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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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The Effectiveness of the Guided Reading Method on Students’ Ability to Evaluate Negotiation Texts in Grade X/Phase E at Senior High School Sutanti Ramli; Asna Ntelu; Muslimin
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.v14i1.10649

This study investigates the effectiveness of the Guided Reading method on students’ ability to evaluate negotiation texts. This research employed a pre-experimental design with a one-group pre-test and post-test approach. The participants of this study were 30 tenth-grade students of Senior High School. The data were collected through a reading test and analyzed using a paired sample t-test. The results showed a significant improvement in students’ ability, as indicated by the increase in the mean score from 39.00 in the pre-test to 80.17 in the post-test. The t-test analysis revealed a statistically significant difference (p = 0.000 < 0.05), indicating that the Guided Reading method had a significant effect on students’ evaluative reading ability.This improvement occurred because the Guided Reading method promotes guided analysis and critical engagement with text structure and content, enabling students to better understand, interpret, and evaluate negotiation texts. In conclusion, the Guided Reading method is effective in improving students’ ability to evaluate negotiation texts and can be recommended as an alternative strategy in teaching reading comprehension, particularly in developing students’ critical thinking skills.

Developing a Thematic English Module for Elementary School Students Using the 4D Model Husnaini; Alifa Zahra Fadhilah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v14i1.10667

This research aimed to develop a thematic English module as supplementary learning material for sixth-grade students at SD Muhammadiyah 1 Palopo. The study was conducted in response to the limited availability of standardized English teaching materials at the elementary level and the need for contextual resources that match young learners' characteristics. This research employed the Research and Development method using the 4D model, consisting of define, design, develop, and disseminate. Data were collected through a teacher interview, students' needs-analysis questionnaire, expert validation sheets, and limited dissemination responses. The participants involved 28 sixth-grade students and one English teacher. The needs analysis was based on Hutchinson and Waters' framework covering necessities, lacks, wants, and learning needs. The findings showed that students needed vocabulary support, sentence examples, speaking practice, and engaging learning activities, while their main difficulties involved sentence construction, vocabulary comprehension, and pronunciation. Based on these needs, the module was designed with three thematic topics and several features, including learning objectives, motivational quotes, magic words, QR-code listening activities, chatter corner, story time, creative writing, a self-reflection journal, and lesson plans. The product was validated by content, language, and design-layout experts and obtained an average score of 87.3%, categorized as good, valid, and applicable with minor revisions. The dissemination with students and the teacher showed positive responses because the module was attractive, easy to use, and relevant to classroom needs. The module is expected to support teachers in delivering English lessons and help elementary students learn English through integrated, interactive, and meaningful activities.

Constellation Terms in Gorontalo Oral Tradition: An Ethnographic Study Olin Harun; Harto S. Malik; Rahman Taufiqrianto Dako
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.v14i1.10699

This study investigates constellation terms in the oral tradition of the Gorontalo community and examines their socio-cultural functions through Dell Hymes’s ethnography of communication. Using a descriptive qualitative approach, the study analyzed documented oral-tradition data consisting of a traditional star-calendar transcript and explanatory narratives related to constellation terminology. The analysis employed Hymes’s SPEAKING model to interpret the communicative context, symbolic meanings, and cultural functions of constellation discourse. The findings reveal that terms such as Ewela, Maluo, Otoluwa, Tadala, Pahi, and Totokia function not merely as names of star groupings, but also as ecological markers guiding agricultural activities, seasonal prediction, maritime practices, and other social actions. These constellation terms additionally operate as cultural symbols representing collective memory, ecological experience, caution, hope, and local environmental knowledge. The study further demonstrates that constellation discourse remains important in preserving indigenous ecological literacy and sustaining cultural identity within contemporary Gorontalo society amid modernization and generational change. The findings contribute to ethnolinguistics, cultural preservation, and indigenous ecological knowledge studies by showing that language in oral tradition functions not only to communicate information, but also to organize, interpret, and transmit local knowledge across generations.

The Limits of Human Will: Analyzing Nature and Survival in To Build a Fire by Jack London Izkha Primadani Aji; Henrikus Joko Yulianto
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.v14i1.10701

This study examines the representation of nature and human survival in Jack London’s To Build a Fire from an ecocritical perspective. It aims to analyze how nature is portrayed as a dominant ecological force and how the protagonist’s anthropocentric mindset contributes to his failure. The study employs a qualitative descriptive approach, using close reading to analyze textual data from the short story within an ecocritical framework. The findings show that nature is represented as an autonomous and unchanging force that operates independently of human intention. The extreme environmental conditions highlight the vulnerability of the human body and the limitations of rational decision-making. The protagonist’s confidence in logic reflects an anthropocentric perspective that underestimates ecological power. His repeated attempts to control the environment ultimately fail, demonstrating the inability of human will to overcome natural forces. This study contributes to contemporary ecocritical discourse by demonstrating how survival narratives challenge anthropocentric perspectives and promote ecological awareness through literary representation. This study concludes that the story critiques human-centered assumptions and emphasizes the dominance of nature over human life. It reinforces the idea that humans are subject to ecological systems beyond their control, contributing to discussions on environmental awareness in literary studies.

An Analysis of English Language Department Students’ Translation Quality and Error in Translating Scientific Article (SDGs) From Indonesian into English Muhammad Wira Rizki; Havid Ardi
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.v14i1.10703

Translating global sustainability discourses like the Sustainable Development Goals (SDGs) requires highly precise scientific communication, yet research on how student translators navigate such specialized texts remains limited. This study aims to analyze the translation errors and quality of English majors in translating SDGs texts from Indonesian into English. Utilizing a descriptive qualitative design, this research involved 17 second-semester English literature students at Universitas Negeri Padang selected through purposive sampling. Data were collected via a translation test and analyzed using Dulay’s Surface Strategy Taxonomy alongside a percentage formula. The results revealed 120 structural and lexical errors: 15 omissions (12.5%), 52 additions (43.3%), 51 misinformations (42.5%), and 2 misorderings (1.7%). Despite the prominence of addition and misinformation errors, the students' overall translation quality is categorized as good. These findings suggest that while undergraduate students demonstrate stable syntactic positioning, explicit pedagogical interventions are required to curb over-generalization and lexical inaccuracy in policy-oriented translations.

Can ChatGPT Strengthen Students’ Confidence in Business Email Writing? A Quantitative Study of EFL Learners’ Self-Efficacy Hindri Febri Ana Sari; Vascolino Pattipeilohy; Hedyan Putra
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.v14i1.10707

Despite increasing scholarly attention to generative artificial intelligence (AI) in language education, the extent to which ChatGPT supports learners’ confidence in workplace-oriented writing remains underexplored in EFL contexts. This study investigated the influence of ChatGPT-assisted instruction on EFL learners’ business email writing self-efficacy and explored students’ perceptions toward ChatGPT-mediated writing support. Using a quantitative quasi-experimental design, the study involved 70 sixth-semester students enrolled in a Business Letter course within a DIV Applied Business Administration Program at a state polytechnic in Ambon, Indonesia. Participants were assigned to an experimental group receiving ChatGPT-assisted instruction and a control group receiving conventional instruction during a 12-week intervention. Data were collected using a 30-item questionnaire and analysed through descriptive statistics, paired-samples t-tests, and independent-samples t-tests. The findings indicated substantially greater improvement in business email writing self-efficacy among students receiving ChatGPT-assisted instruction (mean gain = 19.40) than those receiving conventional instruction (mean gain = 6.26). Students also reported favorable perceptions regarding ChatGPT’s usefulness, revision support, confidence enhancement, anxiety reduction, and writing independence. The findings suggest that pedagogically mediated ChatGPT integration may serve as a meaningful resource for strengthening confidence in workplace-oriented EFL writing.

Critical Reflection in Peer Feedback: Assessing the Evaluative Quality of Peer Comments in Collaborative Writing Tasks Arif Putra Yogesi; La Sunra; Muh. 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.v14i1.10718

Peer feedback is an integral part of collaborative writing; nevertheless, the evaluative depth of student comments is often limited. This study examines the quality of peer feedback among 15 participants in a mixed-age English language course where age differences and social hierarchy may influence evaluative interaction. This research employs Qualitative Content Analysis (QCA) and centers around two primary questions: to what extent do student peer comments reflect critical engagement versus technical corrections (RQ1), and what are the common patterns of evaluative reasoning (RQ2). Data were collected via a Peer Feedback Worksheet designed and assessed by an evaluation rubric, from Level 1 (Corrective) to Level 3 (Strategic). The results reveal that roughly 60% of student comments were superficial, largely addressing minor technical issues such as spelling and grammar. Qualitative patterns imply that social dynamics, notably age seniority and a need for social civility, greatly inhibit students from giving strategic, high-quality comments. The younger participants were uncomfortable evaluating their older peers, resulting in a “safety-first” approach to their reasoning. The study suggests that language proficiency is not sufficient for effective peer feedback and that educational interventions should target social-emotional feedback literacy to enhance deeper critical reflection in different EFL settings. The study also highlights the importance of social-emotional feedback literacy in improving peer-feedback pedagogy in EFL contexts.

Patriarchal Bargaining Strategies in The Secret Lives of Baba Segi’s Wives by Lola Shoneyin Lorencia Sariani Tondang; Karina Hanum Luthfia
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.v14i1.10748

This research examines the mechanisms of the patriarchal bargain within a polygamous household through a textual analysis of Lola Shoneyin’s novel The Secret Lives of Baba Segi’s Wives. Employing Deniz Kandiyoti’s framework of the "patriarchal bargain," this study aims to analyze how the absolute authority of the male head is maintained and subsequently negotiated by his four wives. The research utilizes a descriptive qualitative method with a systematic close reading approach. The findings indicate that the patriarchal system in Baba Segi's household operates through a rigid "rule of the game" that reduces a woman’s worth entirely to her reproductive function. This system strips childless women of their personal identity, comfort, and verbal rights. To survive these concrete constraints, the wives deploy bargaining strategies. First, the three senior wives, namely Iya Segi, Iya Tope, and Iya Femi, execute a Reproductive Strategy. They perform exaggerated domestic submission and flattery to mask their deliberate biological sabotage, secretly conceiving children with other men to secure material safety and social prestige. Second, the educated fourth wife, Bolanle, deploys an Intellectual Resistance Strategy. Utilizing her higher education and critical reasoning, Bolanle rejects traditional, irrational solutions and shifts the domestic battleground to a modern medical institution. Under the authority of science, she successfully exposes the husband's infertility, thereby dismantling the false premise of absolute male supremacy. This research concludes that the characters in the novel are strategic actors who actively exploit the blind spots of patriarchal power. The patriarchal bargain does not merely limit women's options, but also provides distinct avenues for active subversion, proving that women will systematically leverage their specific modalities whether interpersonal deceit or intellectual capacity to destabilize masculine dominance.

Management Pattern of the Arabic Language Learning Program in a Yellow Book–Based Islamic Boarding School at Nadwa Sinunukan Islamic Boarding School Siti Sumaiah Batubara; Erka Pulungan; 'Aidil 'Azza Mu'izzuddin; Hakmi Wahyudi
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.v14i1.10770

Studies on Arabic language learning in Islamic boarding schools have predominantly focused on instructional methods, while limited attention has been given to how educational management supports the effectiveness of kitab kuning-based learning programs. This study aims to analyze the management model of the Arabic language learning program based on kitab kuning at Nadwa Sinunukan Islamic Boarding School and to examine its contribution to students’ mastery of classical Islamic texts. Employing a descriptive qualitative approach, data were collected through interviews, observations, and documentation involving the pesantren leader, Arabic language teachers, and students. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the pesantren implements an integrated management model that combines systematic planning, teacher coordination, structured learning schedules, and continuous evaluation with traditional pesantren learning methods, including bandongan, sorogan, and discussion. This management pattern enables the alignment of institutional goals, instructional practices, and student learning outcomes in mastering nahwu and sharaf as the foundation for understanding kitab kuning. The study highlights the uniqueness of integrating modern management functions with traditional pesantren pedagogical practices. The findings contribute to the discourse on Islamic educational management by demonstrating that effective program management can strengthen the sustainability and effectiveness of kitab kuning-based Arabic learning. Practically, the study offers a management framework that may serve as a reference for other pesantren seeking to improve students’ competence in reading and understanding classical Islamic texts.

Teaching English to Students with ADHD in Inclusive Primary Schools: Teachers’ Strategies and Perspectives Divo Pratama Pasaribu; Sholihatul Hamidah Daulay
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.v14i1.10786

Inclusive education has become a key approach to ensuring equal educational opportunities for all learners, including those with attention deficit hyperactivity disorder (ADHD). Although numerous studies have examined ADHD within an educational context, research specifically exploring the teaching strategies employed by English teachers in educating pupils with ADHD in English as a Foreign Language (EFL) class within inclusive primary schools remains limited. This study aims to investigate the strategies used by English teachers to support pupils with ADHD and to explore teachers’ perspectives on inclusive English language teaching. Using a qualitative case study design, this research was conducted at an inclusive primary school in North Sumatra, Indonesia, involving an English teacher with direct experience of teaching pupils with ADHD. Data were collected through semi-structured interviews, classroom observations and document analysis, and analysed using thematic analysis. The findings indicate that the teacher implemented various adaptive strategies, including individualised instruction, teacher proximity, visual aids, interactive learning activities, and simplified instruction. Among these strategies, individualised instruction and teacher proximity emerged as the most influential strategies in maintaining student engagement and supporting behaviour management. This study also found that teachers demonstrated a positive and inclusive perspective by integrating empathy, discipline, equality and responsibility into their classroom teaching practices. These findings contribute to the development of inclusive EFL pedagogy by providing practical evidence regarding effective classroom-based strategies to support learners with ADHD at primary level. In conclusion, inclusive and successful EFL teaching requires a flexible, learner-centred approach to learning, supported by professional development and institutional commitment.

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