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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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Applying ChatGPT as an AI Writing Assistant: EFL Teachers’ and Students’ Perceptions in a Senior High School in Sorong Melva Yanti Sianturi; Andang Saehu; Sylvia
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.v14i1.10293

This study explores the perceptions of EFL teachers and students regarding the use of ChatGPT as an AI writing assistant in English writing activities at a public senior high school in Sorong, Southwest Papua. The study is grounded in the Technology Acceptance Model (TAM), which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU). A qualitative case study approach was employed involving four English teachers and six eleventh-grade students who had experience using ChatGPT in writing activities. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis based on TAM constructs. The findings reveal that both teachers and students perceive ChatGPT as a useful tool for supporting English writing activities. Teachers reported that ChatGPT assists in generating teaching materials, writing prompts, and feedback more efficiently, while students found it beneficial for generating ideas, improving grammar, expanding vocabulary, and organizing their writing. Participants also perceived ChatGPT as easy to use due to its simple interface and accessible interaction process. Furthermore, both teachers and students demonstrated positive attitudes toward its use and expressed strong intentions to continue utilizing the tool in writing activities. These perceptions were reflected in their actual use of ChatGPT in routine teaching and learning practices. The study concludes that ChatGPT is perceived as a supportive tool in EFL writing instruction when used appropriately, highlighting the importance of pedagogical guidance to ensure responsible and effective integration of AI tools in language learning.

Indonesian Intern Teachers in Thailand Classrooms: A Case Study on English Teaching Siti Nurhafidza; Siswana
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.v14i1.10295

This study explores the teaching challenges faced by Indonesian intern teachers during their teaching practicum in Thailand classrooms. Using a qualitative case study approach, data were collected through in-depth interviews with six participants who had completed an international teaching internship program. The findings reveal that language barriers are the most dominant challenge, affecting classroom communication and instructional delivery. In addition, cultural differences, low student motivation, and limited learning media also influence the teaching process. To overcome these challenges, participants applied various strategies such as using simple English, body language, interactive methods like games, and collaboration with local teachers. The study highlights the importance of pedagogical, linguistic, and cultural adaptation in cross-cultural teaching contexts. These findings contribute to a better understanding of international teaching experiences and provide practical insights for preparing future intern teachers.

The Sarcastic Edge: How Impoliteness Strategies Construct Rhetorical Authority in the 7th IUDC Arabic Debate Aditya Fitrah; Eva Lathifah Fauzia; Muhammad Ibnu Pamungkas
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.v14i1.10300

Debate requires individuals to think critically, systematically, and strategically when selecting linguistic devices to defend arguments, maintain social standing, and challenge opponents. This study aims to identify and explain the rhetorical functions of impoliteness strategies used in the context of high stakes competitive debate. Using a descriptive qualitative approach, this study analyzes data sourced from video documentation of the final round of the 7th IUDC Arabic Debate in 2024 in Qatar. The data were analyzed using content analysis techniques based on Culpeper’s framework of impoliteness. The results indicate the presence of all five impoliteness strategies: Bald on Record, Positive Impoliteness, Negative Impoliteness, Sarcasm, and Withhold Politeness, with sarcasm being the most dominant strategy. This dominance simultaneously undermines the opponent’s positive face while showcasing the speaker’s composure and analytical power before the judges. Each strategy was not chosen randomly but as a response to specific communicative demands, and the combination of their use by both finalist teams constitutes a face-management strategy inseparable from competitive success. This finding expands Culpeper’s framework of impoliteness by demonstrating that, in high stakes academic debates, impoliteness strategies function as cumulative rhetorical tools through which debaters establish their own authority, undermine their opponents’ credibility, and ultimately convince the judges of their team’s argumentative superiority.

Teachers’ Trajectory of Pedagogical and Practical Experiences Toward Developing an English Textbook Nabila Shufaira Muammar; Yuliyanah Sain; Andi Rachmawati Syarif; Md. Hasan Ali; Syarif Amin; Abdul Halim
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.v14i1.10325

This study investigates how the process of developing a first English Language Teaching (ELT) textbook chapter influences teachers’ pedagogical and practical experiences, as well as the challenges they encounter during the process. Grounded in Teacher Cognition and Teacher Identity perspectives, the study adopts a qualitative approach to examine how teachers engage in instructional design for the first time. The findings reveal that textbook development pushes teachers to move beyond intuitive teaching toward more intentional and structured pedagogical design, where instructional decisions must be explicitly justified and aligned with learning objectives. This process activates and reorganizes teachers’ knowledge, beliefs, and prior experiences through continuous decision-making. At the same time, teachers face several challenges, including difficulties in translating pedagogical ideas into practical materials, contextualizing content to learners’ needs, and managing constraints such as time, curriculum demands, and workload. Rather than functioning as barriers, these challenges act as catalysts for professional growth, encouraging adaptive and context-sensitive decision-making. The study also highlights a parallel transformation in professional identity, as teachers shift from being material users to active designers and contributors. Overall, the findings suggest that textbook development serves as a critical site for teacher learning, where cognition, practice, and identity are dynamically interconnected, offering important implications for teacher education and professional development.

Using Interactive Poster in Improving English Vocabulary of Vocational High School Students Ovy Nawang; Sri Widodo; Andrian Nuriza Johan
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.v14i1.10340

Vocabulary mastery is an essential component of learning English as a foreign language because it supports students’ ability to understand and communicate effectively. However, many vocational high school students still experience difficulties in mastering vocabulary due to limited learning media and low classroom engagement. Interactive posters present vocabulary through images, colors, keywords, and interactive activities that encourage students to participate actively during learning. In addition, the interactive posters integrated visual elements and task-based interactions to enhance students’ vocabulary engagement during the learning process. This study investigates the effectiveness of interactive poster media in improving students’ English vocabulary mastery. This study employed a quantitative method using a one-group pre-test and post-test design. The participants were 35 students of class XI BCF at a vocational high school in Purworejo. Data were collected through vocabulary tests administered before and after the treatment and analyzed using a Paired Sample T-Test. The findings showed that the mean score increased from 80.71 in the pre-test to 86.29 in the post-test, with a mean difference of 5.58 points. The statistical analysis revealed that the significance value (Sig. 2-tailed) was lower than 0.05, indicating a statistically significant improvement in students’ vocabulary mastery after the implementation of visual-interactive materials. Therefore, interactive posters can be considered an effective alternative learning medium to enhance students’ engagement and vocabulary learning outcomes.

Teacher's Pedagogical Competence in Teaching English In Secondary School Muhammad Nur Khamid; Tusino; Sri Widodo
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.v14i1.10357

This research aimed to analyze the pedagogical competence of English teachers, focusing on lesson planning and classroom implementation. Although pedagogical competence is widely recognized as a key factor in effective English language teaching, limited studies have examined its implementation in Islamic junior high schools, particularly by integrating both teacher and student perspectives. This research employed a qualitative design involving two English teachers and 52 eighth-grade students at MTs Al-Iman Bulus. The data were collected through observation, semi-structured interviews, questionnaires, and documentation. They changed their teaching materials. Used different ways to engage students, like games, videos, and group tasks. Students liked these approaches: the friendly classroom environment, fair grading, and clear explanations. The students gave ratings with the classroom atmosphere (3.63), fair assessment (3.58), and clear explanations (3.56). However, teachers still faced challenges, like students having varying skill levels, not enough time, and some students lacking motivation. To overcome these, teachers used teaching methods that helped all students and activities that encouraged participation. Teachers adapted their teaching to meet the needs of all students and used activities. The results show that good teaching skills are really important for making classroom learning work and keeping students interested. Teachers need to keep trying to give feedback and use teaching tools in the right way. This research is helpful for English teachers at MTs Al-Iman Bulus and other similar Islamic junior high schools. It gives them ideas on how to make their teaching help students who are different and get students to take part in class. The results of this research can also help schools and educators come up with plans to make English language teaching and learning better.

The Effect of TikTok Short Video to Improve Students' Speaking Skill in Junior High School Andi Eka Prasetiani Arinda; Muhammad Zuhri Dj; Siti Nurul Ilmi
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.v14i1.10366

This study aimed to investigate the effect of TikTok short videos on improving students' English speaking skills at the junior high school level. Employing a quasi-experimental design with pre-test and post-test control groups, this research involved 60 eighth-grade students at SMP Negeri 6 Watampone in the academic year 2025/2026 as total sampling. The experimental group (Class VIII B, n = 30) received instruction using TikTok short videos (15–60 seconds), while the control group (Class VIII A, n = 30) continued with conventional teaching methods. Speaking performance was assessed through a standardized rubric covering five aspects: pronunciation, fluency, vocabulary, grammar, and comprehension (scored 1–5). Data were analyzed using paired sample t-test and independent sample t-test via SPSS v21.0 at a significance level of p < 0.05. Results showed that the experimental group's mean score increased from 8.10 (pre-test) to 17.60 (post-test), a gain of 9.50 points (t = –15.877, p = 0.000). The control group improved from 7.43 to 15.77, a gain of 8.33 points (t = –11.928, p = 0.000). The independent sample t-test confirmed a statistically significant difference between the two groups' post-test scores (t = 2.264, df = 58, p = 0.027 < 0.05), leading to rejection of the null hypothesis. The largest gains in the experimental group were observed in vocabulary (Δ = 2.10) and grammar (Δ = 2.03). These findings indicate that TikTok short videos are an effective, engaging, and innovative medium for enhancing students' English speaking performance.

Investigating The Role of the Dynamic Conversation Program in Developing Senior High School Students’ Communicative Competence: Dynamic conversation Sabrina Nugroho; Nita Kaniadewi
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.v14i1.10367

This study investigates the role of the Dynamic Conversation (DC) Program, a locally designed, structured speaking routine, in developing the communicative competence of senior high school EFL learners in Indonesia. Unlike conventional CLT activities, DC integrates teacher mediation, peer interaction, and formative feedback within a single recurrent instructional sequence, thereby offering a distinctive and replicable framework for oral communication development. Employing a qualitative descriptive design, the study recruited ten Grade Ten students through purposive sampling at SMA Islam Teratai Putih Global, East Bekasi. Data were generated through semi-structured interviews, structured classroom observation, and document analysis. Five interrelated themes emerged: (1) enhanced speaking fluency and productive vocabulary through iterative practice; (2) contingent teacher scaffolding aligned with learners’ Zone of Proximal Development; (3) reduction of language anxiety and increased willingness to communicate; (4) integrated speaking–writing development reinforcing grammatical accuracy; and (5) motivational engagement sustained by progress-tracking artefacts. These findings suggest that DC may simultaneously address cognitive, affective, and motivational dimensions of communicative competence, offering a theoretically grounded and practically viable pedagogical innovation for EFL speaking instruction at the secondary level in Indonesia.

Investigating The Role of Semantic Change in Slang Word on Instagram and Its Influence on Informal Spoken Languange in The Classroom Lailatul Jannah; Dinar Vincy Yunitaka Bahrudin; Ina Daril Hanna
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.v14i1.10380

This study investigates the types of semantic change in slang words on Instagram and examines how these changes are adopted and reflected in students’ informal spoken language in the classroom. This research employs a qualitative case study design involving third-semester students of the English Education Department at Universitas Islam Madura. The data were collected through observation, interviews, documentation, and students’ spoken performance during guided informal speaking activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that four types of semantic change are identified in Instagram slang, namely extension, narrowing, degeneration, and regeneration of meaning, with degeneration being the most dominant type. Furthermore, the results show that these semantically shifted slang words are actively adopted by students in their informal spoken language. Based on (Brown’s 2004) speaking aspects, the use of slang contributes positively to students’ fluency, vocabulary, and comprehension, as they are able to express ideas more naturally and understand contextual meanings effectively. However, limitations are still found in accuracy and pronunciation, particularly in grammatical structure and word formation. In addition, the study indicates that Instagram plays a significant role as a source of linguistic input that accelerates vocabulary development and influences students’ speaking behavior. The findings highlight that semantic change in digital environments not only affects lexical meaning but also shapes real-time language use in classroom interaction. In conclusion, this study confirms that Instagram slang functions as a dynamic linguistic resource that enhances informal communication while simultaneously presenting challenges in linguistic accuracy. Therefore, educators are encouraged to integrate awareness of digital language use into classroom practice to support balanced language development

Exploring University Students’ Perceptions of Watching Movies for English Listening Development Brilian Bagaskara; Puspa Dewi; Andrian Nuriza Johan
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.v14i1.10410

Abstract This study aims to examine university students’ perceptions of watching English-language movies for listening development, focusing on perceived impact, attitudes, and learning obstacles. Although audiovisual media are widely used in English language learning, limited research has examined learners’ subjective experiences in listening development, especially within the Indonesian EFL context. A descriptive qualitative design was employed involving five undergraduate students from an English Education department at Muhammadiyah University of Purworejo. Participants were selected through purposive sampling based on their experience in using English-language movies as an educational tool. Data were collected through structured questionnaires and semi-structured interviews and analyzed using descriptive frequency analysis and thematic analysis. The findings show that students perceive English movies as beneficial for improving listening comprehension, increasing exposure to authentic spoken language, and enhancing familiarity with native speakers’ accents and speech patterns. Students also demonstrate positive attitudes, reflected in increased motivation, enjoyment, and reduced anxiety during listening activities. However, they encounter several obstacles, including fast speech rate, background sounds, and limited vocabulary, which hinder comprehension. The study concludes that English movies serve as an effective supplementary medium for listening development, although pedagogical support such as subtitles, vocabulary preparation, and repeated viewing is required to optimize learning outcomes.

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