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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.

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Articles 2,866 Documents

283 284 285 286 287

Developing “the english tourism communication booklet” for Vocational student using 4D model Muh Firmansyah musba; Husnaini; Rustan Santaria
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.v14i2.12335

This study aimed to develop an English Tourism Communication Booklet for vocational students using the 4D (Define, Design, Develop, and Disseminate) model. This study employed a Research and Development (R&D) design involving eleventh-grade students of the Tourism Department at SMK Negeri 1 Palopo. Data were collected through observation, interview, needs analysis questionnaire, expert validation, and student response questionnaire. The development process consisted of four stages. The Define stage identified students’ needs for tourism-related vocabulary, useful expressions, dialogues, speaking practice, and role-play activities. The Design stage produced a booklet consisting of three units: Welcoming Tourists, Giving Directions, and Describing Tourist Attractions. In the Develop stage, the booklet was validated by three experts. The content expert and language expert each obtained a score of 4.00 (100%), while the design and layout expert obtained 3.56 (89%). The results indicated that the booklet was feasible with minor revisions In the Disseminate stage, the revised booklet was introduced to 15 students, and their responses were collected to describe their perceptions of the developed booklet. The findings indicate that the developed English Tourism Communication Booklet was considered feasible based on expert validation and received generally positive responses from the students as supplementary learning material for vocational tourism students.s long-term vocabulary retention in secondary education.

Integrating Digital Literacy in EFL Learning: A Qualitative Study on Vocational Students’ Perspectives Resky Shafira Marewangang; Nunung Suryati; Yusnita Febrianti
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.v14i2.12385

The rapid development of digital technology has transformed educational practices and increased the importance of integrating digital literacy into classroom learning. In vocational high schools, having digital skills is not just important for doing well in school, but also for getting ready for jobs in today's workforce. In this study, digital literacy is conceptualized through three interrelated dimensions including information literacy, media literacy, and information and communication technology (ICT) literacy which is consistent with the theoretical framework used to analyze the data. However, research on digital literacy in vocational EFL contexts remains limited, as prior studies have mostly examined university students or teachers rather than vocational learners themselves. This study addresses that gap by examining how vocational high school students perceive the integration of digital literacy in EFL learning. Using a qualitative study supported by descriptive questionnaire data, the research involved 33 eleventh-grade Computer and Network Engineering (TKJ) students who completed a questionnaire, four of whom were purposively selected for in-depth interviews based on the richness of their open-ended responses. The findings show that students generally hold positive attitudes toward digital literacy, frequently using social media and AI tools to support autonomous English learning and to meet vocational needs such as operating computers and interpreting technical content. However, a discrepancy emerged between students’ reported ability to access digital information and their actual practices of critically evaluating it. Beyond its academic value, digital literacy in this vocational context was closely tied to students’ professional identity and employability. The study suggests that EFL educators should build on students’ existing digital habits while explicitly teaching critical source-evaluation strategies to help vocational learners become critically informed and digitally competent professionals.

Representing Character Values Through Dialogue, Narration, and Action in Room on the Broom: A Qualitative Content Analysis Hanifahtul Luthfiyyah
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.v14i2.12407

This study examines the representation of character values in the children’s animated film Room on the Broom and their relevance to character education within the Merdeka Curriculum. Unlike studies that primarily examine moral lessons or dialogue, this study analyzes character values through the integrated representation of narration, dialogue, and character actions. A qualitative descriptive approach was employed using qualitative content analysis. The film was viewed repeatedly, relevant narration and dialogue were transcribed, observable character actions were recorded, and the data were coded according to character values and data sources. The findings identified five character values: helpfulness, cooperation, caring, bravery, and respect, comprising 49 coded data units. Helpfulness was the most frequently identified value, accounting for 23 data units, and was mainly represented through character actions. Cooperation was reflected in collective efforts to solve problems, caring through concern and support for others, bravery through responses to danger and challenges, and respect through dialogue, narration, and actions showing politeness and consideration. The findings suggest that these values can be related to several dimensions of the Pancasila Student Profile, particularly mutual cooperation and noble character, while bravery can be cautiously related to independence. The findings also suggest that Room on the Broom has potential as supplementary material for character-based English learning, particularly for contextualizing expressions of helping, thanking, apologizing, cooperation, and caring.

Recurrent Multi-word Sequences: Syntactic Structure and Function in EFL Student Writing Texts Rasuna Rasid Talib; Zulkifli Tanipu; Indah Nuraini Gusasi
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.v14i2.12429

This study addresses the limited empirical attention to how Recurrent Multi-word Sequences (RMS) reflect syntactic structure and function in EFL students’ writing, particularly in the English Language Education Study Programme (ELESP), Universitas Negeri Gorontalo. It examines how students use RMS in terms of syntactic structure and function and compares the writing patterns of third-semester and fifth-semester students. A qualitative comparative design was employed using a learner corpus consisting of 143 student writing texts, with 98 texts from third-semester students and 45 texts from fifth-semester students. Data were analyzed using AntConc to identify four-word RMS based on frequency and range, followed by concordance analysis to examine their syntactic structures and discourse functions. The findings reveal a clear difference in syntactic patterns between the two cohorts. Third-semester students predominantly used noun phrase (NP)-structured RMS, accounting for 66.7% of their total RMS frequency, whereas fifth-semester students predominantly used verb phrase (VP)-structured RMS, accounting for 66.3%. Functionally, discourse organizers were dominant in both cohorts, representing 79.5% of RMS in the third-semester corpus and 64.2% in the fifth-semester corpus. However, fifth-semester students showed a higher proportion of stance expressions, increasing from 20.5% in the third-semester corpus to 35.8% in the fifth-semester corpus. The findings suggest a shift from topic-centered and referential language patterns toward more verb-centered, general academic, and evaluative patterns as students progress to a higher semester. Pedagogically, the findings imply that EFL writing instruction should provide greater attention to recurrent academic language patterns, particularly varied noun and verb phrase constructions, discourse organizers, and stance expressions, to support students’ syntactic development, cohesion, and ability to express academic arguments more effectively.

To Speak or to Stay Silent? A Mixed-Methods Study of Sungkan and Fear of Losing Face in Out-Of-Class Speaking Anxiety Among Tertiary Indonesian EFL Students Ginda Yuda Nuraini; Daflizar
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.v14i2.12463

This study explored the levels of out-of-class speaking anxiety (OCSA)experienced by Indonesian tertiary EFL students and analyzed how socio-cultural factors shape their anxiety in communication. A total of 54 tertiary EFL students from an Islamic higher education institution in Jambi Province, Indonesia participated in a survey assessing their general level of speaking anxiety outside the classroom. Following the quantitative data collection, five participants were purposely selected for semi-structured interviews to further explore how the Indonesian cultural values of Sungkan (reluctance or hesitation based on respect and social harmony) and Fear of Losing Face contribute to their psychological barriers and avoidance in spontaneous communication. The findings revealed that the students experienced a moderate level of overall speaking anxiety, with anxiety being higher when they faced uninterested interlocutors or discussed unfamiliar topics. The study also found that the socio-cultural values of Sungkan and Fear of Losing Face strongly influenced students’ out-of-class speaking hesitation, creating a “paradox of silence”, in which learners prioritized maintaining social harmony and protecting their self-image over actively engage in language practice. Practical implications of these findings for educational institutions, EFL teachers, and students within the Indonesian context are discussed.

Social Stratification in Dian Purnomo’s Perempuan Yang Menangis Kepada Bulan Hitam: A Max Weberian Sociology of Literature Analysis Alfianto Manoppo; Herson Kadir; La Ode Gusman Nasiru
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.v14i2.12487

Social stratification remains an important phenomenon that shapes social life through differences in social class, social status, and power. These phenomena are not only evident in real-life communities but are also represented in literary works, including Dian Purnomo’s Perempuan yang Menangis kepada Bulan Hitam, which portrays the social life of the Sumba community through customary systems, social hierarchies, and unequal power relations. This study aims to analyze the representation of social stratification based on Max Weber’s dimensions of social class, social status, and power, as well as to examine the role of social structure in shaping gender inequality. This study employs a qualitative descriptive method with a sociology of literature approach. The data consist of narrative excerpts, dialogues, and events in the novel that represent social stratification and gender inequality. The findings reveal that social stratification is represented through ownership of economic resources, access to education, social recognition and prestige, and dominance in power relations. The findings also indicate that social structure contributes to the perpetuation of gender inequality through customary practices, patriarchal culture, kinship systems, and unequal distribution of power, which position women in subordinate roles. Furthermore, gender inequality in the novel is not solely produced by patriarchal culture but results from the interaction of social class, social status, and power operating simultaneously within the social structure. Thus, Perempuan yang Menangis kepada Bulan Hitam offers a critical reflection on social and gender inequalities within society.

Analysis Of the Meanings of Inscriptions on Pick-Up Trucks at Lonrae Fish Auction Mutmainna Putri Delin; Andi Srimularahma; Muhammad Idris; Ilma Rahim
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.v14i2.12543

This study analyzes the meanings and linguistic characteristics of inscriptions displayed on pick-up trucks at the Lonrae Fish Auction, Bone, South Sulawesi. A descriptive qualitative design was employed. The dataset consisted of 21 inscriptions documented during fieldwork in June–August 2024; these 21 texts represent the principal inscriptions selected from the field documentation because they were clearly visible, readable, and relevant to the research questions. Data were collected through observation, documentation, and semi-structured interviews with two informants: Supriadi, a pick-up truck owner, and Akbar, a member of the local community. The primary analytical framework was semiotics, using Saussure’s signifier–signified relation and Peirce’s representamen–object–interpretant model. Sociolinguistic and pragmatic perspectives were used as supporting lenses to explain language choice, identity, and communicative function. The findings show that the inscriptions form a mobile multilingual semiotic landscape. They communicate religious and moral reminders, motivation and work ethic, personal and family identity, business and community affiliation, humor, and Bugis cultural values. Linguistically, the data comprise Indonesian, Arabic, Bugis, mixed Indonesian-English forms, and names, acronyms, and numerical identities. Nominal and elliptical forms are common, while longer inscriptions employ simple or multi-clause structures. Pragmatically, the inscriptions mainly function as expressive, directive, and representative acts. Interview evidence confirms that at least some meanings, particularly religious and Bugis cultural meanings, correspond to the owners’ or community members’ understandings. The study argues that the pick-up trucks operate as mobile public texts through which livelihood, religion, kinship, group affiliation, and coastal-community identity are made visible.

Negotiating Muslim Femininity: Stereotype, Agency, And Representation Complexity in Ms. Marvel (2022) Nazhira Fiqriyatun Nisa Script; Andang Saehu; Hasbi Assiddiqi
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.v14i2.12556

The increasing visibility of Muslim women in Western popular media does not necessarily eliminate stereotypical assumptions about Muslim femininity. This study examines how representations of Muslim femininity are constructed, negotiated, and challenged in the Ms. Marvel TV mini-series (2022), with particular attention to the tension between recognizable cultural expectations and female agency. Using a qualitative research design, the study analyzed six purposively selected scenes from the series’ six episodes, focusing on dialogue, character interactions, visual representation, performance, and narrative situations. The data were analyzed through Fairclough’s Critical Discourse Analysis (CDA) as the analytical approach, while Evelyn Alsultany’s concept of Simplified Complex Representations served as the principal interpretive framework for examining the coexistence of stereotype, complexity, and agency (Alsultany, 2012; Carranza, 2008; Fairclough, 2013). The findings indicate three major patterns: the negotiation of family and cultural expectations, in which Muslim femininity is associated with family responsibility, modesty, and parental authority while characters negotiate individual aspirations; religious identity and self-definition, particularly through the representation of the hijab as a site of social judgment and personal identity; and public participation and female agency, through which Muslim women are represented as active participants in community decision-making and family survival rather than passive or confined figures. Across these patterns, Ms. Marvel challenges reductive assumptions about Muslim women while retaining recognizable cultural and religious markers that make Muslim identity visible and culturally legible. The study therefore argues that Muslim femininity in Ms. Marvel is represented through negotiation rather than replacement, demonstrating how apparently progressive representation can simultaneously challenge stereotypes and preserve familiar representational expectations. This finding contributes to discussions of Muslim representation by showing that increased visibility and agency should not automatically be understood as the complete disappearance of stereotyping; instead, representation can operate through a simplified-complex structure in which stereotype, cultural identity, and agency coexist (Alsultany, 2012; Marvel, 2022).

Grammatical Errors and the Realization of Ideational Meaning in EFL Students’ Spoken Descriptive Texts: A Transitivity Analysis Nova Amalia; Alief Noor Farida
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.v14i2.12562

Speaking with minimal preparation, semi-spontaneous rather than fully spontaneous speech, places significant mental pressure on EFL learners, often leading to grammatical errors as they transition between parts of their speech. Rather than viewing such errors solely as barriers to communication, this study examines how grammatical errors in oral descriptions relate to the conveyance of ideational meaning. Grounded in the theoretical principle of meaning recoverability, the construct “meaning resilience” is suggested in order to measure the degree to which the ideational configuration of a clause can still be recovered despite grammatical errors. The data was obtained from recorded spoken responses of six third-semester EFL students enrolled at Universitas Negeri Semarang through qualitative linguistic/discourse analysis enhanced with descriptive quantitative frequency analysis. The analysis was conducted based on error taxonomy by Dulay, Burt, and Krashen (1982) in combination with Transitivity System proposed by Halliday & Matthiessen (2014) on 86 error-containing clauses out of 112 analyzable clauses from six participants. The results suggest that misformation was the dominant type of error (76.5% of error tokens) followed by omission (16.3%). Relational processes dominated error-containing clauses (51.8%), which was attributed to the generic structure of descriptive texts. Most importantly, 55.8% of error-containing clauses were classified as High Resilience, indicating that their transitivity structure remained analytically recoverable despite surface grammatical errors, an analytical interpretation rather than direct evidence of communicative success, while only 2.3% were classified as Low Resilience, where the ideational configuration could not be reconstructed even with reference to context. In this case, grammatical errors did not always prevent the recovery of the ideational meaning for these six students. These results suggest that a functional approach may be useful in assessing the spoken language since these students succeeded in conveying ideational meaning even if they made lexicogrammatical mistakes.

Effect of Integrated Writing–Speaking Instruction on the Speech Quality of Senior High School EFL Students Noory Annisa Aulia; Hendi Pratama; Yuliati Yuliati
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.v14i2.12579

This study investigates the impact of integrated writing–speaking instruction on the speech quality of senior high school EFL students, specifically members of the Mansara English Competition (MEC) Club. The study employed a quantitative pre-experimental one-group pretest–posttest design with 20 participants selected through total population sampling. Data were collected via speaking performance tests and evaluated using an analytic scoring rubric. Due to the non-normal distribution of the data, the Wilcoxon Signed-Rank Test was used for hypothesis testing. The results revealed statistically significant improvements across all dimensions of speech quality (p < 0.05), with all 20 participants achieving higher posttest scores. Specifically, fluency, pronunciation, and accuracy showed marked gains, as the writing stage functioned as a cognitive planning tool that reduced real-time processing load. Effect size analysis yielded a medium effect (r = 0.62) for total speech quality, indicating that the instructional approach has practical significance in an educational context. These findings suggest that integrating writing as a preparatory activity is an effective pedagogical strategy for enhancing structured oral production, particularly in competitive and performance-based EFL environments.

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