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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

A Pragmatic Analysis of Assertive Illocutionary Acts in Anyone But You Movie Devy Purnama Sari; 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.v14i2.11993

Although assertive illocutionary acts have been examined in various communicative contexts, previous studies have largely focused on illocutionary acts in general or on speech acts in monologic discourse, leaving the pragmatic distinctions among assertive subcategories in dialogic movie interaction insufficiently explored. This study aims to identify and analyze the subcategories of assertive illocutionary acts produced by the characters in the movie Anyone But You (2023), based on Searle’s (1979) speech act theory and the classification proposed by Searle and Vanderveken (1985). A descriptive qualitative method was employed, with data collected through observation and note-taking of the movie dialogues, supported by the English subtitles and the official script. Utterances were classified using operational criteria distinguishing informing, stating, claiming, reporting, and objecting. The analysis identified 35 assertive utterances classified into five subcategories: informing, stating, claiming, reporting, and objecting. The results show that informing was the most dominant subcategory (40.00%), followed by stating (25.71%), claiming (20.00%), reporting (8.57%), and objecting (5.71%). These findings indicate that the characters predominantly used assertive speech acts to provide information and to share their beliefs and opinions during interaction, reflecting how information exchange functions as a central interpersonal dynamic within romantic comedy dialogue. This study contributes to pragmatic studies by offering a more detailed understanding of how assertive speech acts and their subcategories are realized in romantic comedy movie dialogues.

Gendered Wording In Fintech Recruitment: A Critical Discourse Analysis of Goto Financial’s Acceleration Program Ni Komang Ayu Pujiastuti; Putu Nur Ayomi
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.v14i2.12059

Gendered wording in job advertisements can contribute to the construction of professional identities by associating occupational competence with masculine- or feminine-coded attributes. Although gendered language in recruitment has received considerable scholarly attention, its realization in Indonesian fintech recruitment discourse remains underexplored, particularly in specialized career-track programs. This study examines masculine- and feminine-coded lexical patterns in the Lending Risk Analyst Acceleration Program advertised by GoTo Financial on LinkedIn in April 2026 and investigates how these patterns construct the ideal professional candidate. Using a descriptive qualitative approach, the study applies Fairclough’s three-dimensional framework of Critical Discourse Analysis, supported by Social Role Theory, and framework of gendered wording, which distinguishes agentic (masculine-coded) from communal (feminine-coded) language. The analysis identified 20 unique gender-coded lexical types (comprising 15 agentic and 5 communal types, with a total of 29 occurrences/tokens across the text), in which masculine-coded expressions such as “driven”, “leads”, and “ownership” predominantly frame professional competence in terms of initiative, authority, achievement, and individual responsibility, whereas feminine-coded expressions such as “support”, “collaborate”, and “contribute” occur primarily in contexts of teamwork and relational interaction. At the discourse-practice level, this distribution discursively highlights the image of the ideal candidate, characterised by high performance and personal initiative. At the sociocultural level, the pattern indicates a tension between masculine-coded professional expectations and GoTo Group’s publicly communicated corporate discourse of inclusivity. Ultimately, by integrating gendered-wording analysis with Fairclough’s three-dimensional framework, this study demonstrates how moving from lexical identification toward institutional and sociocultural interpretation can uncover the complex discursive mechanisms underlying inclusive recruitment communication.

The Interplay of Behavioral, Emotional, and Cognitive Engagement in English for Specific Purposes among Nutrition Students: A Mixed-Methods Study Rahman Efendi; Rafi’ah Nur; Salasiah Ammade
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.v14i2.12168

Student engagement is an important component of English for Specific Purposes (ESP) learning, particularly for health science students who need English for academic and future professional purposes. However, limited research has examined behavioral, emotional, and cognitive engagement together in ESP learning among Nutrition students. This study aimed to examine the levels of behavioral, emotional, and cognitive engagement, the relationships among the three dimensions, the factors shaping students' engagement, and students' perceptions of the importance of English and the challenges they encountered in maintaining engagement. A sequential explanatory mixed-methods design was employed with 27 third-semester Nutrition students at Politeknik Kesehatan Sorong, Indonesia. Quantitative data were collected using a 58-item student engagement questionnaire and analyzed using descriptive statistics and Pearson Product–Moment correlation. Qualitative data were obtained through semi-structured interviews with three randomly selected students and classroom observations conducted across four English learning sessions, and were analyzed thematically. The results showed that behavioral engagement (M = 3.14), emotional engagement (M = 3.40), and cognitive engagement (M = 3.14) were all at the moderate level. Significant positive associations were found between behavioral and cognitive engagement (r = .919, p < .001), behavioral and emotional engagement (r = .870, p < .001), and cognitive and emotional engagement (r = .831, p < .001). The qualitative findings indicated that perceived professional relevance of English, learning motivation, emotional experiences, instructional practices, and classroom conditions shaped students' engagement. Students generally perceived English as important for their academic and professional development, but limited vocabulary, low confidence, fear of making mistakes, difficulties understanding English materials, and inadequate preparation presented challenges to maintaining engagement. The findings indicate that behavioral, emotional, and cognitive engagement were strongly associated in this sample and that students' engagement in ESP learning was shaped by interconnected personal, instructional, and professional factors.

Directive Illocutionary Acts in Hoppers: A Contextual Analysis of Refusal Possibility I Putu Wika Diatmika; I Gusti Ayu Agung Sintha Satwika
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.v14i2.12220

Directive illocutionary acts encourage the hearer to perform a particular action. Although previous movie-based studies have examined how such acts are classified, most focus mainly on identifying directive types and rarely connect them systematically to situational context or to the hearer's possibility of refusal. This study addresses that gap by identifying the directive illocutionary acts produced by the characters in the movie Hoppers and analyzing how field, tenor, and mode, following Halliday and Hasan (1989), shape their realization based on Searle and Vanderveken's (1985) classification, along with the extent to which the hearer is given the possibility of refusal. This study employed a descriptive qualitative research design using observation and note-taking techniques. Thirty-three directive illocutionary acts were identified, from which ten utterances were purposively selected for detailed analysis, representing the major communicative functions and situational configurations found in the data. The findings reveal nine directive sub-types, namely ask, request, command, order, suggest, warn, advise, urge, and require, with ask as the most dominant, occurring eleven times (33.3%). The analysis further shows that these directive sub-types can be interpreted through four communicative-function groups: directives allowing the hearer the possibility of refusal, directives expressing advice and warning, directives expressing urgency, and directives based on power or authority. These findings indicate that directive illocutionary acts and the hearer's possibility of refusal vary systematically according to the situational context and the relationship between participants, particularly the relative power between speaker and hearer. This study contributes to pragmatic research by integrating directive classification, context of situation, and the hearer's possibility of refusal as an analytical framework for examining directive language in movie dialogue.

General Strategies of Politeness in the Directive Utterances of How to Train Your Dragon (2025) Sebastian Otniel Santoso; I Gusti Ayu Agung Sintha Satwika
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.v14i2.12250

Politeness plays an important role in maintaining harmonious interpersonal relationships, particularly when speakers produce directive utterances that have the potential to impose on hearers. This study aims to analyze the General Strategies of Politeness employed in the directive utterances of the main characters in How to Train Your Dragon (2025). The study applied a qualitative descriptive method using Searle's (1979) theory of directive illocutionary acts to identify the directive types and Leech's (2014) General Strategy of Politeness to analyze the politeness strategies. The data were collected through observation and note-taking techniques from the movie script and selected based on representative directive utterances 10 representative utterances were analyzed in detail. The findings reveal that M2 (Tact Maxim) is the most frequently employed strategy, accounting for five occurrences (50%), followed by M1 (Generosity Maxim) with two occurrences (20%). Meanwhile, M3 (Approbation Maxim), M7 (Agreement Maxim), and M9 (Sympathy Maxim) each occur once (10%). These findings indicate that the main characters tend to reduce imposition while maintaining supportive interpersonal relationships when expressing directive utterances. This study demonstrates that the realization of politeness strategies is closely influenced by the communicative context and the relationship between the speaker and the hearer.

Writing Toward the Workplace: Vocational Students’ Experience with LinkedIn in a Genre-Based Classroom Dini Majidah; Sari Hidayati
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.v14i2.12309

Writing job application letters remain a major challenge for vocational high school students in learning English as a foreign language. Students must use proper grammar, professional language, and genre appropriate writing style as they prepare to enter the workforce. This qualitative case study examines the use of LinkedIn as an authentic professional learning environment. This use shapes the writing process, classroom engagement, and the challenges students face. The study involved 31 of 11th-grade Hospitality students at a vocational high school in Yogyakarta over two genre-based learning cycles. Data were collected through classroom observations, interviews with students and teachers, and analysis of students’ writing drafts in order. Data were analysed thematically following Miles and Huberman’s interactive model. The study’s credibility was supported by triangulation of sources and time. Triangulation also included the investigator and theory. These procedures align with the five established criteria for the validity of action research found in the action research literature. The findings indicate that LinkedIn helped students’ progress from generic self-introductions to more organized and professional letters. Class participation increased, and students became more willing to revise their writing. Some students began to demonstrate an awareness of professional identity while reviewing authentic profiles. Students found that viewing real professional writing was more helpful for understanding formal vocabulary and organizing information than textbook exercises. But, the challenges remained in four areas. Linguistic and cognitive difficulties were reflected in limited grammar and trouble constructing coherent paragraphs. Technological and affective difficulties were reflected in unfamiliarity with the platform and limited peer feedback. These findings suggest that authentic digital platforms like LinkedIn can enrich writing instruction in vocational schools. These benefits are maximized when accompanied by ongoing support that addresses all four challenges together.

Prompt Literacy and Editing Behaviors in AI-Assisted Thesis Proposal Writing: A Multiple Case Study of Indonesian EFL Students Rahma; Delita Sartika; Nely Arif
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.v14i2.12511

Research on AI-assisted writing in EFL contexts has been growing rapidly. However, most studies rely on self-reported perceptions, leaving a gap between what students say about their AI use and what they actually do. This qualitative multiple case study examined EFL students' perceptions of ChatGPT and their observable interaction patterns during the writing of a thesis proposal. The study involved three undergraduate EFL students from Universitas Islam Batang Hari. Data were gathered using semi-structured interviews with stimulated recall, full ChatGPT conversation logs shared through an export link, and a structured observation checklist. Interview data were analyzed thematically, while the documentary data 31 substantive prompts in total were analyzed using a six-category prompt classification taxonomy and a four-category editing behavior typology. Results for RQ1 revealed three perception themes: ChatGPT as cognitive scaffold, awareness of referential unreliability, and ambivalent writing confidence. Results for RQ2 indicated that generation prompts were the most common prompt type across all participants, with prompt sophistication associated with participants' experience level and language preference. Analysis of editing behavior indicated a predominant pattern of selective use and substantial modification, with direct adoption occurring sporadically under time pressure. Cross-analysis of interview and documentary data revealed meaningful, participant-specific discrepancies between reported and observed practice, particularly with respect to the degree of independent rewriting. These findings contribute to the growing literature on human-AI interaction in academic writing by showing that direct documentary evidence can complement, and at times challenge, self-reported accounts of AI-assisted writing, with implications for institutional AI pedagogy and policy.

Teachers’ Strategies in Reducing Students’ Speaking Anxiety in EFL Classrooms: A Multiple Case Study of Junior High School Teachers in Malang M. Farid Fuadi
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.v14i2.12545

This study aims to investigate teachers’ strategies in reducing students’ speaking anxiety in EFL classrooms, the implementation of these strategies in classroom practices, and the challenges faced by teachers in managing students’ speaking anxiety. A qualitative multiple case study method was employed, with data collected through classroom observations, semi-structured interviews, and document analysis involving two English teachers at SMP Islam Fatahillah Singosari and MTsN 1 Malang. The analysis identified five main strategies used by the teachers: scaffolding, collaborative learning, supportive feedback, motivational support, and classroom atmosphere management. The results show that these strategies were implemented through vocabulary and sentence preparation, guided speaking practice, pair and group activities, constructive feedback, encouragement, and the creation of a supportive classroom environment. The findings also revealed several challenges, including students’ low confidence, fear of making mistakes, limited vocabulary, uneven participation, differences in speaking ability, and limited classroom time. These findings indicate that reducing students’ speaking anxiety requires a combination of instructional and emotional support that enables students to participate more confidently in English speaking activities. This study is expected to contribute to EFL teaching practices by providing a better understanding of how teachers manage speaking anxiety and create supportive classroom environments for students’ speaking development.

Implementation of Adaptive Learning Based on Artificial Intelligence to Improve English Learning Personalization Asep Nurul Aripin; Dian Rahadian; Iman Nasrulloh
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

The diversity of proficiency levels, learning styles, and language acquisition pace among English as a Foreign Language (EFL) learners is often poorly accommodated by conventional one-size-fits-all teaching models. This article aims to examine the implementation of Artificial Intelligence (AI)-based adaptive learning in enhancing the personalization of English language learning, covering the system's working mechanisms, the cognitive foundations of its content design, its impact on language skills, and implementation challenges. This study employs a library research method with a descriptive qualitative approach, reviewing and synthesizing scientific articles on AI in English language learning, supported by a comparative analysis of two ADDIE-based instructional media development studies and the Cognitive Theory of Multimedia Learning framework. The results show that AI-based adaptive learning systems, through Natural Language Processing, Automatic Speech Recognition, and knowledge tracing, can adjust grammar, vocabulary, pronunciation, and writing materials according to learners' proficiency profiles in real time. A survey of 120 English teachers in Palembang reported that 78% of respondents considered AI supportive of personalized learning and 82% observed increased student engagement, while the needs-analysis principle in the ADDIE model applied to Google Sites-based e-learning development produced very high material validity (94.55%-95.00%) and "very good" student responses (88-94%). The discussion indicates that AI-driven content personalization can be pedagogically strengthened when aligned with cognitive load management principles (extraneous, essential, and generative processing) as emphasized by Cognitive Load Theory, so that adaptive materials are not only algorithmically efficient but also effective in building learners' integrated mental models. This study concludes that AI-based adaptive learning effectively enhances the personalization of English language learning when balanced with cognitive multimedia design principles and the teacher's pedagogical role.

Project-Based Learning Supported by Interactive Video and Student Creativity in Developing Critical Thinking in EFL Learning: An Integrative Literature Review Desya Candra Dewi; Suyato Kusumaryono; Iman Nasrulloh; Uman Suherman AS.
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

Critical thinking is a fundamental twenty-first century competence that English as a Foreign Language (EFL) learners need in order to comprehend texts, evaluate information, and construct logical arguments in the target language. However, empirical evidence suggests that critical thinking among young learners remains underdeveloped, particularly in language classrooms that are still teacher-centered and rely on conventional print media. This study aims to identify, synthesize, and critically examine research findings on the contribution of Project-Based Learning (PjBL), interactive video, and creativity to the development of critical thinking skills in EFL learning. An Integrative Literature Review (ILR) design was employed, guided by the PRISMA 2020 protocol for study identification, screening, eligibility assessment, and inclusion. Data were drawn from peer-reviewed articles indexed in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar, published between 2015 and 2026, and analyzed thematically. The synthesis identified four major themes: (1) the contribution of PjBL to analytical, problem-solving, and evaluative thinking; (2) the role of interactive video in strengthening learner attention, motivation, and comprehension of linguistic input; (3) the reciprocal relationship between creativity and critical thinking; and (4) the synergy of PjBL, interactive video, and creativity in fostering meaningful, learner-centered language instruction. The findings indicate that integrating project-based tasks, multimedia-based instructional video, and creativity-oriented activities can function as an effective pedagogical strategy for strengthening critical thinking in EFL classrooms. These results offer theoretical grounding, informed by constructivist, multimedia learning, and creativity theories, as well as practical implications for English teachers, curriculum developers, and material designers seeking to design technology-enhanced language instruction that is responsive to twenty-first century skills demands.

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