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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.

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Articles 2,713 Documents

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Revitalizing Gorontalo Vocabulary through Bilingual Comics in Coastal Environmental Contexts Salman Alade; Ita Meiarni; Wa Ode Irawati; Wiwik Pratiwi; Fitriya Dessi Wulandari
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.v14i1.10882

The declining use of regional languages among children has become a growing concern in Indonesian communities, including Gorontalo, where intergenerational language transmission is increasingly disrupted by the dominance of national and global languages. Despite existing studies on comic-based learning and bilingual instruction, research integrating bilingual comics with local environmental contexts specifically for regional language revitalization among children remains limited. This study aims to examine the effectiveness of bilingual comic-assisted learning with coastal environmental contexts in improving children’s Gorontalo vocabulary acquisition. A pre-experimental one-group pretest-posttest design was employed involving 15 children aged 8–10 years in a coastal community of Gorontalo. Data were collected through validated vocabulary tests administered before and after two learning sessions using the bilingual comic Perahu dan Rahasia Air. The findings revealed substantial improvement: mean pretest score was 3.40, increasing to 8.87 posttest (mean gain = 5.47). A Wilcoxon signed-rank test confirmed the improvement was statistically significant (Z = −3.41, p < 0.001). Before the intervention, 73.3% of participants belonged to poor or very poor categories; after the intervention, 93.3% reached good or very good categories. The novelty of this study lies in its integration of bilingual comics, contextual environmental narratives, and regional language revitalization within children’s literacy practices. Findings suggest that culturally grounded bilingual visual media can support vocabulary acquisition and contribute meaningfully to regional language revitalization efforts. Limitations related to sample size and intervention duration are acknowledged, and directions for future research are discussed.

EFL Learners’ Perceptions of the Use of Think–Pair–Share in their Viewing Activities during Transactional Conversation Course at an Undergraduate English Education Program Ayuri Rafikatul Husna; Puji Astuti
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.v14i1.10883

This study explores how EFL learners perceive the use of Think–Pair–Share (TPS) in viewing activities within a Transactional Conversation course. Although TPS is commonly used in EFL settings, its role in viewingbased learning from learners’ perspectives remains limited. This study employed a qualitative descriptive design, involving 20 learners who completed open-ended questionnaires and six of them were interviewed for deeper insights. The data were analyzed using thematic analysis. The findings highlight four key themes: perceived effectiveness, learning process, engagement and interaction, and implementation challenges. TPS was found to increase engagement, support understanding through peer discussion, and encourage active participation during viewing tasks. However, challenges such as limited time, unequal participation, and language difficulties were also reported. These findings suggest that TPS can make viewing activities more interactive and meaningful, but its success depends on thoughtful implementation, including appropriate time allocation, balanced group interaction, and support for learners’ language development.

E-Evaluation Development Using Hot Potatoes Software in English Subjects with Profession Material in Grade V of Elementary School Academic Year 2021/2022 Zurriyana Nainggolan; Eva Betty Simanjuntak; Dedek Oktavia Nasution; Hamka
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.v14i1.10885

This study aimed to determine the feasibility and practicality of e-evaluation using Hot Potatoes software in English subjects on profession material for fifth-grade students at Elementary School. The research used a Research and Development (R&D) method with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were fifth-grade students, while the object was the e-evaluation media developed using Hot Potatoes software. The results showed that the media was highly feasible, as indicated by media expert validation results of 89% and material expert validation results of 90%, both categorized as “very feasible.” The practicality of the media was also proven through practitioner assessments, which obtained a score of 93% and were categorized as “very practical.” In addition, student response questionnaires in small-group trials showed an average score of 91.6%, indicating that the media was very practical and easy to use. The field-trial results further showed an increase in students’ learning outcomes, with the average pre-test score of 57.50 rising to a post-test average of 76.88 after the use of the Hot Potatoes-based e-evaluation. Therefore, it can be concluded that e-evaluation using Hot Potatoes software is feasible and practical for use in learning activities for fifth-grade students at Elementary School.

The Correlation Between Students’ Reading Habits and Their Public Speaking Performance in EFL Putu Krisna Purnayasa; Ni Made Ratminingsih; Made Hery Santosa
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.v14i1.10889

This study investigates the correlation between students’ reading habits and their public speaking performance in an English as a Foreign Language (EFL) context. The study was motivated by the need to understand how literacy practices contribute to the development of productive language skills, particularly in speaking. A quantitative correlational research design was employed, involving 40 eleventh-grade students of SMK PGRI 2 Denpasar selected through purposive sampling. Data were collected using a reading habit questionnaire and a public speaking performance assessment rubric. The data were analyzed using descriptive statistics and Pearson Product-Moment Correlation after fulfilling prerequisite tests, including normality, homogeneity, and linearity. The results showed that students generally demonstrated high levels of reading habits (M = 82.15) and public speaking performance (M = 87.45). More importantly, the correlation analysis revealed a strong and statistically significant positive relationship between the two variables (r = 0.732, p < 0.05). This indicates that students with higher reading engagement tend to achieve better performance in public speaking tasks. The findings support the theoretical assumption that reading provides essential linguistic input, including vocabulary and discourse structures, which can be transferred into speaking performance. However, the results also suggest that reading habit is not the sole determinant, as other factors may influence speaking ability. This study highlights the importance of integrating reading and speaking activities in EFL instruction to enhance students’ communicative competence.

Sociolectic Variations in Alternative Universe (Au) Stories in Application X Asil Rahmatika; Yunidar; Moh. 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.v14i1.10891

This study aims to describe the forms of sociolectic variation and the factors that influence the emergence of sociolectic variation in the story of the Alternative Universe (AU) on application X. The rapid development of the Alternative Universe (AU) as a form of digital literature makes it a space that represents the language practice of the younger generation on social media. Although sociolinguistic studies on language in digital media have been widely conducted, research that specifically examines sociolinguistic variation in AU stories as digital literary products is still relatively limited. Therefore, this study seeks to fill the gap in the study by focusing on the analysis on the form of sociolectic variation and the social factors that influence the emergence of sociolectic variation in the AU story. This research is descriptive qualitative research with a sociolinguistic approach. Data in the form of words and phrases containing sociolectic variations were collected through reading, note-taking, and documentation techniques. Data analysis was carried out through the stages of data reduction, data presentation, conclusion drawn, and coding based on sociolectic categories according to Chaer and Agustina's theory. The results of the study showed 31 data covering eight forms of sociolectic variation, namely acrolect, basilect, slang, vulgar, colloquial, jargon, argot, and ken. The most dominant form is slang because it reflects the informal and expressive communication style that is typical among generation z in the digital space. In addition, five factors were found that affect the emergence of sociolinguistic variations in AU stories, namely gender, interlocutor and speech situation, occupation, social environment and cultural, and age. These findings show that language variations in AU stories not only serve as a means of communication, but also as a representation of social identity, relationships between characters, and digital communication culture of the younger generation. Theoretically, this research requires a sociolinguistic study in the realm of digital literature, while practically providing an understanding of the dynamics of language use in the contemporary digital community.

Translanguaging as Comedy Content on Instagram: A Sociolinguistic Study Nurfithri; Neneng Farida Rahmah
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.v14i1.10893

The growing use of social media has transformed multilingual communication by enabling users to combine diverse linguistic resources in creative and dynamic ways. While translanguaging has been widely examined in educational and classroom settings, its role in digital humor remains underexplored. This study investigates translanguaging practices in Instagram comedy content from a sociolinguistic perspective, focusing on how multilingual resources are utilized to construct humor and social meaning. Employing a qualitative descriptive design, the study analyzed multilingual utterances from selected comedy videos posted on the Instagram account @rsydna.a. The data were purposively selected from 312 available posts and analyzed across four linguistic levels: morphology, semantics, syntax, and phonology. The findings reveal that the content creator integrates Sundanese, Indonesian, and English as a unified communicative repertoire rather than as separate linguistic systems. Morphological translanguaging emerged as the most dominant pattern, followed by semantic, phonological, and syntactic translanguaging. The analysis demonstrates that hybrid word formation, meaning transfer, structural adaptation, and localized pronunciation function as important resources for humor production, identity construction, and audience engagement. These findings suggest that translanguaging in digital comedy is not merely a form of language mixing but a dynamic sociolinguistic practice through which multilingual speakers creatively negotiate linguistic and cultural boundaries. By examining translanguaging across multiple linguistic levels in social media comedy content, this study extends translanguaging research beyond educational contexts and contributes to a broader understanding of multilingual communication in contemporary digital environments.

The Efficacy of ChatGPT-Assisted Learning in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students Soleman Dapa Taka
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.v14i1.10908

This study investigates the efficacy of ChatGPT-assisted learning in teaching writing descriptive text to tenth-grade students at SMA Kristen Mercusuar Kupang, East Nusa Tenggara, Indonesia. With the rapid advancement of artificial intelligence (AI) technologies in educational settings, ChatGPT has emerged as a promising tool for supporting English as a Foreign Language (EFL) writing instruction. This study employed a quasi-experimental research design with a pre-test and post-test control group to measure the impact of ChatGPT integration on students' descriptive writing proficiency. A total of 60 tenth-grade students were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received writing instruction supplemented by ChatGPT interactions, while the control group followed the conventional teaching method. Data were collected through written descriptive text tasks and analyzed using an independent samples t-test. The results revealed that the experimental group demonstrated significantly higher post-test scores compared to the control group, with a mean difference of 12.4 points (p < 0.05). The ChatGPT-assisted group showed marked improvement in vocabulary use, grammatical accuracy, coherence, and descriptive language depth. Furthermore, student attitude questionnaires indicated a positive reception toward AI-assisted writing practice, with 83% of participants reporting increased confidence in English writing. These findings suggest that ChatGPT-assisted learning is an effective instructional strategy for enhancing descriptive writing skills among Indonesian EFL learners at the secondary school level. The study concludes with pedagogical implications for integrating AI tools into EFL writing classrooms and recommendations for future research.

Phonological Interference of the Bugis Dialect on the Indonesian Language in the Bambaloka Community in Baras District Fika; Moh Tahir; Juniati; Yunidar; Ulfah
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.v14i1.10912

This study aims to describe the form of interference of the Bugis dialect in Indonesian speech in the Bambaloka community, Baras District, through a descriptive qualitative approach with data in the form of spontaneous speech collected using listening, recording, and recording techniques in the context of informal communication, and analyzed using the Miles and Huberman model. The results of the study revealed that the interference that occurred was concentrated in one form, namely phonological interference, which included 13 specific patterns including the change of the phonemes /m/ and /n/ to /ng/ at the end of the word, modification of the vowels /o/ and /e/ at the end position, the elimination of the consonants /h/, /t/, /p/, and /k/ which are prevalent accompanied by the addition of the particles /mi/ and /ji/ typical of the Bugis dialect, As well as the pattern of contraction, assimilation, change of the liquid phoneme /r/, and simplification of consonant clusters as seen in the realization of the word has become sudami and not become didaji. This phenomenon takes place systematically because the Bambaloka people are a bilingual community that makes the Bugis dialect their mother tongue, so that the phonological system of the first language is consistently carried over into their Indonesian speech. This finding has practical significance as the basis for designing an Indonesian language learning strategy that is more contextual and responsive to the linguistic characteristics of bilingual communities, especially for speaking communities living in a language contact situation between regional languages and Indonesian.

Implementing Project-Based Learning to Improve English Communication Skills among University Students A Study at Universitas Nusa Cendana Yanpitherszon Liunokas
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.v14i1.10917

This study investigates the effectiveness of Project-Based Learning (PBL) as an instructional approach to improve English communication skills among fourth-semester students of the English Education Study Program at Universitas Nusa Cendana. English communication competence, encompassing both spoken and written dimensions, is fundamental for future English educators, yet many students continue to demonstrate limited confidence and proficiency in real-world communicative contexts. The research adopted a classroom action research design implemented across two cycles, involving thirty-two students enrolled in the English Communication Skills course. Data were collected through pre- and post-cycle assessments, classroom observation checklists, student reflective journals, and semi-structured interviews. Quantitative findings revealed a statistically significant improvement in students' overall communication scores from a mean of 58.4 in the pre-cycle assessment to 71.6 at the end of Cycle 1, and further to 82.3 at the completion of Cycle 2, surpassing the established minimum competency criterion of 75. Qualitative data corroborated these results, indicating enhanced student confidence, increased participation in communicative tasks, and greater ability to sustain meaningful interactions in English. Students reported that PBL created authentic, purpose-driven contexts for language use, thereby reducing communication anxiety and fostering intrinsic motivation. Additionally, the collaborative nature of project work promoted peer learning and meaningful negotiation of meaning. These findings suggest that PBL is a highly effective pedagogical strategy for developing English communication skills in Indonesian higher education contexts, particularly at institutions such as Universitas Nusa Cendana where students possess diverse linguistic backgrounds. Practical implications for curriculum design and classroom instruction are discussed.

Exploring the Use of the Numbered Heads Together (NHT) Cooperative Learning Method in Enhancing Arabic Speaking Skills at Integrated Islamic Junior High School Pekanbaru Nurjannah Harahap; 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.v14i1.10919

This study aims to explore the implementation, perceived impact, and challenges of the Numbered Heads Together (NHT) cooperative learning method in Arabic speaking learning among eighth-grade students at Integrated Islamic Junior High School Pekanbaru. This study employs a qualitative approach using field research. Data were collected through observation, interviews, and documentation involving the Arabic language teacher, the school principal, and eighth-grade students at Integrated Islamic Junior High School Pekanbaru. The results indicate that the implementation of the NHT cooperative learning method effectively enhances students’ engagement, confidence, and self-assurance in speaking Arabic. Students became more active in discussions, more prepared to provide answers, and more confident in expressing their opinions due to individual responsibilities within the group. Additionally, the learning environment became more interactive, communicative, and student-centered. The NHT method also helped students enrich their vocabulary, improve sentence structure, and practice speaking fluency through group collaboration. However, this study also identified several challenges, such as limited vocabulary, pronunciation difficulties, and anxiety among some students when speaking. Therefore, teacher guidance, continuous practice, and vocabulary reinforcement are necessary to optimize learning outcomes. Thus, the Numbered Heads Together (NHT) cooperative learning method is effective as an alternative learning strategy to improve students’ Arabic speaking skills.

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