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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

281 282 283 284 285

Ability To Write Speech Texts in Grade VIII Students of Junior High School Kevin Jonatan Batolu; Ulfah; Ida Nur'aeni; Juniati
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.v14i2.11694

The ability to write speech texts is one of the important competencies in learning Indonesian language because it supports the ability to think critically, communicate, and convey ideas systematically in accordance with the demands of the Independent Curriculum. In contrast to previous research which generally focused on the effectiveness of learning models or strategies, this study aims to comprehensively describe students' speech writing abilities based on the assessment components used in learning. This study uses a quantitative descriptive approach with 24 research subjects of class VIII C SMP Negeri 19 Palu. Data was collected through observation, writing tests, and documentation, then analyzed using descriptive statistics in the form of average score, percentage of completeness, minimum score, and maximum score. The results showed that students' speech writing ability was in the good category with an average score of 87.70, the highest score of 100, the lowest score of 75, and the percentage of learning completeness reached 100%. Analysis based on the assessment component shows that the aspect of title selection obtains the highest achievement, while content development is still an aspect that requires attention because some students have not been able to develop ideas in depth and systematically. The findings of this study provide an empirical overview of the profile of students' speech writing ability that can be used as a basis for evaluating and developing writing learning that is more process-oriented and supports the implementation of the Independent Curriculum in junior high schools.

From Small Talk to Core Topics: Discourse Markers and Topic Transition in Facebook and X Posts Muhammad Dzaky Naufal Dzaky; Ambar Pujiyatno Pujiyatno; Khristianto Khristianto; Sulasih Nurhayati Nurhayati
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.v14i2.11712

This exploratory, micro-analytic study examines how speakers move from small talk to substantive topics within single, stand-alone posts on Facebook and X (formerly Twitter). Discourse markers and small talk are well-researched in spoken interaction, but their transitional functions in asynchronous digital posts remain underexplored. Using Computer-Mediated Discourse Analysis (CMDA) together with selected Conversation Analysis concepts adapted for single-post data, the study analyzes a small purposive sample of four public posts, two from Facebook and two from X, collected between January and March 2026, each selected for exhibiting a clear shift from relational to informational content. Each post is examined across three structural stages: relational opening, transitional device, and core topic. All four posts display this organization, though the transitional strategies range from elaborate, multi-level openings to single-word compressions; one post accomplishes the shift without any explicit discourse marker, relying instead on footing shifts and graphic elements such as punctuation, emoji, and capitalization. These findings suggest that, within this small dataset, digital posts can draw on textual and graphic resources as well as lexical markers to accomplish topic transition, offering a preliminary, exploratory account of how CMDA and selected CA concepts can describe intra-post topic organization.

Integrating Chatgpt to Enhance Students’ Academic Writing in EFL Context Zahwa Laila Fazia; Ilham; Humaira; Rima Rahmaniah
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.v14i2.11745

This study investigates the effectiveness of integrating ChatGPT as a writing support tool to enhance EFL students’ academic writing performance. Although ChatGPT has increasingly been used in higher education, empirical evidence on its impact on measurable writing outcomes remains limited. To address this gap, this research employed a one-group pre-experimental pre-test and post-test design involving 22 third-semester students of an English Study Program who had completed foundational writing courses. During the pre-test, students produced an academic essay without ChatGPT. The intervention introduced learners to ChatGPT for generating ideas, planning, drafting, and revising. The post-test required students to write another essay using ChatGPT actively. Their essays were assessed using an analytical rubric covering content, organization, vocabulary, and grammar. The data were analyzed through descriptive statistics, normality testing, and a paired samples t-test. The findings revealed a substantial improvement, with mean scores increasing from 68.25 in the pre-test to 89.05 in the post-test, and a very large effect size (Cohen’s d = 1.69). These results indicate that essays produced with active ChatGPT support scored significantly higher, reflecting AI-assisted writing performance rather than independent writing gains alone. The study concludes that ChatGPT serves as an effective supplementary tool in EFL writing instruction and suggests further research involving larger sample sizes and comparative experimental designs.

Elementary School Teachers’ Instructional Ability in Teaching English: A Case Study in an Urban Context Sabrina Rahmadani; Sri Kusuma Ningsih
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.v14i2.11802

The growing implementation of English in Indonesian primary schools has increased the need for teachers who can provide effective English for Young Learners (EYL) instruction. While previous studies have examined teachers’ qualifications and self-reported competence, less is known about how instructional ability is demonstrated in actual classroom practice. This study explores how teachers’ instructional ability is manifested in urban primary EYL classrooms and the factors that support or hinder it. A qualitative case study was conducted with four English teachers from four public primary schools in Jakarta. Data were collected through semi-structured interviews and classroom observations and analysed using Braun and Clarke’s six-phase thematic analysis. The findings show that instructional ability was demonstrated through responsive lesson planning, developmentally appropriate classroom management, interactive teaching methods, and purposeful use of instructional media. Teachers’ practices were shaped by professional learning, student engagement, and school resources. When resources were limited, teachers relied on additional personal effort and family support to sustain instruction. The study highlights instructional ability as a multidimensional and context-dependent practice and emphasizes the need for sustained professional development and equitable instructional resources for effective EYL teaching.

Exploring English pre-service teachers’ perspectives on integrating virtual reality with a deep learning approach in an intercultural communication course. Ainin Nur Fadillah; Ratna Andhika Mahaputri; Siti Aisyah
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.v14i2.11830

This study explores how virtual reality (VR), when combined with a deep learning approach, supports the development of intercultural awareness among prospective English teacher (EPT) students in an Intercultural Communication course at a private university in West Java. A total of 21 sixth-semester EPT students participated, and their Padlet artifacts, video narratives, and questionnaire responses were analyzed using a qualitative case study design, drawing on (Braun & Clarke, 2023) six-phase thematic analysis combined with Fairclough's Critical Discourse Analysis (Pešić, 2022) . Five themes emerged, addressing the two research questions. Two of them revealed something worth noting: VR functions not merely as a classroom aid, but as an immersive space where joyfull, meaningful connection, and full engagement occur simultaneously rather than in sequence. The other three themes point to changes that suggest a shift beyond surface-level perception. Students revised cultural assumptions they had never questioned before, drawing contrastive comparisons between their own culture and the ones they encountered in VR. Their affective responses also felt genuine rather than a collective formality, signaling the development of intercultural sensitivity. Questionnaire data support this: the majority of participants agreed that the VR sessions were enjoyable and sharpened their intercultural awareness. Overall, these findings suggest that VR combined with deep learning is a viable, and arguably underutilized, approach to building intercultural communicative competence among prospective English teachers.

Flouting the Maxim of Quality as a Humor Strategy in The Bad Guys 2: An Incongruity Theory Perspective Achmad Alif Agim Sakai; Komang Dian Puspita Candra
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.v14i2.11869

Humor often arises when speakers intentionally depart from conversational norms, particularly by flouting the maxim of quality. Although previous studies have examined the types and communicative functions of maxim flouting, relatively little attention has been paid to explaining how quality-maxim flouting generates humor through the interaction of situational context, conversational implicature, and incongruity. Addressing this gap, the present study investigates how flouting the maxim of quality functions as a strategy for creating humor in The Bad Guys 2 (2025). Adopting a descriptive qualitative design, the study analyzes character dialogues collected through observation of the film. From nineteen identified instances of potential quality-maxim flouting, seven utterances were purposively selected for detailed analysis because they most clearly illustrated the relationship between maxim flouting, conversational implicature, and humorous effects. The analysis applies Halliday and Hasan's (1985) Context of Situation to examine the field, tenor, and mode of the interactions, Grice's (1975) Cooperative Principle to identify quality-maxim flouting and conversational implicature, and Morreall's (1983) Incongruity Theory to explain the humorous effect. The findings show that the selected utterances employ various pragmatic strategies to intentionally flout the maxim of quality and invite interpretations beyond their literal meanings. Overall, the study demonstrates that situational context supports the interpretation of quality-maxim flouting, which generates conversational implicature, while the discrepancy between expectation and expression contributes to the construction of humor through incongruity.

Flouting the Maxim of Quality in American Boy Marcello Hernandez's Stand-Up Comedy Video: A Pragmatic Analysis I Putu Raditha Arta Wiguna; Komang Dian Puspita Candra
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.v14i2.11875

Humorous discourse often conveys meanings that differ from the literal interpretation of an utterance, making the flouting of conversational maxims a significant topic in pragmatic studies. However, previous studies have generally examined multiple conversational maxims, while focused analysis of the flouting of the maxim of quality in stand-up comedy, particularly through context-of-situation analysis, remains limited. This study investigates how the flouting of the maxim of quality is employed in American Boy: Marcello Hernandez's stand-up comedy performance and explains how humorous meanings are constructed through the context of situation. A descriptive qualitative approach was employed by using Grice's (1975) Cooperative Principle as the primary analytical framework and Halliday and Hasan's (1989) theory of context of situation as the supporting framework. The data consisted of 16 utterances identified as instances of flouting the maxim of quality, which were collected through observation and documentation techniques. The findings indicate that the comedian realizes the flouting of the maxim of quality through hyperbole, metaphor, and irony, with hyperbole accounting for 12 utterances (75%), while metaphor and irony each account for two utterances (12.5%). Rather than functioning merely as humorous expressions, these mechanisms encourage interpretation beyond the literal meaning while reflecting Marcello's childhood and family experiences. The analysis also shows that the interpretation of conversational implicatures is closely related to the interaction of field, tenor, and mode, which provides the contextual basis for understanding the intended humor. Overall, the findings suggest that humorous meaning in stand-up comedy emerges from the interaction of linguistic choices, situational context, and personal experience, while the integration of Grice's Cooperative Principle with Halliday and Hasan's context of situation provides a contextual perspective for analyzing quality-maxim flouting.

Practicality Analysis of QR Code-Based Digital Literacy Wall Media to Strengthen Literacy Culture Students of Elementary School Rosy Ratna Puri; Wahyu Sukartiningsih; M. Bambang Edi Siswanto
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.v14i2.11897

The literacy culture in elementary schools needs to be strengthened through the use of media that is not only attractive but also able to integrate literacy activities with the development of digital technology. However, the use of literacy media that connects physical reading sources with digital resources is still not optimal, so that media innovations are needed that are easily accessible and appropriate to the characteristics of elementary school students. This study aims to analyze the practicality of QR Code-Based Digital Literacy Wall Media as a medium that integrates literacy displays in the school environment with various digital literacy sources. The study used the Research and Development (R&D) method with the ADDIE model and involved one teacher and 20 students of SDN Cerme 2. The practicality of the media was measured through a questionnaire using a five-level Likert scale and analyzed descriptively quantitatively. The results showed that the teacher's assessment obtained a score of 48 out of a maximum score of 50 with a percentage of 96%, while the student's assessment obtained a score of 895 out of a maximum score of 1,000 with a percentage of 89.5%. Both are included in the very practical category. All practicality indicators ranged from 87% to 92%, indicating that the media is easy to use and access, has an attractive appearance, supports literacy activities, and increases students' reading motivation. Thus, the QR Code-Based Digital Literacy Wall Media is not only practical to implement but also contributes to connecting conventional literacy culture with digital literacy through the use of QR Code technology. This media has the potential to be an innovative alternative in the development of educational technology to support the strengthening of elementary school students' literacy culture.

Maintaining Face in Diplomacy: A Study of Negative Politeness Strategies in The Diplomat TV Series Ni Nyoman Sri Yuliarti; Putu Gede Budiartha 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.v14i2.11966

This study aims to identify the primary negative-politeness strategies used in scripted diplomatic and institutional interaction and to explain how power, social distance, and rank of imposition shape their pragmatic functions. Drawing on Brown and Levinson’s (1987) framework, the analysis examined 24 face-threatening utterances from the first two episodes of Netflix’s The Diplomat. Each datum was assigned one primary strategy, while co-occurring mitigating expressions were treated as supporting devices. Seven of the ten negative-politeness strategies occurred as primary strategies. Conventional indirectness was the most frequent (8 data; 33.3%), followed by questions or hedges and apology (6 data each; 25.0%). The findings show that mitigation is not restricted to lower-status speakers: formally higher-status speakers also use negative politeness when hearers possess immediate control over relevant institutional resources, including schedules, access, investigative procedures, and professional output. The study therefore suggests that negative politeness in mediated institutional discourse is shaped not only by formal hierarchy but also by situationally activated, locally distributed authority.

Development Of Interactive Video Media in Learning Fantasy Story Texts at Junior High School Tasya Andini S; Sukma; Asrianti; Juniati; Andi Bismawati
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.v14i2.11968

Fantasy story text learning in grade VII is still dominated by lecture learning methods with the use of less varied learning media. This condition causes students to be less enthusiastic during learning, easily lose interest, and have difficulty understanding the material. This study aims to produce interactive video media that has a high level of feasibility to be used in fantasy story text material in grade VII of junior high school. This study uses the Research and Development (R&D) method with a 4D development model with the stages of define, Design, Develop, and Disseminate. Data were obtained through interviews, needs analysis questionnaires filled out by 22 students, and product validation sheets involving three validators, namely two FKIP UNTAD lecturers who acted as validators for media experts and language experts and one Indonesian language teacher who acted as material experts. Data analysis used percentage-based quantitative descriptive techniques. The results showed that the level of student needs reached 77.4 % with a very need category. The validation results obtained a feasibility percentage of 97% from media experts, 83% from language experts, and 94% from material experts and were in the very feasible category. These findings indicate that the developed interactive video media is considered suitable for supporting the teaching of fantasy story texts in seventh grade. This interactive video media combines audiovisual elements with navigation features and interactive questions. However, the results of this study only indicate the level of need and feasibility of the product, so they cannot yet prove the media's effectiveness on learning outcomes. Therefore, further research is needed to test the media's practicality and effectiveness through classroom learning trials.

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