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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 2,866 Documents

276 277 278 279 280

The Freedom Approach-Based in Managing Arabic Language Classroom Interaction in the Era of Merdeka Belajar in Pekanbaru City Rizqullah Arsy Ramadhan; Hakmi Wahyudi
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.v14i2.8914

This study investigates the implementation of a freedom-based approach in managing classroom interaction for Arabic language learning within the Merdeka Belajar framework, with a focus on Pekanbaru city. The research is motivated by the dominance of teacher-centered practices, that reduce students’ active participation, which is increasingly incompatible with 21st-century demands for communication, collaboration, creativity, and learner autonomy. The study employs a qualitative phenomenological design involving experienced Arabic teachers selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Miles and Huberman’s interactive model, while validity was ensured through triangulation and member checking. The findings demonstrate four significant outcomes. First, classroom interaction patterns show a gradual shift toward dialogical communication, although participation remains dominated by high-achieving students. Second, learning freedom is reflected in the flexibility of tasks and methods, allowing students to choose activities that suit their preferences and learning styles. Third, teachers’ roles are transforming from knowledge transmitters to facilitators who guide and support the learning process. Fourth, the application of the freedom-based approach positively affects students’ motivation, confidence, and independence in using Arabic, thereby fostering intrinsic discipline and active participation. Overall, the study confirms the relevance of a freedom-based approach in enhancing the effectiveness of Arabic language learning. It provides both theoretical contributions to the discourse on classroom management and practical guidance for teachers in creating humanistic, participatory, and responsive classrooms aligned with the goals of Merdeka Belajar and the competencies required in the 21st century.

Sundanese Language and Culture: How Do Sundanese Tertiary Students Deal Both? Mobit; Retty Isnendes
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.v14i2.9222

This study examined Sundanese students’ attitudes toward Sundanese and its cultural heritage. As college students, it is critical to discover vernacular attitudes, since their advanced education is expected to encourage them to preserve Sundanese language and culture among their surroundings and peers. This study aimed to ascertain participants' attitudes toward the Sundanese language and culture in their daily lives, their attempts to conserve them, and the barriers to their preservation. This study used a descriptive mixed method design. 46 Sundanese-speaking tertiary students from three universities in West Java participated in the study. Data were collected using Google Form-based questionnaires. The findings indicate that the majority of participants exhibited a high level of sensitivity and understanding of Sundanese language and culture. The participants also engage in revitalizing language through be a part in their cultural activities. Additionally, participants were conscious on language and culture preservation despite their active participation in a variety of ancient and contemporary cultural activities.

Sisterhood As a Tool of Resistance: A Study of Radical Feminism “Birds of Prey: And the Fantabulous Emancipation of One Harley Quinn” Tri Astuti Ningsih; Widya Nirmalawati; Sulasih Nurhayati; Titik 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.v14i2.9384

This research aims to find out the results of analyzing sisterhood as atool of resistance from the characters of the film Birds of Prey: And the Fantabulous Emancipation of One Harley Quinn through the lens of Radical Feminism theory. Data analysis, the author uses descriptive analysis techniques by watching Birds of Prey and taking screenshots and subtitle. The results of this research analysis, Sisterhood emerges through acts of solidarity and collective cooperation between Harley, Dinah Lance, Huntress, Renee Montoya, and Cassandra Cain to fight Roman Sionis (Black Mask). Emerging from experiences of patriarchal oppression, the character despite their diffrent background from patriarchal oppression and abilities unite and complement one another. Ultimately, they were able to defeat the Roman Sionis with their solidarity action.

Identifying English Learning Needs in an Indonesian Islamic Boarding School: A Needs Analysis Study Katrin Pepita; Rojab Siti Rodliyah
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.v14i2.9599

Pesantren or Islamic boarding school students live in the school around the clock, which opens wide opportunities for English acquisition, yet it is not only a true case, leaving Indonesia as a country with low proficiency in the language. This article aims to explore what students in a pesantren need in terms of an English program. Under the insider and outsider perspectives, the study used a mixed-method approach, taking 35 former year students and 77 recent students as the samples. The survey was used to examine the programs offered by the Pesantren, while a focus group discussion with a group of alumni and interviews with 2 student participants, 3 teachers, and 1 principal, as well as document analysis, were used for triangulation purposes. The findings reveal students’ perceptions of the skills and programs required for attempts to realize which are suitable for the context.

Reflective Autoethnography on the Transformation of Teacher Professional Identity within the Classroom Context Shinta; Andi Rachmawati Syarif; Yuliyanah Sain; Sitti Nurfaidah; Titin Rahmiatin; Maulina; Abdul Halim; Irfan Ullah Stanikzai
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.v14i2.10073

This study examines the transformation of teacher professional identity through a reflective autoethnographic approach situated in classroom practice. Grounded in the view that identity is dynamic and socially constructed, the study investigates how lived teaching experiences, reflection, and professional interaction contribute to identity development. Data were generated from reflective journals, autobiographical narratives, classroom observations, and collegial discussions over an extended teaching period. The findings reveal that identity transformation occurs through three interconnected processes: reflective practice, collaboration, and classroom interaction. Reflective practice functions as the core mechanism enabling the reinterpretation of experiences and the reconstruction of professional beliefs. Collaboration provides a dialogic space for negotiating meaning and developing professional agency, while classroom interaction serves as the primary site where identity is enacted and reshaped. The study also highlights the role of tension, emotion, and vulnerability as productive elements in identity development. Overall, teacher professional identity emerges as a cyclical, context-dependent, and continuously evolving process. This study contributes to the literature by offering an in-depth, experience-based understanding of identity construction and emphasizing the importance of reflective and collaborative practices in supporting teacher professional growth.

The Use of Total Physical Response to Improve Vocabulary Mastery of Young Learners in a Rural Elementary School Dermawan; Masruddin; Magfirah Thayyib
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.v14i2.10099

This one-group pre-experimental study, supplemented by qualitative classroom observation, examined short-term changes in English vocabulary performance following a Total Physical Response (TPR)-centered instructional intervention in a rural Islamic elementary school. Fifteen fifth-grade students participated in six instructional sessions over approximately four weeks. Vocabulary performance was measured using pre-test and post-test scores, while classroom observation sheets were used to document observable engagement during the intervention. Post-test scores (M = 56.89, SD = 11.23) were significantly higher than pre-test scores (M = 41.78, SD = 13.91), t(14) = 3.745, p = .002, with a mean increase of 15.11 points (95% CI [6.46, 23.76]) and a paired-samples effect size of Cohen's dz = 0.97. Classroom observations indicated high levels of observable participation, responsiveness, and enthusiasm during the TPR-centered sessions. Because the study did not include a comparison group, the findings are interpreted as preliminary evidence of a short-term increase following the intervention rather than definitive evidence that TPR alone caused the improvement. The results suggest that TPR-centered instruction is a promising, low-cost, and feasible strategy for young EFL learners in resource-constrained rural settings.

The Influence of Learning Interest, Learning Motivation, Learning Environment, and Reading Habits on Students’ Vocabulary Mastery Nella Yuadiah Ningsih; Nabila Syahrani; Siti Ananda Zalzabila Mudjarab; Muh. Tahir
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.v14i2.10207

This study investigates the influence of learning interest, learning motivation, learning environment, and reading habits on students’ vocabulary mastery in an English as a Foreign Language (EFL) context. The objective of the research is to examine both the direct and collective effects of these affective, environmental, and behavioral factors on vocabulary mastery. A quantitative correlational design was employed, involving 100 third-semester students of the English Education Department at UIN Alauddin Makassar. Data were collected through validated questionnaires measuring learning interest, motivation, learning environment, and reading habits, as well as a vocabulary mastery test. The data were analyzed using multiple linear regression and Structural Equation Modeling (SEM). The findings reveal that reading habits have a significant and positive direct effect on students’ vocabulary mastery, while learning interest, learning motivation, and learning environment do not show significant direct effects when examined simultaneously. However, covariance analysis indicates strong interrelationships among all independent variables, suggesting that interest, motivation, and environment indirectly support vocabulary development through reading behavior. The novelty of this research lies in integrating regression analysis and SEM to demonstrate both direct and indirect pathways influencing vocabulary mastery. These findings advance current knowledge by emphasizing the central role of sustained reading practices in EFL vocabulary acquisition and offer implications for instructional design that prioritizes reading engagement. Future research is encouraged to explore mediating and longitudinal effects to further clarify causal mechanisms.

Enhancing English Proficiency: Integrating the Zone of Proximal Development (ZPD) in Vocational High School Markuna; Sanah; Ahniani
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.v14i2.10292

This study examines the efficacy of the Zone of Proximal Development (ZPD) in improving English proficiency in vocational high schools, specifically within the health sciences domain. The study sought to evaluate the effects of ZPD-based scaffolding techniques on student language proficiency, engagement, and academic performance. A quasi-experimental design was utilized, involving 40 students from two vocational schools in Indonesia, with one group receiving instruction based on the Zone of Proximal Development (ZPD) and the other adhering to traditional pedagogical methods. Data were gathered via pre- and post-assessments, classroom observations, semi-structured interviews, and document analysis. The findings indicated that the experimental group exhibited a substantial enhancement in English proficiency, with an average increase of 23.75 points in their post-test scores, in contrast to 6.1 points for the control group. Observations and interviews indicated that ZPD scaffolding via peer collaboration, task-based learning, and teacher modelling markedly improved student engagement and language utilization. The study emphasizes the theoretical and practical advantages of the Zone of Proximal Development (ZPD) in vocational education, illustrating its capacity to enhance both language proficiency and students' career readiness. The findings indicate that ZPD-based methodologies ought to be incorporated into vocational English curricula to improve learning outcomes, and additional research is necessary to investigate the long-term effects and quantitative impact of ZPD across various vocational domains.

Negotiating Pronunciation Proficiency: Identity, Affect, and Indonesian EFL Teachers’ Experiences Bassam Hasan Mahmood Alsalemi; Evynurul Laily Zen; Evi Eliyanah
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.v14i2.10522

Pronunciation remains one of the persistent challenges in many English as a foreign language (EFL) contexts, not only for learners but also for teachers who function as both language models and language users. In Indonesia, pronunciation practices are shaped by emotional and sociocultural pressure in the classroom, including anxiety, identity-related concerns, and learners’ perception of acceptable pronunciation. Because pronunciation often functions as a marker of competence, legitimacy, and social belonging, teachers may experience tension between maintaining their local linguistic identity and conforming to native-speaker norms. Using a qualitative approach, this study explores how Indonesian EFL teachers experience and negotiate pronunciation proficiency through identity, self-perception, and affective factors in their professional careers. The study draws on Norton’s identity and investment theory, Hall’s cultural identity theory, and Krashen’s affective filter hypothesis. Data were collected through two focus group discussions involving eleven teachers from a private institution in Malang, Indonesia. The data were analyzed thematically to identify recurring themes in teachers’ experiences and beliefs. The findings reveal that teachers prioritized intelligibility over native-like pronunciation, strategically adjusted their speech to students’ proficiency levels, and experienced noticeable shift in their personality when speaking in English. In addition, Affective factors such as anxiety, confidence, validation, and classroom authority significantly influence pronunciation behavior. This study concludes that pronunciation proficiency is a dynamic, identity-sensitive, and emotionally influenced process rather than a purely technical skill.

The Implementation of the Notion Application as a Differentiated Instruction Tool on Students’ Learning Progress Dedy Kurniawan Kadir; La Sunra; Musdalifa
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.v14i2.10526

This study investigated the implementation of the Notion application as a differentiated instruction tool to improve students’ learning progress in English. The research was conducted with Grade X Fashion Design students at SMK Negeri 1 Tutar, Polewali Mandar, West Sulawesi. The study was motivated by students’ low English achievement, limited motivation, monotonous classroom instruction, and the underuse of digital learning media despite the availability of internet access. This research employed classroom action research supported by mixed-method data collection. The action research followed the Kemmis and McTaggart model consisting of planning, action, observation, and reflection. The data were collected through observation, learning achievement tests, questionnaires, and interviews. The intervention involved the use of Notion to provide differentiated content, process, and product activities through text, images, audio, video, tasks, worksheets, and collaborative learning spaces. The findings showed that students’ English learning outcomes improved across the cycles. In the pre-cycle stage, the students’ mean score was 49.37, with only 25% of students achieving the minimum mastery criterion. After Cycle I, the mean score increased to 57.81, with 37.5% mastery. After Cycle II, the mean score rose significantly to 81.56, with 75% of students achieving mastery. Students also showed positive responses toward the use of Notion, with an average response percentage of 70%, categorized as high. These findings indicate that Notion can support differentiated instruction by making English learning more flexible, organized, engaging, and responsive to students’ needs. The study concludes that Notion is an effective digital learning tool for improving students’ learning progress in English.

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