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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

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Exploring Students' Anxiety in Their Speaking Performance in English Language Learning Nabila Rizqia Putri Satiri
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.v14i2.11495

Speaking anxiety remains one of the major affective barriers in English as a Foreign Language (EFL) learning. Although numerous studies have investigated this phenomenon, limited research has specifically explored the experiences of advanced English Education students who are preparing to become future English teachers. This study explores the types, causes, and effects of speaking anxiety experienced by seventh-semester English Education students at Universitas Singaperbangsa Karawang. Employing a qualitative descriptive design, data were collected through semi-structured interviews with eight participants and systematic classroom observations. The data were analyzed using thematic analysis following Braun and Clarke (2006). The findings show that students tend to feel moderately to highly anxious, particularly in impromptu speaking tasks or those led by the lecturer. The main causes include fear of making grammatical or pronunciation errors, and limited vocabulary. High anxiety levels were found to negatively affect students’ fluency and self-confidence. However, supportive classroom environments, encouragement, and constructive feedback from lecturers were effective in reducing anxiety and improving speaking performance. The study concludes that fostering emotional support and implementing anxiety-reducing teaching practices are essential for developing students’ oral competence and preparing them to become confident future English teachers.

Teacher’s Challenges in Using Listening Teaching Materials from NorthStar 5 by Pearson Publisher for Grade 11 in A Private School in Bandung Tria Triana; Nenden Sri Lengkanawati
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.v14i2.11548

Using listening materials in the classroom for high school students is always challenging in EFL class. This study aimed to investigate the teacher’s challenges in using listening teaching materials from NorthStar 5 book by Pearson publisher Grade 11 in a private school in Bandung. Qualitative case study was employed in this research. The participant of this study was an English teacher. The data were collected through semi-structured interviews related to challenges in using the book. The interview recordings were transcribed verbatim. The researcher then coded the data by identifying meaningful units related to the teacher’s challenges in using the listening materials from NorthStar 5. This study provides contextual evidence on how teachers adapt internationally developed listening materials to meet local classroom needs. The findings of the study revealed that the challenges faced by the teacher in using the book include (1) students’ academic majors influence contributes to the interest to engage with the topic in each unit; (2) the teaching requires more instructional time; (3) high difficulty level of listening materials; (4) misalignment between the textbook and school syllabus; (5) teacher preparedness and content mastery; (6) need for material adaptation. The syllabus and the teacher should be aligned with listening material taught in the classroom and maximize the education value of internationally published textbooks in Indonesian classroom.

The Effectiveness of Reflective Interaction with ChatGPT in Teaching Argumentative Text Writing at Junior High School Moh Taufiq Hamsah; Syamsudduha; Muhammad Saleh
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.v14i2.11555

This study aimed to describe the results of argumentative text writing instruction through reflective interaction with peers, describe the results of argumentative text writing instruction through reflective interaction with ChatGPT, and examine the effectiveness of reflective interaction with ChatGPT in teaching argumentative text writing to students at SMP Negeri 8 Makassar. In this study, reflective interaction with ChatGPT refers to a dialogic process between students and ChatGPT in evaluating writing, obtaining feedback, understanding errors, and gradually and independently improving arguments. This study employed a quantitative approach using a quasi-experimental design in the form of a nonequivalent control group design. The sample consisted of 80 students, including 40 students from class IX.12 as the experimental class, which received treatment through reflective interaction with ChatGPT, and 40 students from class IX.10 as the control class, which received treatment through reflective interaction with peers. Data were collected through an argumentative text writing test and analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that the mean score of the control class was 85.00, which was categorized as good, while the mean score of the experimental class was 92.88, which was categorized as very good. The Mann-Whitney U test showed a significance value of 0.004 < 0.05, indicating a significant difference in students’ argumentative writing results between the two classes. These findings indicate that ChatGPT can serve as a digital reflective partner that helps students evaluate content, clarify arguments, improve writing structure, and develop critical thinking skills in writing instruction at the junior high school level. Therefore, reflective interaction with ChatGPT provides a practical contribution to the development of AI-assisted writing instruction that is more interactive, responsive, ethical, and centered on students’ learning needs.

Myth as Political Strategy: Barthesian Semiotic Analysis of Ideological Construction in Indonesia's 2024 Campaign Music Video Hendri Pitrio Putra; Ade Yolanda Latjuba; Nurul Khairani Abduh; Asyrafunnisa; Yohanis Rongre; Sairil
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.v14i2.11570

This study analyses the construction of political meaning in Oke Gas Prabowo Gibran Paling Pas, a campaign music video used in Indonesia’s 2024 presidential election. Using a descriptive-interpretative qualitative approach, the study applies Roland Barthes’s semiotic framework of denotation, connotation, and myth to 24 purposively selected scenes, focusing exclusively on lyrics and visual elements. The analysis shows that denotative representations of political figures, popular-cultural symbols, bodily performances, and campaign slogans acquire connotative meanings associated with familiarity, resilience, transformation, and collective legitimacy. These recurring connotative patterns generate four overarching political myths: joyful and relatable leadership; resilient and morally legitimate leadership; transformative leadership; and popular legitimacy and historical inevitability. The myths function strategically as political communication through three interconnected mechanisms: naturalizing ideological meanings through popular culture, legitimating political identities through symbolic association, and reframing potentially negative meanings through humor, appropriation, and semantic reversal. The findings further demonstrate that myth and ironic counter-signification operate simultaneously within the same campaign text: desirable political and identity-related meanings are naturalized as self-evident, while potentially negative meanings are reworked through humor and semantic reversal. The study contributes to political media semiotics by extending Barthesian analysis beyond ideological naturalization to demonstrate how naturalizing myth and ironic counter-signification can coexist within a single campaign text. This contribution provides a more nuanced account of ideological meaning-making in Indonesia’s digital political communication and extends international political media research to an underrepresented Southeast Asian context.

Exploration of Digital Literary Reading Comprehension among Secondary School Students: A Gender-Based Comparative Study Iin Nur Yasinta
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.v14i2.11574

This study explores gender-based differences in junior high school students' comprehension of digital literary texts. It responds to the growth of screen-based reading and the need to understand how students interpret literary meaning when texts are accessed through online media. A quantitative comparative design was employed. Data were collected through Microsoft Forms and a digital literary reading comprehension test administered to 75 junior high school students who were active social media users, consisting of 41 female and 34 male students. The data were analyzed using descriptive statistics, Levene's test, Welch's independent samples t-test, and effect size estimation. The findings showed that female students achieved a higher mean score (M = 6.66, SD = 0.48) than male students (M = 4.26, SD = 1.21). Because the assumption of equal variances was not met, the Welch test was interpreted, indicating a significant difference, t(41.541) = 10.819, p < .001. The effect size was very large (Cohen's d = 2.689), indicating a substantial gender-related difference. The study recommends differentiated digital literature instruction and inquiry into students' reading processes, motivation, and online attention patterns.

Insights into Digital Storytelling and Its Support for Junior High School EFL Listening Comprehension Muhammad Handi Gunawan; Ghina Natul Nabilah
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.v14i2.11584

The use of digital storytelling has been well accepted as a multimodal approach for improving listening comprehension skills of English as a Foreign Language (EFL) learners. However, few studies have looked closely at how this process actually works in junior high school classrooms. This qualitative study explored how digital storytelling supports the listening comprehension of EFL students in junior high school in Indonesia, using classroom observations across four sessions and semi-structured interviews with six selected students, analyzed using reflexive thematic analysis. The findings showed three primary themes: (1) mechanism, where using both visual and audio helped students guess meanings and learn how to make inferences as a separate skill; (2) process, where listening strategies varied among students, structured help deepened understanding over sessions, and story difficulty shaped the learning process more than the final score; and (3) evaluation, where students’ feedback varied based on whether they thanked the method or their own basic skills for their improvement, while their interest was always high and clearly seen in class. The study concludes that digital storytelling gives positive and rich insights on listening comprehension through specific visual, audio, and inferential ways. It contributes new evidence to EFL listening teaching by focusing on the learning process rather than just the final results, and by differentiate student improvement that comes from method versus their own ability. Therefore, this paper suggests that digital storytelling needs to be integrated with direct pedagogical scaffolding instead of using it as a single activity.

A Morphological and Syntactical Error Analysis in English as a Foreign Language Learners' Written Recount Texts: A Surface Strategy Taxonomy Approach Ula Aulia Rahmat; Leny Saili Rahmah; Wahyu Satya Gumelar
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.v14i2.11592

This study aims to identify and classify the morphological and syntactical errors produced by English as a Foreign Language learners in their written recount texts, and to determine which types of error occur most frequently. It employs a qualitative content analysis with descriptive quantitative support, and the data consist of thirty-seven recount texts written by tenth-grade students of SMAN 9 Garut. Recount texts were selected because the genre obliges every writer to mark past time, to sequence events chronologically, and to refer back to real participants, so that difficulties of word formation and difficulties of sentence construction surface together within a single piece of writing. The novelty of the study lies in a two-stage analytical model. George Yule's account of morphology and syntax is first used to establish the linguistic level at which an error occurs, and Dulay, Burt and Krashen's Surface Strategy Taxonomy is then applied to classify the surface form of that error as omission, addition, misformation or misordering; the sequence is grounded in Corder's Error Analysis Theory and Selinker's Interlanguage Theory. Of the 214 errors identified, syntactical errors were slightly more frequent than morphological ones, and misformation emerged as the dominant surface category, driven mainly by inaccurate past-tense and verb forms. The modelweb allow educators to convert error data into remedial activities and targeted feedback because it not only identifies the extent to which a form deviates from the target but also determine whether the learner’s difficulty lies at the morphological or syntactical.

Learner Agency in AI-Mediated English Language Learning: A Multiple Case Study of EFL University Students Ishak Taulany
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.v14i2.11625

Advancements in Artificial Intelligence have transformed how students learn English by providing rapid and accessible learning support. However, research on learner agency in AI-mediated English learning has largely focused on student perceptions, leaving a gap in understanding how learner agency manifests during actual interactions with AI. This study aims to explore how English as a Foreign Language (EFL) students exercise learner agency within AI-mediated English learning. It employs a qualitative approach with a multiple-case study design, enabling the identification of both consistent patterns and variations across cases; each participant is treated as a distinct case representing unique experiences and patterns of learner agency, thereby fostering a deep understanding of agency across diverse contexts of AI usage among 15 undergraduate EFL students. Data were collected through semi-structured interviews, AI interaction logs, and stimulated recall interviews, and subsequently analyzed using Thematic Analysis. The findings reveal that learner agency manifests through students' efforts to maintain control over the learning process, negotiate trust in AI through critical evaluation, and make strategic decisions during interactions with AI. These findings offer pedagogical implications for educators regarding the design of learning experiences that foster critical evaluation, decision-making, and responsible AI use. Conceptually, the study posits that learner agency in AI-mediated English learning is a dynamic and relational process shaped by the interplay between the student, the AI, and the learning context.

A Scientific Approach Based on Critical Thinking in Explanatory Texts: Eleventh-Grade Students at Darussalam High School in Blokagung Alfina Arafah; Siti Nur Afifatul Hikmah
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.v14i2.11672

The implementation of the Merdeka Curriculum emphasizes student-centered learning that supports the development of critical thinking skills. One learning approach considered relevant to achieving this objective is the scientific approach, particularly in teaching explanation texts. This study aimed to describe the implementation of the scientific approach in teaching explanation texts and analyze its role in developing students' critical thinking skills in Grade XI at SMA Darussalam Blokagung. This research employed a qualitative descriptive approach. The research subjects consisted of an Indonesian language teacher and Grade XI students. Data were collected through classroom observations, in-depth interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that the implementation of the scientific approach was conducted systematically through the stages of observing, questioning, exploring, reasoning, and communicating in accordance with the principles of the Merdeka Curriculum. These learning stages encouraged students to participate actively in the learning process and supported the development of critical thinking skills, as reflected in their ability to identify important information, analyze cause-and-effect relationships, formulate arguments based on evidence, and communicate the results of their analyses systematically. The study concludes that the scientific approach contributes to the development of students' critical thinking skills in learning explanation texts and supports meaningful, contextual, and student-centered Indonesian language learning.

ChatGPT-Assisted Feedback and Students' Grammatical Accuracy in Writing Dewi Fortuna Nawir; Rafi'ah Nur; Ammang Latifa
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.v14i2.11682

Generative artificial intelligence is increasingly integrated into English language learning, yet empirical evidence on its effectiveness for improving grammatical accuracy among Indonesian senior high school EFL learners remains limited; most existing studies have focused on university students or on general perceptions rather than on grammatical accuracy as a specific, measurable outcome. This gap motivated the present study, which investigated the effectiveness of ChatGPT-assisted feedback in improving eleventh-grade students' grammatical accuracy in writing and explored their learning experiences during AI-assisted revision. Grammatical accuracy was selected as the primary outcome because it is one of the most persistent and measurable challenges in EFL writing and underlies clear written communication. An embedded mixed-methods design combined a quasi-experimental pre-test-post-test control-group design with a questionnaire and semi-structured interviews. Sixty-six eleventh-grade students at SMAN 2 Parepare participated; the experimental group (n = 33) received ChatGPT-assisted feedback across four writing-revision sessions, while the control group (n = 33) received conventional classroom feedback. The experimental group significantly outperformed the control group on the independent post-test (t(64) = 5.69, p < .001, Cohen's d = 1.40), and questionnaire and interview findings indicated that ChatGPT-assisted feedback enhanced grammar awareness, writing improvement, motivation, and revision behaviour, while also encouraging critical evaluation of AI-generated suggestions rather than passive acceptance. These findings suggest that ChatGPT is an effective supplementary formative-feedback tool for developing grammatical accuracy rather than a replacement for teacher-led instruction. For EFL teachers, the results indicate that structured, teacher-mediated AI feedback can be integrated into writing classes without displacing the teacher's pedagogical role. The study contributes empirical evidence for embedding structured AI-assisted feedback into EFL writing pedagogy at the secondary level, and offers a replicable model for classrooms facing large enrolments and limited time for individualized correction.

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