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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 2,866 Documents

277 278 279 280 281

The Implementation of Sign Language (BISINDO) within a Bilingual Instruction Model on the English Vocabulary Mastery of Deaf Students at SLBN Tobadak Namirah; Abdul Halim; Nur Aeni
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.v14i2.10528

This study aimed to describe the implementation of Indonesian Sign Language (BISINDO) within a bilingual instruction model in English vocabulary learning, to examine how the implementation influenced the English vocabulary mastery of deaf students, and to identify supporting and inhibiting factors in its implementation. The study used a qualitative descriptive design supported by descriptive quantitative data from observation, questionnaire, and vocabulary test results. The participants consisted of two English teachers and three deaf students at SLBN Tobadak. Data were collected through classroom observation, student questionnaire, English vocabulary pre-test and post-test, and semi-structured interviews. The data were analyzed through data condensation, data display, and conclusion drawing, with triangulation across instruments and participants. This study investigated the implementation of Indonesian Sign Language (BISINDO) within a bilingual instruction model to support the English vocabulary mastery of deaf students at SLBN Tobadak. Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning, yet deaf students often experience specific challenges because conventional English instruction relies heavily on auditory and written input. This study employed a qualitative descriptive design supported by descriptive quantitative data. The participants were two English teachers and three deaf students at SLBN Tobadak, Central Mamuju Regency, West Sulawesi. Data were collected through classroom observation, student questionnaires, English vocabulary pre-test and post-test, and semi-structured interviews with teachers and students. The data were analyzed through data condensation, data display, conclusion drawing, and cross-instrument triangulation. The findings revealed that BISINDO was implemented as an access language to introduce, clarify, and reinforce English vocabulary. Teachers used visual input, BISINDO signs, written English words, Indonesian explanations when needed, imitation, repetition, and visual corrective feedback. Observation results showed that Teacher G1 obtained 68 out of 72 points, or 94.44%, categorized as very good, while Teacher G2 obtained 63 out of 72 points, or 87.50%, categorized as good. Students’ questionnaire responses were positive to very positive, with an average score of 84.67. Vocabulary test results increased from an average pre-test score of 38.33 to an average post-test score of 75.00, showing an average gain of 36.67 points. The study concludes that BISINDO-based bilingual instruction meaningfully supports deaf students’ English vocabulary mastery when implemented consistently through visual mediation, written-word reinforcement, repeated practice, and corrective feedback.

The Implementation of Differentiated and Deep Learning to Grade 10 Students of SMKN 1 Tapalang Barat and Its Impact on Interest in Learning English Safri TH; Munir; Amra Ariyani
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.v14i2.10529

This study investigated the implementation of differentiated instruction and deep learning among Grade 10 students at SMKN 1 Tapalang Barat and its impact on students’ interest in learning English. The study was motivated by the low level of student participation and interest in English learning, as preliminary data showed that fewer than 20% of students actively participated in classroom activities. Many students perceived English as difficult, irrelevant to their daily lives, and less engaging due to limited personalization and insufficient opportunities for deep knowledge processing. This research employed a descriptive qualitative approach to explore the implementation process, students’ perceptions, teachers’ perceptions, and the challenges faced during implementation. Data were collected through classroom observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing or verification. The findings show that differentiated instruction was implemented through diagnostic assessment, flexible grouping, tiered assignments, learning autonomy, and adaptation of materials to students’ readiness and interests. Deep learning was integrated through authentic projects, global issues, contextual learning, reflective activities, and problem-solving tasks. Students generally perceived the approach positively because it made English more meaningful, challenging, and relevant to their lives. Teachers viewed the approach as effective in increasing engagement but requiring careful planning and classroom management. The main challenges included limited time, varied student abilities, unequal participation, resistance to categorization, task complexity, and the need for stronger scaffolding. The study concludes that differentiated and deep learning can increase students’ interest in learning English when implemented with balanced personalization, intellectual challenge, contextual relevance, and continuous teacher guidance.

The Relationship between Cognitive and Social Strategies on Students’ Speaking Self-Efficacy: A Mixed-Method Study Fadhilah; Sukardi Weda; Vivit Rosmayanti
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.v14i2.10553

This study investigated the relationship between cognitive and social strategies and students’ speaking self-efficacy in English. The research was conducted at UPTD SMKN 1 Rangas, a vocational high school where students are expected to develop English speaking competence for academic and workplace communication. The study was motivated by the fact that several students experienced difficulty speaking English confidently and fluently, especially in internship and customer-service contexts. A mixed-method approach with a convergent parallel design was employed to obtain both statistical and qualitative evidence. The quantitative data were collected from 103 students selected through cluster random sampling from three classes: DKV, TGR, and Animation. The qualitative data were obtained from 15 students selected purposively based on high, middle, and low strategy-use profiles. The instruments consisted of an adapted Strategy Inventory for Language Learning questionnaire, a speaking self-efficacy questionnaire, and semi-structured interview guidelines. The quantitative data were analyzed using descriptive statistics, reliability and validity testing, normality testing, and Pearson Product Moment correlation through SPSS. The qualitative data were analyzed thematically to explore students’ perceptions of the role of cognitive and social strategies in their speaking self-efficacy. The findings showed that cognitive strategies were used at a good level, with an overall achievement of 64.29%, while social strategies also appeared as meaningful interaction-based supports. Pearson correlation analysis revealed a significant moderate positive relationship between cognitive strategies and speaking self-efficacy (r = 0.444; p = 0.000). Social strategies showed a stronger moderate positive relationship with speaking self-efficacy (r = 0.585; p = 0.000). Interview findings confirmed that practicing, organizing ideas, asking questions, cooperating with peers, and receiving feedback helped students feel more confident in speaking English. The study concludes that cognitive and social strategies are significantly related to students’ speaking self-efficacy and should be integrated into vocational English instruction.

Evaluating Students’ Critical Thinking in Argumentative Speaking at Senior High School, West Sulawesi Junaid Jufri; Andi Antopatak; Muhammad 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.v14i2.10572

This study evaluates students’ critical thinking in argumentative speaking at UPTD SMAN 1 Malunda, West Sulawesi. Critical thinking is an essential competence in English language learning because students are expected not only to express opinions but also to support their claims with logical reasons, relevant evidence, clear organization, and awareness of opposing views. This research employed a mixed-method design with a case study orientation. The participants were three Grade XII students selected through purposive sampling. Data were collected through an argumentative speaking test, in-depth interviews, and questionnaires. The speaking test required students to present oral arguments on a given issue through recorded video performance. The performances were transcribed and assessed using a critical thinking rubric consisting of five indicators: purpose/thesis, organization and clarity, argument, examples and facts, and opposing views. Interview data were analyzed through coding to explore the impact of critical thinking on learning independence, self-confidence, learning style, and physiological factors. Questionnaire data were used to identify students’ perceptions of argumentative speaking. The findings show that students demonstrated excellent critical thinking ability in argumentative speaking. Their scores were 90, 95, and 90, placing all participants in the excellent category. The students were able to state clear positions, organize ideas coherently, build logical arguments, provide examples, and recognize opposing views. Critical thinking also supported students’ learning independence, confidence, structured learning strategies, and reflective preparation. However, physiological factors such as lack of sleep, dizziness, fatigue, and nervousness affected concentration and speaking performance. The study concludes that argumentative speaking is an effective activity for evaluating and developing students’ critical thinking in English learning.

Implementation of Contextual Teaching and Learning (CTL) on English Learning Interest at Senior High School, Mamasa, Sulawesi Barat Asri; Abdullah; Muhammad 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.v14i2.10690

This study investigates the implementation of Contextual Teaching and Learning (CTL) on students’ interest in learning English at SMA Negeri 1 Messawa, Mamasa, West Sulawesi. The study was motivated by the need to make English learning more meaningful, relevant, and connected to students’ real-life experiences, particularly in a school context where students are strongly rooted in local culture and daily community life. This research employed a descriptive qualitative design. The participants consisted of one English teacher and twelve Grade X students selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing or verification. The findings show that CTL was implemented by connecting English materials with students’ daily life, local culture, school environment, and familiar experiences. The teacher used descriptive text about Banua Layuk, the traditional house of Mamasa, as contextual material to help students understand English through a meaningful local context. Students’ learning interest was reflected through attention, participation, enthusiasm, and confidence during classroom activities. Students showed greater interest when learning involved discussion, group work, speaking practice, contextual examples, and presentations. Supporting factors included contextual materials, students’ familiarity with topics, school environment, textbooks, library resources, internet access, computers, and teacher creativity. Inhibiting factors included limited vocabulary, difficulty arranging English sentences, different English proficiency levels, limited classroom time, and lack of confidence in using English. The study concludes that CTL is relevant for English learning because it helps students connect language learning with real-life contexts and increases their interest in learning English.

A Corpus-Assisted Stylistic Analysis of as Long as the Lemon Trees Grow Dewi Anggriani Farid; Ni Gusti Ayu Roselani
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.v14i2.10697

This study investigates the linguistic representation of trauma in As Long as the Lemon Trees Grow by Katouh (2022), a contemporary novel that portrays the traumatic experiences of civilians during the Syrian conflict. Using a corpus-assisted stylistic approach, the study examines recurring lexical patterns to explore how trauma is constructed through language. Drawing on Leech and Short’s (2007) stylistic framework, the analysis focuses on nouns, adjectives, verbs, and adverbs identified through frequency and concordance analyses using AntConc. The findings reveal dominant lexical patterns associated with medical or clinical, violence-related, psychological, and floral or nature-related semantic fields. These patterns represent trauma as a multidimensional experience characterized by bodily suffering, emotional distress, environmental destruction, and symbolic resilience. Concordance analysis further shows that seemingly ordinary words can acquire traumatic meanings in specific narrative contexts. The study demonstrates that Katouh’s lexical choices portray trauma not only as loss and devastation but also as endurance, hope, and resilience. Overall, the findings highlight the value of corpus-assisted stylistic analysis for understanding trauma representation in contemporary conflict fiction.

Motivational Strategies in EFL Classrooms: Insights from Students’ Perspectives Wulan Suci; Mae Muhayyang
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.v14i2.10717

Teachers' motivating strategies are essential for fostering and encouraging students to feel more capable and completely engage in their learning. The psychological responses of the students are intrinsically linked to the motivational strategies, underscoring the necessity of a comprehensive study to identify the most effective approaches for teachers to provide a supportive and motivating learning environment. Therefore, this study is to find out how students perceive the motivational strategies used by teachers to increase their desire to learn English at SMPN 18 Makassar. This study employed a qualitative design to gain an in-depth understanding of how teachers’ motivational strategies were perceived by demotivated students in an authentic EFL classroom context. The demotivated nine eighth-graders and three English teachers participated in this study. In order to provide comprehensive insights into teachers' tactics and students' perspectives, data were gathered through structured interviews and classroom observations using observation checklists and field notes. Qualitative data analysis techniques, including data collection, data reduction, data display, and conclusion drawing/verification, were used to study the data. The results showed how students viewed the three methods that teachers employed: a) instructional strategies, such as game-based learning, group discussions, and contextual teaching; b) media usage, such as Quiziz, Canva, and Worksheet; and c) student-teacher, student-student, and teacher-student interactions can increase students' motivation to learn English because they become more engaged, confident, and engaged in English classes. The findings reveal that motivational strategies have a positive impact on students both emotionally and behaviorally. Students reported feeling more confident, valued, and motivated, which encouraged greater participation and engagement in classroom activities. In conclusion, when teachers use engaging and effective teaching techniques, students become more enthusiastic and confident about learning English, which improves the quality of the teaching and learning process.

Redefinition of Mortality in J.R.R. Tolkien’s The Tale of Tinúviel Cerrya Abelita; Rahayu Puji Haryanti
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.v14i2.10782

This research examines the theme of death in J.R.R. Tolkien’s The Tale of Tinúviel (Chapter 1 of Beren and Lúthien), where mortality is presented not simply as a tragic end, but as a meaningful and transformative condition. This study uses Cleanth Brooks’ New Criticism, with particular attention to paradox, irony, and organic unity as the main concepts for interpreting literary meaning. Using a descriptive qualitative method and close reading, this research analyses how death is represented in the narrative, how human responses to death are portrayed, and how the story redefines mortality through Tinúviel’s choice. The analysis reveals that death functions as an active force that shapes both the structure of the narrative and the actions of the characters. The story also presents different responses to death through its characters, from fear and resistance to acceptance and surrender. More importantly, Tinúviel’s decision to relinquish her immortality for Beren’s return shows Tolkien’s distinctive understanding of mortality. Unlike many conventional fantasy narratives that treat death only as loss or punishment, Tolkien presents mortality as a choice that carries moral and existential meaning. Although this research focuses mainly on the main tale of Beren and Lúthien from the standalone book, particularly the first chapter of the book, Tale of Tinúviel, separated from The Silmarillion or the earlier and/or later stories that come before and after the main Tale of Tinúviel, it contributes to Tolkien scholarship by showing that death is not merely a supporting theme, but a central principle that organizes the story’s meaning.

Management Of the Arabic Language Learning Program Based on I’dad Lughawy at The Institute of Islamic and Arabic Sciences (LIPIA) In Medan Nurul Mardhatillah; 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.v14i2.10797

The language preparation program (I’dad Lughawy) at the Institute of Islamic and Arabic Sciences (LIPIA) in Medan has its own unique approach to creating an ideal learning ecosystem for non-native students. This study aims to thoroughly examine how the management of the Arabic language learning program is carried out at the institute, from planning to evaluation. This study employs a descriptive qualitative method, gathering in-depth data through interviews with the campus director and faculty members, supplemented by classroom observations and analysis of official documents. The findings reveal that the primary strength of the learning management at LIPIA Medan lies in the comprehensive integration of curriculum and resources. The curriculum is directly adopted from universities in Saudi Arabia and is implemented through a collaboration between native-speaking instructors dispatched directly from Saudi Arabia and high-quality local instructors who are graduates of institutions in the Middle East and LIPIA Jakarta. Classroom management is realized through a commitment to using 100% Arabic as the medium of instruction from the very first day of classes. The success of this system is also strongly supported by infrastructure management that provides comprehensive learning facilities and very comfortable classrooms. It is this approach combining meticulous, strict management with adequate facilities that has enabled LIPIA Medan to successfully create a natural and effective language environment at the local level.

Analysis of the Arabic Language Training Program for Teachers and Staff at SMP–SMA IT Bangkinang Hafiz Abror; Zahara Latifa; Hakmi Wahyudi; Annisa Desriana
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.v14i2.10832

This study aims to analyze the implementation, evaluation, and impact of an Arabic language training program for teachers and staff at SMP–SMA IT Bangkinang in developing a conducive bi’ah lughawiyah (Arabic language environment). The research employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation studies. The participants included teachers, staff members, and school management involved in the training program. The findings reveal that the program was implemented through workshops, conversational practice (muhadatsah), mentoring, and reflection activities using daily conversation modules guided by a senior Arabic teacher. The program positively contributed to improving teachers’ Arabic language competence, particularly in reading skills (maharah qira’ah) and speaking skills (maharah kalam), as well as increasing their confidence in using Arabic within the school environment. Furthermore, the training program played an important role in fostering a more active Arabic-speaking environment in the Islamic boarding school, as reflected in the increased use of Arabic in daily interactions between teachers and students. However, the study also found that the evaluation system of the program has not been optimally implemented and still requires sustainable improvement. Therefore, the Arabic language training program is considered effective in enhancing teachers’ language competence while simultaneously supporting the establishment of an Arabic language culture within the pesantren environment.

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