Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
Website

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

254 255 256 257 258

Analyzing Prepositional Errors in Analytical Exposition Texts of Indonesian EFL Vocational Students Nur Anisa Lasalutu; Nonny Basalama; Dewi Dama
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.v14i1.10956

This study analyzed prepositional errors in texts written by 26 eleventh-grade TKJ students at Vocational High School. Using a descriptive qualitative design, Error Analysis and Surface Strategy Taxonomy classified errors into omission, addition, misformation, and misordering. Data comprised students' texts on the topic 'Smartphones Should Be Allowed in Class' and semi-structured interviews with five students selected from low, medium, and high error levels to explain possible causes. Results showed 98 errors: 92 misformation errors (93.88%) and 6 addition errors (6.12%), while omission and misordering were absent. Misformation dominance indicates that students knew prepositions were needed but struggled to select contextually and collocationally appropriate forms, especially on the internet, focus on, depend on, related to, and impact on. Interviews indicated direct Indonesian translation and confusion over English collocations. The findings suggest contextual, genre-based preposition teaching supported by model texts, collocation practice, and corrective feedback.

Factors Influencing Cognitive Academic Language Proficiency in Academic Speaking among EFL Pre-Service Teachers Reynaldi Karim; Muziatun; Haris Danial
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.v14i1.10959

This study addresses the limited empirical attention to Cognitive Academic Language Proficiency (CALP)-oriented speaking in Indonesian EFL teacher education, where previous studies often examine speaking anxiety, teaching strategies, and oral communication separately. It explores the factors influencing students’ CALP in academic speaking at the English Language Education Study Program (ELESP), Universitas Negeri Gorontalo. A qualitative descriptive design was employed with twelve sixth-semester pre-service English teachers who had taken the Speaking for Academic Purposes course. Data were collected through semi-structured interviews, classroom observations, and documentation analysis, and were analyzed thematically. The findings reveal four interconnected factors: language exposure, teaching practices, affective factors, and linguistic knowledge. Limited exposure to academic English reduced students’ familiarity with formal vocabulary, academic expressions, and discourse organization. Teaching practices such as English-only activities, debates, presentations, lecturer modeling, correction, and feedback provided structured opportunities for academic speaking practice. Affective factors, particularly anxiety, fear of mistakes, and lack of confidence, reduced spontaneous participation. Linguistic knowledge emerged as the dominant constraint because limited academic vocabulary, grammar mastery, and discourse organization restricted students’ ability to formulate arguments and answer questions, while also intensifying anxiety. Pedagogically, the findings imply that academic speaking instruction should integrate explicit academic vocabulary, discourse organization, critical response strategies, constructive feedback, and emotionally supportive practice.

The Ideology of the Main Female Character in the Novel Amba by Laksmi Pamuntjak Erlinda A. Suleman; Herson Kadir; Yunus Dama
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.v14i1.10960

This research examines Laksmi Pamuntjak's novel, Amba, which tells the story of the main female character's struggle to find freedom and equality with men. Initially, the main female character views freedom as a means to happiness. However, she experiences destruction and loss that render her unaware of her rights as a woman. This situation drives her to resist patriarchy through a transformation into a woman with freedom of choice, freedom of opinion, responsibility, and independence. This research focuses on two issues: feminine transcendence as viewed from the perspective of women's existence in Laksmi Pamuntjak's novel, Amba. This study is analyzed using Simone de Beauvoir's existentialist feminist theory in her book, The Second Sex, which discusses the transcendence of women's freedom and awareness in determining their identity. The method used is descriptive qualitative, using reading, observing, and note-taking techniques. The research results show that the main female character successfully discovers her identity and truth through her search for a livelihood on Buru Island, leading her to become an independent, critical, and persistent woman. This struggle reflects a woman's efforts to achieve full existence and recognition. The conclusions from the research findings indicate that the main female character successfully fights for women's rights through her efforts to transcend her limitations. The main female character maintains her honor as a mother and the love of a man.

Seventh-Grade Students' Difficulties in Learning English Verbs in the "My School Activities" Material Leni Cahyani Mustapa; Moon Hidayati Otoluwa; Yunita Hatibie
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.v14i1.10961

Previous studies on junior high school students' vocabulary learning have often examined vocabulary difficulties in general or discussed meaning, pronunciation, and usage separately. This descriptive qualitative study addresses that gap by investigating seventh-grade students' difficulties in learning English verbs in the My School Activities material at SMP Negeri 1 Bulango Timur through an integrated analysis of meaning, pronunciation, and contextual usage. Ten students were selected because they had studied the target material and represented varied English learning abilities. Data were collected through structured direct observation activities, namely verb-meaning matching, read-aloud pronunciation, and fill-in-the-blank sentence completion, supported by semi-structured interviews and documentation of the teacher's module and the English for Nusantara textbook. The data were analyzed using Miles, Huberman, and Saldana's interactive model through data reduction, data display, and conclusion drawing and verification. The findings show that all participants experienced difficulties across the three aspects. Students confused verb meanings and forgot previously learned words, pronounced verbs by relying on Indonesian spelling patterns, and selected verbs that did not fit sentence contexts. The study contributes a contextual account of how meaning, pronunciation, and usage difficulties are interconnected in verb learning and suggests that teachers should combine vocabulary review, read-aloud practice, and sentence-based activities.

Who Defines “Correct English”? A Critical Discourse Analysis of English-Learning Content on TikTok Nusaibah Al Mashuunah Abdullah; Alan Jaelani; Amalul Umam; Sa’adatul Ulya
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.v14i1.10966

Despite the growing popularity of TikTok as a platform for English language learning, limited attention has been given to how language ideologies are embedded in its instructional content. This study investigates how “correct” English is represented in English-learning content on TikTok, particularly in relation to Standard Language Ideology and Native-speakerism. Using a qualitative design, this study analyzes Fairclough’s Three-Dimensional Critical Discourse Analysis to twenty-four videos produced by Antonio Parlati. The data consist of spoken utterances, captions, and on-screen texts that contain explicit and implicit evaluations of English usage. Fairclough’s Three-Dimensional Critical Discourse analysis framework is employed to examine the data at the textual, discursive-practice, and sosial-practice levels. The findings reveal that “correct English” is constructed through three main patterns: native-like English as a preferred model, natural or real-life English as a marker of appropriate usage, and explicit correction as a mechanism for distinguishing preferred forms from non-preferred forms. These patterns show that correctness is not represented only as grammatical accuracy, but native-speaker authority. The study concludes that TikTok English-learning content functions both as a source of practical language instruction and a digital space where dominant ideologies about English correctness are reproduced and circulated. These findings highlight the need for English teachers, learners, and content creators to critically engage with and evaluate the ideological assumptions embedded in social media-based language instruction.

Constructing Masculinity Through Anti-Establishment Discourse in The Joe Rogan Experience: A Critical Discourse Analysis: A. Introduction Jumharia Djamereng
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.v14i1.10968

Podcasts are increasingly popular alternative media platforms and have transformed modern public discourse through their informal, lengthy, and ideologically driven conversations. In this context, masculinity has become a hot topic, particularly with respect to institutional authority, authenticity, and freedom of expression. This paper investigates the construction of masculinity in anti-establishment discourse in the Joe Rogan Experience with Mark Zuckerberg. The study adopts a qualitative research design and uses the framework of Critical Discourse Analysis (CDA) by Norman Fairclough which looks at discourse at the level of textual features, discursive practice and social practice. The data comprises selected utterances from the podcast episode that directly address masculinity, aggression, institutional culture, censorship and freedom of expression. Data were collected by purposive sampling and thematically analyzed based on research objectives. The findings reveal that masculinity is discursively constructed as a natural, positive, and socially valuable identity associated with strength, competitiveness, resilience, authenticity, and independence. The discourse frequently positions masculine traits as being constrained by contemporary institutional and corporate cultures, which are represented as excessively restrictive, politically regulated, and detached from authentic social values. Furthermore, anti-establishment discourse functions as a key ideological mechanism through which masculine identity is legitimized and defended. Institutions, including corporate environments and systems of content regulation, are frequently portrayed as limiting individual freedom and suppressing authentic expression. The podcast setting itself contributes to this construction by fostering an atmosphere of spontaneity, intimacy, and perceived authenticity that strengthens audience engagement with anti-establishment narratives. By showing how long-form conversational media are crucial venues for negotiating masculine identities and institutional power in modern digital culture, this study adds to the expanding corpus of research on digital masculinity, podcast discourse, and alternative media.

Bridging the Academic–Vocational Gap: A Needs Analysis for Developing a Project-Based English Module in an Agribusiness Context Elva Bonita Arbie; Nonny Basalama; Sartin T Miolo; Muziatun Mukadji; Hasanuddin Fatsah; Rasuna Talib
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.v14i1.10979

The demand for English proficiency in vocational education requires instructional materials that align with students’ professional contexts. Although English for Specific Purposes (ESP) and Project-Based Learning (PjBL) have been widely explored in vocational education, studies integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum remain limited. This study aims to identify the target needs and learning needs of Agribusiness students at SMKN 1 Paguyaman as a basis for developing an ESP module integrated with Project-Based Learning. This research represents the Analysis phase of the ADDIE model and employed a descriptive needs analysis design. Data were collected through document analysis of the Phase F English Learning Outcomes and questionnaires administered to one English teacher, three Agribusiness productive teachers, and 18 eleventh-grade Agribusiness students. The data were analyzed using qualitative descriptive analysis involving data reduction, data display, and conclusion drawing. The findings revealed a gap between curriculum expectations and classroom practices, particularly regarding limited technical vocabulary and the lack of contextualized instructional materials. Specifically, 88% of students reported difficulty understanding English vocabulary, while 93% expressed a need for agriculture-related procedural text materials. Procedure and descriptive texts were identified as the most relevant text types, whereas Project-Based Learning and interactive audio features were considered effective in supporting student engagement and comprehension. The novelty of this study lies in integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum as a foundation for developing contextualized instructional materials. The study concludes that a contextualized ESP module is essential to bridge the gap between content knowledge and students’ language competence.

English Lecturers’ Perspectives on the English as a Lingua Franca (ELF) Paradigm in Teaching Practices: A Positive Outlook Sastin o. Akase; Enni Ahkmad; Zulkifli Ahkmad; Andi Nurwati; Nur Wahidah Thayib Pido
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.v14i1.10989

The growing use of English in multilingual communication has strengthened the importance of English as a Lingua Franca (ELF) in English language teaching. Despite increasing international interest in ELF, empirical evidence on lecturers’ perspectives in regional Indonesian higher education institutions, particularly in Gorontalo, remains limited. This study aimed to investigate English lecturers’ perspectives toward the ELF paradigm in teaching practices at IAIN Sultan Amai Gorontalo and Universitas Negeri Gorontalo. A descriptive quantitative survey design was employed involving 26 English lecturers selected through purposive sampling. Data were collected using a validated 19-item questionnaire and analyzed using descriptive statistics, including mean scores, standard deviations, frequencies, and percentages. The findings revealed that lecturers generally demonstrated positive orientations toward the ELF paradigm. Four research dimensions—Legitimacy of All English Users, Rejection of Native-Speakerism Dominance, ELF as a Legitimate Form of Global Communication, and Diversity as a Strength in Communication—were categorized as high, whereas Emphasis on Imitating Native-Speaker Models and Dependence on Native-Based Teaching Materials remained at a moderate level. These findings indicate that lecturers are increasingly embracing multilingual and communication-oriented perspectives while still maintaining certain native-speaker-oriented beliefs, highlighting the transitional nature of lecturers’ perspectives toward ELF. The study contributes to the growing body of ELF and Global Englishes research by providing empirical evidence from an underrepresented Indonesian higher education context and demonstrates how global communicative principles are negotiated within local teaching practices. The findings also underscore the importance of integrating ELF-aware principles into curriculum development, teacher education, and professional development programs to better prepare learners for multilingual communication in contemporary English language teaching.

Promoting Digital Well-Being Through English Graffiti Art: A Case Study of Junior High School Students Widia Fransiska; Meida Rabia Sihite; Linda Astuti Rangkuti; Iskandar Zulkarnain
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.v14i1.10991

Unhealthy digital habits among junior high school students, including excessive gaming and prolonged social media use, have raised concerns about their impact on students’ creativity, focus, and real-world interaction. This study investigates the role of English graffiti art as an innovative pedagogical approach to shaping healthier digital practices among students at a private junior high school in Medan. Employing a qualitative case study design, the research was conducted with three classes of seventh-grade students who participated in classroom activities that integrated graffiti art into English language learning. Data were collected through preliminary surveys documenting students’ digital habits, student-created artifacts reflecting awareness and attitudes toward technology use, classroom observations capturing engagement and collaboration, and reflective journals and interviews with students and teachers, providing deeper insights into their perceptions. Quantitative data from surveys were analyzed using descriptive statistics to identify students’ awareness of their digital healthy habits. Triangulation of findings across multiple sources strengthened the validity of interpretations. Results indicate that integrating graffiti art into English learning can raise students’ awareness of their digital behaviors, encourage creative expression, and promote more balanced technology use. The study concludes that arts-based pedagogy offers meaningful potential not only for enhancing linguistic and creative skills but also for addressing contemporary challenges in students’ digital well-being.

ESP Needs Analysis for Computer and Network Engineering Students at a Vocational High School in Bandar Lampung Muhammad Rizki Amarta; Nurul Puspita; Istiqomah Nur Rahmawati
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.v14i1.11010

This study investigated the English for Specific Purposes (ESP) needs of Computer and Network Engineering (TKJ) students at a vocational high school in Bandar Lampung, Indonesia. Guided by Hutchinson and Waters’ needs analysis framework, it examined students’ necessities, wants, lacks, and the alignment between current English materials and vocational demands. A mixed-methods case study involved 36 eleventh-grade students, one English teacher, and one TKJ teacher. Data were collected through a questionnaire, semi-structured interviews, and document analysis, then analyzed using descriptive statistics, thematic analysis, and document interpretation. The findings showed that students needed English mainly for technical instructions, tutorial videos, technical vocabulary, documentation, and workplace communication. They preferred hands-on, collaborative, task-based, and technology-related learning activities. Their main gaps were low confidence in professional English use, difficulty explaining technical concepts, limited technical vocabulary, and dependence on translation tools. Document analysis indicated that current materials remained general and lacked sufficient TKJ-related vocabulary, authentic technical texts, and workplace tasks. The novelty lies in triangulating student needs, teacher perspectives, and school documents within one TKJ context, showing that the mismatch is a curriculum-material issue. The study recommends ESP-oriented material adaptation through collaboration between English and vocational subject teachers.

Page 256 of 272 | Total Record : 2713

254 255 256 257 258

Filter by Year

2013 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota palopo, Sulawesi selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota palopo,

Sulawesi selatan

INDONESIA