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

263 264 265 266 267

Positive and Negative Politeness Strategies of CC in Family Switch: A Pragmatic Analysis Based on Brown and Levinson’s Theory Siti Munawarah; Maida Norahmi; Rezqan Noor Farid; Akhmad Fauzan; Ristati
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.v14i1.10789

This study examines the positive and negative politeness strategies used by the main character, CC, in the movie Family Switch (2023) based on Brown and Levinson's politeness theory. Using a discourse analysis framework, this research identifies and classifies CC's utterances into positive and negative politeness strategies. The primary data are CC's dialogues taken from the movie script and verified by watching the film on Netflix. The findings reveal that CC produces 36 utterances containing positive politeness strategies and 14 utterances containing negative politeness strategies. The most dominant positive politeness strategy is strategy 4: Use in-group identity markers (9 occurrences), followed by strategy 15: give gifts to the hearer (6 occurrences). The most dominant negative politeness strategy is strategy 5: give deference (7 occurrences), followed by strategy 1: be conventionally indirect (3 occurrences). One important finding of this study is that before the body swap, CC mostly uses negative politeness when speaking to her mother. However, after experiencing her mother’s role, she begins to use more positive politeness strategies, such as showing empathy and affection. This finding shows that politeness strategies can change depending on social roles and interpersonal relationships. This study contributes to pragmatics by showing how film discourse can serve as a natural laboratory for understanding real-life politeness adaptation.

EFL Teachers' Engagement and Perceptions of Integrating Gemini AI for Professional Development Aulia Khairunnisa Lubis; Ernita Daulay; Ahmad Amin Dalimunthe
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.v14i1.10910

The rapid evolution of generative artificial intelligence (AI) has necessitated a shift in teacher professional development. However, a significant gap remains in understanding how language educators in traditional Islamic secondary schools navigate technological adoption amidst demanding administrative workloads. This study aimed to investigate EFL teachers' engagement—defined operationally through their behavioral prompt iterations and cognitive commitment—and their perceptions of integrating Gemini AI for professional development at a public Islamic high school (MAN) in Medan. Employing a descriptive qualitative approach, data were collected through methodological triangulation, including non-participant observations, semi-structured interviews, and artifact analysis of teaching modules produced by five purposively selected English teachers. The results indicated a high level of behavioral and cognitive engagement, where the application of Gemini AI reduced teaching module development time by approximately 80%. This figure was determined by comparing the teachers' average manual drafting time of 3 to 4 hours against the AI-assisted completion time of under 45 minutes. Furthermore, the integration enhanced the pedagogical quality of enrichment materials and student worksheets (LKPD) through Higher-Order Thinking Skills (HOTS) alignment. Despite initial technology-related anxiety among senior educators, participants perceived Gemini AI as an efficient supportive tool that minimizes administrative burdens and fosters instructional creativity. The study concludes that while Gemini AI effectively streamlines the structural implementation of the Independent Curriculum (Kurikulum Merdeka) in a Madrasah context, tailored peer-mentoring remains vital to address the intergenerational digital divide. These findings imply that structured AI integration can successfully enhance lesson-planning efficiency while respecting local educational structures.

Women Politeness Strategies from Different Professions on a YouTube Dating Show Siska Ristanti; Cipto Wardoyo; Erfan Muhamad Fauzi
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.v14i1.11437

This study examines the use of politeness strategies by women on the YouTube dating show Pop the Balloon or Find Love. This research is grounded in the critical role of politeness strategies in preserving interpersonal relationships and self-image within romantic interactions in digital public spaces. The objective of this study is to identify the types of politeness strategies used by women and to analyze variations in their use based on the participants’ professional backgrounds. This study employs a qualitative descriptive method using a directed qualitative content analysis approach based on Brown and Levinson’s (1987) theory of politeness strategies. A total of 153 utterances containing politeness strategies were successfully identified. The results indicate that all types of politeness strategies were present in the data, with positive politeness being the most dominant strategy, reflecting participants’ tendency to build interpersonal closeness and maintain a positive image of the interlocutor. Furthermore, variations in the use of politeness strategies were found based on profession, although the context of interaction and communication goals also influenced strategy selection. These findings suggest that professional background contributes to the tendency to use politeness strategies in digital romantic interactions.

Design of Deep Learning Teaching Module in Text Learning Report Observation Results in Class VIII of State Junior High School LIK Layana Indah Amina I.P; Juniati; Sukma; Ulfah; Fadillah
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.v14i1.11468

This study aims to describe the design of Deep Learning-based teaching modules developed to support meaningful, active, and student-centered learning. Based on the results of problem identification and needs analysis, data was obtained that the teaching modules used so far have not been fully able to facilitate the in-depth development of students' competencies, especially in the aspects of critical thinking, problem solving, collaboration, creativity, and learning reflection. This research was carried out using one of the stages in the research and development method, namely the product design stage. Deep Learning-based teaching modules are designed through preliminary studies which include analysis of teacher and student needs, analysis of student characteristics, curriculum analysis, and theoretical studies on deep learning. Based on the results of the study, a Deep Learning-based teaching module design was obtained which consists of several main components, namely cover design, foreword, table of contents, general information of the module, learning outcomes and objectives, concept maps, learning activities that integrate mindful, meaningful, and joyful principles learning, student activity sheets, learning assessments, reflections, and bibliographies. The design of this teaching module is expected to support the creation of a more meaningful learning experience and improve the quality of the process and learning outcomes of students.

Symbolic Construction of Homeland in Zoulfa Katouh’s As Long As The Lemon Trees Grow Shabrina Fauziyyah; Lili Awaludin; Dian Nurrachman
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.v14i1.11560

Syrian diaspora literature often engages with the experience of displacement by keeping the homeland alive through imagination. This study examines how Zoulfa Katouh's debut novel, As Long as the Lemon Trees Grow (2022), uses plant and environmental imagery to symbolically construct the meaning of homeland within a Syrian diaspora context. Previous studies have addressed trauma, ecology, and romantic narrative, but none has closely examined how the novel’s recurring natural imagery functions as a structured symbolic strategy. This study fills that gap by analyzing selected textual passages containing recurring natural imagery to show how these images accumulate meaning and construct a sense of belonging throughout the narrative. The analysis draws on Stuart Hall's (1997) theory of representation, Northrop Frye's (1957) theory of literary symbolism and diaspora scholarship by Rushdie (1991), Safran (1991), and Brah (1996), applying textual analysis and close reading as its method. The findings reveal two interconnected symbolic patterns. First, plant imagery, including the daisy, jasmine, and the lemon tree, follows a symbolic trajectory from personal memory and emotional comfort toward collective endurance and imagined homeland. Second, environmental imagery, including trapped moonlight, rain, sunset, and the Mediterranean Sea, reflects the emotional conditions of siege, loss, and departure. Together, these patterns suggest that homeland in the novel is not a fixed territory but as an ongoing symbolic construction sustained through memory, sensory experience, and emotional attachment. Through an integrated application of Hall and Frye, this study demonstrates that natural imagery can serve as a primary medium for representing displacement and belonging in contemporary Syrian diaspora fiction.

The Study of English Teachers’ pre-service experience at Remote School Contexts Isma Sari Ulang; Zakaria; Rais Abin; Roslina; Hariadi Syam; Muthmainnah Bahri A. Bohang
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.v14i1.11568

Teaching English in remote schools presents unique challenges for pre-service English teachers due to limited educational facilities, restricted technological access, diverse student characteristics, and varying levels of student motivation. These contextual conditions require prospective teachers to adapt their instructional practices while maintaining meaningful student engagement throughout the learning process. This study aims to explore the experiences of pre-service English teachers during their teaching practicum in remote schools, focusing on the challenges they encountered, the instructional adaptation strategies they employed, the ways they promoted student engagement, and the professional growth that emerged from these experiences. A qualitative descriptive design was employed involving five pre-service English teachers from the English Education Study Program at Universitas Sembilan Belas November Kolaka who had completed their teaching practicum in remote schools. Participants were selected using purposive sampling. Data were collected through semi-structured interviews consisting of ten guiding questions and supported by practicum records and reflective documents. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed four major themes: (1) challenges in remote school teaching, including limited facilities, inadequate instructional media, technological constraints, and low student motivation; (2) instructional adaptation strategies through contextual teaching, collaborative learning, and flexible instructional practices; (3) promoting student engagement by employing game-based learning, positive classroom environments, interactive activities, and contextual learning experiences; and (4) professional growth and reflective practice developed through authentic teaching experiences. The study concludes that teaching practicum in remote schools serves as a transformative learning experience that enhances pedagogical competence, instructional adaptability, reflective practice, and professional readiness among pre-service English teachers. The findings provide practical implications for teacher education programs in preparing prospective English teachers for diverse educational contexts.

Exploring the English-Speaking Challenges Faced by an Autistic Student in an Inclusive Classroom Setting Pratiwi Hawa; Ahmad Amin Dalimunthe
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.v14i1.11596

This study explored the English-speaking challenges experienced by an autistic student in an inclusive classroom setting and identified the internal and external factors influencing the student's speaking development. A qualitative case study design was employed to obtain an in-depth understanding of the participant's English-speaking experiences. The study was conducted at an Integrated Islamic Senior High School in North Sumatera and involved three participants: one autistic student, one English teacher, and one shadow teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that the autistic student experienced several English-speaking challenges, including difficulties in vocabulary retention, sentence construction, speaking fluency, and responding to questions. Although the student demonstrated relatively good pronunciation when using familiar vocabulary and singing English songs, spontaneous communication remained challenging. The study also identified several internal factors affecting speaking development, including attention and concentration difficulties, delayed information processing, and individual learning characteristics. Furthermore, external factors such as teacher support, shadow teacher assistance, family involvement, and a supportive classroom environment played important roles in facilitating the student's speaking development. The study concludes that the English-speaking challenges experienced by the autistic student were influenced by a combination of linguistic, cognitive, and environmental factors. Therefore, individualized support, adaptive teaching strategies, and collaborative educational practices are essential for promoting effective English language learning in inclusive classrooms

Beyond the Screen: An Interpretative Phenomenological Analysis of Undergraduate Students' Speaking Anxiety Under Strict Technological Deprivation Abdurrohman Septiadi; Riskayadi
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.v14i1.11720

Most research on foreign language speaking anxiety has examined it through classroom anxiety scales, public-speaking contexts, or, more recently, online and AI-mediated learning; comparatively little is known about what happens when digital tools are deliberately withdrawn. This study explores how ten undergraduate students in Bangka Belitung Province experienced speaking anxiety during structured English-speaking activities conducted under strict technological deprivation, defined as the intentional, sustained removal of smartphones, chatbot applications, and internet access during a speaking task. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were analyzed idiographically before cross-case synthesis, following Smith and Osborn's procedure. Rather than converging on a single tidy narrative, participants' accounts diverged in intensity, trajectory, and meaning. Five superordinate themes emerged: (1) digital concealment and the fear of being "found out," (2) the body's memory of the phone and the disruption of habitual cognitive routines, (3) uneven reckonings with technological dependency, ranging from reluctant insight to unresolved resentment, (4) biographical echoes, in which participants' anxiety was shaped by earlier, unrelated experiences of evaluation, and (5) divergent trajectories, including a negative case in which repeated exposure did not produce adaptation. The study argues that this form of anxiety is not fully explained by existing communication-apprehension or fear-of-evaluation constructs, and instead proposes viewing digitally mediated learners' phones and applications as an extension of a provisional communicative self, whose withdrawal exposes not only linguistic gaps but also identity-level vulnerabilities shaped by each learner's history. Implications for speaking pedagogy in technology-saturated, regional EFL contexts are discussed alongside the study's methodological limitations. Keywords: speaking anxiety; technological deprivation; Interpretative Phenomenological Analysis; digital dependency; identity; EFL learning

Needs Analysis of English-Speaking Skills for Marine Tourism Professionals: Foundations for Developing Culture-Based ESP Materials Widya Rizky Pratiwi; Effendi; Juhana; Celso P. Resueňo
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.v14i1.11733

The rapid growth of marine tourism has increased the demand for English-speaking professionals capable of providing effective communication and high-quality services to international visitors. Although previous studies on English for Specific Purposes (ESP) have emphasized tourism English, they have primarily focused on general hospitality settings and language proficiency, with limited attention to workplace speaking competence in marine tourism and the integration of indigenous cultural values into instructional materials. This gap highlights the need for context-specific needs analysis to inform the development of authentic and culturally responsive ESP materials. Therefore, this study aimed to investigate the English-speaking needs of marine tourism professionals as a foundation for developing culture-based ESP speaking materials. Employing a descriptive mixed-methods design, the study was conducted among 24 marine tourism professionals in South Sulawesi, Indonesia, selected through purposive sampling from occupations involving direct interaction with international tourists. Data were collected using a researcher-developed needs analysis questionnaire comprising Likert-scale and open-ended items grounded in established ESP needs analysis frameworks. Quantitative data were analyzed descriptively using frequencies and percentages, while qualitative responses were examined through Braun and Clarke’s thematic analysis. The findings revealed that English speaking is perceived as an essential occupational competence for explaining destinations, answering tourists’ inquiries, handling complaints, introducing local culture, and facilitating intercultural communication. Participants also identified pronunciation, listening comprehension, complaint handling, and selecting contextually appropriate expressions as major communication challenges. Furthermore, they strongly preferred authentic workplace learning activities, practice-oriented speaking tasks, multimedia support, intercultural communication training, and the integration of Bugis hospitality values - Sipakatau, Sipakalebbi, Sipakainge', and Taro Ada Taro Gau - into ESP materials. This study contributes to the ESP literature by proposing a culture-based framework that integrates workplace communication, intercultural competence, and indigenous hospitality values to support the development of contextually relevant English-speaking materials for marine tourism professionals.

The Effect of Digital Visual Comic Media on Third-Grade Students' Reading Interest in Civic Education Izzatul Nazwa Ussolehah; Diana Setiana; Asih Wahyuningsih
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.v14i1.11894

Reading interest plays a crucial role in improving elementary school students' learning achievement, particularly in Civic Education (PPKn). However, preliminary observations at SDN IV Dawuan revealed that most third-grade students demonstrated low reading interest due to the limited use of engaging instructional media. This study aimed to determine the effect of visual digital comic media on students' reading interest in Civic Education. A quantitative approach was employed using a pre-experimental method with a one-group pretest–posttest design. The study involved 39 third-grade students selected through saturated sampling. Data were collected using a reading interest questionnaire and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test. The findings showed a substantial improvement in students' reading interest after the implementation of visual digital comic media. The mean score increased from 37.08 in the pretest to 67.90 in the posttest, while the distribution of reading interest shifted from predominantly low (71.8%) before the intervention to predominantly high (69.2%) afterward. The normality test indicated that both datasets were normally distributed (pretest p = 0.051; posttest p = 0.099). Furthermore, the paired-sample t-test revealed a statistically significant difference between pretest and posttest scores (t = -10.090, p = 0.000 < 0.05), confirming that the implementation of visual digital comic media significantly improved students' reading interest. These findings suggest that visual digital comics provide an engaging and interactive learning experience that effectively promotes reading interest among elementary school students and can be utilized as an innovative instructional medium in Civic Education learning.

Page 265 of 272 | Total Record : 2713

263 264 265 266 267

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