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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

283 284 285 286 287

Violation of the Principle of Politeness in Netizens' Speech in the Instagram Comment Column on a Meeting on the Train Mersiranda Kuga; Dakia N. Djou; Asna Ntelu
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.v14i2.12715

This study aims to describe the forms of violation of the principle of politeness, analyze the factors that cause it, and describe its contribution to Indonesian language learning in high school. This study focuses on the violation of the principle of decency contained in the Instagram comment column in Gibran Rakabuming's upload about the meeting on the train. This study uses a pragmatic approach with a descriptive method and a qualitative type of research. The research data is in the form of 40 comments in the form of words, phrases, vocabulary, and sentences that contain violations of the principle of politeness based on Geoffrey Leech's theory. The source of the research data was obtained from the Instagram comment column on the upload. Data collection was carried out through documentation, reading, and recording techniques, while data analysis used the Miles and Huberman model which included data reduction, data presentation, and conclusion drawn. The results of the study showed that of the six maxims of Leech's politeness, violations were found in four maxims, namely the maxim of wisdom, generosity, appreciation, and consensus, with the maxim of appreciation as the most dominant form. Of the five factors that caused violations stated by Pranowo, four factors were found, namely direct criticism with harsh words, words driven by emotions, speakers deliberately accusing speech partners, and deliberately cornering speech partners. The results of the research can be used in learning Indonesian language in class X Phase E, especially debate materials, to train students to express opinions logically and critically while respecting and respecting the opinions of others.

Management Patterns of the Arabic Language Learning Program Based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota Annisa Desriana; Hakmi Wahyudi; Zahara Latifa; Hafiz Abror
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.v14i2.12721

This study examines the management patterns of the Arabic language learning program based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota. The analysis focuses on four core management functions—planning, organizing, actuating, and controlling-evaluation—as well as the identification of supporting and inhibiting factors in program implementation. A descriptive qualitative approach with a case study design was employed. Data were collected through participatory observation, in-depth interviews with the program leadership and coordinator, and document review. Data analysis followed the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing. The findings indicate that program management has generally adopted George R. Terry’s POAC framework, yet its implementation remains uneven across all aspects. Planning has been systematically structured with an orientation toward establishing bi’ah lughawiyyah and strengthening maharah kalam. Organizing demonstrates a clear committee structure involving internationally recruited experts and student-based peer tutoring. However, at the implementation stage, the program remains in its early phase, meaning intensity and consistency have yet to be optimized. Meanwhile, the monitoring and evaluation functions have not yet operated in a structured manner and have not employed measurable assessment indicators. The primary supporting factors include strong institutional support, high student motivation, and the competence of teaching staff, whereas the inhibiting factors encompass time constraints, inconsistency in the language environment, and limited Arabic competence among some teachers. This study recommends strengthening the implementation and evaluation aspects to ensure program sustainability and effectiveness.

Exploring the Use of Token Economy to Address Disruptive Behavior: A Qualitative Investigation of Thai EFL Learners. Aisyah Nurluthfiah Hani; Pirman Ginting
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 2 (2022): 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

Disruptive behavior remains a challenge in EFL classrooms because it can interrupt communicative language practice and reduce students' engagement in learning activities. However, qualitative investigations of token economy as a classroom management strategy in EFL contexts remain limited. This study explores the use of token economy to address disruptive behavior among Thai EFL learners. A qualitative descriptive design was employed with 38 students from Class Matayom 1/5 at Darul U-loom School, Satun, Thailand. Data were collected over three instructional days through classroom observations, field notes, a student questionnaire, and a token economy implementation kit consisting of a behavior chart and star stickers. Thedata were analyzed thematically following Braun and Clarke (2006). The findings identified three patterns of disruptive behavior prior to the intervention: off-task behavior, social disruption, and passive disengagement. Following the implementation of the token economy, three themes emerged: increased behavioral awareness, positive emotional responses to reinforcement, and improved classroom participation. The findings suggested a reduction in off-task and socially disruptive behaviors, while the influence of the token economy on students' willingness to speak English appeared limited. These findings indicate that token economy can serve as a practical and culturally adaptable strategy for managing disruptive behavior in EFL classrooms. However, behavioral reinforcement alone may not sufficiently address factors underlying students' limited oral participation. This study contributes qualitative insights into the use of token economy in a Thai EFL context and highlights the importance of combining behavioral management with approaches that support students' communicative participation.

Students' Experiences with Artificial Intelligence Tools in English Language Learning: A Descriptive Study Ridwan Vienendra; Hustarna; Failasofa
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.v14i2.12732

Research on AI in language education has mostly examined perceptions, acceptance, and effectiveness, leaving students' lived experiences insufficiently understood. This study explores students' experiences in using generative Artificial Intelligence (AI) tools, namely ChatGPT, Claude, and Gemini, which are commonly used to support language learning, in English language learning. Employing a qualitative descriptive design, data were collected through semi-structured interviews and document analysis. Five participants, consisting of Master's students in English Language Education, one of whom is also an active English teacher, participated in the study. The data were analysed using the six-phase thematic analysis procedure of Braun and Clarke (2006). The findings reveal that students' experiences with AI can be understood through five interrelated dimensions: cognitive, affective, social, technological, and overall experience. Cognitively, AI supported material comprehension, language-skill development, and academic writing. Affectively, participants reported increased comfort and confidence associated with AI use, alongside persistent anxiety and mistrust toward the accuracy of AI-generated content. Socially, AI both facilitated and reshaped peer and lecturer interaction through additional verification practices, while raising ethical concerns about dependency and academic honesty. Technologically, ease of use was closely tied to digital literacy and prompting skill, and was constrained by internet connectivity and subscription costs. Overall, participants evaluated their experience as positive but conditional, cautioning that overreliance on AI risks shallow understanding and reduced critical thinking. The study contributes a multidimensional understanding of students' experiences with AI and points to practical implications for AI literacy training, ethical AI use, and teacher guidance.

Teachers’ and Students’ Perceptions of the Implementation of Deep Learning as a Learning Innovation in Indonesian Language Subjects at Junior High School Sayama Malabar; Eka Sartika; Ananda Amelia Lihawa; Nurfadillah Ahamad
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.v14i2.12740

Deep learning in education emphasizes meaningful, mindful, and joyful learning experiences that encourage students’ understanding, engagement, and reflection. This study aims to describe teachers’ and students’ perceptions of the implementation of deep learning in Indonesian language learning at MTs Nurul Yakin, Gorontalo City. This study employed a descriptive qualitative approach. Data were collected through questionnaires, interviews, observations, and documentation. The participants consisted of two Indonesian language teachers and twelve students, with six students selected purposively for interviews. Data were analyzed through thematic analysis to identify patterns of perception and learning experiences. The findings reveal that teachers and students generally have positive perceptions of deep learning implementation. Teachers perceive that learning should move beyond content mastery by encouraging students to understand texts, express ideas, collaborate, solve problems, and reflect on their learning. Students also reported positive experiences in meaningful learning, mindful learning, joyful learning, critical thinking, and collaboration. However, challenges remain, particularly regarding limited learning time, diverse student abilities, and the need for stronger reflective activities.The study concludes that deep learning can support contextual, interactive, and student-centered Indonesian language learning in madrasah settings.

Representation of the Value of Masedek Ceremony Symbols in Kasimbar Village, Palapi as a Learning Resource for Local Culture-Based Descriptive Texts Niluh Windi; Syamsuddin; Asrianti; Ulinsa; Nur Halifah
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.v14i2.12786

This study aims to describe verbal and nonverbal symbols in the Masedek Ceremony in Kasimbar Village Palapi, the meaning and value they represent, their function in the implementation of the ceremony, and their potential use as a source of learning local culture-based descriptive texts in junior high school. The study uses a descriptive qualitative approach with observation, interview, and documentation techniques. The informants were determined purposively and numbered four people, namely the stakeholder, the stakeholder's wife, the serai, and the traditional chief. The data analysis followed the Miles and Huberman model, and the validity of the data was tested through source triangulation, triangulation techniques, and member checks. The results of the study found 16 symbols, namely eight nonverbal symbols in the form of ceremonial facilities (banten pras, banten sodo, tipat kelan, daksina, canang pesucian, penyeneng, segehan pulangan, and canang peraos) and eight verbal symbols in the form of traditional speech in fine Balinese and mantra pengmangku. The meaning of nonverbal symbols comes from its constituent elements, for example, the five colors of return segehan which are associated with the direction of the cardinal and balance, while tipat kelan and penyeneng by informants are only interpreted as a complement to banten. The values contained include religious values, gratitude, purity, respect, family, responsibility, and commitment. Nonverbal symbols and mantras function to connect humans with the sacred, while speech between families serves to regulate human relationships. Nonverbal symbols can be described as objects and verbal symbols as customary events, so they have the potential to be a source of learning for description texts in junior high school. However, this use is only in the form of potential and has not been tested for effectiveness in the classroom.

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