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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 2,770 Documents

271 272 273 274 275

Improving SMK Students' Speaking Skills with AI-Based Learning in Vocational Contexts: A Quasi-Experimental Study Sitti Maesura Yahya; Munir; Amra Ariyani
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.v14i2.10887

English speaking proficiency is essential for vocational high school (SMK) graduates entering the workforce, yet speaking instruction often lacks authentic workplace contexts and scalable feedback mechanisms. Although AI-based language learning and vocational contextualized approaches are each documented in the literature, their synergistic integration remains empirically under-researched in Indonesian SMK pharmacy settings. This study examined whether AI-based learning embedded in vocational pharmacy tasks significantly improves the English speaking skills of Grade XI students at SMKN 1 Polewali. A quasi-experimental nonequivalent pretest–posttest control group design was employed with 31 Grade XI Pharmacy students (experimental n = 15; control n = 16). The experimental group received Gemini-assisted patient-counseling role-play instruction; the control group received conventional vocational-contextualized instruction without AI, across eight sessions over four weeks. Speaking performance was assessed using Heaton's (1988) rubric covering accuracy, fluency, and comprehensibility, and analyzed using paired-samples t-tests, an independent-samples t-test, and Cohen's d. The experimental group demonstrated significant pre–post improvement across all speaking aspects (p < .001) with large effect sizes (average d = 2.97), and significantly outperformed the control group at posttest (p = .006, d = 1.06). Comprehensibility showed the greatest gain. Theoretically, the study extends Swain's (1995) Output Hypothesis into AI-assisted ESP contexts by showing how chatbot-mediated role-play supports pushed output and immediate corrective feedback in resource-constrained SMK settings. The novelty lies in the synergistic integration of AI-based learning and vocational contextualized instruction—an approach not previously validated in Indonesian SMK pharmacy classrooms. AI-based learning in vocational contexts effectively improved speaking skills. Integrating accessible AI tools with workplace-relevant tasks offers a scalable model for English instruction in SMK programmes.

The (Re)production of Gender Inequality in Garmus’s Lessons in Chemistry: A Gendered Organization Analysis Meyla Aqshal Rosihan; Imas Istiani
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.v14i2.10981

Although previous studies on Bonnie Garmus's Lessons in Chemistry have primarily examined the novel through feminist perspectives, limited attention has been given to how organizational structures systematically construct and reproduce gender inequality. This study examines Bonnie Garmus’s Lessons in Chemistry through Joan Acker’s theory of gendered organization and inequality regimes to identify how gender inequality is constructed, maintained, and reproduced within organizational contexts. Using a qualitative descriptive design, with Lessons in Chemistry (2022) as the primary data source, this study adopts a socio-organizational perspective, which differs from previous studies that mainly focused on feminist approaches. Findings reveal that gender inequality is not rooted in individual actions but in a self-reinforcing organizational system. This inequality is represented through five interconnected dimensions of gendered organization: division of labor, symbolic representation, workplace interaction, identity formation, and organizational logic. Together, these dimensions demonstrate how organizational structures sustain male dominance while maintaining the appearance of meritocracy. This process operates on multiple levels, such as labeling women domestically, disregarding their contributions, excluding them from authority positions, and seeing men as the only ideal workers. Further analysis of inequality regimes reveals that this inequality is perpetuated through an interlocking mechanism. Naturalized through long-standing social norms and supported by biased daily organizational practices, it becomes a system that appears normal and difficult to change. Although several forms of women’s resistance are portrayed in the novel, such resistance tends to be largely individual and limited in its capacity to disrupt patriarchal structures and broader organizational inequalities. By integrating literary criticism with organizational sociology, this study extends the application of Joan Acker’s framework to literary analysis while demonstrating how literary narratives can illuminate structural mechanisms of gender inequality in organizational contexts.

Narrating The Other: Cultural Appropriation and Misrepresentation in Yellowface by R. F. Kuang Angelia Arianti Pratama; Imas Istiani
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.v14i2.10982

Cultural representation in literary works is not merely a reflection of reality but also a site where identity, power relations, and social meanings are constructed. This study examines the representation of Asian identity through the concept of yellowface, focusing on how racial stereotypes and cultural misrepresentations are produced and negotiated in literary narratives. Using a qualitative approach with textual analysis, this research analyzes selected literary works that portray Asian characters through racialized representations. The analysis is guided by theories of representation, orientalism, and cultural identity to explore how yellowface operates as a mechanism that reinforces unequal cultural relations. The findings reveal that yellowface representations construct Asian identities through stereotypical visual, behavioral, and cultural markers that reduce diverse Asian experiences into simplified and exoticized images. These representations not only reproduce historical patterns of racial hierarchy but also influence how Asian identities are perceived within dominant cultural discourse. Furthermore, the study demonstrates that yellowface functions as a form of cultural appropriation in which dominant groups maintain representational authority while limiting the agency of marginalized identities. This study contributes to literary and cultural studies by highlighting the importance of examining representation as a political and ideological process rather than merely an artistic choice. By critically analyzing yellowface, this research emphasizes the need for more inclusive and culturally responsible approaches to representing Asian identities in literary works..

Social Reality in Heru Kersawa Murti’s Play Dhemit: A Perspective by Ian Watt Herson Kadir; Winangsih Sumba; Nurawalia Karim; Laila Mokodompit; Agista Palaji; Sabria Fibriani; Marlona
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.v14i2.11082

Drama, as a literary work, serves not only as a form of entertainment but also as a representation of various social realities within society. While the sociology of literature has been widely studied, research specifically examining the representation of social injustice and marginalization in Heru Kersawa Murti’s play Dhemit through the lens of Ian Watt’s sociology of literature remains limited. Therefore, this study aims to analyze the representation of social realities in the play using Ian Watt’s approach. The research focuses on various forms of social injustice and marginalization depicted through characters, dialogue, conflict, and the narrative setting. A qualitative approach with a descriptive method is employed. Data were gathered through an intensive reading of the script, the recording of relevant excerpts, and the categorization of data based on forms of social reality. Subsequently, the data were analyzed with reference to Ian Watt’s concepts of the sociology of literature. The results indicate that Dhemit represents various social issues, such as worker exploitation, power imbalances, the disregard for the rights of rural communities, and environmental degradation caused by development. Furthermore, the characters Dhemit and Lelembut represent marginalized groups resulting from unequal power relations. These findings confirm that Dhemit functions not merely as a literary work but also as a medium for social criticism regarding injustices in society. This study contributes to the development of the sociology of literature, particularly by enriching the understanding of how social realities are represented in drama through Ian Watt’s perspective.

Women’s Resistance to Patriarchal Culture and Gender Inequality in Ayu Utami’s Novel Saman and Georgette Heyer’s a Lady in Disguise: The Corinthian A Study in Radical Feminism Herson Kadir; Yulianti Pongaliu; Fairuzia; Srisusanti A. Kunuti; Fendra Amelia Abdullah; Wardatul Magfirah Dehiyo; Cindra Datau
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.v14i2.11085

This study aims to describe the form of women's resistance against patriarchal culture and the form of women's resistance against gender injustice in the novel Saman by Ayu Utami and the novel A Lady in Disguise: The Corinthian by Georgette Heyer. This study uses a qualitative descriptive method with a radical feminist theory approach to reveal the representation of patriarchal culture and gender injustice experienced by female characters in both novels. The research data sources are the novel Saman published in 1998A, and the novel A Lady in Disguise: The Corinthian by Georgette Heyer published by Noura Books in 2017. The data collection technique is carried out through reading and note-taking techniques, namely reading the novel in depth and then noting quotations that show the form of women's resistance against patriarchal culture and gender injustice. The data are analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that the novel Saman and A Lady in Disguise: The Corinthian both depict women's resistance against patriarchal culture and gender injustice. In the novel Saman, the focus is more on women's bodily freedom and sexuality, while the resistance in the novel A Lady in Disguise: The Corinthian is more apparent in the rejection of male domination in social and domestic life.

A Narratolgical Analysis of Narrative Ambiguity and Knowledge Crisis in Leave the World Behind (2023) Anissa Maharani Triana Putri; Asih Ernawati
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.v14i2.11152

Ambiguity and the crisis of knowledge have become significant issues in contemporary narratives, especially in films that withhold reliable information to build suspense and audience engagement. Previous studies have given limited attention to the role of narratological elements in constructing ambiguity and representing a crisis of knowledge. In this study, a knowledge crisis refers to a condition in which reliable information becomes inaccessible, causing uncertainty and difficulties in understanding reality. This study applies Gerard Genette’s narratological framework to investigate how the film creates ambiguity and represents a crisis of knowledge. The research aims to analyze how narrative elements are used to portray the characters’ lack of knowledge and to guide audience comprehension of information breakdown, generating suspense and thematic richness. Using a qualitative textual analysis method, data were drawn from dialogues, actions, and visual cues, then classified according to Genette’s narrative categories. The findings show that fragmented chronology, unstable temporal pacing, repeated disruptions, restricted focalization, and the absence of an omniscient narrator function as narrative strategies that sustain uncertainty and immerse audiences in a crisis of knowledge. The study demonstrates that ambiguity operates not only as a stylistic device but also as a thematic strategy that encourages audience participation in meaning-making. Furthermore, this research contributes to film studies and narratology by showing how narrative form can represent epistemological uncertainty and shape audience engagement in contemporary cinema.

Bridging Authenticity and Empathy: Learner Perceptions and Perceived Impacts of NEST vs. NNEST YouTube Instruction Nurilmia; Murni Mahmud; Muh. Hasbi
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.v14i2.11317

This qualitative study addresses the limited attention given to learner-generated digital discourse in research on Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs), particularly in autonomous English learning on YouTube. It investigates how learners perceive NEST and NNEST English-speaking instruction and the instructional impacts they attribute to each teacher type. Rather than focusing on on-screen teaching strategies, the study examines viewer comments as evidence of learner reception and triangulates these perceptions with semi-structured interviews with the content creators. The data comprised comments from six English-speaking instructional videos, three produced by NESTs and three by NNESTs. Thematic content analysis revealed distinct yet complementary patterns of learner perception. NEST-related comments were dominated by linguistic authority and admiration, with viewers valuing native-speaker models for phonetic accuracy, linguistic authenticity, and sociolinguistic exposure. In contrast, NNEST-related comments emphasized relatability and comprehensibility, with viewers valuing teachers who provided accessible models, emotional connection, and reassurance that contributed to reduced speaking anxiety. Interpreted through Krashen’s Affective Filter Hypothesis and Medgyes’ framework on NESTs and NNESTs, the findings suggest that perceived authenticity and affective accessibility represent complementary dimensions of instructional value in digital EFL learning. Interview data further indicated that creators’ discourse adjustments were broadly consistent with learners’ perceived pedagogical and affective needs. The study contributes to digital language pedagogy by demonstrating that effective YouTube-based English instruction need not be defined by native-speaker status alone, but can emerge through complementary forms of linguistic authenticity, relatability, and empathy. These findings also have implications for teacher education, highlighting the need to prepare both NESTs and NNESTs to address learners’ linguistic, affective, and communicative needs in autonomous digital learning environments.

Morphological Forms of Serial Verb Constructions in a Transliteration Corpus of Fourteenth-Century Classical Malay Literature Yacub Fahmilda; Tri Mastoyo Jati Kesuma
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.v14i2.11365

A verb exists and plays an important role across all languages worldwide. It can be in the form of a singular or serial predicate. A singular predicate is relatively straightforward to identify, while a serial predicate is more complex, particularly when determining the morphological form of serial verbs. This study aims to identify and describe the serial verb constructions through a morphological approach of each component on the first (V1) and the second verb (V2) that both present as one predicate in a clause. Applying a descriptive qualitative method, the data of this study are verbs appearing side-by-side in a transliteration corpus of classical Malay literature within 69,378 words, namely Hikayat Bayan Budiman (HBB). Quantification between V1+V2 is not a main part of this study, but it complements a close observation on serial verb constructions, suggesting the dominance of word formation production in HBB. The result of this present study shows that 260 serial verbs construct V1+V2. The construction exhibits nine morphological forms in combination. These are (a) base form + base form, (b) base form + affixed verb, (c) base form + reduplicated verb, (d) base form + compound word, (e) affixed verb + base form, (f) affixed verb + affixed verb, (g) affixed verb + reduplicated verb, (h) reduplicated verb + affixed verb, and (i) reduplicated verb + compound word. In the context of HBB, V1 consistently uses the base form with four types of morphological processes, and it is found that compound verbs do not occur in V1. An affixed verb is not followed by a compound word, and a reduplicated verb is not followed by a reduplicated verb. Across morphological forms of serial verb, affixation is the most productive and plays a crucial role. The current study suggests that the adopted theory of serial verb construction in Indonesian is considered as a serial predicate and compound sentence with implicit relation.

Comparative Case Study of English and Arabic Language Policy in Islamic Secondary School Abdullah Kafabih; Nuskhan Abid
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.v14i2.11433

This article investigates how Arabic and English are ideologically valued, institutionally managed, and selectively practiced in three Indonesian Islamic secondary schools. Three principals, three curriculum coordinators, six language teachers, and three students took part in semi-structured interviews. Observations and school documents supported triangulation. English was primarily associated with communication, academic mobility, technology, and confidence, whereas Arabic was associated with religious literacy, kitab learning, and Islamic identity. Implementation occurred through differentiated programs rather than equivalent formal policy structures: English through speaking, presentations, dialogues, and clubs; Arabic through mufrodat (vocabulary), muhadasah (conversation practice), kitab study, and religious or public-school activities. Indonesian remained the main language for explanation and informal interaction, so the observed ecology was selectively bilingual rather than immersive. Challenges included low confidence, English pronunciation anxiety, vocabulary, and grammar demands in Arabic. Schools should define program ownership, align each language’s functions with realistic routines, monitor equitable opportunities for meaningful use in bilingual policy planning, and consider Islamic identity.

An Analysis of Indonesian Idiom Translation in Sapardi Djoko Damono's Novel Hujan Bulan Juni by ChatGPT and Gemini Ni Putu Rahayu Nindya Ningsih; Ni Made Verayanti Utami Utami
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.v14i2.11702

This research notes that despite the growing use of Large Language Models in translation, empirical research comparing how different AI systems apply specific translation strategies to handle culture-bound literary idioms remains limited. To address this gap, this research examined how ChatGPT and Gemini translate Indonesian idioms into English and analyzed how their strategies contributed to maintaining semantic equivalence. A descriptive qualitative approach was adopted, analyzing twenty-three idiomatic expressions extracted from Sapardi Djoko Damono’s novel Hujan Bulan Juni as the primary source. The data were evaluated using Baker's (2018) idiom translation framework, which was selected over alternative translation models due to its exceptionally comprehensive and systematic taxonomy in mapping both structural and functional equivalence across cross-cultural linguistic transfers. Emphasizing a comparative analysis of translation strategies rather than mere translation quality, the findings revealed that both ChatGPT and Gemini predominantly used translation by paraphrase, followed by maintaining similar meaning with different forms, as well as preserving both meaning and form. Translation by omission, however, was not detected at any point during the data analysis. The results also showed that ChatGPT tended to prioritize semantic clarity through paraphrase, whereas Gemini more frequently used equivalent English idioms. Both AI systems generally achieved semantic equivalence, although some cultural and figurative nuances were not fully preserved. Ultimately, this research contributes significantly to the field of AI-assisted literary translation by providing empirical insights into the methodological behaviors of generative AI models in handling figurative language.

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