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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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Deep Learning-Based Adaptive Practice Improves Vocabulary Mastery Among Indonesian EFL Learners Henryani; Zulfah; Abdul Haris Sunubi; Mujahidah; Magdahalena Tjalla
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.v14i1.10788

This study investigated the effectiveness of Deep Learning-Based Adaptive Practice (DLBAP), an instructional approach grounded in meaningful learning, retrieval practice, spaced repetition, and adaptive reinforcement rather than artificial intelligence-based deep learning, in improving English vocabulary mastery among Indonesian junior secondary EFL learners. The research addressed whether DLBAP was more effective than conventional vocabulary instruction in enhancing students’ vocabulary breadth, vocabulary depth, retention, and productive vocabulary use. The study employed a quantitative quasi-experimental design with a pre-test, post-test, and delayed post-test control group design. The participants consisted of 30 eighth-grade students of MTsS PP Nurul Haq Benteng Lewo, South Sulawesi, Indonesia, divided into an experimental group and a control group. Data were collected through vocabulary tests, classroom observations, and field notes. The experimental group received DLBAP through contextual exposure activities using CoSpaces Edu and adaptive reinforcement using Wordwall, while the control group received conventional instruction. Data were analyzed using descriptive and inferential statistics, including independent and paired samples t-tests. The findings revealed that the experimental group achieved substantially higher vocabulary mastery than the control group, with mean scores increasing from 68.53 in the pre-test to 93.53 in the post-test and remaining relatively high at 89.20 in the delayed post-test. Independent-samples t-test analysis indicated a statistically significant difference between the experimental and control groups in post-test performance (p < .05), with a large practical effect size. The experimental group improved from a mean score of 68.53 in the pre-test to 93.53 in the post-test and maintained a relatively high score of 89.20 in the delayed post-test. The findings indicate that integrating contextual learning, retrieval practice, spaced repetition, and adaptive reinforcement can significantly strengthen sustainable vocabulary learning and support technology-enhanced EFL instruction.

Lecturer’s Attitudes on Lesson Planning and Their Impact on Pedagogical Practices Nurul Puspita; Rudi Hartono; Yuliati
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.v14i1.10794

Lesson planning is an important professional responsibility in higher education; however, the connection between lecturers’ personal attitudes toward planning and their real pedagogical practice has yet to be explored. Unlike school teachers, university lecturers have great autonomy to design their own course plan and assess their research output rather than their teaching performance. This research aims to investigate the influence of lecturers’ attitudes towards lesson planning on their pedagogical practice within a higher education context. The researcher employed a qualitative research design. The data were collected through semi-structured interviews and document analysis with eight lecturers in the English Education Study Program, UIN Raden Intan Lampung. After the data were collected, the researcher analyzed them thematically and identified three significant categories. First, the lecturers view lesson planning as an administrative and pedagogical instrument, demonstrating a positive attitude. Second, these attitudes strongly influence pedagogical practice by filtering, framing, and guiding it. In this context, beliefs reveal the particular ways, tasks, and assessments that lecturers integrate into their lesson planning. Third, when gaps occur between lecturers’ attitudes and their pedagogical practice, the fundamental causes are typically structural, such as time limitations, large class size, and inadequate resources. The research suggests that lecturers' attitudes towards lesson planning serve as the operational mechanism, evaluative standard, and motivational foundation for pedagogical practices in higher education. It is recommended that institutions promote the expansion of positive professional beliefs and identify organizational conditions that support these beliefs so they can be fully understood in teaching.

Students’ Experiences with Learning Environment Affecting English Speaking Ability Roni Juliansyah; Harjuli Surya 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.v14i1.10810

This study purposes to discover students' experiences in dealing with the influence of the learning environment on English speaking ability. A helpful learning environment is assumed to improve students' speaking abilities, but how students’ experience it in such an environment has not been widely explored. This study uses a qualitative approach with a case study method, through in-depth interviews and observations of a number of students. The results of the study indicate that students who learn in a helpful environment tend to feel more confident and motivated to speak English, while students in less supportive environments face greater challenges in improving their speaking abilities. Based on the findings from interviews, observations, and data analysis, it can be concluded that a supportive learning environment either at campus or in students' social environment plays a main role in improving English abilities. Obstacles like fear of making mistakes in speaking are also challenges to overcome so the learning environment becomes more inclusive and helpful for all students. These findings provide a clear picture of how the learning environment can affect students' English-speaking abilities and how the role of lecturers and other social factors can support this process.

Islamic Value-Based Student Management for Islamic Character Development: A Qualitative Case Study at Junior High School Lilis Suryani; 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.v14i1.10818

Despite the growing body of literature on student management in Islamic schools, most existing studies remain descriptive and have not systematically examined how modern management functions can be integrated with Islamic values to foster students’ Islamic character. This study aims to explore the concept and implementation of Islamic value-based student management in shaping the Islamic character of students at SMP IT Syahruddiniyah Kampar Kiri. The study employs a qualitative approach using a case study design. Participants included the school principal, the vice principal for student affairs, six subject teachers, three dormitory supervisors, and eight students, selected purposively based on their involvement in student management practices. Data were collected through in-depth interviews, structured observations, and documentation, and analyzed using the Miles and Huberman interactive model through data condensation, data presentation, and drawing conclusions. The results reveal that student management is carried out through the POAC functions (Planning, Organizing, Executing, and Controlling) integrated with Islamic values. Notably, the actuating (implementation) function—particularly through habit-forming programs such as congregational prayer, Quran memorization, and Islamic extracurricular activities—proved most significant in shaping students’ disciplined, religious, and responsible character. Theoretically, this study reveals that classical management theory (POAC) alone cannot fully explain the process of internalizing spiritual values; therefore, it needs to be integrated with Lickona’s character education theory and Al-Ghazali’s Islamic ethics concepts. Practically, Islamic schools are encouraged to institutionalize character-based organizing and holistic supervision systems, and to develop structured character training programs for educators as a prerequisite for effective Islamic value-based student management.

The Classwide Peer Tutoring as a Bridge to Social Inclusion: Teachers’ Perspectives from an Inclusive Classroom Puspita Maharani; Maslathif Dwi Purnomo
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.v14i1.10823

Classwide Peer Tutoring (CWPT) has been recognized as an effective instructional strategy, yet its socio-emotional impacts within inclusive English as Foreign Language (EFL) classrooms remain under-explored. While contemporary Indonesian EFL research heavily focuses on digital innovations, this study addresses an empirical gap by investigating a nondigital, peer-mediated approach within local inclusive primary education. Utilizing Interpretative Phenomenological Analysis (IPA), this study explores how a classroom teacher and a shadow teacher interpret their lived experiences in implementing CWPT to foster social inclusion for a first-grade student with an Autism-Dysgraphia profile. Data were collected through semi-structured interviews and field observations over a full program cycle. The analysis revealed five interconnected experiential themes: (1) focusing on independence before academics; (2) stepping back to let the student stand alone; (3) using friends as social bridges; (4) moving from writing to speaking in English; and (5) moving from feeling overwhelmed to professional pride. The findings demonstrate that CWPT operates not merely as an academic tool, but as a critical scaffolding mechanism that fosters collective empathy. Crucially, student progress is not an isolated outcome of CWPT, but is significantly accelerated by natural developmental maturation and a tri-partite communication loop involving parents. Practically, these insights offer valuable guidance for teachers regarding instructional adaptations and highlight the boundary conditions of transferring peer-mediated frameworks into high-density classrooms without secondary teacher support.

A Case Study of an EFL Teacher’s Implementation of Role-Play Strategy in Teaching Speaking at a Junior High School Berliana Delima Citra; Abdul Kodir Al-Baekani; Dedeh Kartini
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.v14i1.10829

This study examines how an English as a Foreign Language (EFL) teacher implements role-playing strategies in speaking instruction at the junior high school level for the first time. By examining the experiences of a novice teacher, this study provides critical insights into how teachers adapt innovative strategies in real classroom contexts an essential dimension for understanding the development of sustainable teaching practices and serving as input for teacher training programs. Using a qualitative case study approach, data were collected through classroom observations over three sessions and semi-structured interviews. The analysis revealed five sequential phases of implementation scenario planning, instruction, role assignment, facilitation, and feedback along with four pedagogical considerations: pronunciation development, student confidence, teacher readiness, and curriculum alignment. These findings indicate that the successful implementation of role-playing heavily depends on teachers’ pedagogical readiness and adaptive decision-making, thereby providing concrete implications for the design of professional development programs that support novice EFL teachers in adopting communicative strategies. This study addresses a significant research gap by shifting the focus from learning outcomes to the implementation process itself, thereby contributing to a more contextually relevant EFL pedagogy in junior high schools in Indonesia.

Idiom Analysis in the Indonesian Subtitles of Harry Potter and the Chamber of Secrets (2002) and Harry Potter and the Prisoner of Azkaban (2004) Akhdanil Ghifari; Agus Salim Mansyur; Andang Saehu
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.v14i1.10835

Idiomatic expressions represent one of the most complex challenges in audiovisual translation due to their culture-specific nature and resistance to literal rendering. Despite growing scholarly interest in subtitle translation, studies focusing on idiomatic expressions in fantasy film subtitles within the English–Indonesian language pair remain limited. This study analyzes the types of idiomatic expressions and the translation strategies employed in the Indonesian subtitles of Harry Potter and the Chamber of Secrets (2002) and Harry Potter and the Prisoner of Azkaban (2004). A descriptive qualitative method was employed, with twelve idiomatic expressions selected and analyzed using Baker's (2011) framework. The findings reveal that pure idioms constitute the largest category (50%), followed by figurative idioms (33.3%) and semi-idioms (16.7%). Translation by paraphrase is the dominant strategy (66.7%), followed by using an idiom of similar meaning but dissimilar form (25%), and translation by cultural substitution (8.3%). The dominance of paraphrase reflects the significant cultural and linguistic distance between British English and Indonesian, which frequently necessitates the dissolution of culturally specific imagery in favor of communicative clarity. This study concludes that non-literal and adaptive translation strategies are essential in conveying idiomatic meaning effectively for Indonesian audiences.

Total Physical Response in Vocabulary Learning: A Qualitative Study in Fourth Grade Students Salma Zakiyah; Leny Saili Rahmah; Hamdan Hidayat
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.v14i1.10856

This study addresses low students’ engagements and limited vocabulary retention under traditional instruction at a public primary school in Bandung Regency. It aims to examine the qualitative implementation of the Total Physical Response (TPR) method and analyze its role in fostering student engagement. Unlike previous studies that predominantly measure TPR’s quantitative effectiveness, this study offers a novel contribution by exploring the deep qualitative nuances and lived experiences of young learners during the physicalization of words. Using a descriptive qualitative design, data were collected through observations, semi-structured interviews, and documentation, then analyzed using the framework (Miles et al., 2014). The results revealed that TPR successfully trnasformed the passive classroom into an interactive environment, enhancing student immersion and behavioral engagement. Qualitative insights described a substantial improvement in English vocabulary retention, while also uncovering a nuanced spectrum of individual learning preferences, including students who still favored text-based learning. This study concludes that while TPR effectively breaks traditional passivity, primary school educators should practically integrate multi-sensory activities with diverse instructional methods to effectively accommodate distinct cognitive learning styles in daily vocabulary teaching.

Investigating Batak Toba Subject Properties: A Typological Analysis of Grammatical Relations and Behaviors Nurianti Sitorus; Mulyadi
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.v14i1.10861

This study investigates the subject properties of Batak Toba Language (BBT) from a typological perspective by examining grammatical relations through syntactic behavior. Batak Toba is typologically important because it represents an Austronesian language with flexible constituent order and dynamic grammatical alignment, contributing to broader discussions on subjecthood and alignment systems. Previous studies on BBT have mainly focused on pivot systems, verbal valency, and language variation, while subject properties remain underexplored. This study employed a qualitative descriptive method within a linguistic typology framework. The data consisted of 100 verbal clauses collected from published sources and native speakers, which were analyzed using six syntactic parameters proposed by Artawa (2018). The findings show that BBT exhibits flexible subject behavior in which grammatical relations are influenced by constituent order, discourse functions, and semantic roles. Fronting constructions allow non-subject constituents to occur in clause-initial position, while floating quantifiers affect semantic interpretation and coreference relations. Relativization patterns indicate that subjects are more accessible than other grammatical functions, and interrogative constructions emphasize focus marking and constituent prominence. Furthermore, BBT predominantly exhibits verb-initial patterns such as VS, VOS, and VSO, while also showing tendencies toward flexible nominative-accusative alignment with split-S characteristics in specific constructions. Overall, the study contributes to typological discussions on subjecthood, grammatical relations, and alignment systems in Austronesian languages.

The Effectiveness of Instagram Reels in Improving Students` Speaking Skills at the Sixth Semester of STKIP PGRI Bangkalan Ela Farida; Siti Maria Ulfa; Ruqoyyah Amilia Andania
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.v14i1.10872

Speaking skill is one of the essential aspects of English language learning because students are expected to communicate ideas fluently and confidently. However, many EFL university students still experience difficulties in speaking English, including limited vocabulary, hesitation, low confidence, and pronunciation problems. This study aimed to investigate the improvement of students’ speaking skills after the implementation of Instagram Reels at the sixth semester of STKIP PGRI Bangkalan. Unlike previous studies that mainly focused on students’ perceptions toward Instagram Reels, this study statistically examined students’ speaking improvement using a quantitative pre-experimental design. The study employed a one-group pre-test and post-test design involving 13 EFL university students. The researcher used total sampling because the total population of sixth-semester students consisted of only 13 students. The treatment was conducted in two meetings using Instagram Reels as speaking learning media. The data were collected through speaking tests assessed based on pronunciation, vocabulary, grammar, fluency, and comprehension. The data were analyzed using SPSS through reliability test, normality test, and Paired Sample T-Test. The findings showed that the mean score increased from 9.85 in the pre-test to 16.38 in the post-test. In addition, the significance value (Sig. 2-tailed) was 0.000, indicating a statistically significant improvement in students’ speaking performance after the treatment. The effect size analysis using Cohen’s d showed a very large effect (d = 2.76). The findings suggest that Instagram Reels was associated with positive improvement in students’ speaking skills and can be considered as an alternative learning medium for speaking instruction in EFL classrooms.

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