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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

267 268 269 270 271

Elementary Teachers’ Perception Toward Digital Literacy in Language Learning and Teaching Rofi’ah; Ni Luh Putu Sri Adnyani; Putu Suarcaya
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.v14i1.10534

The development of digital technology in the 21st century requires the world of education to adapt quickly, especially in language learning in elementary schools. Digital literacy is an essential competency for teachers to be able to create relevant, interesting, and meaningful learning for students. This study aims to describe elementary school teachers' perceptions of the use of digital teaching materials in language learning and analyze the role of these perceptions in encouraging classroom learning activities. This study used a descriptive qualitative approach. Data were collected through a Likert-scale questionnaire distributed to 35 elementary school English teachers in Bondowoso Regency, an in-depth interview with one teacher, and observations of the learning process. Data analysis was conducted using descriptive qualitative methods by calculating percentages. The results showed that the majority of teachers had very positive perceptions of the use of digital teaching materials, indicated by a high percentage of understanding, readiness, and confidence in the effectiveness of digital media in increasing student motivation, engagement, and understanding. However, technical obstacles were still encountered related to operational skills and device preparation time. This study concluded that positive teacher perceptions contributed significantly to the creation of more interactive and effective language learning and emphasized the importance of ongoing digital literacy training for teachers as an implication for developing elementary education in the digital era.

Narratives Of Ecological Equilibrium in Jostein Gaarder’s Anna’s World: A Fritjof Capra Perspective Jein Palilati; Herson Kadir; Herman Didipu
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.v14i1.10604

This study addresses a gap in ecocritical scholarship that has predominantly focused on ecological destruction and crisis narratives, with limited attention to how literary works construct positive visions of human–nature equilibrium. Drawing on Fritjof Capra's ecological framework, this research examines the narrative of human–nature equilibrium in Jostein Gaarder's novel Anna's World. Using a descriptive-qualitative approach and Miles, Huberman, and Saldaña's interactive model of analysis, the study identifies six ecological principles within the novel: networks, cycles, solar energy, partnerships, diversity, and dynamic balance. The findings demonstrate that Anna's World systematically constructs a narrative of harmonious human–nature relations rather than merely critiquing environmental damage. By shifting analytical attention from ecological crisis toward equilibrium narratives, this study contributes to literary ecology and ecocriticism, offering a framework for reading literature as a medium for ecological consciousness transformation.

Voices of Teachers: Views on Technology-Based English Learning Resources in Elementary School Settings Hamid Alwy; Mohamad Fuad Barakwan; Imam Wahyudi Karimullah
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.v14i1.10629

The usage of technology-based English learning tools in primary school settings is examined in this study from the perspective of the teachers. In the current digital age, there are numerous tools and platforms available through technology that can improve the educational process. However, several variables, like student involvement levels, teacher preparation, and infrastructural readiness, frequently affect how it is implemented. Several instructors from different primary schools participated in questionnaires and interviews for this study, which determined the advantages and difficulties they encountered when using technological resources. The findings demonstrated that although many educators acknowledged the beneficial potential of technology in enhancing students' English proficiency, they also encountered challenges with restricted devices, internet connectivity, and a lack of training resources. To optimize the efficacy of technology-based English instruction, our findings highlight the significance of continuous professional development for educators and enhancing technology infrastructure in classrooms. It is anticipated that this study will give educators and policymakers valuable information for creating more effective plans for integrating technology into elementary education.

Constructing Ecological Experience in ELT Textbook: A Transitivity-based Study of Indonesian Senior High School Narratives Pranata Lulus Soeparno; Kartika Ning Tyas; Ahmad Misbahudin Taufik; Maria Simatupang; Widhiyanto; Galuh Kirana Dwi Areni
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.v14i1.10636

Textbooks play a central role in the EFL classroom are not only as the medium for learning grammar and vocabulary but also as a mediator of social and cultural meanings. This study investigates how experiential meanings are constructed in Indonesian senior high school textbooks through the transitivity system of Systemic Functional Linguistics (SFL). Four narrative texts from English for Change Grade XI (Unit 4: Indonesian Environmental Figures) were segmented into clauses and analyzed in terms of process types, participant roles, and circumstantial elements. A total of 115 clauses were identified. The findings reveal that material processes dominate the data (53 clauses or 46.09%), followed by relational processes (32 clauses or 27.83%), and mental processes (21 clauses or 18.26%). Verbal, behavioral, and existential processes occur marginally. These patterns indicate that environmental experience is primarily represented through observable actions and identity construction, with comparatively limited emphasis on dialogue and reflection. This tendency suggests that ecological issues are pedagogically framed as tangible and action-oriented, potentially facilitating comprehension but constraining opportunities for critical engagement. The study contributes to SFL-based textbook research by demonstratin Textbooks play a central role in EFL classrooms not only as media for learning grammar and vocabulary but also as mediators of social and cultural meanings. This study investigates how experiential meanings are constructed in Indonesian senior high school textbooks through the transitivity system of Systemic Functional Linguistics (SFL), as transitivity patterns reveal how agency, responsibility, and environmental actions are represented in textbook discourse. Four narrative texts from English for Change Grade XI (Unit 4: Indonesian Environmental Figures) were segmented into clauses and analyzed in terms of process types, participant roles, and circumstantial elements. A total of 115 clauses were identified. The findings reveal that material processes dominate the data (53 clauses or 46%), followed by relational processes (32 clauses or 28%), and mental processes (21 clauses or 18%). Verbal, behavioral, and existential processes occur marginally. These patterns indicate that environmental experience is primarily represented through observable actions and identity construction, with comparatively limited emphasis on dialogue and reflection. This tendency suggests that ecological issues are pedagogically framed as tangible and action-oriented, potentially facilitating comprehension but constraining opportunities for critical engagement. The study contributes to SFL-based textbook research by demonstrating how transitivity patterns shape environmental discourse in EFL materials and offers implications for more dialogic and reflective textbook design. g how transitivity patterns shape environmental discourse in EFL materials and offers implications for more dialogic and reflective textbook design.

Speaking Anxiety and Students' Self-Perceived Speaking Ability in Indonesian Language Learning at Senior High School Kurniati Ladjambu; Asna Ntelu; Salam; Muslimin
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.v14i1.10643

Formal speaking tasks in Indonesian language classrooms may still generate anxiety because students must organize ideas, speak before teachers and peers, avoid mistakes, and meet assessment expectations. This study examined the relationship between speaking anxiety and students’ self-perceived speaking ability in Indonesian language learning. Self-perceived speaking ability refers to students’ self-assessment of oral performance, not a direct teacher or researcher rating. Using a quantitative correlational design, the study involved 203 tenth-grade students at SMA Negeri 1 Gorontalo. Data were collected through two 1–5 Likert-scale questionnaires measuring speaking anxiety and self-perceived speaking ability. The instruments were reviewed by three expert validators and judged feasible with minor revision. Descriptive statistics, normality testing, and Spearman correlation were used to analyze the data. The results showed moderate speaking anxiety (M = 3.284, SD = 0.709) and moderate self-perceived speaking ability (M = 3.281, SD = 0.498). Spearman correlation indicated a significant negative association, rho = -0.335, 95% CI [-0.46, -0.20], p < 0.001. Thus, students with higher speaking anxiety tended to evaluate their speaking ability less positively. Because the study was correlational and self-reported, the findings should not be interpreted as causal evidence. The findings suggest the need for gradual speaking practice, clear assessment criteria, constructive feedback, and guided self-reflection.

Pronunciation Errors Made by Javanese EFL Learners in Pronouncing English Vowels and Consonants Dilla Maryam; Titi Rokhayati; Edi Sunjayanto Masykuri
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.v14i1.10712

Accurate pronunciation is essential for effective spoken communication in English; however, many EFL learners continue to experience pronunciation difficulties. Despite previous studies on pronunciation problems, limited research has comprehensively examined the relationship between contributing factors, recurring patterns, and error types among Javanese EFL learners, whose first language presents distinctive phonological differences from English. This qualitative case study investigates pronunciation errors among Javanese EFL learners by examining contributing factors, recurring patterns, and error types. Seven Javanese-speaking EFL learners at Universitas Muhammadiyah Purworejo were selected through purposive sampling. Data were collected through pronunciation tasks and semi-structured interviews and analyzed using thematic analysis with data triangulation. The findings reveal that pronunciation errors are influenced by linguistic factors, including first language interference and phonological differences, as well as non-linguistic factors such as limited exposure, lack of practice, low confidence, anxiety, and low motivation. These factors contribute to recurring patterns of substitution, simplification, and avoidance, which are reflected in vowel substitution, diphthong simplification, vowel length confusion, consonant substitution, and voicing errors. The findings contribute to pronunciation teaching by emphasizing explicit instruction, increased exposure, regular practice, and supportive learning environments to improve pronunciation accuracy among Indonesian EFL learners.

Impact and Washback in Language Teaching: A Systematic Review of Theory, Evidence, and Emerging Trends Sumarni; Muhammad Tahir; Muhammad Qurays; Aphariana Zaidah; Sari Agung Sucahyo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (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.v14i2.10744

This Background: Impact and washback—the influence of language tests on teaching, learning, curriculum, and society—are recognized as core qualities of language test usefulness (Phakiti, 2016; Bachman & Palmer, 1996). Despite three decades of scholarship since Alderson and Wall's (1993) foundational work, no PRISMA-compliant systematic review has synthesized the full scope of this literature incorporating post-2020 empirical developments and emerging digital assessment contexts. Objectives: To systematically map the theoretical landscape of impact and washback research, synthesize recent empirical evidence (2020–2025), and identify emerging frontiers including digital and AI-assisted assessment washback. Methods: A systematic narrative synthesis following PRISMA 2020 guidelines (Page et al., 2021). Databases searched: ERIC, Scopus, Google Scholar, Springer Nature Link, Wiley Online Library, and JSTOR. Eligibility criteria: peer-reviewed studies in English or Indonesian; focus on language test impact, washback, or related assessment consequences; publication 2000–2025 with particular emphasis on 2020–2025. Results: Of 247 records identified, 51 studies met inclusion criteria after full-text screening. Findings indicate a shift from linear test-cause models to stakeholder-ecological frameworks (Rahman et al., 2023), suggest that teacher beliefs and assessment literacy function as key mediating variables in washback, and document emerging washback phenomena in digital and AI-assisted assessment contexts (Jang & Sawaki, 2025). Notably, the corpus is geographically concentrated in Asian contexts, which should be considered when interpreting the generalizability of findings. Conclusions: Washback is a complex, multi-stakeholder phenomenon whose direction appears closely associated with teacher assessment literacy, institutional culture, and test construct breadth. Equity-centered assessment reform, responsible AI assessment design, and sustained teacher professional development are identified as high-leverage interventions for promoting positive washback, with particular relevance to the Indonesian EFL context.

AI-Based Feedback in EFL Speaking: Micro–Macro Skill Asymmetry, Communicative Competence, and Learner Needs — A Systematic Literature Review Ardiana Intan Prawesti; Yuyun Yulia
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.v14i1.10851

The rapid proliferation of AI-driven language learning tools has transformed the feedback ecology of EFL speaking instruction, yet systematic appraisal of their differential impact across skill levels remains limited. This systematic literature review (SLR) investigates how AI-generated feedback supports and constrains the development of EFL speaking competence, with particular attention to the micro–macro skill distinction and learner needs. Guided by the PRISMA 2020 framework (Page et al., 2021), eighteen peer-reviewed studies published between 2020 and 2025 were identified, screened, and analysed through thematic synthesis following Thomas and Harden's (2008) iterative coding procedures. The principal finding is a consistent and theoretically significant asymmetry: AI-driven systems—particularly those grounded in Automatic Speech Recognition (ASR) and Natural Language Processing (NLP)—demonstrably improve micro-level skills, including pronunciation accuracy, grammatical precision, and lexical control, because these features are discrete, measurable, and amenable to algorithmic evaluation. Macro-skills, by contrast—interactional fluency, discourse organisation, and communicative competence as theorised by Canale and Swain (1980), Hymes (1972), and Brown (2004)—remain substantially underserved by current tools. This asymmetry is not merely technical but conceptual: communicative competence is inherently relational and sociolinguistic, and no reviewed system engaged the conceptualiser stage of Levelt's (1989) speech production model, where pragmatic and sociolinguistic knowledge resides. Learner needs at the macro level—authentic interaction, contextual adaptability, and meaning negotiation as foregrounded by Long's (1996) Interaction Hypothesis—are systematically unaddressed. Grounded in Thornbury's (2005) interactional view of speaking, these findings support a blended pedagogical model in which AI serves as a rehearsal and diagnostic scaffold for micro-skills while human-facilitated interaction remains central to communicative development. The review contributes a dual-lens analytical framework integrating the micro–macro distinction with learner-needs analysis, offering theoretical and methodological direction for future research in AI-assisted EFL speaking.

The Integration of Cloud-Based Portfolios and Project-Based Learning to Foster Speaking Performance and 4C Skills in EFL Classroom Ela Kristi Permatasari; Zaky Dzulhiza Hawin Amalia; Lutfiana; Alfia Desti
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.v14i1.10873

The impact of incorporating cloud-based portfolios into Project-Based Learning (PBL) to enhance senior high school students’ English-speaking proficiency and 4C skills-critical thinking, creativity, communication, and collaboration is examined in this study. The study, which employed an explanatory sequential mixed-methods design, involved 72 students from two public senior high schools in Central Java, Indonesia. Participants were assigned to the experimental and control groups using purposive sampling. Speaking performance tests were used to get quantitative data during pre-test, Project 1, Project 2, and post-test activities. Questionnaires and semi-structured interviews with English teachers were used to gather qualitative data. According to the results, students in the experimental groups showed progressive improvement in speaking performance across Project 1, Project 2 and Post-test activities. Through group projects, reflective learning, feedback cycles, and genuine speaking exercises, the incorporation of cloud-based portfolios promoted the development of 4C abilities. Students expressed positive attitudes about adopting cloud-based portfolios, particularly when it came to enhancing learner autonomy, motivation, creativity, and communication, according to the questionnaire answers. Additionally, the results of the interviews demonstrated that the integrated instructional model transformed teachers’ responsibilities into learning facilitators while boosting students’ confidence, engagement, and active participation in speaking activities. A cloud-based e-portfolio template, an analytical rubric for speaking and 4C assessment, and an instructional framework combining PBL with cloud-based portfolios are just a few of the educational outputs that this study created in addition to its empirical findings. The study comes to the conclusion that incorporating cloud-based portfolios into PBL improves speaking development and 21st-century skills in EFL courses.

Social Realities in Ahmad Tohari’s Di Kaki Bukit Cibalak: An Alan Swingewood Sociological Literary Analysis Herson Kadir; Eva Putri Magfirah; Novita Abas; Anesa Dwinarti Tute; Jein Latif; Marwah Ali; Yunitasari A. Umar
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.v14i1.11070

This study aims to reveal the social reality of society depicted in Ahmad Tohari’s novel DKBC (Di Kaki Bukit Cibalak) using the literary sociology perspective according to Alan Swingewood. Alan Swingewood’s concept views literary works as socio-cultural documents, where literature is related to the author’s life background and historical aspects. The research focuses on aspects of poverty, social injustice, and abuse of power depicted in the novel. The research method employed in this study is a descriptive-analytical approach using literary sociology. The primary data source is the tenth revised edition of the novel DKBC, published in 2026 by Gramedia Pustaka Utama. The research data consists of quotations related to the social realities of the community. Data collection was conducted using the read and record. Data analysis was conducted through the data reduction stage; reading, classifying, and presenting data; describing, analyzing, and interpreting; and the verification stage: drawing conclusions from the research data. The research results show that in the novel DKBC, the issue of poverty is depicted through limited access to basic necessities, inadequate housing, and the difficulty of the community in finding employment, as well as low incomes. Aspects of social injustice are evident in discriminatory treatment by village officials, social exclusion of residents involved in corruption, and the imbalance of rights between the underprivileged and those in power. As for the aspect of abuse of power, this is demonstrated through the actions of village officials and cooperative administrators who exploit their positions for personal and group gain. Based on these research findings, it can be concluded that the novel DKBC functions not only as a work of fiction but, from a historical perspective, also as a reflection of the social life of rural Indonesian communities in the 1970s.

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