in meaningful subject-related tasks. The study employed a Classroom Action Research (CAR) design consisting of two cycles involving planning, action, observation, and reflection. The participants were senior high school students with basic English communicative competence. Data were collected through tests, classroom observations, and interviews and analyzed using quantitative and qualitative approaches. The findings revealed a statistically significant improvement in students’ academic vocabulary mastery and scientific writing skills following the CLIL intervention. Mean scores increased from 60.5 in the pre-test to 71.7 in the progress test and 80.3 in the post-test, while the paired-samples t-test showed a significant difference between pre-test and post-test results (p < 0.05). Students also demonstrated greater confidence in using domain-specific vocabulary, organizing ideas, and constructing coherent scientific abstracts. Nevertheless, they continued to experience difficulties in comprehending more complex texts from Scopus-indexed journals due to limited vocabulary range and insufficient academic reading skills. The findings suggest that CLIL can serve as an effective pedagogical approach for English teachers seeking to strengthen students' academic literacy through integrated language and content instruction. Overall, this study contributes to EFL teaching by providing evidence that structured CLIL implementation can enhance academic vocabulary development and support students' early engagement with scientific writing practices.

The Effectiveness of Audiovisual Media on Students’ Listening Comprehension of Inspirational Stories at Ban Yaning School Narathiwat Thailand Nadilah Tambunan; Khatib Lubis; Lili Herawati Parapat; Husniah Ramadhani Pulungan; Nur Afifah
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.v14i1.10267

This study aims to analyse the effectiveness of audiovisual media on students’ ability to listen to inspirational stories at Ban Yaning School, Narathiwat, Thailand. Students’ low levels of focus and comprehension in listening lessons, which are still dominated by conventional methods, lead to difficulties in understanding story details and cause-and-effect relationships. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group, utilising pre-test–post-test measurements. The research subjects comprised Year 7 as the control group (n=17) and Year 8 as the experimental group (n=18). The intervention was conducted over four sessions (two weeks) with a duration of 2×45 minutes per session. The research instrument consisted of a multiple-choice test to measure listening comprehension. The results showed an improvement in listening skills in both groups. The mean score of the control group increased from 58.65 to 81.82 (an increase of 23.18 points), whilst the experimental group increased from 59.50 to 82.89 (an increase of 23.39 points). Inferential analysis using ANCOVA with control for baseline scores indicated that the difference in final achievement between the groups was not significant; thus, audiovisual learning has not yet been proven to be superior to conventional learning over this duration of intervention. Analysis of the indicators revealed a more pronounced improvement in the aspects of detailed information (±45%), sequence of events (±43%), and cause and effect (±42%), whilst the lowest improvement was observed in the message indicator (±35%). These findings confirm that structured listening exercises improve listening skills, whilst the use of audiovisual media needs to be combined with active processing tasks to ensure a more balanced impact.

Analysis of Errors in the Use of Prefixes in Negotiation Texts of Grade X Students of Vocation High School Nur Intan Siregar; Devinna Riskiana Aritonang; Nikmah Sari Hasibuan
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.v14i1.10271

This study aims to describe the errors in the use of prefixes in negotiation texts of class X students of SMK Negeri 1 Sipirok. The method used is descriptive qualitative. The data are in the form of negotiation texts written by 26 class X Hospitality students with 11 male students and 15 female students. The results of the study show that there are 38 errors in the use of prefixes, namelydi- by 47.4%, me- 26,3%,to- 15,8%, Andter- 10.5%. Errors are caused by a lack of understanding of morphological rules and the influence of spoken language.

Mood Choices and Power Relations in a Junior High School EFL Lesson Segment Hanum Salsabila; Kelik Wachyudi
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.v14i1.10277

This study examines how Mood choices realise and negotiate power relations in a short junior high school EFL lesson segment in Indonesia. Drawing on Systemic Functional Linguistics, the study traces the movement from Mood structure to speech function and then to power orientation. The data consist of eight teacher clauses selected from a recorded and verbatim-transcribed lesson segment in which the teacher opened and framed the lesson, checked students' readiness, reviewed previous material, introduced visual or personal content, and gave one directive. Each clause was coded for Mood structure, Mood type, speech function, and power orientation. The analysis shows that declaratives dominate the segment and function to frame the lesson, define shared knowledge, and maintain topic control. Interrogatives provide brief but meaningful response slots, while one imperative, softened by the politeness marker please, directs student action without abandoning rapport. The findings suggest that power in this segment is asymmetrical but moderated: the teacher maintains institutional control while using inclusive, polite, and affiliative language. Although illustrative rather than generalisable, the study contributes micro-level evidence of how Mood choices mediate classroom authority, participation, and character-oriented values in Indonesian EFL interaction.

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