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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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AI Literacy Does Not Eliminate Challenges: Evolving Complexity among English Education Students in AI Integrated ELT Classrooms Shofia Mardhiyah; Tedi Rohadi
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.v14i1.10416

The increasing integration of artificial intelligence (AI) in education has generated a widespread assumption that higher AI literacy reduces the challenges students face. This study challenges that assumption by examining how challenges persist and evolve alongside students’ developing AI literacy. Focusing on 47 English Education students enrolled in an AI-integrated ELT classroom at an Islamic State University in Java, Indonesia, this research investigates: (1) the level and distribution of AI literacy, and (2) how challenges shift across different levels of competence. A sequential explanatory mixed-method design was employed, combining questionnaire data from 47 respondents, adapted from the Meta AI Literacy Scale (MAILS), with semi-structured interviews involving three purposively selected participants representing contrasting literacy levels. Grounded in socio-technical systems theory and critical AI literacy frameworks, the findings reveal that students demonstrate a generally high level of AI literacy (M = 2.97), with the strongest performance in operational use (M = 3.07) and the weakest in generative competence (M = 2.53). More importantly, challenges do not diminish as literacy increases; instead, they become more complex. Lower-level students struggle with basic operational issues such as prompt formulation and output interpretation, while intermediate-level students encounter cognitive difficulties in refining and aligning AI responses. Higher-level students face critical challenges related to accuracy evaluation, bias detection, and uncertainty management. These findings suggest that AI literacy development is not a linear progression toward reduced difficulty, but a layered socio-technical process in which higher competence exposes deeper limitations. This study contributes to AI literacy research by reframing challenges as evolving rather than diminishing and highlights the need for instructional approaches that emphasize critical, reflective, and ethical engagement with AI in educational contexts.

Students’ Experiences In Learning Reported Speech Through Wordwall in Eleventh-Gradeat Senior High School Hanadi Putri; Ina Daril Hanna; Arisandi Setiyawan
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.v14i1.10419

This study aims to explore students' experiences in learning reported speech through the use of Wordwall in grade XI students at SMAN 2 Pamekasan. The use of game-based media such as Wordwall is expected to address the challenges in teaching complex English grammar. This study uses a descriptive qualitative approach. Participants were selected using purposive sampling. Data were collected through direct observation and in-depth interviews with grade XI students. The collected data were analyzed thematically to identify the experiences, challenges, and benefits perceived by students. The results of the study show that Wordwall makes a positive contribution to learning reported speech. Students show increased engagement, motivation, and understanding of the material, as well as positive emotional responses such as feeling more relaxed and excited. Learning becomes more interactive through hands-on practice and peer-to-peer discussion. However, the study also revealed many specific challenges, notably time pressures that make students rush, grammatical difficulties in changing tenses and pronouns, and technical constraints such as device limitations and internet connections. Thus, the effectiveness of Wordwall is highly dependent on the balanced management of technical and pedagogical challenges, namely between the use of gamification features to increase motivation and the provision of adequate support to overcome students' cognitive and technical barriers.

Morphological Features of the Surah Al-Insyirah and its Translation into English by Students of English Education Department at Universitas Islam Madura Nur Imamah Yuliatin; Dinar Vincy Yunitaka Bahrudin; Fitrah Yuliawati
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.v14i1.10425

This research investigates the morphological features of the surah Al-Insyirah and examines how the fourth semester students of English education department at Universitas Islam Madura translate the surah Al-Insyirah into English. Grounded in morphological theory (Adisutrisno, 2013) and translation studies Hatim (2014) this research used a qualitative method with a case study approach employs observation, interview, and documentation. The finding reveal that surah Al-Insyirah contains rich distributions of free morpheme and bound morpheme that carry grammatical and semantic functions which significantly influence meaning reconstruction in English. Students translation show varied handling of inflectional and derivational morpheme, level shifts, and translation methods affecting accuracy and contextual appropriateness. The research highlights is the importance of morphological awareness in Holy Qur’an translation task and contribute to applied linguistic in English language education.

Domestication and Foreignization Strategies in Translating Islamic Culture-Bound Terms: A Case Study of Assalamualaikum Baitullah Maulida Hayati Kresnadi; Dedi Sulaeman; Erlan Aditya Ardiansyah
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.v14i1.10426

This study investigates the translation of Islamic culture-bound terms in the English subtitles of the film Assalamualaikum Baitullah. Unlike previous studies that have largely focused on secular culture-specific expressions in mainstream films, this research addresses a gap in the literature by examining the translation of Islamic religious terminology in an Indonesian cinematic context. Drawing on Venuti’s (2008) framework of domestication and foreignization, the study explores how culturally and theologically significant Islamic terms are rendered for English-speaking audiences. Using a descriptive qualitative approach, the research analyzes 43 Islamic culture-bound terms identified from the film’s Indonesian dialogue and their corresponding English subtitles. The findings indicate that domestication is the predominant strategy, accounting for 79.07% of the data, while foreignization represents 20.93%. Domestication is primarily employed to enhance comprehensibility and ensure a natural reading experience by translating religious expressions into culturally familiar English equivalents. In contrast, foreignization is used selectively for terms that carry distinctive Islamic meanings and lack adequate equivalents in English, thereby preserving their religious authenticity and cultural significance. Overall, the findings reveal the translator’s effort to balance audience accessibility with the preservation of Islamic cultural identity, contributing valuable insights to the field of audiovisual translation and the localization of religious content.

Investigating English Teacher Strategies for Slow Learners in Grammar Learning Rizky Ummi Thahirah Nasution; Ahmad Amin Dalimunte
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.v14i1.10429

Inclusive education aims to meet the needs of students from diverse backgrounds. Among them are slow learners, whose learning ability is lower than that of their peers. However, its implementation is still not optimal. Consequently, there is a risk that the learning needs of slow learners will not be met. One of the causes is the limited number of teachers, as well as their low level of readiness to face the diversity of students in inclusive classes. To overcome these limitations, teachers need to be aware of teaching strategies that can accommodate their needs. In particular, English teachers need to be aware of the strategies they use when teaching grammar, which is known to be important yet challenging for language learners. In fact, there are still a few studies that explore the use of teaching strategies for grammar for slow learners in inclusive classrooms. Therefore, this study aims to explore strategies for teaching grammar to slow learners and their implementation in inclusive classrooms. The qualitative study with a descriptive design involved English teachers and class teachers in grade 8 at a junior high school. Data was obtained through semi-structured interviews and field observations, and analyzed using thematic analysis. The results of the study show that teachers use structural, cooperative, translanguaging, and affective strategies, as well as repetition and visual media assistance, in grammar teaching. This study concludes that grammar teaching strategies not only focus on cognitive development, but also on approaches that promote the mental development and attitudes of slow learners.

Enhancing the Vocabulary Mastery of Eleventh Grade Students of Senior High School Through Digital Image Media Salsabillah Putri Kinanti; Juita Triana; Zulia Chasanah
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.v14i1.10459

Mastering vocabulary is an important component of learning English, but many learners still face constant developmental barriers. While digital image media is widely recognized, previous research by Ra et al., (2022) and Aulia et al. (2025). It focuses heavily on static print visuals or standard global materials, leaving a critical research gap on how local digital visuals enhance vocabulary learning. As a new view of the use of vocabulary teaching media, this study attempts to apply the integration of contextual digital imagery with Indonesian folklore. To overcome these problems, this study aims to examine the impact of digital images on students' vocabulary mastery. The research approach used is quantitative with a pre-experimental design through a pretest-posttest group method. The participants of this study were 36 students from class XI of SMA Negeri 4 Purworejo. The data collection tool was in the form of vocabulary paper tests given before and after treatment, analyzed using descriptive statistics and paired sample t tests. Empirical results showed a significant improvement in average scores, jumping dramatically from 47.11 in the pre-test to 88.44 in the post-test. Analysis of the paired sample t-test confirmed a very significant statistical difference (t = -12.45, p = 0.000 < 0.05). Therefore, it can be concluded that digital imagery has a positive and significant impact on students' vocabulary mastery, and has proven to be an effective teaching tool in the context of English language education. Structurally, these findings offer important practical implications for EFL teachers, suggesting that integrating culturally familiar visual media can systematically lower language anxiety and successfully improve overall classroom vocabulary competence.

The Impact of Using Type-to-Speech on Substack’s ‘Play Audio’ in Independent Listening for EFL Students Elisa Dyah Wardani; Widya Caterine Perdhani
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.v14i1.10463

This qualitative case study examines how Substack's built-in Play Audio feature, a Text-to-Speech (TTS) tool, supports independent listening development among EFL students. Although TTS technology is increasingly available on everyday digital platforms, its potential to support L2 listening development in non-educational contexts remains largely unexplored. Four purposively selected Grade X and XI students in an Indonesian secondary school participated in this study. Data on this study were collected through semi-structured interviews, systematic participant observation, and reflexive field notes, and were investigated using a qualitative descriptive approach that was supported by thematic analysis. The findings revealed four themes: improved listening comprehension, vocabulary acquisition through bimodal input, real-world contextual knowledge, and motivation for independent listening. Repeated engagement with Play Audio improved students' ability to process spoken English, supported incidental vocabulary learning, exposed learners to authentic language beyond textbook norms, and fostered intrinsic motivation for autonomous listening practice. These findings contribute towards the growing studies on informal digital learning of languages and offer practical implications for EFL teachers in Indonesian secondary schools seeking accessible and authentic alternatives to conventional listening materials.

German Language Maintenance Among German Language Education Alumni of Yogyakarta State University: A Sociolinguistic Study Lalu Ahmad Rofi; Sulistyowati
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.v14i1.10479

Language maintenance is a sociolinguistic phenomenon closely related to the sustainability of speakers' linguistic competence in various social domains. This study identifies internal and external factors that influence the success or failure of German language maintenance among alumni of the German Language Education Program at Yogyakarta State University. A quantitative descriptive approach was used with a questionnaire instrument for 43 respondents. The results show that the dominant internal factors include low motivation (16.7%), laziness to practice (19.0%), and limited personal time (19.0%). The main external factors are an environment that does not support language use (33.3%), the absence of a communication partner (19.0%), and work pressure (11.9%). These findings confirm that language maintenance is strongly influenced by individual motivation and the existence of a stable domain of language use. In the Indonesian context, the German language holds strategic value due to its relevance in international education, technological cooperation, and global mobility. Within this sociolinguistic landscape, alumni of German Language Education programs constitute an important speech community because they represent a group with sustained linguistic competence, institutional training, and ongoing engagement with the language after formal schooling.

Denotative, Connotative, and Myth in The Nun Ii: A Semiotic Analysis of Supernatural Communication in Religious Horror Cinema Nizmawati Amran; Kartin Lihawa; Usman Pakaya
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.v14i1.10480

This study analyzes the denotative, connotative, and mythical meanings embedded in the communication between human characters and supernatural beings in The Nun II (2023), a religious horror film produced by Warner Bros. Pictures as part of The Conjuring Universe. Employing Roland Barthes' semiotic theory as the primary analytical framework, this research adopts a qualitative descriptive method to examine twenty selected scenes from the film. Data were collected through systematic observation and documentation of visual symbols, dialogues, sound effects, and cinematic elements. Analysis was conducted across three levels of signification: denotation, connotation, and myth. At the denotative level, the film presents literal depictions of supernatural phenomena, including possessions, apparitions, whispers, distorted religious symbols, and sacred relics. At the connotative level, these signs acquire culturally constructed meanings associated with spiritual vulnerability, divine protection, fear, and moral resistance. At the mythological level, the film systematically naturalizes the ideological belief that religious faith constitutes the ultimate power against supernatural evil. The findings reveal that possession functions as the most recurrent semiotic strategy, reinforcing the ideological message that spiritual weakness renders humans susceptible to demonic influence. Binary oppositions—light versus darkness, silence versus sound, isolation versus community—structure the film's entire semiotic system and consistently resolve in favor of divine authority. Furthermore, the inversion of the nun's sacred image into a demonic figure constructs a powerful mythological statement about the corruption of sanctity. This study concludes that The Nun II functions not merely as entertainment but as a culturally coded text that disseminates religious ideology through cinematic signs. The research confirms the continued relevance of Barthes' semiotic theory in analyzing ideological meaning-making within contemporary popular media.

Voicing Contrast Difficulties in Indonesian EFL Pronunciation Reza Bakhrun Fidianto Pade; 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.v14i1.10524

Pronunciation remains an important issue in English as a Foreign Language (EFL) learning because unclear sound production may affect students’ spoken intelligibility and confidence in oral communication. This study examines segmental pronunciation errors made by Indonesian EFL students in pronouncing certain words. The study employed a descriptive qualitative design involving English Department students at Universitas Negeri Gorontalo. The data were collected through students’ recorded reading of an English text and supported by semi-structured interviews to explore the possible causes of the errors. The pronunciation data were analyzed by identifying, classifying, and interpreting the students’ sound production based on pronunciation error categories, while the interview data was used to strengthen the interpretation of the findings. The results showed that the students frequently substituted voiced consonants with voiceless sounds, particularly /v/ with /f/, /d/ with /t/ or omission in final position, and /z/ with /s/. These errors indicate that voicing contrast remains challenging for Indonesian EFL learners, especially when the target sounds appear in unfamiliar words or in positions that are less common in Indonesian phonological patterns. The interview findings further revealed that unfamiliar vocabulary, limited pronunciation exposure, lack of practice, and difficulty distinguishing similar sounds contributed to the students’ pronunciation errors. The study concludes that pronunciation instruction should give more explicit attention to segmental contrasts, especially voiced and voiceless consonants, to support clearer and more intelligible spoken English among Indonesian EFL learners.

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