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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

282 283 284 285 286

Enacting TPACK through WhatsApp: A Virtual Learning Medium for Improving EFL Narrative Writing Skills Jhones Y Manutilaa; Henry Latuheru
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.v14i2.12033

Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this action research examined how an English teacher's technological, pedagogical, and content knowledge shaped the use of WhatsApp as a virtual learning medium to improve the narrative writing skill of eleventh-grade students at a public senior high school in Tanimbar Selatan, Maluku Province, Eastern Indonesia, during pandemic-driven online instruction. Thirty students participated across two action research cycles of planning, implementation, observation, and reflection, in which the teacher's knowledge of WhatsApp's features, of narrative structure and the simple past tense, and of staged, scaffolded instruction was enacted through instructional videos, graphic organizers, sequential pictures, and emojis distributed and monitored via WhatsApp. Data were collected through a teaching journal, observation checklists, a Likert-scale questionnaire administered once at the end of the second cycle, and pre- and post-writing tests scored with an analytic rubric. Mean writing scores rose from 53.83 (SD = 12.43) at pre-test to 71.33 (SD = 10.98) after Cycle 1 and 81.83 (SD = 6.50) after Cycle 2, with the proportion of students scoring Good or Excellent increasing from 26.7% to 100% over the same period. Students also reported positive perceptions of the WhatsApp-mediated activities, including motivation, confidence, and progress in vocabulary and sentence construction, with most items receiving over 90% agreement on a questionnaire administered once at the end of the intervention. As an action research case rather than a controlled experiment, the study cannot isolate the precise contribution of WhatsApp or of any single TPACK domain; instead, the findings suggest that narrative writing improved alongside an increasingly structured enactment of the teacher's TPACK, through staged planning, implementation, and monitoring, rather than through the application alone. Implications for strengthening EFL teachers' TPACK in similarly under-connected regional settings are discussed.

Structural Analysis of The Poem “희망이 외롭다-Hope Is Lonely” [Hi-Mang-I We-Rop-Da] By Kim Seung Hee Amanda Alya Nabila; Jayanti Megasari; Ashanti Widyana
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.v14i2.12091

This study aims to analyze the physical and inner structure of the poem 희망이 외롭다 [Hi-mang-i we-rop-da] ‘Hope is Lonely’ by Kim Seung Hee, and the relationship between the two structures in constructing meaning. The research employs a qualitative descriptive method with a structural approach based on the theory of Richards as adapted by Waluyo, using reading and note-taking techniques, followed by data reduction, data presentation, and conclusion drawing. Results show that five of six physical structure categories produced a total 89 data points. Diction data include cross-domain vocabulary, uncertainty markers, and colloquial words. Imagery data include visual, kinesthetic, tactile, auditory. Concrete word data include medical objects, natural objects, bodily substances, and formal terms. Figurative language data include paradox, metaphor, personification, simile, irony, and hyperbole. 5 non-conventional typographic elements, while no fixed meter or rhyme was found in versification due to the poem's free-verse form. In the inner structure, identifies hope as a paradoxical condition that is both torturous and inescapable. The feeling marked by sincere, non-judgmental empathy alongside genuine inner conflict, while a tone is a whispering, confessional register placing the poet on equal ground with the reader. The message urges acknowledgment of hopeless conditions while affirming that even the smallest reason suffices to endure. These findings suggest that physical elements consistently give concrete form to the abstract meaning within the inner structure. Together, supporting one interpretation that resolves the title's paradox: the poem suggests hope feels lonely because its persistent presence compels the individual to survive and bear that burden alone. Beyond describing the poem itself, this study contributes to structural analysis of contemporary Korean poetry by demonstrating one mechanism through which linguistic form and existential meaning interact, offering a model that may be of use in analyzing other Korean poems that similarly draw non-lyrical vocabulary to represent inner experience.

The Use of Figurative Language: A Study of Metaphors in Ben Cash’s Dialogues in the “Captain Fantastic” Movie Billy Priatama Fauzi; Ida Bagus Gde Nova Winarta
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.v14i2.12100

Metaphor is not merely a stylistic feature of language but a cognitive mechanism through which people conceptualize abstract experiences. This study aims to analyze the conceptual metaphors found in Ben Cash's dialogues in Captain Fantastic (2016) by applying Zoltán Kövecses' (2010) Conceptual Metaphor Theory. The research employed a descriptive qualitative method supported by quantitative frequency analysis. The data consisted of Ben Cash's utterances collected from the official movie script and verified through repeated observation of the film. Data were identified, classified, and interpreted based on the conceptual mappings between source domains and target domains, focusing on structural, ontological, and orientational metaphors. The findings reveal 142 conceptual metaphorical expressions, comprising 63 ontological metaphors (44.37%), 56 structural metaphors (39.44%), and 23 orientational metaphors (16.19%). Ontological metaphors were the most dominant, particularly the metaphor society/system is an enemy, indicating ben cash's tendency to conceptualize abstract social realities as tangible threats. structural metaphors such as argument/education is war demonstrate how education is framed as intellectual struggle, while orientational metaphors reinforce ideological distinctions through spatial concepts. These findings support Kövecses' view that conceptual metaphors are grounded in embodied experience and shaped by cultural and contextual influences. The study concludes that Ben Cash employs conceptual metaphors not only as linguistic expressions but also as cognitive and ideological tools to construct, communicate, and sustain his countercultural worldview.

Politeness Maxims in Aristocratic Social Interactions in Bridgerton Season 4: A Pragmatic Analysis Harin Ananta; Ida Ayu Putri Gita Ardiantari
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.v14i2.12186

This study examines the realization of Leech's (1983) six politeness maxims in the fictional aristocratic social interactions portrayed in Bridgerton Season 4 by integrating Halliday and Hasan's (1985) Context of Situation framework. This study aims to identify the politeness maxims realized in the selected interactions and examine how Field, Tenor, and Mode help explain their realization. A descriptive qualitative method was employed. The data consisted of 63 utterances identified from selected interactions involving five major characters. The utterances were analyzed using Leech's (1983) Politeness Principle and Halliday and Hasan's (1985) Context of Situation framework, with each utterance assigned to one primary politeness maxim for frequency analysis. The findings show that all six politeness maxims are represented, with the Approbation Maxim occurring most frequently (33.3%), followed by the Generosity Maxim (19.0%), Agreement Maxim (14.3%), Tact Maxim (12.7%), Modesty Maxim (12.7%), and Sympathy Maxim (7.9%). The contextual analysis indicates that Tenor appears particularly salient because many interactions involve differences in social status, institutional roles, and interpersonal relationships. Field helps identify the activity or topic being discussed, while Mode provides information about the channel and rhetorical function of the interaction. By integrating Leech's Politeness Principle with Halliday and Hasan's Context of Situation framework, this study contributes a context-sensitive perspective to the analysis of politeness in hierarchical audiovisual discourse. The findings are specific to the fictional social world portrayed in the selected episodes and should not be generalized to actual aristocratic communication.

Nobita’s Conversational Strategies: A Pragmatic Analysis of Flouting Maxims in Stand By Me Doraemon 2 I Pande Komang Ari Wangsa; 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.v14i2.12225

Maxim flouting enables speakers to convey implied meanings without expressing them directly. This study investigates how Nobita, the main character in Stand By Me Doraemon 2 (2020), flouts Grice's (1975) conversational maxims and the implicatures generated by those utterances.. This happens because conversation is guided by an implicit agreement to cooperate, a concept introduced by Grice (1975) in his Cooperative Principle. When a speaker openly breaks one of the four maxims under this principle, quantity, quality, relation, or manner, while still expecting to be understood, the utterance is said to flout the maxim and produce an additional meaning known as implicature. This paper looks at how Nobita, the main character of Stand By Me Doraemon 2 (2020), flouts these maxims throughout the film. A descriptive qualitative approach was employed. Data consisted of Nobita's utterances in the film, which were identified, transcribed, classified according to Grice's four maxims, and analyzed in their conversational contexts.. Relation was the most frequently flouted maxim, accounting for 8 of the 14 cases (57.14%), followed by manner (3 cases, 21.43%), quality (2 cases, 14.29%), and quantity (1 case, 7.14%). This study examines how Nobita flouts Grice's conversational maxims and explores the conversational implicatures generated by those utterances rather than lying outright or staying silent, which points to topic-shifting as his main coping mechanism when he feels cornered. This study contributes to pragmatic research on flouting maxims by examining an animated family film, a type of text that has received comparatively less scholarly attention than live-action productions.

Communicating Democratic Values: A Speech Act Analysis of Kamala Harris's 2024 Concession Speech Shufi Annisa Rahmah; Rini Susanti Wulandari
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.v14i2.12236

Concession speeches occupy a distinctive place in democratic communication, requiring political leaders to acknowledge electoral defeat while sustaining public trust and encouraging continued civic engagement. Pragmatic research has paid this genre comparatively little attention, and speeches delivered by women political leaders remain especially underexamined. This study investigates the speech acts used in Kamala Harris's concession speech, delivered at Howard University on 6 November 2024, applying Searle's (1979) classification of assertive, directive, commissive, expressive, and declarative acts. Using a qualitative descriptive design, the official transcript was segmented into 62 utterances, each coded according to its dominant illocutionary force and interpreted within its communicative context. All five speech act categories occur in the speech, with assertive acts occurring most frequently, followed by expressive, directive, commissive, and a single but pivotal declarative act, the utterance of concession itself. These speech acts construct a coherent message of democratic continuity: assertions establish shared democratic principles, expressives build solidarity and gratitude, directives mobilise continued civic participation, commissives pledge ongoing struggle for democratic ideals, and the declarative formally enacts the transfer of political legitimacy. The findings extend pragmatic research on political discourse and offer a contemporary case of how language sustains democratic values during moments of political transition.

Exploring the Challenges Faced by Sundanese Study Program Students in Meeting PTESOL as a Graduation Requirement Aulian A Mujaqi H; Muhammad Handi Gunawan
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.v14i2.12251

English proficiency tests are a standard for measuring an individual’s English language communication skills and are also designed as one of the graduation requirements for certain educational institutions. As a result, several majors are affected because students must take the test, which is considered an additional obstacle. Since previous studies have discussed a general study program regarding the difficulties in taking the English proficiency test, which found students who experiencing anxiety during the test due to lack of vocabulary, limited preparation, and unprepared basic skills, this study aims to qualitatively explore the challenges faced by a specific students from regional-language of Sundanese study program in meeting PTESOL as a graduation requirement by unpacking the factors and their perspectives toward this condition. This study used a qualitative approach and a single-case study design and involved three students from the Sundanese language education degree who have direct experience facing PTESOL. Data were collected through an open-ended questionnaire and semi-structured interviews, and thematic analysis was used to present the data in depth. The findings display the elements of the struggle faced by participants before, during, and after taking the test, i.e limited preparation before the test; vocabulary, listening, concentration, and testing-facility problems during the test; and uncertainty about the result of the test, in tandem with their perspective that tends to handicap them. These factors mainly stem from their individual backgrounds, inadequate institutional support, and their perception that the current requirement should be reconsidered or better adapted to students from different disciplinary backgrounds, reflecting the relevance for all majors.

Exploring Recurrent Rhetorical Patterns in Digital Motivational Discourse: A Comparative Swalesian Move Analysis of TEDx Narratives Nurdiana Astuti; Sri Wuli Fitriati
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.v14i2.12255

Abstract This study explores recurring rhetorical patterns and linguistic features in digital motivational narratives on the TEDx platform. Focusing on Syakira Putri's talk, Manifesting Goals: Visualizing Your Future Success, as a central focal text, the investigation uses a qualitative comparative genre-analysis design alongside two comparison talks sharing the same theme of goal visualization and manifestation, delivered by D. Ivan Young and Madeline Wood. Drawing on John Swales' genre analysis framework, the study explores the applicability of Swalesian move analysis to spoken digital motivational discourse by adapting the Create a Research Space (CARS) model into a provisional three-move framework: Establishing Engagement, Establishing the Narrative Niche, and Occupying the Niche. Transcripts of the three talks (totaling 4,850 words across 112 coded segments) were analyzed using a instrument validated by three expert reviewers (kappa coefficient of 0.84 indicated high inter-coder agreement). Across the three talks examined, all three moves occurred consistently, suggesting a potentially recurrent rhetorical pattern that should be tested in a larger corpus. At the step level, structural realizations demonstrate speaker-specific flexibility: Syakira Putri establishes her niche through a personal-crisis narrative, whereas the comparison speakers rely on conceptual counter-claims against established models. Linguistically, crisis narratives rely on narrative past tense, temporal connectors, and affective lexis, while counter-claims favor generalizing present tense, negation, and contrastive markers; all speakers shift toward second-person imperatives during the directive call to action. The findings provide practical insights for English Language Teaching (ELT) and public-speaking pedagogy, while highlighting the need for caution when extending move-analysis frameworks to small-corpus digital spoken discourse.

Representing Environmental Issues in Eco-ELT: An Ecocritical Analysis of a Senior High School English Textbook Tiara Widyaiswara; Moh Nurman; Hidayatus Syifa
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.v14i2.12264

This study investigates the representation of ecological concepts in the SPLASH English textbook by Anik Muslikah Indriastuti (2022), Erlangga, used by Grade X senior high school students in Indonesia, and considers their relevance to Eco-ELT. Employing a qualitative content analysis approach, this research applies Greg Garrard's (2004) ecocriticism theory to analyze ecological concepts embedded in the four report texts of Unit 6. The six ecocritical concepts examined are Pollution, Wilderness, Apocalypse, Dwelling, Animals, and Earth. A total of 25 data were identified: 5 for Pollution (20%), 3 for Wilderness (12%), 3 for Apocalypse (12%), 5 for Dwelling (20%), 3 for Animals (12%), and 6 for Earth (24%). The findings show that all six ecocritical concepts are represented to varying degrees, with Earth as the most frequent category, followed equally by Pollution and Dwelling. These findings indicate that the SPLASH textbook contains substantial environmental content that has the potential to support ecological awareness in English-language instruction, suggesting the potential of English textbooks as a resource for integrating environmental education into ELT in Indonesian secondary schools.

Revealing High-Achieving Students’ Experiences in Leveraging EPISODEN for Practicing Speaking: Case Study of Islamic Boarding School Students Emy Rosida
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.v14i2.12268

Speaking in foreign languages is an unavoidable challenge especially when those languages become school subjects. The same challenge is faced by English as Foreign Language (EFL) learners in Indonesia, who often encounter psychological and environmental obstacles that limit their opportunities to practice spoken English, particularly within Islamic boarding school settings. This qualitative case study explores how four high-achieving Grade 10 students (two female, two male) from one Islamic boarding school in Sidoarjo, Indonesia, experienced approximately one year of practicing English speaking through EPISODEN, an online video-conference platform that pairs learners with international interlocutors for short conversational sessions. Data were collected through semi-structured interviews supported by observation and analyzed across four dimensions: cognitive, emotional, social, and pedagogical. Findings indicate that participants perceived several benefits, including increased confidence, expanded vocabulary, opportunities for real-time communication with international interlocutors, reduced speaking anxiety, and space for self-regulated learning. However, participants also reported constraints related to inconsistent interlocutor engagement and a lack of systematic corrective feedback from the platform. Beyond the platform itself, boarding-school conditions, including strict daily schedules, restrictions on electronic device use, and limited access to private spaces, further constrained participants' ability to make full use of EPISODEN. These findings suggest that online conversational platforms can meaningfully supplement students' self-reported speaking practice and confidence, though their usefulness in boarding-school settings depends strongly on institutional flexibility and consistent teacher support.

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