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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

249 250 251 252 253

Teachers’ Strategies to Overcome Students’ Difficulties in Learning English Vocabulary at Islamic Boarding School Ainun Jariah Usman; Abdullah; Muhammad Tahir
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.v14i1.10530

This study aims to explore how teachers overcome students’ difficulties in learning English vocabulary at Pesantren Yapid At-Taubah by identifying students’ challenges, influencing factors, and the strategies used by the teacher. This research employed a qualitative method involving one English teacher and several students selected through purposive sampling. Data were collected through classroom observations and interviews and analyzed using data condensation, data display, and conclusion drawing. The findings reveal that students experience difficulties in pronunciation, word complexity, grammatical patterns, understanding meaning, and listening comprehension. These difficulties are influenced by internal factors such as low motivation and limited vocabulary mastery, as well as external factors such as teaching methods and limited exposure to English. To address these challenges, the teacher applied various strategies, including determination, social, memory strategies, cognitive, and metacognitive strategies, as well as vocabulary notebooks and Communicative Language Teaching (CLT). These strategies were found to be effective in helping students understand, retain, and use vocabulary more appropriately, thereby improving their vocabulary mastery and confidence.

Constructing Cultural Heritage: A Faircloughian Critical Discourse Analysis of Wonderful Indonesia’s YouTube Video on Mentawai Tattoos Windy Harsiwi; Ajie Wicaksono
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.v14i1.10536

This study examines how Indonesia, particularly the Mentawai indigenous culture, is linguistically represented in the Wonderful Indonesia official YouTube promotional video entitled “Mentawai: The Ancient Art of Indonesia’s Tattoos Heritage” using Fairclough’s (1992) Critical Discourse Analysis (CDA) framework. Despite the growing body of research on Wonderful Indonesia promotional content, studies employing a linguistically focused CDA on videos representing Indonesian indigenous cultures remain scarce, particularly those analyzing a single video in systematic textual depth. This study addresses that gap. Employing a qualitative case study approach, this study analyzes the textual dimension of the video, focusing on evaluative vocabulary (e.g., “imbued,” “ancient”), metaphor (“a story written on the skin”), inclusive pronoun use (“our feet touch the land”), and sensory language, to examine how Indonesia is constructed as an attractive cultural tourist destination. The findings reveal that the video deploys a coherent set of linguistic strategies that portray Indonesia as exotic, diverse, and spiritually rich, reflecting underlying ideological values related to national branding and soft power. The study also demonstrates how the promotional framing of indigenous cultural heritage raises critical concerns regarding commodification and the absence of indigenous voices. This study contributes to tourism discourse research in the Indonesian context and demonstrates the continued relevance of Fairclough’s three-dimensional framework for analyzing digital promotional media.

The Symbolic Meaning of Taboo Expressions in The Mourning Tradition of The Gorontalo Community and Their Relevance to Indonesian Language Learning Fitrawati R. Usman; Dakia N. Djou; Asna Ntelu
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.v14i1.10539

This study examines the forms and symbolic meanings of taboo expressions in the mourning tradition of the Gorontalo community and their relevance to Indonesian language learning. Academically, this study is important because mourning taboo expressions represent local cultural knowledge reflecting social values, belief systems, and symbolic communication practices that remain underexplored. The novelty of this study lies in applying Ferdinand de Saussure’s semiotic perspective to analyze mourning taboo expressions and connect their cultural meanings to educational contexts. This study employed a descriptive qualitative approach through fieldwork conducted in Tibawa District, Gorontalo Regency, involving 10 informants. Data were collected through interviews, observations, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings identified 15 taboo expressions classified into three categories: five direct taboo expressions, two indirect taboo expressions, and eight myth-based taboo expressions. Semiotic analysis revealed that these expressions function not only as social prohibitions but also as ideological and cultural instruments for transmitting local values across generations. The findings are relevant to local wisdom-based literacy and explanatory text materials in Indonesian language learning.

Error Patterns in Eleventh-Grade Students’ Descriptive Texts Using Surface Strategy Taxonomy Nisrina Nafisa Putri Muzakar; Sri Widodo; Abdul Ngafif; Ploychompoo Hankamolsiri
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.v14i1.10559

This study aimed to identify the types of errors found in eleventh-grade students’ descriptive texts at SMK Muhammadiyah Purworejo by applying the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982). This study employed a descriptive qualitative method involving 27 students as the participants. The data were collected through a writing task and analyzed by classifying the errors into omission, addition, misformation, and misordering categories. The findings revealed that a total of 369 errors were identified, consisting of 243 misformation errors, 69 omission errors, 42 addition errors, and 15 misordering errors. Misformation was identified as the most dominant error type, indicating that students continued to experience difficulties in applying correct grammatical forms, particularly in subject–verb agreement and verb usage. This dominance also suggests that students had partially understood sentence structures but lacked grammatical accuracy in constructing descriptive texts. The study concludes that vocational high school students still experience significant challenges in producing grammatically accurate descriptive writing. Therefore, more focused grammar instruction and guided writing practice are needed to improve students’ writing skills.

Developing Narrative Texts with Mystery Elements for Grade 10 Students Intan Fandini; Totoh Tauhidin Abas; Fela Dafitri
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.v14i1.10573

This study aims to develop a narrative text with mystery elements as a reading instructional material for Grade 10 students and to examine student responses toward the developed material. The study employed a Research and Development (R&D) approach adapted from the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research was motivated by the limited availability of engaging reading materials that align with the interests and learning needs of Grade 10 senior high school students. The narrative text was developed based on genre-based theory and materials development principles, incorporating mystery elements such as tension-building conflicts, unexpected events, and clues scattered throughout the storyline. A total of 37 Grade 10 students at a senior high school in Indonesia participated as research subjects. Data were collected through expert validation sheets and student response questionnaires. The results indicated that the developed narrative text was declared valid and appropriate by a language expert (87.5%) and a materials development expert (85.0%). Furthermore, students demonstrated highly positive responses with a mean questionnaire score of 82.3%, indicating that the text was engaging, comprehensible, and motivating. The study concludes that a narrative text with mystery elements can serve as an effective and engaging reading instructional material for Grade 10 senior high school students.

Distributed Cognition in J.S. Khairen's Novel Bungkam Suara: Technogenesis and the Engineering of Collective Cognition in the Perspective of Hayles' Posthumanism Mariana Maharuju; Ellyana Hinta; Herman Didipu
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.v14i1.10577

The digital age has changed the way humans think, but Indonesian literature studies still rarely read about this cognitive transformation as a distributed system involving humans and technology. This article analyzes the representation of distributed cognition in J.S. Khairen's novel Silence of Voices using the technogenesis framework of N. Katherine Hayles, focusing on how a character's cognition transcends the boundaries of the body and is distributed into media networks, information systems, and surveillance technologies. Through a qualitative-narrative analysis approach, the findings show that distributed cognition in the novel is a form of technogenesis that is also a mechanism for engineering collective cognition. Technology no longer functions as a neutral tool, but rather as an agent that directs—even determines—the way characters perceive the truth, form identities, and respond to information. Engineering strategies include information control through geo-fencing, the production of public opinion through engineered pro-con scenarios, and mass mobilization through digital command systems. This article argues that when cognition is distributed into systems that are not controlled by the individual, technology goes from an emancipatory tool to a subtle but effective social control mechanism. The theoretical contribution of this article is to expand the application of Hayles' technogenesis in the study of contemporary Indonesian literature and show that this novel functions as a posthumanist critique of digital subjectivity.

The Correlation Between Informal Digital Learning of English (IDLE) and Vocabulary Mastery Levels of Grade XI Marketing Students at Vocation High School Faradilla Mutiara Sari; Ismawati Ike Nugraeni; 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.v14i1.10590

This study investigated the correlation between Informal Digital Learning of English (IDLE) and vocabulary mastery among eleventh-grade Marketing students at SMK Negeri 2 Purworejo. Vocational students were selected because they frequently interact with digital media and require practical English skills for future professional contexts. This study utilized a quantitative correlational design involving 33 students selected purposively based on their involvement in digital English learning activities. Data were collected through an IDLE questionnaire and a vocabulary test. The reliability analysis showed that both instruments were highly reliable, with Cronbach’s Alpha coefficients of 0.945 and 0.872 respectively. The data were analyzed using Pearson Product-Moment Correlation. Prior to the correlation analysis, normality and reliability testing were conducted to ensure that the data met the assumptions required for Pearson correlation analysis. The findings revealed a strong positive correlation between IDLE and vocabulary mastery (r = 0.670, p < .001). The findings suggest that students who frequently engaged in digital English learning activities outside the classroom tended to achieve higher vocabulary scores. Exposure to English through digital platforms contributed positively to students’ vocabulary development by providing authentic language input. Therefore, IDLE can support vocabulary mastery and complement formal English learning. The findings also imply that integrating digital learning exposure into English instruction may support students’ autonomous vocabulary development.

An Autistic Student’s Journey in English Learning Strategies within ESP Contexts Muhammad Nurul Muhlis; Putu Dian Danayanti Degeng
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.v14i1.10616

Inclusive education in Indonesian vocational schools needs to pay more attention to the experiences of students with autism spectrum disorder (ASD), especially in English for Specific Purposes (ESP) lessons because require complex social communication. Unfortunately, the voices of autistic students are rarely explored because most research focuses on teachers' perspectives. This narrative inquiry study aims to determine how an autistic student experiences and understands English learning strategies in the context of ESP. This study adopts a neurodiversity framework, experiential theory, and inclusive pedagogy with data collection instruments using semi-structured interviews, systematic observations, and field reflections. Then analyzed using narrative thematic analysis. As a result, this study identified four related themes. First, structured routines that serve as the foundation for student’s emotional security and cognitive readiness. Second, the pace of instruction and clarity of instructions, which significantly influence his understanding and well-being. Third, modeling and visual-digital support, which serve as the primary pathways to authentic understanding. Fourth, vocational relevance serves as a source of sustained motivation and identity formation. This study also identified a pattern of masking—tendency to pretend to understand in order to maintain social conformity—which acts as an invisible barrier to authentic learning. Thus, this study contributes to the growing literature that places the autistic voice at the center of research in English as a Foreign Language Teaching and English for Specific Purposes. This study also offers evidence-based recommendations for designing inclusive ESP in vocational education in Indonesia.

Implementation of the Gamification-Based Blooket Platform in Learning to Listen to Fantasy Fairy Tales Novita U. Hundolo; Salam; Eka sartika
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.v14i1.10619

This study was conducted in response to the current state of fantasy fairy tale listening instruction, which remains dominated by lecture-based methods and thus fails to effectively enhance student motivation and engagement in the learning process. The study aims to describe the implementation of the gamification-based Blooket platform in fantasy fairy tale listening instruction for seventh-grade students at SMP Negeri 1 Telaga during the 2025/2026 academic year. The study employed a qualitative descriptive approach supported by quantitative descriptive data. The research subjects consisted of one Indonesian language teacher and 20 seventh-grade students. Data were collected through observation, interviews, tests, questionnaires, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, and was reinforced through triangulation of sources and methods. The research results indicate that the implementation of the Blooket platform was carried out through the stages of planning, implementation, and evaluation of learning, which were based on the Merdeka Curriculum teaching modules. The learning process took place through introductory, core, and concluding activities by utilizing gamification features such as competitions, challenges, and immediate feedback. Test results indicate that most students achieved scores above the Minimum Passing Criteria (KKM), while survey results show a very positive response to the use of Blooket, particularly regarding learning motivation, engagement, interaction, and ease of use. The success of the implementation was supported by student readiness, teacher competence, and the availability of learning facilities and infrastructure. The challenges identified included differences in student abilities, limited learning time, and technical obstacles such as internet connectivity and supporting devices. The research findings indicate that the use of the Blooket platform positively contributes to student engagement and supports the comprehension of fantasy story texts.

Students’ Perceptions of Learning Vocabulary Through Quizizz Word Formation Games: A Qualitative Case Study at Senior High School Sri Ratih Yulianti; 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.v14i1.10633

This qualitative case study explores students' perceptions and learning experiences in using Quizizz word formation games to learn vocabulary at MAN 1 Pamekasan. Thirty eleventh-grade students participated in two Quizizz sessions (Basic and Advanced levels) covering prefixes and suffixes. Data were collected through classroom observations, student worksheets, and semi-structured interviews with fifteen purposively selected students. The findings reveal that students perceived Quizizz as enjoyable, engaging, and more effective than conventional methods. Students particularly favored the leaderboard and avatar features, while the timer was reported as a source of anxiety for the majority of students. Students demonstrated improved morphological awareness through repeated analysis of prefixes, suffixes, and root words, particularly in their ability to analyze complex words using a word-breaking strategy (identifying the root word before analyzing affixes). The instant feedback feature helped students learn from mistakes immediately. This research contributes to the understanding of morphology-based vocabulary learning through digital game-based platforms and provides practical insights for teachers seeking innovative strategies to enhance student engagement and vocabulary mastery.

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