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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

273 274 275 276 277

An Analysis of Maxim Violations in the Pursuit of Happyness Movie Yayang Aryana; Zia Hisni Mubarak
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.v14i2.12271

This research was focused on identifying Maxim Violations and finding out the type that was most often used in The Pursuit of Happyness. This research also aimed at analyzing the utterances of all characters that used maxim violations proposed by Grice 1975. The research design of this research was qualitative descriptive. The data were collected by using an observational method and a non-participatory technique. The results of this research indicated that in the pursuit of happyness 15 data of maxim violations were found which included 4 types proposed by Grice, which were maxim of quality, maxim of quantity, maxim of relation, and maxim of manner. It also conveyed that maxim of relation was the most frequently used by all characters. It happened 5 times of total data.

Perceptions of Using Fluentpal to Enhance EFL Students’ Speaking Ability Intan Siti Nurkhaliza; Farida Repelita Waty Br. Kembaren
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.v14i2.12274

This qualitative descriptive study examines EFL (English as a Foreign Language) students’ perceptions of using the Fluentpal app to improve their English speaking skills in a 10th-grade class at a Madrasah Aliyah in Medan, Indonesia. Methodologically, 28 students were selected through purposive sampling to complete online questionnaires, followed by semi-structured interviews with five selected participants after a two-week usage period. Data were analyzed using descriptive statistics and thematic coding. The findings reveal highly positive perceptions; quantitatively, a significant majority of students strongly agreed that the app is highly engaging, while most respondents also strongly agreed that it effectively improved their classroom speaking skills and served as a useful practice tool. Qualitative data categorized these impacts into three themes: high usability (simple interface), pedagogical benefits (increased confidence, vocabulary acquisition, and reduced anxiety through gamification), and technical constraints (strict internet dependency and premium feature restrictions). In conclusion, Fluentpal serves as a pedagogically valuable platform that effectively supports communicative competence and learner autonomy. Despite its technical limitations, the application successfully acts as an interactive tool to complement classroom instruction and reduce learning anxiety

Audio-Visual Learning as an Instructional Strategy to Improve Reading Comprehension in Primary Education Marshanda A’irin; Prabawati Nurhabibah; Asih Wahyuningsih
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.v14i2.12284

Reading comprehension is one of the essential literacy skills that supports students' academic achievement at the elementary school level. However, many students still experience difficulties in understanding, interpreting, and evaluating written texts. This study aimed to examine the effect of YouTube-based audio-visual learning media on the reading comprehension ability of sixth-grade students at SDN 2 Gebangilir, Cirebon Regency, Indonesia. A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed. The participants consisted of all 23 sixth-grade students selected through total sampling. Reading comprehension was measured using a validated essay test covering literal, inferential, and evaluative comprehension. Data were analyzed using descriptive statistics and inferential statistics, including the Shapiro–Wilk normality test and paired-samples t-test. The findings showed that the mean pretest score was 64.891, which increased to 87.935 after the implementation of YouTube-based audio-visual learning media, with an average improvement of 23.044 points. The Shapiro–Wilk test confirmed that both datasets were normally distributed (p > 0.05). Furthermore, the paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores (t = −10.582, p < 0.001), indicating that the intervention significantly improved students' reading comprehension. The results suggest that integrating YouTube-based audio-visual media into elementary reading instruction enhances students' comprehension by providing multimodal learning experiences that promote engagement, facilitate cognitive processing, and support deeper understanding of written texts. Therefore, YouTube-based audio-visual media can be considered an effective instructional strategy for improving reading comprehension in elementary education.

Effectiveness of using Spotify music Application to Improve English Vocabulary at Junior High School Students Miftahul Jannah Murni; Wisran; wahibah
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.v14i2.12306

This study analyzes the implementation of the SQ3R strategy via the Padlet platform to facilitate English vocabulary mastery among eighth-grade students. Employing a qualitative approach through classroom observation, the findings reveal that the integration of the five SQ3R stages Survey, Question, Read, Recite, Reviewwithin the Padlet environment creates a systematic, interactive, and collaborative learning workflow. Observations demonstrate that each SQ3R stage effectively supports students in contextualizing word meanings, fostering independent inquiry, and facilitating the transition of vocabulary from passive to productive knowledge. This research concludes that the synergy between active reading strategies and Padlet serves as an innovative pedagogical solution that significantly enhances student engagement and optimizes long-term vocabulary retention in secondary education.

The Implementation of BukuAku Application as a Digital Learning Innovation for Improving Reading Comprehension at Junior High School Yuyun Nur Aprilia; Ariana; Mallombassi
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.v14i2.12371

This study aimed to examine the effect of the BukuAku application as a digital learning innovation on improving eighth-grade students' reading comprehension at SMPN 1 Bontonompo Selatan. A quasi-experimental non-equivalent control group design was employed, involving 60 students selected through purposive sampling (30 in the experimental class and 30 in the control class). Data were collected using pre-test and post-test reading comprehension assessments covering main ideas, supporting details, and vocabulary. The findings revealed that the experimental group's mean score increased significantly from 36.11 to 83.11 (N-Gain = 71.43%), whereas the control group increased from 37.11 to 67.23 (N-Gain = 37.12%). The Independent Samples T-Test showed a significant difference between both groups (t = 5.623, p = 0.000 < 0.05). Thus, implementing the BukuAku application significantly enhances students' reading comprehension skills compared to conventional methods.

The Effect of the Smart Pocket Board Assisted Syllabus Method (PAKAPIN) on the Initial Reading Ability of Elementary School Students Annisa Dzili; Asih Wahyuningsih; Eliya Rochmah
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.v14i2.12395

This study aimed to examine the effect of the syllable method assisted by Papan Kantong Pintar (PAKAPIN) media on the beginning reading ability of second-grade students at SDN 1 Watubelah. This study employed a quantitative approach with a pre-experimental One Group Pretest-Posttest design. The research subjects consisted of 41 second-grade students. Data were collected using a beginning reading performance test administered before and after the implementation of the syllable method assisted by PAKAPIN media. The research instrument consisted of five test items that had been tested for validity and reliability. Data were analyzed using descriptive statistics, N-Gain analysis, normality testing, and a paired-sample t-test. The results showed that the mean score increased from 68.41 in the pretest to 88.71 in the posttest, representing an improvement of 20.30 points. The N-Gain score was 0.6693 or 66.93%, which was categorized as moderate. Furthermore, the paired-sample t-test produced a significance value of 0.000, which was lower than 0.05. These results indicate a statistically significant difference between students’ beginning reading ability before and after the implementation of the syllable method assisted by PAKAPIN media. Therefore, the syllable method assisted by PAKAPIN can be considered an alternative instructional strategy for supporting beginning reading instruction among second-grade elementary school students. However, the findings are limited to the participants and research setting of this study and should not be generalized directly to other educational contexts.

EFL Students’ Readiness and Attitudes Toward Digital Learning Safitra Nuraziza; Maghfirah Thayyib; Rustan
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.v14i2.12403

This study investigated the readiness and attitudes of second-semester English Language Education students toward digital learning in EFL classes at UIN Palopo. A descriptive quantitative survey design was employed, with 30 second-semester students selected through purposive sampling. Data were collected using a structured questionnaire with a five-point Likert scale covering students’ readiness and attitudes toward digital learning. The data were analyzed using descriptive statistics, particularly mean scores. The findings showed that students’ readiness for digital learning was categorized as high, with an overall mean score of 4.01. Students’ attitudes were also categorized as high, with an overall mean score of 3.93, indicating generally positive perceptions, feelings, motivation, and willingness toward digital learning. However, internet connectivity, learning focus, limited facilities, and difficulties understanding some materials remained challenges for some students. The findings suggest that lecturers should continue to develop interactive and accessible digital learning practices, while institutions should strengthen digital infrastructure and technical support.

The Use of Politeness Strategies in Teacher-Student Interaction in a Postgraduate EFL Classroom Asmida Yanti Siregar; Ratna Sari Dewi; Ismalianing Eviyuliwati
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.v14i2.12431

This study investigates the use of politeness strategies in teacher-student interaction in an online post-graduate EFL classroom. Employing a qualitative research design, the data were collected through classroom observation and audio recordings of presentation and discussion sessions conducted via Zoom in an English education program. The data were analyzed using Brown and Levinson's politeness framework, with factors influencing politeness use identified inductively from the interactional data and interpreted through the sociological variables of power, social distance, and degree of imposition. The findings reveal that positive politeness strategies were particularly salient in the teacher's speech, contributing to a supportive and inclusive learning atmosphere. In contrast, negative politeness strategies were used to mitigate face-threatening acts during questioning and clarification. Negative politeness strategies were particularly salient in student speech, reflecting an awareness of power relations and institutional roles, although positive politeness also appeared when students expressed engagement and agreement. The use of these strategies appeared to be shaped by teacher–student power relations, the online learning context, and the academic nature of the discussions. These patterns suggest that politeness strategies may contribute to a more supportive interactional environment in online EFL classrooms, though anxiety and learning outcomes were not directly examined in this study. By focusing on synchronous, online, postgraduate EFL academic interaction, particularly presentation and discussion activities, this study contributes to a still limited body of research on pragmatic competence in this specific instructional context.

Morphological Productivity in Travel Agent Instagram Captions: A Corpus-Based Analysis Valencia Friska Suarliem; Mirsa Umiyati; Yohanes Octovianus Lesu Awololon
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.v14i2.10940

This study aimed to measure the productivity of word-formation processes on travel agents Instagram captions using Baayen’s Potential Productivity (PP) formula. This study employed a descriptive quantitative approach through corpus-based analysis. The data were collected from Traveloka and Booking.com captions through documentation, note-taking & coding, and corpus. The data then analyzed using AntConc to identify hapax legomena and calculate the productivity of each process using Baayen’s PP formula. The findings revealed twelve word-formation processes in the corpus, with compounding emerging as the most productive process (PP = 0.154), followed by inflectional morphology (PP = 0.095) and derivational morphology (PP = 0.077). The dominance of compounding indicated that tourism discourse strongly relied on lexical combinations to create informative and attractive promotional expressions, followed by inflectional and derivational processes which contributed significantly by emphasizing tourism activities, experiences, and descriptive characteristics. In contrast, acronym & initialism, blending, cliticization, clipping, reduplication, coinage & eponym, suppletion, and onomatopoeia showed relatively low productivity. Furthermore, the findings demonstrated that the Booking.com corpus achieved a higher overall productivity value than Traveloka despite containing fewer tokens, suggesting a greater degree of lexical variation. Overall, the study showed that morphological productivity in tourism promotional discourse was strongly influenced by communicative and persuasive purposes in digital marketing contexts.

Exploring The Types of Code-Switching and Code-Mixing in Classroom Interaction: A Multiple Case Study in Higher Education Friska Nurshadrina; Abd. Halim; Fitriyani
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.v14i2.11293

The purpose of this study is to determine the various and most common types of code-switching and code-mixing utilized by students at UIN Alauddin Makassar and Universitas Negeri Makassar. Thirty English students from each university enrolled in the Speaking course in the class of 2025 served as the study's subjects. In order to illustrate the phenomena of code-switching and code-mixing that take place during classroom interactions, this study uses a qualitative method with a descriptive qualitative design. Although a lot of research has been done on code-switching and code-mixing in EFL classes, there aren't many studies that compare different Indonesian universities. Data collection, data reduction, data presentation, and conclusion or verification were the phases of the data analysis process. This study used Hoffman's theory (1991) to examine the kinds of code-mixing that appeared in classroom interactions and Poplack's theory (1980) to define and categorize types of code-switching. The study's findings showed that both universities' speaking learning processes heavily involve code-switching and code-mixing. However, only UIN Alauddin Makassar exhibited the most prevalent forms of code-switching and code-mixing. Intra-sentential switching, or code-switching that takes place within a single sentence, is the most common kind of code-switching. Intra-sentential code-mixing, or code-mixing that occurs within a single sentence, is the most common kind of code-mixing.

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