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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

260 261 262 263 264

The Implementation of Project-Based Learning in Teaching Descriptive Writing Based on Local Wisdom at MAN 3 Cirebon Aghitsni Maulaya; Rahayu Puji Haryanti
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.v14i1.10751

Previous research on project-based learning (PBL) in descriptive writing has largely examined writing outcomes or local-wisdom content within a single cultural setting. Less attention has been given to how PBL is implemented when students from different regional backgrounds use diverse local-wisdom topics to produce an authentic text-based product in an Indonesian Islamic senior high school. This qualitative case study investigated the implementation and challenges of local-wisdom-based PBL in a tenth-grade descriptive writing class at MAN 3 Cirebon. Participants were one English teacher and 33 students; 32 students participated in follow-up interviews. Data were obtained from four classroom observations, semi-structured interviews, lesson and project documents, students’ descriptive texts, and six tourism brochures. The data were analyzed thematically and compared across sources. The findings show that the project proceeded through orientation and topic selection, collaborative planning and information gathering, drafting and peer-supported revision, brochure design, presentation, and reflection. Student choice, division of roles, peer assistance, and culturally familiar topics supported active participation and helped students elaborate content, organize information, and attend to vocabulary and grammatical form. Local-wisdom topics also enabled students to connect English writing with cultural knowledge and representation. The main challenges were limited classroom time, uneven participation, restricted vocabulary and grammatical control, and difficulty expressing culturally specific meanings in English. The study indicates that culturally grounded PBL can provide a meaningful framework for descriptive writing when accompanied by explicit language scaffolding, structured group accountability, and realistic project scheduling

Developing and Evaluating the Le-Zoo Board: An Augmented Reality-Based Medium for English Vocabulary Reading among Students with Autism Yunita Putri Maulidina; Testiana Deni Wijayatiningsih; Dodi 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.v14i1.10762

Students with autism may benefit from structured, visually clear, and multisensory English learning materials. This study developed and preliminarily evaluated the Le-Zoo Board, an interactive learning medium integrating a board game, sensory audio, and augmented reality cards for English animal-vocabulary reading. The study employed a research-and-development approach based on the ADDIE model. Participants were 11 students with mild autism from a special school in Yogyakarta, selected through purposive sampling. Data were collected through material- and media-expert validation, a one-group pre-test–post-test, and a student-response questionnaire. Material-expert validation reached 97.6%, and media-expert validation reached 97%, both categorized as very valid. The paired-samples analysis showed a significant pre–post difference (mean difference = -44.545, SD = 9.342, t(10) = -15.815, p < .001). The student-response score was 480 of 550, or 87.27% of the maximum possible score, indicating a positive practicality response. These findings provide preliminary evidence that the Le-Zoo Board is valid, positively received, and associated with short-term improvement in English animal-vocabulary reading. Because the study involved a small one-group sample, causal and comparative interpretations should be made cautiously.

Two Worlds, One Identity: Postcolonial Reading of Space in Sherman Alexie's The Absolutely True Diary of a Part-Time Indian Angelique Sheva Kurniawan; Zuhrul Anam
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.v14i1.10785

This study examines how the reservation shape’s identity in Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian (2007). Rather than treating the setting as a passive background, this paper contributes to postcolonial spatial studies by showing how the reservation actively constructs identity before any physical movement takes place. This qualitative study applies Sara Upstone’s concepts of "place" and "space" to analyze the novel's dialogues, narratives, and events. This specific framework reveals how colonial structures turn the reservation into a fixed "place" of poverty and isolation that Junior internalizes. However, the analysis demonstrates that Junior’s relocation to Reardan transforms this restrictive environment into a flexible "space" for self-definition. In conclusion, the study argues that the reservation is not permanently limiting, but can be transformed into a dynamic environment through individual agency and resistance.

Repurposing Mobile-Assisted Language Learning (MALL) at Tourism Vocational Schools: Analysis of Group Dynamics and Technical Barriers in the "Tour-Vlog" Project Baiq Husnia Hamidayani; M. Ragil Dwifani Azzura; Siti Mukminatun
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.v14i1.10816

This study explores the implementation of a Mobile-Assisted Language Learning (MALL)-based Project-Based Learning (PjBL) innovation through an English "Tour-Vlog" project. The focus of this research is directed at addressing the issues of passive learning and the counterproductive utilization of smartphones in the 11th-grade Tourism Services (Usaha Layanan Wisata/ULW) class at SMKN 2 Selong. Employing an exploratory mixed-methods case study design, data were gathered from 23 students through classroom observations, semi-structured interviews, perception questionnaires, as well as individual performance and group product assessment rubrics. Student speaking ability data in the individual performance assessment rubric was adapted from the components of Harris' (1969) standard oral test, which included aspects of fluency, pronunciation, grammar, and vocabulary adapted to the vocational context of tourism. The results demonstrate a significant transformation in the learning culture, shifting from passive detachment to active engagement, which achieved a 100% speaking participation rate. Furthermore, students exhibited highly positive perceptions regarding vocational career relevance (mean score of 4.61/5). Nevertheless, the success of the final group products remained varied, with only a 50% passing rate. Qualitative analysis revealed that this sub-optimal outcome was triggered by the phenomenon of social loafing within group dynamics and technical constraints, specifically environmental acoustic disturbances during outdoor recording processes. This study concludes that while integrating MALL into PjBL effectively mitigates students' speaking anxiety, it requires a stringent individual accountability mechanism to optimize collaborative learning outcomes in vocational contexts.

Issues and Solutions in the Arabic Language Learning Program at the Anshor Alsunnah Air Tiris Islamic Boarding School, Kampar. Zahara Latifah; Hafiz Abror; Hakmi Wahyudi; Annisa Desriana
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.v14i1.10831

This study examines the management of issues and solutions in the Arabic language learning program at the Anshor Al-Sunnah Air Tiris Islamic Boarding School in Kampar. Using a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation, and then analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The results indicate that program management has not been optimally implemented across all managerial functions: planning not yet needs- based, coordination among teachers and dormitory staff remains weak, teaching methods are dominated by lectures and translation, and evaluation has not been conducted systematically. Non-linguistic issues—including low motivation, a weak language environment, and limited resources—proved to be more dominant than linguistic issues such as mastery of nahwu-sharaf and mufradāt. Recommended solutions include strengthening the bi'ah lughawiyah, diversifying teaching methods, and comprehensively improving the evaluation system.

Students’ Perceptions of Duolingo as Interactive English Learning Media Fitra A. Jaelani; Karmila Machmud; 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.v14i1.10900

This study explored junior high school students’ perceptions of Duolingo as an interactive English learning medium at SMP Negeri 4 Limboto Barat. The study employed a qualitative descriptive approach to examine students’ learning experiences in using Duolingo during English learning activities. The data were collected through semi-structured interviews involving 22 learners and were analyzed using thematic analysis by referring to Bimo Walgito’s (2010) perception theory and Self-Determination Theory proposed by Ryan and Deci (2000). While previous studies often focus on isolated aspects of digital learning, this study explores students’ experiences through five interconnected perceptual dimensions derived from Walgito’s perception theory. The findings revealed that students generally had positive perceptions toward the use of Duolingo in English learning, yielding three major themes: Students’ Perceptions of Motivation and Engagement, Perceived Support for English Learning, and Learning Experiences and Practical Challenges. The application increased students’ interest, supported vocabulary development, and provided immediate feedback that boosted classroom confidence. However, several technical challenges, such as unstable internet connections and limited device capabilities, were found to affect the learning process. The study concludes that Duolingo functions as an effective interactive English learning medium that promotes meaningful learning experiences. Practically, these findings can inform English teachers on how to strategically integrate gamified tools as classroom complements while mitigating technical barriers.

Refusal Strategies on Request Speech Acts by Indonesian University Students Nuri Emmiyati
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.v14i1.10902

This study aims to investigate how Indonesian EFL learners realize refusal strategies in response to request speech acts across different communicative contexts, with particular attention to the influence of sociocultural norms and pragmatic competence.The study employed a qualitative descriptive research design to explore the context-sensitive nature of refusal speech acts. Data were collected through an open-ended Discourse Completion Test (DCT) consisting of ten hypothetical scenarios adapted from previous studies. The participants were 40 Indonesian undergraduate students majoring in English Education, selected through purposive sampling based on their academic exposure to English. The responses were analyzed using a semantic formula framework to classify refusal strategies into direct and indirect types. The analysis yielded 77 instances of refusal strategies, comprising 34 direct and 43 indirect forms, indicating a clear preference for indirectness. Direct strategies were primarily realized through explicit negation, reasons, and explanations, often accompanied by mitigating elements such as regret. Indirect strategies were more varied and frequently involved complex combinations, with “reason + explanation” and “regret + reason + explanation” emerging as the most dominant patterns. These findings suggest that learners employ multi-layered strategies to balance clarity and politeness in managing face-threatening acts. This study contributes to interlanguage pragmatics by providing empirical evidence from the Indonesian EFL context, an area that remains underrepresented in the literature. The findings highlight the importance of integrating explicit pragmatic instruction and context-based learning into EFL curricula to enhance learners’ ability to perform speech acts appropriately across diverse communicative situations.

Comparative Analysis of Entry-Level TOEFL Skill Profiles Among Vocational Students: Implications for ESP Curriculum Development Irfiani Bakri; Alfridha Dwi Putri Putri; Rahmat J; Walangitan Melania Rut
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.v14i1.10973

English proficiency has become an essential competency for vocational higher education students due to the increasing demand for effective communication in academic, professional, and workplace contexts. Although the Test of English as a Foreign Language (TOEFL) is widely used to assess English proficiency, previous studies have predominantly focused on overall TOEFL achievement, while limited attention has been given to the diagnostic analysis of TOEFL subskills and their implications for English for Specific Purposes (ESP) curriculum development. This study aims to investigate the entry-level TOEFL skill profiles of first-semester vocational students and examine disciplinary differences across Business Management, Business Administration, and Information Technology programs. Employing a quantitative descriptive-comparative design, the study analyzed secondary TOEFL data from 175 first-semester students. The dataset consisted of Listening Comprehension, Structure and Written Expression, Reading Comprehension, and overall TOEFL scores. Descriptive statistics, proficiency classification, and one-way analysis of variance (ANOVA) were used to identify students’ language proficiency profiles and examine differences among academic programs. The findings revealed that Reading Comprehension achieved the highest mean score, followed by Structure and Written Expression, whereas Listening Comprehension emerged as the weakest skill. The majority of students (76.0%) were classified within the low proficiency category. Furthermore, significant differences were found among academic programs, with Information Technology students consistently outperforming Business Management and Business Administration students across all TOEFL components. The findings indicate that vocational students demonstrate distinct language proficiency profiles and disciplinary variations in English competence. This study contributes to the ESP literature by demonstrating the value of TOEFL subskill profiling as a diagnostic needs-analysis tool and by providing empirical evidence for the development of discipline-sensitive and evidence-based ESP curricula in vocational higher education.

Students’ Reception of Intrinsic Elements and Moral Values in Hans Christian Andersen’s The Ugly Duckling Tri Jampi Setiyorini; Ape Segenil
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.v14i1.11114

This study examines students’ reception of the intrinsic elements, moral values, and impressions of Hans Christian Andersen’s short story The Ugly Duckling. The study responds to the need for literary learning that not only identifies textual elements but also explores how students interpret moral meaning through reader response. A descriptive qualitative design was employed. The participants were 27 second-semester students from class B of the English Education Department at Universitas Muhammadiyah Purworejo in the 2025/2026 academic year. Data were collected from February 24 to March 10, 2026, through semi-structured interviews and document analysis. The interview data were transcribed, coded, and interpreted, while the document analysis was used to support the interpretation of intrinsic elements in the short story. The findings show that students identified four main themes: bullying, discrimination, hardiness, and the search for self-identity. The main characters identified were the ugly duckling, the mother duck, and the ugly duckling’s siblings. Students also recognized several messages, including not judging people by appearance, appreciating differences, avoiding bullying and discrimination, maintaining confidence, being patient, and never giving up. The moral values found in the story were patience, empathy, care, tolerance, justice, and struggle. Students were impressed by the ugly duckling’s patience, persistence, and refusal to take revenge. The study implies that The Ugly Duckling can be used as a meaningful literary text to support character education and moral reflection in English literature learning.

Anthropogenic Overdevelopment and Ecological Apocalypse in Richard Adams’ Watership Down Nanda Resya Afrizal; 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.v14i1.11121

Watership Down by Richard Adams depicts a rabbit community confronted with ecological damage caused by human intrusion. While the work is commonly understood as an adventure or animal story, this study focuses on its representation of ecocide and its implications for rabbit survival. Drawing on Franz Broswimmer's theory of ecocide, the study investigates how human overdevelopment disturbs rabbit habitat, displaces groups, threatens social harmony, and makes animals more vulnerable. The study uses a qualitative approach, doing a close textual analysis of chosen events in the novel to trace the impact of environmental damage on rabbit life. The findings show that anthropogenic environmental damage causes habitat destruction, displacement, societal breakdown, and mass loss. According to the study, the novel portrays ecocide as both an ecological and ethical dilemma. It contributes to ecocriticism and environmental humanities by providing a literary examination of the link between human expansion, ecological collapse, and nonhuman survival.

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