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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.

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Articles 2,770 Documents

272 273 274 275 276

Improving Seventh-Grade Students' Word Recognition through Vocabulary Matching Activities Adelia Salsabila; Aminah Suriaman; Anjar Kusuma Dewi; Mashuri
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.v14i2.11708

Vocabulary plays a fundamental role in English language learning, yet many junior high school students in Indonesia still face difficulties in recognizing English words due to limited vocabulary knowledge and conventional teaching methods. This study aimed to examine the effectiveness of Vocabulary Matching Activities in improving word recognition skills of Grade 7 students at SMP Negeri 13 Palu. Vocabulary Matching Activities were chosen because they combine visual and verbal associations and encourage more active learning compared to memorization-based techniques, while the study specifically focused on word recognition as an essential but often overlooked aspect of vocabulary development. A pre-experimental one-group pre-test and post-test design was used with 28 students selected through purposive sampling. The results showed an improvement in mean scores from 60.95 to 71.85, with a significant difference (t(27) = 6.87, p < .001) and a large effect size (Cohen’s d = 1.30). These findings suggest that Vocabulary Matching Activities are effective in enhancing vocabulary recognition and can be applied by English teachers in junior high schools to support more engaging vocabulary learning and strengthen students’ reading development.

Exploring Bilingual Practices in the Indonesian Student Twitter Community Siti Maghfira Azzahra; Khairiah Syahabuddin
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.v14i2.11747

This study examines language attitudes and sociolinguistic motivations underlying Indonesian-English code-switching (CS) and code-mixing (CM) in the Indonesian StudyTwt community on Twitter (X), an understudied academic online space, comparing high school seniors and university students. Using a sequential explanatory mixed-methods design, 43 active members completed a 22-item Likert-scale attitude survey, followed by semi-structured interviews with 10 purposively selected participants. Descriptive results showed an overall positive attitude toward bilingualism (M = 3.95, SD = 0.48) across all three dimensions, with high school students scoring significantly higher than university students on cognitive, behavioral, and overall attitudes (all p < .05), though not on affective attitude. Thematic analysis identified six motivational themes across three categories: situational (lexical gap, audience alignment), affective (comfort and anti-cringe, peer influence), and social indexicality (belonging, identity projection). These qualitative themes explain the quantitative pattern: shared affective motives (comfort, avoiding "cringe") account for the non-significant affective group difference, while more instrumental cognitive rationales and emotionally charged identity accounts among university students echo the significant cognitive and behavioral group differences. Together, the findings show that positive attitudes and sociolinguistic motivations jointly sustain bilingual fluidity in this academic digital space, offering one of the first empirical accounts of the StudyTwt community and addressing a gap in research on Indonesian digital bilingualism beyond entertainment-oriented platforms.

Translation Strategies of Slang Expression in the Indonesian Subtitle of Anyone but You: A Mona Baker’s Perspective Ni Kadek Feby Purnamayanti; Ni Made Verayanti 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.v14i2.11780

Using Baker’s (2018) framework of lexical non-equivalence as the analytical basis, this article explores how informal English utterances in Anyone But You are rendered for Indonesian viewers through Netflix’s official caption track. Earlier scholarship has discussed both subtitling and informal language; however, comparatively little attention has been directed toward the ability of Baker’s framework to account for context-dependent meanings and interpersonal functions carried by slang in recent English-language cinema. Accordingly, the analysis determines which rendering procedures occur in the film and establishes the option that appears most prominently. A qualitative descriptive design was adopted. The corpus comprised 115 slang items extracted from the English dialogue and matched with their Indonesian renderings in the official Netflix release. Data compilation involved multiple screenings of the movie, alignment between spoken utterances and captioned versions, selection of slang according to relevant linguistic indicators, and subsequent categorization under Baker’s (2018) framework. Only four of the eight available procedures occurred in the corpus. Culture-oriented adaptation ranked first with 40 cases (34.8%). Reformulation through lexically distant wording occupied the second position with 39 cases (33.9%). Neutralized or less emotive rendering accounted for 19 instances (16.5%), whereas reformulation through semantically connected wording occurred in 17 cases (14.8%). None of the remaining procedures appeared in the dataset. The distribution suggests that the subtitler generally favored contextual adjustment and reformulation in order to retain the interpersonal force of informal language while making the captions idiomatic, accessible, and culturally familiar to viewers in Indonesia. By illustrating how Baker’s framework can be operationalized in the examination of present-day cinematic slang, this article broadens scholarship on audiovisual language transfer and offers a foundation for subsequent work on subtitling practices.

Identity Ambiguity in Harry Potter and Sirius Black: A Freudian Psychoanalytic Analysis of Harry Potter and the Prisoner of Azkaban Jusmita Sitepu; Safnidar Siahaan; Eka Wilany
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.v14i2.11945

This study explored the identity ambiguity experienced by Harry Potter and Sirius Black in *Harry Potter and the Prisoner of Azkaban* using Sigmund Freud’s tripartite theory of the psyche, comprising the id, ego, and superego. In this study, **identity ambiguity** refers to the psychological condition in which a character negotiates multiple and sometimes conflicting identities resulting from the interaction of the id, ego, and superego, as reflected in the tension between personal motivations and social perceptions. The objective of this study was to examine how the interaction among these three psychic structures contributes to the representation of identity ambiguity in the two characters. Using a descriptive qualitative approach, this study conducted a textual analysis of fourteen selected scenes, consisting of seven scenes featuring Harry Potter and seven featuring Sirius Black. These scenes were purposively selected because they explicitly portray psychological conflicts that demonstrate the interaction of the id, ego, and superego and are central to the representation of identity ambiguity. The findings indicate that the dynamic interaction among these psychic structures contributes to the portrayal of identity ambiguity in both characters. Harry Potter’s identity ambiguity is reflected in his internal conflict between his instinctive desire for revenge and his growing commitment to truth and moral responsibility. Meanwhile, Sirius Black’s identity ambiguity is represented through the contrast between his private identity as a victim, protector, and parental figure and his public identity as a dangerous murderer. This study contributes to psychoanalytic literary and film criticism by demonstrating how Freud’s tripartite theory provides a useful analytical framework for interpreting the psychological complexity and identity construction of literary and cinematic characters.

Ecological Value in The Folklore of The Marantale Village Community, A Study of Literary Ecology Juniati; Moh Sidik; Milianti
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.v14i2.11967

This study examines the ecological values contained in the Kasina folklore of the people of Marantale Village, Siniu District, Parigi Moutong Regency, Central Sulawesi, by examining both the representation in the folklore narrative and the ecological practices of the community that are still ongoing today. This research is motivated by the limited study of ecocriticism on the oral traditions of small communities in Central Sulawesi, even though folklore has the potential to be a medium for inheriting environmental knowledge and local wisdom for the sustainability of people's lives. The purpose of this research is to identify, classify, and interpret the ecological values represented in Kasina folklore through a literary ecological approach. The research uses a qualitative method with a descriptive-interpretive design. Data were obtained through in-depth interviews with a key informant, field observations, and documentation studies. Data analysis was carried out using content analysis with the interactive models of Miles, Huberman, and Saldaña, while data interpretation referred to Garrard's six ecocritical themes, namely habitat, wildlife, the apocalypse, pollution, animals, and land. The results of the study show that Kasina folklore represents ecological values in the form of respect for nature, environmental conservation, responsible use of natural resources, awareness of disasters, and harmonious relationships between humans and nature, most of which are still practiced in the lives of local communities. The findings of this study confirm that Kasina folklore serves as an oral mechanism for preserving ecological knowledge and environmental ethics between generations.

Discourse Deixis in The Characters "Peaky Blinders: The Immortal Man" Movie Putu Risma Wulan Dari; I Gusti Ayu Vina Widiadnya Putri
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.v14i2.12016

Research on deixis has widely examined person, place, time, and social deixis, while discourse deixis has received less attention, particularly in movie dialogue. This study examines the types and functions of discourse deixis used by the characters in Peaky Blinders: The Immortal Man, a movie selected for its conversational interactions in which characters frequently refer to information within the ongoing discourse. The study employed a descriptive qualitative design, with the movie dialogue as the data source. Data were collected through observation and documentation by repeatedly watching the movie and checking the transcript, then analyzed using Levinson’s (1983) framework. The analysis identified 16 utterances containing discourse deixis, consisting of 15 instances of anaphoric discourse deixis and 1 instance of cataphoric discourse deixis. Anaphoric discourse deixis was the dominant type and functioned to refer back to previously established information, while cataphoric discourse deixis referred forward to information presented later in the discourse. The findings show that discourse deixis helps connect utterances, maintain continuity, and support coherence in the dialogue. By focusing specifically on both types and functions of discourse deixis, this study provides a closer understanding of how discourse reference works in cinematic dialogue and contributes to pragmatic and discourse analysis.

Improving Vocational Students’ Speaking Skills Through Task-Based Language Teaching (TBLT): A Classroom Action Research in a Retail Business Context Agatha Chrisityanti Manullang; Sukarno
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.v14i2.12020

This classroom action research examined the implementation of Task-Based Language Teaching (TBLT) to develop workplace-oriented English speaking skills among 36 Grade XI Retail Business students, aged approximately 16–17 years, at SMK Negeri 1 Bantul. The study followed the Kemmis and McTaggart cycle of planning, action, observation, and reflection. A pre-cycle assessment was followed by two action cycles, each comprising three 90-minute meetings. Data were collected through classroom observation, CEFR-informed speaking assessments, a student questionnaire, semi-structured interviews with five students, and reflective journals. The mean total speaking score increased from 33.75 in the pre-cycle to 40.89 in Cycle I and 41.50 in Cycle II. The largest gain occurred in task achievement (7.11 → 10.94 → 11.22), followed by pronunciation (6.78 → 8.64 → 8.69), while fluency and vocabulary improved gradually. Accuracy increased in Cycle I but declined slightly in Cycle II (6.19 → 6.64 → 6.36), indicating that communicative performance developed faster than grammatical control. The proportion of students at CEFR B1 increased from 22.22% to 58.33% and then 61.11%. Questionnaire results showed that 75% of students agreed or strongly agreed that TBLT improved their fluency, and 66.67% agreed or strongly agreed that it provided opportunities to improve pronunciation and grammar. The findings indicate that occupationally authentic tasks supported students’ participation, confidence, and ability to complete retail-related speaking tasks, although accuracy, note dependence, unequal participation, and time management remained concerns. Because the study involved one class, no comparison group, and single-rater speaking assessment, the findings should be interpreted as context-specific classroom evidence rather than definitive causal proof.

Exploring Types of Slang Words in the Movie Neighbors (2014): A Sociolinguistic Analysis I Gede Dio Praja Ananta; I Made Perdana Skolastika
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.v14i2.12024

This study analyzes the types and meanings of slang words used in Neighbors (2014) from a sociolinguistic perspective. The study aims to identify the types of slang based on Allan and Burridge's (2006) classification and analyze their meanings based on Leech's (1981) theory of meaning. This study employs a qualitative descriptive method. The data were collected from the movie dialogues and its script, then classified and analyzed based on the selected theories. A total of 43 distinct slang expressions were identified and classified into five types: Fresh and Creative, Flippant, Imitative, Acronym, and Clipping. Fresh and Creative was the most dominant type, accounting for 32 expressions (74.42%). The findings also show that slang expressions serve various social functions, including solidarity, social identity, interpersonal relationships, cultural tradition, emotional attachment, and conflict resolution. The study demonstrates that slang in Neighbors is not only used as informal vocabulary but also functions as a resource for expressing social relationships and identities within different interactional contexts.

EFL Students’ Experiences of Coping with Speaking Anxiety in English Presentations at an Islamic Senior High School in Maros Nur Zamzam; Sukirman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.12122

This study explores the lived experiences, underlying causes, impacts, and coping strategies of EFL students in managing speaking anxiety during English presentations, with particular attention to the integration of religious and cultural values within an Islamic educational context. A qualitative approach with a phenomenological design was employed to understand the phenomenon from the participants’ own perspectives. Data were collected through in-depth, semi-structured interviews with six students at an Islamic Senior High School in Maros, Indonesia. The study is grounded in the Transactional Model of Stress and Coping, further enriched by Islamic values such as Sabr (patience), Tawakkul (reliance on God), and Ukhuwah (brotherhood) as a distinctive framework for understanding stress management. The findings reveal that speaking anxiety is primarily triggered by fear of negative evaluation, low self-confidence, linguistic limitations, and pressure from the learning environment, with impacts spanning psychological discomfort, physical symptoms, and cognitive interference during performance. Students were found to draw on a combination of problem-focused and emotion-focused coping strategies, frequently integrating spiritual and religious practices alongside practical preparation techniques to mitigate anxiety. The study concludes that speaking anxiety is a complex emotional experience shaped by both internal and external factors, and that the learning environment together with the internalization of Islamic values plays a pivotal role in transforming anxiety into a manageable challenge. These findings suggest that educators should attend not only to students’ linguistic competence but also to fostering a supportive classroom atmosphere and incorporating value-based approaches that build resilience and confidence in public speaking.

Grammatical Cohesion Devices and the Construction of Textual Coherence in Cross-Disciplinary Academic Journal Articles: A Halliday and Hasan Perspective Anisa Tri Cahyani; Yuliati
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.v14i2.12197

Although grammatical cohesion has been studied extensively as a marker of textual connectivity, comparatively little research has examined when the presence of a cohesive device actually supports coherent interpretation, particularly in student academic writing that spans multiple disciplines. This study investigates how grammatical cohesion contributes to textual coherence in 26 cross-disciplinary student journal articles published in the Unnes Scientific Journal, applying Halliday and Hasan's (1976) framework of reference, substitution, ellipsis, and conjunction through a qualitative interpretive design supported by hybrid thematic analysis. Because the corpus spans eleven academic disciplines, it provides a naturalistic basis for distinguishing cohesive practices that are general to academic writing from those shaped by disciplinary convention. Cohesive devices were coded for their textual form and then interpreted for their contribution to referential continuity, logical relationships, topic development, and evidence–claim connections. Reference and conjunction were the dominant resources, while substitution and ellipsis occurred more sparingly, reflecting a preference for explicitness. However, the presence of a cohesive device did not guarantee coherence: ambiguous references, weak transitions, incomplete logical connections, redundant repetition, and abrupt topic shifts recurred across disciplines, most often when a device was used without a sufficiently clear or contextually appropriate relationship. These findings show that cohesion and coherence, although related, are distinct dimensions of textual organization, and that cohesive devices support coherence only when they establish relationships that readers can reliably interpret. By extending Halliday and Hasan's framework beyond the identification of linguistic devices toward the functional and contextual conditions of coherence, the study offers academic writing instructors a more precise basis for teaching students not merely to use cohesive devices, but to use them appropriately for their disciplinary context.

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