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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.

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Articles 2,713 Documents

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The Effectiveness of Canva as a Digital Writing Tool in Improving Descriptive Writing Skill of the Eleventh-Grade Students at Senior High School Nadya; Konder Manurung; Sukmawati Sadilia
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.v14i1.11162

The purpose of this study is to investigate the efficacy of using Canva as a digital writing tool in enhancing students’ descriptive writing. Contrary to the other studies, the current research focuses on examining Canva’s effectiveness as a digital writing tool to assist students in developing their descriptive writing skill. It should be stated that the main motivation for conducting the current study is the poor ability of students to organize ideas, lack of vocabulary, and lack of interest in writing descriptive texts. To conduct the research, researchers followed the quasi-experimental design, including pre-test and post-test with a control group. The participants of this study comprised of 31 eleventh-grade students studying at MAN 1 Palu, whereof 16 of them were placed in the experimental group while the other 15 students formed the control group. In order to perform the experiment, the researchers designed several activities during six sessions. Descriptive text writing test was employed as the data collection technique, which was later analysed using descriptive statistics and aided by the Independent Samples t-test in conjunction with the use of SPSS. Consequently, the following findings emerged as a result. The mean score for the experimental group was raised from 52.00 in the pre-test to 68.81 in the post-test. For the control group, the score increased from 49.40 to 56.60. From the results of the Independent Samples t-test, there was a significant difference between the two groups (p = 0.002 < 0.05). Additionally, the effect size showed a large effect (Cohen’s d = 1.236), signifying practical importance.

Subaltern Resistance to Epistemic Violence and Patriarchal Oppression in R.F Kuang’s The Poppy War Latifa Maharani Gunawan; Ruly Indra Darmawan
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.v14i1.11217

This study analyzes how patriarchal structures and epistemic violence silenced and marginalized Rin as a subaltern woman in R.F. Kuang’s novel The Poppy War. Her efforts to resist these systems reflect the subaltern voice through the lens of Gayatri Spivak’s postcolonial feminism. Even though postcolonial feminist scholars have begun paying attention to fantasy literature, Spivak’s ideas have rarely been used to analyze this novel, leaving a significant gap in our understanding of how fantasy can portray the silencing of marginalized women. This study applies a descriptive qualitative approach and close reading to explore how the novel brings ideas to life. The findings reveal that Rin is oppressed by the patriarchal structure and epistemic violence working together, not individually. Supporting Spivak’s (1988) argument that subaltern women cannot truly speak in their own right because the dominant system never allows their voice to be heard on their own terms, Rin’s resistance is quietly reshaped by those in power. As one of the first studies to directly apply Spivak’s framework to The Poppy War, this research strengthens postcolonial feminist studies by demonstrating that fantasy literature can serve as an unexpectedly strong space for understanding how marginalized women speak, resist, and are subsequently silenced.

Imprisoned Bodies, Muted Voices: Female Characters and Patriarchal Control in Claire Keegan’s Small Things Like These Ulwiyya Farhana; Ruly Indra Darmawan
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.v14i1.11218

This study examines the portrayal of the female characters in Claire Keegan's novel Small Things Like These (2021). In particular, the women held within the Magdalene Laundries are represented as marginalized and oppressed characters within patriarchal systems. This study examines how patriarchal control is implemented in the novel through the confinement and silencing of women, employing a qualitative descriptive approach and Feminist Literary Criticism, as proposed by Gilbert and Gubar (2000). Institutional oppression, collective silence, and historical trauma have been investigated in previous studies of Small Things Like These. However, little attention has been paid to how women are portrayed in light of Gilbert and Gubar's ideas of confinement and silencing. The study offers a distinctive feminist perspective by examining the intertwined processes by which patriarchal institutions control women’s lives. The research indicates that the Magdalene Laundries do not offer women independence, self-determination, or the capacity to control their own lives as institutional power consistently overrides individual will. This oppression is reflected in the institutional and social silence that silences the voices of women, the limitation of women’s freedom in the Magdalene Laundries, and the separation of mothers from their children. The research also points out two related mechanisms of patriarchal control. These are physical confinement, restricting women’s autonomy and isolating them from the outside world, and institutional silence, which prevents their experiences from being acknowledged or challenged by the larger society. These mechanisms suggest that the novel’s oppression is reinforced not only by religious and institutional power but also by social attitudes that normalize compliance and discourage resistance. However, the female characters still seek self-determination and dignity, indicating that oppression and resistance coexist within the same social context. These findings shed light on the mechanisms by which patriarchal institutions control the bodies, voices, and identities of women in contemporary literature, as discussed by Gilbert and Gubar's concepts of confinement and silencing. This is a contribution to feminist literary criticism.

The Implementation and Impact of the English Area on Students’ Speaking Skills at Vocation High School Putri Mansur; A. Musafir Rusyaidi; Yuyun Ruqiyyat Said
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.v14i1.11222

This study examines the implementation of the English Area program in improving the speaking skills of tenth-grade students at SMKN 5 Kolaka Utara. Speaking skills, particularly fluency and pronunciation, remain a challenge for many vocational high school students due to limited opportunities to use English in real communication. This study aims to describe the implementation of the English Area program and its contribution to the development of students' speaking skills. This study employed a descriptive qualitative method. Data were collected through classroom observations, interviews with English teachers and students, as well as documentation of the English Area activities. The results showed that the English Area program was implemented through four stages: preparation, implementation, observation, and evaluation. The program includes activities such as Morning Vocabulary, Object Labeling, Daily Conversation Practice, and Warm-up Speaking. The findings indicate that the English Area program successfully created an English-speaking environment that encouraged students to use English more confidently in daily interactions. Students demonstrated a gradual improvement in speaking fluency, characterized by an increased willingness to communicate, reduced hesitation when speaking, and the ability to spontaneously use simple English expressions. Improvement in pronunciation was also evident through teacher modeling, repetitive practice, corrective feedback, and the students' ability to perform self-correction. Although the students' speaking ability is still limited to the use of simple expressions, the program provides a positive contribution to enhancing their confidence and communication skills. Thus, the English Area program can be considered successful in improving students' speaking skills, particularly in the aspects of fluency and pronunciation, and serves as a beneficial strategy for building English communication skills within a vocational high school environment.

Sustaining Engagement in Duolingo: Autonomy and the Dynamic Nature of Situational Motivation in Self-Directed Language Learning Anggi Purwa Lestarina; Lambok Hermanto Sihombing; Puji Lestari
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.v14i1.11279

Mobile-assisted language learning (MALL) offers flexible opportunities for self-directed language learning (SDL), yet how learners sustain engagement outside formal classrooms remains insufficiently understood, especially when motivation interacts with self-regulation and context. This study examined barriers experienced by Indonesian university students using Duolingo and explored how situational motivation related to fluctuations in engagement. A qualitative descriptive case study involved ten university students; the small sample supported in-depth analysis but limited transferability. Data were collected through an open-ended survey and semi-structured interviews and were analyzed thematically using Garrison’s (1997) SDL framework. Internal barriers included mood fluctuation, stress and fatigue, time-management difficulties, and limited self-monitoring. External barriers included repetitive or insufficiently challenging materials, dependence on assigned targets, environmental distractions, limited family awareness, and peer influence. Situational motivation emerged as salient because engagement shifted in response to immediate cues, including assignments, deadlines, targets, and peer reminders, rather than remaining stable across situations. The findings add contextual nuance to Garrison’s framework by showing that mobile-assisted SDL is shaped by interactions among learner readiness, task design, and social context. Educators and app designers should use structured goals, adaptive challenge, reflection, and social support to sustain engagement. These supports may gradually strengthen independent regulation beyond externally prompted participation.

Epistemic Modality in Miss Marple’s Language: From Assumption to Certainty in Agatha Christie’s Nemesis Fauziah Rohayatien Husna; Almira Irwaniyanti Utami
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.v14i1.11327

While epistemic modality has been examined across various discourse contexts—from political speeches to academic writing—its correlation with narrative development in detective fiction remains largely unexplored. The existing studies dominantly applied Systemic Functional Linguistics frameworks that position epistemic modality within interpersonal functions, so its semantic aspects in literary narratives are not discussed. To fill this gap, this study analyzes Epistemic Modality in Miss Marple’s language in Agatha Christie’s Nemesis (1971), with the research question of how changes in epistemic commitment are connected with narrative development. Employing a qualitative-descriptive approach, the research applies Palmer’s (2001) framework of epistemic modality, which categorizes into: epistemic possibility, epistemic probability, and epistemic certainty. Palmer’s framework is particularly suited to this study, as it examines epistemic modality at the level of propositional meaning, enabling a systematic analysis of how each degree of commitment shifts across the novel's 23 chapters. The data exclusively consist of Miss Marple’s utterances containing epistemic modal markers, collected through purposive reading and analyzed through identification, classification, and interpretation. The findings reveal that all degrees of epistemic commitment occur throughout the narrative, though the distribution varies across the investigation's stages. A gradual increase in epistemic commitment is observed, from tentative assumptions in the earlier chapters toward certainty based on reasoning in the final chapters, while lower degrees coexist with higher ones. This pattern demonstrates the layered and progressive nature of investigative reasoning. Therefore, these findings confirm that Epistemic Modality in Miss Marple’s language functions as a semantic mechanism that reflects Nemesis's narrative arc, contributing to literary linguistics by demonstrating how Palmer’s semantic framework can reveal the relationship between characters’ epistemic language and narrative development. by illustrating how a character’s epistemic language can reflect narrative development.

Analysis Of English Use on Social Media in Generation Z Students Study on Students of Vocational High School (Rural Area) Aldin Ramdani; Lutfiana; Novala Arum Salsabillah; Estiningtyas Sholikhah
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.v14i1.11409

Generation Z is a digital native generation that has grown up along with the development of information and communication technology, especially social media, which has significant implications for the shift in the English learning paradigm from formal to informal. This study aims to examine the pattern of the use of social media as an alternative learning space for Generation Z students in rural areas. Despite the growing body of research on social media-assisted language learning, most studies have focused on urban students or university contexts, leaving limited evidence from rural vocational schools where access to authentic English-speaking environments remains restricted. Therefore, students of Vocational High School were selected because they represent Generation Z learners in rural areas who rely heavily on digital platforms to access English-language input. This study uses a quantitative descriptive approach with a cross-sectional survey design to map the perception, intensity of use, and form of student involvement in English learning activities mediated by social media algorithms. Algorithm-mediated learning refers to language exposure that occurs through personalized content recommendations generated by social media algorithms such as TikTok's For You Page (FYP) and Instagram Reels. Data were collected from 22 students through a closed-ended questionnaire based on the Likert scale and observation of digital activities. The findings revealed high levels of exposure to English-language content (M = 4.36; 87.2%) and strong interest in learning English through social media (M = 4.57; 91.4%).The results show that social media is used as a means of self-taught learning and project-based learning mediated by algorithms such as platforms such as TikTok and Instagram.

Promotional Genre in Research Article Abstracts (RAAs) in the Applied Linguistics Discipline Warsidi
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.v14i1.11654

While understanding promotional genre in research article abstracts (RAAs) has important role to promote research and attract targeted audiences, studies in these potential topics are still limited in the literature. This study aims to analyze promotional genre, communicative functions to promote research, in English RAAs by addressing two important goals: identifying to what extent is research promoted in the abstract section in the applied linguistics discipline, and discover communicative strategies employed to promote research in the RAAs. In responding these goals, it used genre approach to analyze 30 RAAs in the applied linguistics discipline published in reputable journals in Q1 Scopus indexed journals with Scimago Journal Rank (SJR) higher than 1.0 using a qualitative genre analysis. The results revealed that 29 of 30 RAAs promote their research in this section, and they used three communicative strategies to promote their research. These three communicative strategies include: promoting the importance of the current research topics, promoting the importance of the findings, and promoting the implication and contribution of the study. This study may contribute to expand genre studies in the literature and contribute to academic writing in research practices and writing pedagogies.

Interconnections Among Linguistics, Sociolinguistics, and Forensic Linguistics in Legal Contexts: a Qualitative Literature Review Rezki Amalia Wahyuni Mustakim; Fitri Arniati; Muh. Syahrul Ago; Nurlely Nasaruddin; Hendrik Johan Posuma
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.v14i1.11843

Language-related questions in legal settings require an analysis that connects linguistic form with social context and institutional meaning. This conceptual study examines the interconnections among general linguistics, sociolinguistics, and forensic linguistics and explains their relevance to legal analysis. It employs a qualitative descriptive design and a literature review of books, journal articles, and other academic sources concerning the three fields. The sources are synthesized conceptually to identify their principal objects of analysis, areas of contribution, and relationships within legal contexts. The review identifies four connected themes. First, linguistics provides analytical tools for examining language structure, meaning, and use. Second, sociolinguistics explains how identity, social relationships, language variation, power, and communicative context influence language choices. Third, forensic linguistics applies these insights to legal texts, disputed authorship, recorded interaction, and the interpretation of potentially ambiguous or harmful expressions. Fourth, sociolinguistic context is necessary to reduce decontextualized interpretations of linguistic evidence. The analysis indicates that linguistic evidence is most informative when structural features are considered together with speaker relationships, communicative circumstances, and institutional norms. Nevertheless, linguistic analysis should support rather than replace broader legal evaluation because language interpretation is context-dependent and may involve uncertainty. The study offers a concise conceptual framework for understanding the complementary roles of the three fields in legal settings

Digital Literacy Revolution: The Role of Artificial Intelligence (AI) Technology in Personalizing Learning and Improving Students’ Literacy Competency Fujiono; Seful Bahri; Yuliana Trisanti
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.v14i1.7174

The digital era of the 21st century has brought a fundamental transformation in the global education landscape, where Artificial Intelligence (AI) technology has emerged as a key catalyst in the contemporary learning revolution that demands comprehensive digital literacy. This study aims to analyze the role of AI technology in revolutionizing digital literacy through learning personalization and its impact on improving student literacy competencies in a holistic and multidimensional manner. The research method uses a qualitative approach with systematic literature review referring to the PRISMA guide, analyzing 30 high-quality articles from the Scopus, Web of Science, IEEE Xplore, and Emerald Insight databases for the 2020-2024 period through thematic synthesis. The results of the study revealed that AI technology plays a transformative role in personalizing learning through an adaptive system that analyzes individual characteristics, cognitive preferences, and student learning patterns, thereby significantly increasing engagement and achievement of learning outcomes. The implementation of AI expands the dimensions of digital literacy to include cognitive, technical, ethical, evaluative, creative, communicative, social, and metacognitive aspects in an integrated framework. The conclusion shows that AI has great potential to create an adaptive and inclusive education ecosystem, but faces infrastructure challenges, educators' digital competencies, and ethical issues. It is recommended to develop a gradual implementation strategy, investment in professional development, and a comprehensive ethical framework for optimizing the use of AI in education.

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