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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

264 265 266 267 268

Digital Inequality in GenAI tools utilised in EFL Learning contexts: Insights from Indonesian University Students Purnama Cahya; Murdia
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.v14i1.11903

This study examines potential digital divides resulting from disparities between free and premium access to GenAI platforms among EFL students. Using a mixed-methods approach, data were collected through questionnaires consisting of Likert-scale and open-ended questions completed by 126 participants. Quantitative data were analysed using descriptive statistics and independent-samples t-tests, while qualitative responses were analysed thematically. Independent-samples t-tests found no statistically significant differences between the two access groups on any of the five variables (all p>.05), though small-to-moderate effect sizes emerged for AI usage (d = 0.42) and access perception (d = -0.45), suggesting students with both free and premium access tend to use GenAI tools somewhat more frequently, while free-only users tend to be more sensitive to access limitations. Effect sizes for perceived learning impact, fairness, and awareness of global inequality were negligible. Qualitative findings further indicate that effective GenAI use depends on prompting skills, critical thinking, and institutional guidance on ethical AI use and AI literacy training.

A Qualitative Study of Teachers’ Strategies in Strengthening Students’ Listening Ability Dedek Silfa; Nuzulul Isna
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.v14i1.11946

Listening plays a crucial role in English language learning. However, many students continue to experience difficulties in understanding spoken English, requiring teachers to employ effective instructional strategies. This study aimed to explore the strategies used by English teachers to improve their students' listening skills, the challenges they faced when implementing these strategies, and the factors that support listening instruction in private junior high schools in Southwest Aceh. The study contributes to the limited research on listening instruction in private junior high schools in Southwest Aceh. A qualitative descriptive design was employed using purposive sampling to conducted eight English teachers from six private junior high schools. Data were collected through semi-structured interviews and analysed using Braun and Clarke's (2006) six-phase thematic analysis. The findings generated three overarching themes: (1) listening teaching strategies, consisting of in-class and outside-class practices; (2) challenges encountered by teachers, including student-related, language-related, and technical challenges; and (3) supporting factors, comprising school facilities, teaching materials, and human support. These findings provide practical implications for English teachers by emphasizing the importance of integrating structured classroom instruction with independent listening practice while addressing contextual factors that influence effective listening instruction.

A Literature-Derived Pedagogical Framework for Augmented Reality-Supported Deeper English Learning in Junior High Schools: An Integrative Review Suardi; Sahrir; Alviani; Intan Ramadhani; Riska
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.v14i1.11947

Augmented reality (AR) can support engagement, visualization, multimodal literacy, vocabulary learning, and academic achievement, but its value depends on pedagogical design, teacher readiness, usability, and assessment. This integrative review synthesized 20 peer-reviewed journal articles published between 2019 and 2025 to formulate a pedagogical framework for AR-supported deeper English learning in junior high schools. A structured extraction matrix and thematic synthesis were used to examine AR affordances, instructional design, language outcomes, teacher competence, user experience, and school context. Five themes emerged: AR as cognitive and multimodal scaffolding; pedagogical sequencing as a condition for effectiveness; operationalization of deeper learning; teacher readiness and TPACK; and classroom feasibility. The proposed framework integrates AR across understanding, applying, and reflecting. Within understanding, AR supports essential understanding, applied understanding, and values-and-character understanding by connecting language with visual, spatial, cultural, and contextual representations. Applying requires contextual language use and authentic products, while reflecting requires evaluation of strategies, performance, meaning, and values. The framework also specifies teacher, learner, and media roles, assessment evidence, implementation fidelity, and user acceptance. AR should therefore be treated as an integrated cognitive-pedagogical tool rather than an isolated digital medium.

An Analysis of Similes in Taylor Swift’s Selected Songs: Pedagogical Implications for English Literature Teaching Indawan Syahri; Asti Gumartifa; Della Liyundzira
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.v14i1.11988

This study analyzes the types and meanings of similes in sixteen selected Taylor Swift songs and explains their pedagogical implications for English literature teaching. It addresses the need to connect stylistic analysis of popular song lyrics with figurative-language instruction, literary interpretation, vocabulary development, and critical reading in English education. The study employed a qualitative descriptive design using stylistic, document-analysis, and text-oriented procedures. Thirty-eight simile units were identified through repeated reading and recorded in a coding sheet. The units were classified as open or closed similes, interpreted contextually, and organized into semantic categories through qualitative content and thematic analysis. The analysis identified thirty-eight similes. Closed similes dominated with thirty-three occurrences, whereas open similes occurred five times. Eleven semantic categories emerged: love, admiration, disappointment, surprise, memory, confusion, satisfaction, frustration, sincerity, social positioning, and enjoyment. The comparisons construct emotional imagery, narrative intimacy, evaluation, identity, and reflective meaning. The findings can support English literature, stylistics, figurative-language, reading, and vocabulary courses. Teachers may use selected lyrics as authentic literary materials for identifying comparative markers, distinguishing simile types, inferring shared features, interpreting emotional effects, discussing themes, and producing original figurative expressions through structured classroom activities. This study advances previous song-lyric research by integrating structural classification, semantic interpretation, and pedagogical application in one analytical framework. Rather than merely listing figurative-language types, it demonstrates how similes function as meaning-making devices and translates the findings into a scaffolded approach for teaching literary interpretation through culturally familiar popular texts.

The Types of Slang Words Used in the Chat Feature of Mobile Legends Game Lasma; Meristika Moetia
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.v14i1.12005

Slang has become an essential feature of communication in online gaming, allowing players to exchange information quickly and efficiently during gameplay. However, studies examining the linguistic characteristics of slang in Mobile Legends chat remain limited. Therefore, this study aims to identify, classify, and analyze the frequency of slang words used by players in the chat feature of Mobile Legends. This research employed a descriptive qualitative method. The data were collected from chat interactions in nine Mobile Legends matches conducted between April 13 and May 21, 2026, using observation and documentation techniques through screenshots of in-game conversations. The data were analyzed by classifying the slang words into four categories based on the theoretical framework utilized in this study: acronyms, abbreviations, clippings, and game-specific slang. The findings identified a total of 77 slang words, consisting of 35 acronyms, 27 game-specific slang terms, 10 clippings, and 5 abbreviations. Acronyms were the most frequently used type because they enabled players to communicate rapidly in a fast-paced gaming environment, while game-specific slang reflected players’ shared understanding of game mechanics and strategies. The findings indicate that slang functions not only as an efficient communication tool but also as a linguistic marker of identity within the Mobile Legends gaming community. This study contributes to sociolinguistic research by providing empirical evidence of the use and variation of slang in online gaming communication.

The Influence of Using Crossword Puzzle Media on Increasing Mastery of English Vocabulary in Junior High Schools Rufiana Zulfia; Zuhri Efendi
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.v14i1.12022

Vocabulary mastery is a crucial element in learning English as a foreign language. This study aims to examine the effectiveness of using crossword puzzles as a teaching tool to improve the English vocabulary mastery of seventh-grade students at SMP Negeri 1 Susoh. This study employed a quantitative approach with a quasi-experimental design (pretest-posttest control-group design). The sample consisted of 59 students selected through cluster sampling, divided into an experimental class (Grade VII C, n = 29) and a control class (Grade VII A, n = 30). Data were collected using a vocabulary proficiency test and analyzed using descriptive statistics and an independent-samples t-test in SPSS. The results of the analysis showed a significant difference in mean post-test scores between the experimental and control classes (t(57) = 7.705; p < 0.001). The mean post-test score for the experimental class was 79.69, significantly higher than the control class’s mean of 65.17. These findings demonstrate that the use of crossword puzzles as a teaching medium significantly improves students’ English vocabulary mastery compared to conventional teaching approaches.

Exploring Students’ Willingness to Communicate (WTC) in STKIP Muhammadiyah Aceh Barat Daya Nurul Amalia; Sukri Adani
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.v14i1.12041

Proficiency in English communication is an essential competency for university students. However, empirical research mapping Willingness to Communicate (WTC) across specific language skills within private universities in regional contexts remains scarce. This study investigates the WTC levels among students enrolled in the English Language Teaching program at STKIP Muhammadiyah Aceh Barat Daya, focusing on four dimensions: speaking, reading, writing, and comprehension. Employing a quantitative descriptive methodology, the study surveyed 50 students selected through total sampling. Data were gathered using a validated 27-item Likert-scale questionnaire (Cronbach’s Alpha = 0.956) and analyzed descriptively. Findings indicate that students' overall WTC is moderate, with average scores ranging from 2.98 to 3.24. Among the four dimensions, comprehension yielded the highest score (M = 3.24; SD = 0.596), suggesting greater psychological comfort in receptive communication activities. Speaking (M = 3.06; SD = 0.481) and reading (M = 3.06; SD = 0.528) both reflected moderate, balanced levels. In contrast, writing received the lowest score (M = 2.98; SD = 0.568), indicating heightened anxiety regarding grammatical accuracy and language conventions. These results underscore the necessity for educators and institutions to implement student-centered learning strategies that reduce psychological barriers and foster holistic student engagement.

Students’ Learning Perception in Using the English for Nusantara Textbook at Junior High School Nanda Nurlaila; Meristika Moetia
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.v14i1.12057

This study explored students' perceptions of the use of the English for Nusantara textbook at Junior High School Ibnu Sina. Employing a qualitative approach, data were collected through semi-structured interviews with 12 eighth-grade students and analyzed using thematic analysis with the support of NVivo 12 software. The findings revealed four major themes, included students' overall perceptions of the textbook, textbook design and learning activities, textbook support for learning English, and challenges encountered while using the textbook. Overall, most students expressed positive impression, describing the textbook as interesting, engaging, and helpful for learning English. The visual illustrations and task-based activities in textbook enhanced students' motivation and classroom engagement. Furthermore, students perceived that the textbook supported their vocabulary development, helped them understand English materials more easily, and encouraged them to practice speaking and writing through contextual learning activities. Nevertheless, students also reported several challenges, including unfamiliar vocabulary, the need for teacher guidance, and some illustrations that were perceived as unclear or less supportive. These findings suggest that while English for Nusantara effectively supports the implementation of the Merdeka Curriculum through communicative and contextual learning, teachers continue to play a crucial role in providing scaffolding and adapting instruction to accommodate students' diverse learning needs.

Exploring Students' Perceptions of ChatGPT in Higher Education: A Qualitative Study of Critical Thinking, Learning Autonomy, and Academic Ethics Rani Servia; Sukri Adani
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.v14i1.12065

This study explored students' perceptions of ChatGPT in higher education, focusing on its role in critical thinking development, learning autonomy, and academic ethics. Using a qualitative descriptive case study, data were collected from 15 eighth-semester English Education students at STKIP Muhammadiyah Aceh Barat Daya through semi-structured interviews and were analyzed using Braun and Clarke's thematic analysis with the support of NVivo 12. The findings revealed three main themes. First, students perceived that ChatGPT supported critical thinking by helping them analyze information, develop arguments, and verify AI-generated responses using reliable sources. Second, ChatGPT promoted learning autonomy by providing immediate access to information, supporting skill development, and encouraging self-directed learning. Third, students recognized the importance of using ChatGPT ethically by revising AI-generated content, avoiding plagiarism, and adhering to the principles of academic integrity. Overall, the findings suggested that ChatGPT was perceived as a valuable learning support tool when used critically, independently, and responsibly. The study highlighted the need for clear institutional guidelines to promote the ethical and effective use of generative AI in higher education.

Teachers’ Strategies to Motivate Young Learners in Learning English at Elementary School Nadia Asyura; Meristika Moetia
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.v14i1.12078

This systematic literature review investigates teachers' motivational strategies and their associated implementation challenges in Teaching English to Young Learners (TEYL) within Indonesian primary education. To address the need for updated evidence-based synthesis, this study systematically analyzed 10 empirical research articles published in 2025 focusing on primary school contexts (Grades 1–6) in Indonesia. Guided by Braun and Clarke's (2006) six-phase thematic analysis framework, the synthesis yielded two primary findings. First, to enhance student motivation (RQ1), primary EFL teachers predominantly employ four pedagogical strategies: gamified and play-based learning, kinesthetic-auditory activities (TPR and songs), digital media integration, and contextual storytelling. Second, the implementation of these strategies (RQ2) is constrained by key operational and affective barriers, notably the lack of specialized TEYL teacher qualifications, student language anxiety, restricted instructional time, facility disparities, and mixed-ability classroom dynamics. The study underscores that optimizing young learners' English motivation requires an alignment of teacher pedagogical training, adequate instructional resources, and a supportive learning environment.

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