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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

259 260 261 262 263

The Use of AI-Based Applications to Enhance Students' Writing Skills in Vocational High Schools: A Systematic Literature Review Fatmawati; Sultan Baa
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

The rapid advancement of Artificial Intelligence (AI) technology has catalyzed transformative shifts across the educational landscape, particularly within English as a Foreign Language (EFL) instruction. This study systematically examines the integration and efficacy of AI-based applications in developing the English writing skills of Vocational High School students. Employing a qualitative library research design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study synthesizes empirical evidence, theoretical frameworks, and academic publications spanning from 2015 to 2025. The findings indicate that AI-powered tools—ranging from automated grammar checkers and text generators to adaptive feedback platforms—offer substantial scaffolding during the writing process. These applications significantly improve students' grammatical accuracy, vocabulary acquisition, and syntactic variety, while simultaneously bolstering learning autonomy and motivation. However, the analysis also highlights critical challenges, including potential technology over-reliance, digital divide disparities, and the necessity of aligning generic AI capabilities with the specialized English for Specific Purposes (ESP) demands of vocational curricula. Ultimately, this study underscores that while AI serves as a powerful pedagogical aid, its successful implementation depends on strategic teacher mediation to ensure it enhances, rather than replaces, critical cognitive processing.

Professional Teachers’ Self-Assessment on Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching Rahmiyatus Shalihah; Iis Sujarwati
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.v14i1.10030

The research used a descriptive survey design to offer an assessment in order to find out teachers’ perspective about TPACK implementation in English Language Teaching classroom. A total of 32 professional English teachers took part in this study by completing a TPACK survey questionnaire. Mean and standard deviation were used to analyze the qualitative data. The result showed that TPACK understanding of in-service professional English teachers is in the moderate level. Meanwhile, the technological and pedagogical integration result that the respondents showed satisfied level of competency. In general, comparative result in the three areas of ICT integration found that the ELT teachers are relatively higher.

The Shifting of Language Style of The Main Character in The Wild Robot Film 2024: A Sociolinguistic Approach Shafira Mutiara Lestari; Tri Arie Bowo; Donal Fernado Lubis
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.v14i1.10049

This study aims to analyze the language style and style-shifting used by the main character, Roz, in the animated film The Wild Robot (2024). This study is conducted through a sociolinguistic approach by using Martin Joos' theory of language style, which includes five categories: Frozen, Formal, Consultative, Casual, and Intimate. In addition, this study also uses Susan Ervin-Tripp's theory of stylistic shift, which includes three main factors: Addressee, Speech Condition, and Rhetorical Shift. The research method used is descriptive qualitative. The data is obtained through the transcription of Roz's dialogue in the film. The results of the 52 data analyzed, with the dominant language style being casual language style as much as 13 data, formal language style as much as 12 data, then consultative language style as much as 11 data, then familiar language style as much as 10, and the last is frozen language style as much as 6 data. shows that Roz experienced a significant development in language style, from a frozen and formal language style to a more relaxed and familiar language style. The analysis also reveals several occurrences of style shifting in the movie. A total of 52 instances of style shifting were identified. Among the influencing factors, speech condition appears most frequently with 47 occurrences, followed by addressee with 32 occurrences, while rhetorical shift appears only once. These shifts mainly occur due to changes in interlocutors and situational contexts, leading Roz to adjust her language style accordingly. This finding proves that language in fictional works such as animated films can reflect complex and representative social dynamics. Thus, this study contributes to expanding the scope of sociolinguistics and confirms that language has an important function in shaping identity and relationships between individuals, even in the context of fictional narratives.

Benefits and Limitations of ChatGPT in the EFL Classroom: Students' Perspectives Irmayanti; Dita Musfira Tihurua; Nurfitrah
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.v14i1.10122

This qualitative descriptive study examined how English as a Foreign Language (EFL) students in higher education used ChatGPT and how they perceived its benefits and limitations in academic learning. Twelve students with prior experience using ChatGPT for academic purposes were selected purposively. Data were collected through semi-structured interviews and analyzed using Braun and Clarke's thematic analysis. Three themes were identified. First, participants used ChatGPT as an academic assistant for writing, comprehension, summarization, paraphrasing, and idea generation. Second, they perceived support for grammar, vocabulary, sentence organization, confidence, and motivation. These accounts represent self-reported experiences rather than objectively measured improvement in language performance. Third, participants raised concerns about the credibility and specificity of AI-generated information, the absence of reliable academic references, possible learner dependency, plagiarism, and access constraints. The findings indicate that the educational value of ChatGPT depends on students' capacity to evaluate its output, consult credible sources, and retain responsibility for academic decisions. In EFL higher education, ChatGPT should therefore be treated as a supplementary and teacher-guided resource rather than a substitute for independent reading, writing, and critical evaluation. The study contributes a process-oriented account of learner-AI interaction while acknowledging the limitations of a small, context-specific sample and self-reported data.

How Scaffolding within Genre-Based Pedagogy Supports Students’ Transition to Independent Narrative Writing Mery Ardiyani; Yousef Bani Ahmad; Wahyudin Fitriyana
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.v14i1.10147

Writing is a complex skill for EFL students, requiring the integration of linguistic knowledge, organization, and meaning-making. This study aims to explore how scaffolding within Genre-Based Pedagogy (GBP) supports students’ transition to independent narrative writing. A qualitative case study design was employed involving secondary school EFL students. Data were collected through classroom observation and semi-structured interviews and analyzed using thematic analysis. The findings reveal that scaffolding embedded in the stages of GBP functions as an integrated system that gradually supports students’ learning. Through structured instruction, explicit modelling, and collaborative activities, students develop a clearer understanding of narrative structure and language features. Scaffolding also facilitates idea generation and organization while reducing common writing difficulties, such as limited vocabulary and coherence. As students progress through the stages, they demonstrate increased confidence and independence in constructing their own texts. The study concludes that scaffolding within GBP not only enhances students’ writing ability but also fosters learner autonomy. These findings highlight the importance of structured and systematic scaffolding in supporting effective writing instruction in EFL contexts.

Error Patterns in Senior High School Students’ Descriptive Texts Through Surface Strategy Taxonomy Alfa Rizky Cahya Bagaskara; Abdul Ngafif; Basuki
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.v14i1.10175

This study investigates error patterns in senior high school students’ descriptive texts using the Surface Strategy Taxonomy framework, which classifies errors into omission, addition, misordering, and misinformation. While previous studies have examined writing errors on Surface Strategy Taxonomy error categories on descriptive texts at the secondary level, few analyze deeper into more detailed categories of writing errors occured. This leaves a gap in understanding how students struggle with grammatical accuracy in this genre. The current research aimed to identify the most frequent types of errors and analyze the kind of mistakes that occurred in each. A descriptive qualitative design was employed, with 36 descriptive texts of students at SMA Negeri 7 Purworejo during the 2025/2026 academic year. The texts were analyzed to classify and calculate the frequency of each error type. The findings revealed that students produced all four categories of errors, with misinformation accounting for the highest proportion (45%), followed by omission (39%), addition (14%), and misordering (2%). These results indicate that learners often struggle with selecting appropriate grammatical forms, functional words, and word order, reflecting both interlanguage development and first language transfer. This study analyzes student errors while contributing to pedagogical practice by offering diagnostic insights into writing errors and identifying areas requiring explicit instruction and corrective feedback. The findings provide diagnostic insights for EFL teachers to design targeted instruction and improve students’ grammatical accuracy in writing.

The Role of Digital Literacy in Reducing Students’ English-Speaking Anxiety among Indonesia EFL Learners: A Systematic Literature Review Ervin Okta Viani; Mai Zuniati; Umar Al faruq A.Hasyim
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.v14i1.10200

English speaking anxiety remains a major affective barrier among Indonesian EFL learners, compounded by sociocultural norms of face-saving and limited authentic speaking practice in traditional classroom settings. Despite growing interest in technology-enhanced language learning, prior research has largely examined digital tools in isolation rather than as an integrated competency framework, leaving a gap in understanding how digital literacy functions holistically as an affective support system. This study examined the role of digital literacy in reducing English speaking anxiety, identified the most effective digital literacy components, and synthesized key findings from prior research. A Systematic Literature Review (SLR) following the PRISMA 2020 protocol was conducted across Google Scholar and ERIC databases. From 1,490 initially retrieved records, 20 empirical articles published between 2020 and 2025 were systematically selected and analyzed. A key novelty of this study lies in its application of Indonesia’s National Digital Literacy Framework (Kominfo) as the sole analytical lens—a methodological choice grounded in national educational policy rather than generic Western-derived models. This framework conceptualizes digital literacy through four pillars: Digital Skills, Digital Ethics, Digital Safety, and Digital Culture. Findings demonstrate that digital literacy reduces speaking anxiety through three interrelated mechanisms: alleviating performance pressure via asynchronous platforms; creating psychologically safe practice environments through AI-based tools; and fostering confidence through repetitive digital practice. These findings confirm that digital literacy functions not merely as a technical competency but as a holistic affective support system for EFL learners. For EFL educators, these findings suggest that instructional designs integrating asynchronous speaking tasks, AI-based feedback tools, and culturally sensitive digital scaffolding can meaningfully lower the affective filter and promote communicative confidence among Indonesian learners.

The Representation of Social Discrimination in Zootopia 2 (2025) Movie Vidya Kartika Dewi; Masnia Rahayu
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.v14i1.10257

This study examines the representation of social discrimination in Zootopia 2 (2025), focusing on how inequality, prejudice, and marginalization are portrayed through selected dialogues, scenes, and visual symbols. The film was chosen because it presents discrimination through an animated narrative that remains relevant to contemporary issues of stereotyping, exclusion, and unequal power relations. Using a qualitative descriptive method, this research applies Stuart Hall’s Representation Theory and Alan Swingewood’s Sociology of Literature to analyze how discrimination is constructed and represented in the film. Unlike previous studies that mainly discuss discrimination in animated films as interpersonal prejudice, this study examines discrimination as a structural and historical process shaped by ideological control, historical erasure, and social exclusion. The findings reveal that reptiles, particularly through the character of Gary De’Snake, are represented as marginalized subjects whose identities are shaped by dominant narratives and collective prejudice. Therefore, Zootopia 2 functions as a cultural text that not only reflects social inequality but also critiques how power and representation sustain discrimination in society.

Students’ Needs, Perceptions, and Challenges in AI-Supported Pre-Speaking Preparation Meidy Kautsar Arriv; Fadliyah Uzma
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.v14i1.10500

Pre-speaking preparation enables English as a foreign language (EFL) learners to plan ideas, select vocabulary, and manage confidence before oral performance. This study explored Grade 9 students’ needs, perceptions, and challenges regarding the use of artificial intelligence (AI)-based tools during pre-speaking preparation. A descriptive qualitative design was employed with 19 students in one class at a school in Bekasi. Data were collected through a 15-item five-point Likert-scale questionnaire, classroom observations, and interviews with two students. Questionnaire responses were summarized using percentages, while the interview and observation data were used to support interpretation. The findings showed that 80%-85% of the students agreed that they needed additional preparation time, help organizing ideas, vocabulary support, and more practice opportunities. Between 85% and 90% viewed AI positively for idea generation, vocabulary development, content organization, confidence, and practice before class. However, 55% found some AI-generated answers difficult to understand, and 80% still emphasized the need for teacher guidance. The interviews also identified slow internet connectivity and responses that did not always match students’ expectations. AI can therefore function as a complementary scaffold in pre-speaking preparation, but its use should remain teacher-guided and appropriate to learners’ language level.

Integrating English Language Teaching and Environmental Studies Through A Project-Based Digital Storytelling Pritz Hutabarat; Ririn Syahriani
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.v14i1.10554

This mixed-methods case study examined students’ perceptions of an eight-week project-based digital storytelling activity that integrated English language learning with environmental studies. Forty-two undergraduate students at a private university in Indonesia completed a 13-item questionnaire comprising six five-point Likert-scale items and seven open-ended questions; 16 students subsequently participated in semi-structured interviews. Quantitative responses were summarized descriptively, whereas open-ended and interview data were analyzed thematically and integrated during interpretation. Students retrospectively reported a modest increase in environmental awareness, from a mean of 4.05 before the project to 4.29 after it, together with strong engagement (M = 4.19) and motivation to take environmental action (M = 3.93). Most participants regarded digital storytelling as valuable for English learning, particularly for speaking and writing, and described gains in creativity, critical thinking, collaboration, and digital skills. The principal challenges were unequal group participation, scheduling, technical demands, and limited instructional clarity. Students addressed these difficulties through self-directed learning, negotiation, task redistribution, and adaptation. The findings extend project-based learning outcome research by showing how multimodal narrative production can connect affective engagement with local environmental issues to perceived linguistic, collaborative, and digital learning. However, because the awareness ratings were collected retrospectively and the study relied primarily on self-report, the findings indicate perceived change rather than measured causal effects.

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