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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 2,770 Documents

273 274 275 276 277

Students' Experiences of Readiness and Learners’ Autonomy in an Indonesian EFL Flipped Classroom Nurul Fitriani; Basikin
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.v14i2.11669

This qualitative case study examined how Grade 10 students in an Indonesian senior high school English as a Foreign Language (EFL) flipped classroom experienced readiness and learners’ autonomy at the same time, an interaction that previous studies have rarely explored together. A case study design was chosen because it allowed for an in-depth exploration of students' own perspectives within their actual classroom setting. Nine students, purposively selected from high, moderate, and low readiness categories based on an initial questionnaire, took part in semi-structured interviews, which were further supported by classroom observations, and the data were analyzed using thematic analysis. The findings showed that students' readiness was shaped by their digital familiarity, their understanding of instructional directions, and their engagement with pre-class materials, while learners’ autonomy was reflected in how they regulated their own learning, made use of available resources, and took responsibility for both individual and collaborative tasks. Several challenges also emerged, including digital distractions, difficulty comprehending English-medium materials, reliance on external support, and technical or environmental constraints. Taken together, the findings suggest that readiness and learners’ autonomy develop together and shift according to each student's circumstances, offering practical implications for EFL teachers who wish to design flipped classroom activities that scaffold students more effectively toward independent learning.

Linguistic Politeness in the Tialo Ethnic Community in Bolano Lambunu Subdistrict, Parigi Moutong Regency Moh. Nur Lawaka; Ulinsa; Yunidar; Juliah Marfuah
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.v14i2.12036

Linguistic politeness is a true reflection of the value systems, social norms, and cultural identities that exist within a language community. This study aims to describe the forms and functions of linguistic politeness that apply in the interactions of the Tialo ethnic group in Bolano Lambunu Subdistrict, Parigi Moutong Regency. This study employs a qualitative approach with a descriptive qualitative design. Data were collected through participatory observation and in-depth interviews with 10 informants, consisting of traditional leaders, community leaders, and members of the general public. The data were analyzed using the Miles and Huberman model, which includes the stages of data reduction, data presentation, and drawing conclusions. Linguistic politeness is a tangible reflection of the value system, social norms, and cultural identity that live within a speech community. This study aims to describe the forms and functions of linguistic politeness that apply in the interactions of the Tialo community in Bolano Lambunu Subdistrict, Parigi Moutong Regency. This research uses a qualitative approach with a qualitative descriptive design. Data were collected through participatory observation and in-depth interviews with 10 informants consisting of customary leaders, community figures, and ordinary residents. The data were analyzed using the Miles and Huberman model, which includes the stages of data reduction, data presentation, and conclusion drawing. The results show that: (1) Linguistic politeness is realized in two forms, namely a verbal form, which includes the use of hierarchical terms of address, softening particles, and indirect expression of intent; and a nonverbal form, which includes facial expressions, body posture, and the regulation of physical distance during interaction. (2) Linguistic politeness has three main functions: a social function to maintain harmony and the community's hierarchical order, a cultural function as a means of passing down customary values, and an educational function to instill manners in the younger generation. This research contributes as documentation material for the diversity of local language and culture in Central Sulawesi.

Teachers’ Perspectives on Designing HOTS-Based English Materials Integrated with the Local Wisdom of South Sulawesi Hamriati; 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.v14i2.12167

This qualitative case study examines how English teachers in Islamic junior secondary schools (Madrasah Tsanawiyah) in South Sulawesi, Indonesia, perceive and design Higher Order Thinking Skills (HOTS)-based English teaching materials integrated with the local Bugis-Makassar values of Sipakatau, Sipakalebbi, and Sipakainge. Data were collected from ten purposively selected English teachers through semi-structured interviews and open-ended questionnaires, and were analyzed using thematic analysis. The findings indicate that teachers generally hold a sound conceptual understanding of HOTS as the ability to analyze, evaluate, and create, although the depth of this understanding varies according to individual teaching experience. Teachers integrate local wisdom into HOTS-based materials both textually, through culturally grounded texts such as local folktales and procedural texts on traditional cuisine, and practically, by modeling respectful and cooperative classroom interaction. However, teachers face considerable challenges, including diverse student abilities, limited instructional time, and a scarcity of English-language resources that incorporate local culture. These findings extend Bronfenbrenner’s socio-ecological perspective and the Revised Bloom’s Taxonomy by illustrating how culturally embedded content can reduce students’ psychological distance from English and support higher-order cognitive engagement. The study offers practical implications for teacher training, curriculum development, and the design of contextually and culturally responsive English teaching materials in Indonesian Islamic secondary education.

Exploring the Relationship Between EFL Students’ Extramural English Activities and Their Speaking Skills Fakhruddin Zam Zam; Erna Andriyanti
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.v14i2.12483

Extramural English (EE) activities are expected to be a promising solution for supporting EFL students’ speaking skills. This study aimed to explore the relationship between EFL students’ EE activities and their speaking skills at two distinct research sites in Indonesia. The objectives are: (1) to investigate a correlation between their EE activities and their speaking skills, and (2) to explore their perceptions of the benefits of EE activities for their speaking skills. Using an explanatory sequential mixed-methods design, the study involved a survey of 218 third-semester English majors from two distinct research sites in Indonesia. Of these participants, 30 completed the speaking test and constituted the sample for the correlation analysis, and eight of them were subsequently interviewed through semi-structured interviews for further exploration of the benefits of EE. Descriptive statistics and Spearman’s rho correlation analysis in SPSS 26 were used to analyze the quantitative data, while a thematic analysis in NVivo 14 was used to analyze the qualitative data. The quantitative findings revealed that the students’ EE activities correlated positively with their speaking skills (rs = .720, p < .001, N = 30). Meanwhile, the qualitative findings showed that the students highlighted several improvements in aspects of their speaking skills as benefits of EE activities (i.e., vocabulary, pronunciation, grammar, comprehension, and fluency). The findings highlight a strong association between EE engagement and speaking skills and contribute to the understanding of EE in the Indonesian higher-education context. Practically, the findings suggest that EFL students should be encouraged to engage in meaningful and interactive EE activities rather than simply increase their exposure to English.

An Analysis of Love Metaphors in Ed Sheeran’s Song Lyrics Yudhi Afrian; Indah Tri Purwanti; Maria Safriyanti
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.v14i2.8772

This study examines the use of conceptual metaphors in Ed Sheeran’s love-themed song lyrics to understand how emotional meanings are expressed through figurative language. The study aims to classify the metaphors, identify their frequency, and explain their conceptual meanings based on Conceptual Metaphor Theory. A descriptive qualitative design was employed using textual analysis of twenty selected love-themed songs. The lyrics were initially obtained from Genius and subsequently cross-checked with other available lyric sources to ensure consistency. The data were collected through observation and note-taking, followed by metaphor identification, classification, and interpretation. The analysis identified 106 metaphorical expressions categorized into structural, ontological, and orientational metaphors. Structural metaphors were the most dominant, accounting for 53% of the data, followed by ontological metaphors at 34% and orientational metaphors at 13%. The findings show that Ed Sheeran frequently conceptualizes love through dynamic and experiential mappings, particularly journey and unity, while ontological metaphors represent love as a concrete entity that can be held, owned, or contained. Orientational metaphors contribute spatial representations of emotional closeness and intensity. The novelty of this study lies in its systematic examination of conceptual mappings across a corpus of twenty love-themed songs, providing a broader analysis of metaphorical patterns than studies focusing on individual songs or other linguistic features in Sheeran’s work. The findings contribute to the linguistic understanding of how metaphor structures emotional meaning in contemporary song lyrics and may also support the use of song lyrics as authentic materials for teaching metaphor and figurative language in English language learning. Although limited to a selected corpus, this study provides a systematic basis for further research on conceptual metaphors across other artists, songs, and musical genres.

Semantic Structure of Indonesian Verbs Mengira and Menyangka: A Cognitive Explication Study Afid Andono; 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.v14i2.9638

Epistemic mental verbs are essential in signaling a speaker's degree of certainty, yet the semantic boundaries between the Indonesian verbs mengira and menyangka remain ambiguous due to lexical overlap and circular definitions in traditional dictionaries. This study aims to uncover the distinct semantic structures of these two near-synonyms by identifying their diagnostic features and cognitive profiles. Adopting a qualitative-descriptive design, the research utilizes a bottom-up approach that integrates empirical data from the Indonesian Leipzig Corpora Collection with the Natural Semantic Metalanguage (NSM) framework. The analysis of 400 purposive concordance lines reveals that mengira and menyangka occupy different cognitive spaces. The results indicate that mengira functions primarily as a verb of intellectual miscalculation, representing a tentative supposition that is frequently invalidated by factual correction, often collocated with ternyata. Conversely, menyangka operates as a verb of failed expectation or suspicion, encoding a clash between a pre-existing mental model and a contradictory reality, evidenced by its high frequency in negative constructions (tidak menyangka). The NSM explications succeed in bypassing circularity by using universal primes to map these distinct "cognitive scenarios." These findings prove that while both lexemes belong to the "thinking" category, mengira is more intellectual-proactive, whereas menyangka is more affective-reactive. This study provides a robust model for understanding the Indonesian mental lexicon and offers a practical solution to the synonymy problem in pedagogical contexts.

Management Patterns of the Arabic Language Learning Program Based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota Annisa Desriana; Hakmi Wahyudi; Zahara Latifa; Hafiz Abror
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.v14i2.10834

This study examines the management patterns of the Arabic language learning program based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota. The analysis focuses on four core management functions—planning, organizing, actuating, and controlling-evaluation—as well as the identification of supporting and inhibiting factors in program implementation. A descriptive qualitative approach with a case study design was employed. Data were collected through participatory observation, in-depth interviews with the program leadership and coordinator, and document review. Data analysis followed the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing. The findings indicate that program management has generally adopted George R. Terry’s POAC framework, yet its implementation remains uneven across all aspects. Planning has been systematically structured with an orientation toward establishing bi’ah lughawiyyah and strengthening maharah kalam. Organizing demonstrates a clear committee structure involving internationally recruited experts and student-based peer tutoring. However, at the implementation stage, the program remains in its early phase, meaning intensity and consistency have yet to be optimized. Meanwhile, the monitoring and evaluation functions have not yet operated in a structured manner and have not employed measurable assessment indicators. The primary supporting factors include strong institutional support, high student motivation, and the competence of teaching staff, whereas the inhibiting factors encompass time constraints, inconsistency in the language environment, and limited Arabic competence among some teachers. This study recommends strengthening the implementation and evaluation aspects to ensure program sustainability and effectiveness.

International Students’ Perceptions of Social Interaction and Cultural Adaptation in Second Language Acquisition at University Vina Qurrota Akyuningrum; Galuh Kirana Dwi Areni
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.v14i2.11531

This study examines international students’ perceptions and experiences of social interaction and cultural adaptation in second language acquisition, particularly in learning Bahasa Indonesia. Employing a qualitative phenomenological approach, this study involved eight international students who participated in semi-structured interviews, with two participants also involved in observations. The study draws on Long’s (1996) Interaction Hypothesis to examine social interaction and Berry’s (1997) acculturation framework to understand cultural adaptation. The findings identified three themes related to social interaction: communication, negotiation of meaning, and receiving feedback. These themes illustrate how international students described their interactions with Indonesian speakers as opportunities to practice Bahasa Indonesia, clarify meaning, and receive linguistic input and feedback. Regarding cultural adaptation, the findings reflected four acculturation orientations: integration, assimilation, separation, and marginalization. Rather than functioning as fixed categories, these orientations represented participants’ varying experiences of maintaining aspects of their cultural identities while engaging with Indonesian culture and language. Participants perceived social interaction as supporting their Bahasa Indonesia development by providing opportunities for communication, meaning negotiation, and feedback. Cultural adaptation was also described as shaping their opportunities to engage with Indonesian language and culture in everyday contexts.

Exploring Generative AI Tools in Supporting Indonesian EFL Graduate Students’ Self-Regulated Learning Strategies in Academic Writing Evanda Aradea Rizky; Jamilah; Ari Purnawan
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.v14i2.11727

Generative artificial intelligence (GenAI) has significantly reshaped educational landscape by delivering personalized learning resources. However, its influence on the development of Self-regulated learning (SRL) strategies among Indonesian EFL graduate students remins unexplored. This study aimed to explore the use of GenAI tools integration in supporting Indonesian EFL graduate students’ self-regulated learning in academic writing. Building on Zimmerman’s SRL model, this research investigated which GenAI tools students utilize, how these tools support SRL phases of forethought, performance, and self-reflection phase, as well as what attitude students hold toward the GenAI integration. A descriptive qualitative design was employed through semi-structured interview with four graduate students who enrolled in Thesis Proposal Writing coursework. Thematic analysis revealed three primarily theme: AI utilization, AI-strategic use, and attitude toward AI. The students in this study strategically combined a variety of GenAI tools, such as ChatGPT, Gemini, Perplexity, Quillbot, and Grammarly, in accordance with their needs of each SRL phase: in the forethought phase, GenAI tools served as an interactive digital peer for brainstorming and outlining, in the performance phase GenAI assisted with drafting and refining sentence structure, and in the self-reflection phase GenAI provided linguistic and real time feedback. Through these phases, participants maintained a highly responsible, human-led approach, emphasizing that GenAI tools should function as interactive assistance to reduce cognitive load, while critical thinking and main authorship remain students’ intellectual properties. This finding confirmed that GenAI contributes most effectively in self-regulated academic writing GenAI contributes most effectively to self-regulated academic writing when students maintain critical control, evaluative judgment, and ownership over their writing process, positioning GenAI as a supportive digital partner rather than a substitute for students' agency.

Politeness Strategies for Managing Conflict in The Beautiful Game Karunia Sanjaya Gotama; Putu Gede Budiartha
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.v14i2.11977

Conflict is an inevitable aspect of interpersonal communication that may threaten social relationships if it is not managed appropriately. This study investigates the use of politeness strategies in conflict interactions in The Beautiful Game (2024). Specifically, it aims to identify the types of politeness strategies employed by the characters and explain how these strategies function in managing conflict. While previous studies have primarily classified politeness strategies in film discourse, limited attention has been given to how these strategies function as communicative resources for managing conflict. This study employed a descriptive qualitative research design. Seventeen utterances containing conflict interactions were identified in The Beautiful Game (2024) based on the presence of a face-threatening act within a clearly identifiable conflict episode, of which 8 were selected for in-depth analysis as representative instances of each politeness strategy. The data were analyzed using Brown and Levinson's (1987) politeness theory. The findings reveal that bald-on-record is employed to manage conflict requiring urgent intervention, positive politeness functions to restore solidarity and group cohesion, negative politeness mitigates the imposition of face-threatening acts, and off-record allows speakers to express criticism indirectly while reducing interpersonal tension. Overall, the findings contribute to pragmatic studies by demonstrating that politeness strategies function not merely as classificatory categories but as context-sensitive communicative resources for managing conflict and negotiating interpersonal relationships in cinematic discourse.

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