IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
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. About IDEAS Country of Publication: Indonesia Publisher: IAIN Palopo Format: Print & Online ISSN: P-ISSN: 2338-4778;E-ISSN: 2548-4192 DOI: 10.24256/ideas Frequency: Biannual Publication Dates: June & December Advance Access: Yes Scope: English Language Teaching, Linguistics and Literature Article Processing Charges: Yes Types of Journal: Academic/Scholarly Journals Open Access: Yes Indexed & Abstracted: Yes Policy: Peer-reviewed Review Time: Seven Weeks Approximately Copyright: CC-BY-SA 4.0 License Contact & Submission e-mail: ideas.journal@iainpalopo.ac.id Alternate e-mail: masruddin_asmid@iainpalopo.ac.id Decree No. 295/C/C3KPT/2026 on 2 January 2026 Before Submit Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IDEAS. The author must ensure that the submitted manuscript has been prepared using the IDEAS Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets IDEAS standards will be further processed. Stationbet Essewin
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
An Analysis of Students’ Understanding of Language Features in Narrative Texts
This study aims to investigate students’ understanding of language features in narrative texts, including characters, past tense, adverbs of time, direct speech, and moral values. It also explores the factors that contribute to students’ difficulties in comprehending these features. This study was conducted at SMK Islam Bustanul Ulum Pakusari Jember with 29 male students, using a convergent mixed-methods design, quantitative worksheet analysis, and qualitative questionnaire insights. Quantitative data were used to identify students’ understanding of language features and moral values in narrative texts based on worksheet results. Qualitative data to explain the factors contributing to students’ difficulties, including reading strategies and learning obstacles. Data sets complement by showing well-understood or challenging aspects and reasons behind results. Results showed students had a strong understanding of past tense, direct speech, and specific characters, with all (100%) identifying them correctly. However, some aspects needed improvement, especially adverbs of time (correctly identified by 65.52% of students), spelling consistency, and English moral value (34.48%). The questionnaire results highlighted variations in reading strategies, such as scanning and skimming techniques, as well as obstacles, including limited vocabulary and lack of focus, which were addressed through dictionary to improve comprehension of narrative meaning. This study shows that culturally relevant worksheets effectively improved comprehension and supported students’ understanding by linking linguistic learning with local heritage. These findings suggest focusing future instruction on gradual support for inferential comprehension and spelling accuracy, with further research exploring longer interventions, mixed-gender participants, and strategies to strengthen moral value interpretation in narrative texts.
Copyright (c) 2026 Reza Pujiesta Ryanda Putri, Indah Werdiningsih, Henri Fatkurochman https://creativecommons.org/licenses/by-sa/4.0
Heroine Masculinity in Peaky Blinders Netflix Series Season 1 Until Season 3
This research explore the representation of feminine masculinity in Peaky Blinders seasons 1-3 that portrays Polly Gray by exploring the characteristics she portrays and how her behavior conflicts or supports patriarchal power dynamics within the Shelby family and society. The study takes a qualitative descriptive approach and interprets selected critical dialogues, interactions and visual scenes. The theory of female masculinity by Halberstam (1998) is the primary theory to explain the social performance of masculinity by women, whereas the theory of hegemonic masculinity by Connell (2005) is the auxiliary theory of interpreting the negotiation of power in the structures dominated by men. The results indicate that Polly is assertive, decisive, strategic, and commands the team, and at the same time, she continues to be a woman. Her conflicts with Tommy, family and business management and her decisive steps, including getting rid of Campbell, demonstrate that feminine masculinity can be a socially intelligible and transformative power. The paper points out that the patriarchal hierarchies can be negotiated and women agency can be both performative and legitimate in cultural texts. Such findings have a role to play in the academic field of gender and media as they can help in the discussion of how female characters are able to exercise power in male-dominated situations as well as provide a more in depth examination of how gender is performed and represented in television fiction.
Copyright (c) 2026 Elmosta Azzam, Hasbi Assidqi, Dadan Rusmana https://creativecommons.org/licenses/by-sa/4.0
Reading Strategies in EFL Classrooms: Overcoming Obstacles in Drawing Conclusion and Prediction
Drawing conclusions and predicting outcomes are essential inferential reading skills for English as a Foreign Language (EFL) learners. However, many students experience difficulties in applying these strategies due to low self-confidence, reliance on explicit information, and limited experience with inferential reading tasks. This study investigates the challenges faced by EFL students in drawing conclusions and making predictions during reading comprehension activities. A qualitative case study design was employed involving 30 second-semester university students enrolled in an Inferential Reading course at Universitas Islam Madura. Data were collected through classroom observations, semi-structured interviews, and inferential reading tasks, and were analyzed thematically using triangulation to ensure credibility. The findings reveal that students tend to avoid inferential reasoning because of fear of making mistakes, insufficient instructional modeling, and limited vocabulary knowledge. As a result, students rely heavily on literal comprehension and demonstrate passive engagement with texts. This study suggests that explicit instruction in inferential strategies, supportive classroom environments, collaborative reading activities, and formative assessments focusing on reasoning processes can enhance students’ confidence and inferential reading abilities. These findings provide pedagogical implications for improving reading instruction in EFL classrooms.
Copyright (c) 2026 Linta Wafdan Hidayah, Putri Alifatul Maulida, Selvi Rahmawati https://creativecommons.org/licenses/by-sa/4.0
Expressive Speech Acts in dr.Ikhsan Utterances: A Gender-Based Pragmatic Analysis
The shift of professional medical communication onto digital plat types like YouTube requires doctors to balance technical authority (professionalism) with relational closeness (empathy). However, previous studies tend to discuss these dimensions separately, leaving limited attention to how both are strategically integrated in doctor-influencer discourse. This study focuses on the integration of professionalism and empathy, examined in the case of Dr. Ikhsan as a doctor-influencer through Expressive Speech Acts (ESA). This descriptive qualitative research employs a two-layered analytic framework incorporating a Type (taxonomy of expressive speech acts by Searle) and Style (Tannen’s distinction between Report and Rapport talk) pragmatic- philosophical framework. The data comprises a finite number of spoken words from selected episodes of the podcast “Uung Victoria” on YouTube and represents a speech unit. The findings show that Dr. Ikhsan demonstrates discursive flexibility across report-talk (assertive) and rapport-talk (relational) styles, enabling him to perform expressive acts not merely as emotional expressions but as strategic tools for social criticism, persuasive health education, and relational engagement. Rather than conforming to a rigid gendered communication dichotomy, his discourse reflects a dynamic integration of authoritative and empathetic positioning. This study contributes to digital medical pragmatics by demonstrating how expressive speech acts construct a care-based authority identity in online professional discourse, offering practical insight for medical professionals seeking effective and ethical communication in digital public spaces.
Copyright (c) 2026 Nayla Izzatul Laili, Syihabuddin, Mahardhika Zifana https://creativecommons.org/licenses/by-sa/4.0
Pre-service Teacher Strategies in Empowering Ethics in Using AI in Classroom
This study aims to examine the strategies used by pre-service teachers to promote the ethical use of Artificial Intelligence (AI) in the classroom and the challenges they face in the teaching process. This study uses a descriptive qualitative approach, and the data were collected through semi-structured interviews with five pre-service teachers. The data were analyzed using Reflexive Thematic Analysis, following Braun and Clarke’s framework and guided by the perspectives of AI-TPACK and Teacher Agency frameworks. The results show that pre-service teachers apply four main teaching strategies to encourage the ethical use of AI in the classroom, including scaffolding strategies, modelling strategies, assessment design, and critical literacy. These strategies help students use AI as a learning support tool rather than replacing their own thinking. However, in implementing the strategies, pre-service teachers face four main challenges, such as knowledge gaps, institutional barriers, student resistance, and unclear boundaries between acceptable language support and AI-generated content. Overall, the findings highlight the need for better preparation in AI literacy and AI ethics in teacher education programs and emphasize the importance of integrating ethical AI pedagogy into pre-service teacher training.
Copyright (c) 2026 Ade Rahma Romadhona Arroyan, Daniel Ari Widhiatama https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Perceptions and Challenges in Using Paperpal as an AI Feedback Tool for Research Paper Writing
This study investigates undergraduate EFL students’ perceptions and challenges in using Paperpal as an AI feedback tool for research paper writing. Although AI-assisted writing tools are increasingly integrated into higher education, empirical research examining students’ experiences with AI-generated feedback in research-oriented writing remains limited, particularly in EFL contexts. Employing a qualitative case study design, this study involved 25 undergraduate English Education students at a state university in Indonesia. Data were collected through a descriptive questionnaire administered to all participants and semi-structured interviews with 10 selected students. Questionnaire data were analyzed using Likert-scale frequency analysis, while interview data were examined through thematic analysis. The findings indicate that students generally perceived Paperpal as a useful and accessible tool that supported grammatical accuracy, sentence clarity, academic vocabulary development, revision efficiency, and confidence during the research paper revision process. However, the study also reveals notable challenges. Students reported difficulty maintaining intended meaning and authorial control when applying AI-generated feedback, particularly in complex argumentative sections. In addition, a tendency toward over-reliance on AI feedback was identified, especially among less confident writers, which occasionally reduced critical evaluation of revisions. Overall, the study concludes that Paperpal functions most effectively as a complementary linguistic support rather than a standalone solution. Its pedagogical value depends on students’ feedback literacy and their ability to engage critically with AI-generated feedback, underscoring the need for guided and responsible integration of AI tools in EFL academic writing instruction.
Copyright (c) 2026 Hilyati Fitria Harahap, Rahmah Fithriani, Utami Dewi https://creativecommons.org/licenses/by-sa/4.0
Deepfakes and Manipulative Linguistics in the Viralization of Speech Videos: A Critical Discourse Analysis of Digital Media Dynamics in 2025
Deepfake, or artificial intelligence-based media synthesis technology, is capable of manipulating or generating realistic images and voices of individuals in video and audio formats. This study aims to examine how deepfake technology is combined with manipulative linguistic strategies in the process of viralizing speech videos in digital media in 2025. The research focuses on revealing how manipulative discourse is constructed through deepfake audio-visual features and persuasive language choices, and how audiences interpret and repost it. This study uses a descriptive qualitative approach with a multimodal Critical Discourse Analysis (CDA) method. The research data consists of viral deepfake videos of public figures' speeches along with captions, titles, and user comments on TikTok, X (Twitter), YouTube, and WhatsApp platforms. Data collection techniques were carried out through non-participatory observation and documentation, while data analysis included the stages of reduction, presentation, and data verification. The results of the study show that deepfakes are used to build false credibility through visual similarities, audio manipulation, and situational contexts that are familiar to the audience. The dominant manipulative linguistic techniques include presuppositions, dichotomous lexicalization, high modalization, emotional framing, and the use of metaphors that reinforce the polarization of meaning. In addition, a symbiotic relationship was found between deepfake technology, discourse strategies, and platform algorithms that accelerate viralization and shape rhetorical hyper-realities in the digital public sphere. This study concludes that manipulative discourse in deepfake videos not only represents a false reality, but also actively shapes public opinion and power relations in digital media. Therefore, this study emphasizes the importance of strengthening critical media literacy, developing ecosystem-based risk policies, and designing technology oriented towards discourse safety in facing the dynamics of future digital media.
Copyright (c) 2026 Alfi Chasanah, Asngadi Rofiq https://creativecommons.org/licenses/by-sa/4.0
Dynamic of Teacher-Student Interaction in Fastering an Engaging Learning Environment Towards Students’ Participation and Happiness
This study aims to analyze the dynamics of teacher–student interactions and their impact on student engagement and happiness in the learning process at SMA Negeri 1 Tirawuta, Indonesia. In recent years, positive communication and emotional support in classroom settings have become increasingly important in fostering engaging and enjoyable learning environments, particularly at the secondary school level. This study employed a qualitative descriptive design involving seven teachers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns of interaction, instructional strategies, and emotional dynamics influencing students’ participation in learning activities. The findings reveal that positive teacher–student interactions,such as emotional support, the use of open-ended questions, collaborative group discussions, and formative assessment practices play a crucial role in enhancing student participation, emotional comfort, and happiness in the classroom. In this study, qualitative engagement refers to students’ meaningful involvement in learning processes, reflected through active participation, emotional responsiveness, and a sense of psychological safety. However, several challenges were also identified, including differences in students’ academic abilities, limited school facilities, and low levels of student self-confidence, which hinder the effectiveness of interactive learning practices. This study concludes that responsive communication, adaptive instructional strategies, and sustained emotional support are essential components in creating a supportive and engaging learning environment. The findings contribute theoretically by enriching the discourse on teacher–student interactions through an emotional perspective and practically by providing insights for teachers and school stakeholders to integrate emotional aspects into classroom interaction practices to enhance student engagement and well-being.
Copyright (c) 2026 Wildatulrahmah, Karimuddin, Syarif Hidayat Nasir, Roslina, Susi Astiantih https://creativecommons.org/licenses/by-sa/4.0
Developing English E-Module for Culinary Students at Bali Crystal College
Preliminary observations show that there is no standardized English for Specific Purposes (ESP) teaching materials for culinary students at LPK Bali Crystal College. This research aims to identify the English learning needs of culinary students, develop English for Culinary e-modules based on these needs and SKKNI, and assess the quality of the e-modules developed. This study uses a Research and Development (R&D) approach with an adaptation of the Borg and Gall (2003) model which includes the exploration, development, and validation stages, and refers to the principles of ESP material development from Hutchinson and Waters (1987). Data were collected through document analysis, interviews, and questionnaires involving 30 culinary students and 2 instructors, then analyzed qualitatively using Miles and Huberman (1994) and quantitatively with descriptive statistics according to Gravetter and Wallnau (2016). The results of the needs analysis show that students need authentic, contextual material with the world of culinary work, integrated with four language skills, interactive, and covering 12 topics of language functions relevant to professional kitchen activities. Based on these findings, an e-module was developed consisting of 12 chapters and equipped with text, images, audio, and video. The validation results showed that the quality of the media with a mean of 4.90 and 4.80 and the quality of the content with a mean of 4.88 and 4.94, all of which were in the very good category. Thus, the e-module developed is declared suitable for use as ESP teaching materials for culinary students at LPK Bali Crystal College.
Copyright (c) 2026 I Wayan Wira Praditya, I Gede Budasi, Dewa Putu Ramendra https://creativecommons.org/licenses/by-sa/4.0
Developing a Rural-Based English Curriculum: Lessons from an International Baccalaureate Program
The quality of English education in rural Indonesia remains significantly low. Limited teacher competence, inadequate resources, and minimal exposure to authentic language use are the major issues revealed. Building on a previous needs analysis conducted in rural schools, this study represents the second phase of a larger Research and Development (R&D) project aimed at developing a contextual and feasible English curriculum for rural settings. Using a case study design, the research examines the implementation of a combined national and International Baccalaureate (IB) curriculum at a rural school in northern Bandung. Data were collected through interviews, classroom observations, and document analysis. The findings reveal that the school employs an institutional curriculum integrating national standards with IB principles particularly multiculturalism, communicative competence, and contextual learning supported by Cummins’ four-dimension framework: activating background knowledge, scaffolding, extending language, and affirming identity. The analysis further demonstrates that rural learners require curriculum models emphasizing Basic Interpersonal Communication Skills (BICS), student-centered methods, and adaptable low-cost resources. Insights gained from the exemplary IB-implemented rural school provide a benchmark for translating needs-analysis findings into practical curriculum design. This study contributes a model for English curriculum development tailored to rural Indonesian schools by aligning global frameworks with local needs.
Copyright (c) 2026 Aip Syaepul Uyun, Rahma Sakina, Fitriani Nurhalimah https://creativecommons.org/licenses/by-sa/4.0
Podcast as a Learning Media for Tropical Nursing Vocabulary: Development and Implementation for Nursing Students
English proficiency is a vital skill for nursing students to compete in the global health sector. In Indonesia, where tropical diseases remain a major health challenge with high mortality rates, nurses must master English vocabulary related to tropical nursing to better access scientific literature and international practices. Unfortunately, existing learning materials for this purpose are limited and lack contextual relevance. This study aims to develop and implement a podcast grounded in local wisdom as a medium for learning tropical nursing vocabulary among nursing students. It also examines students’ perceptions of the podcast in terms of Benefits, Content quality, Accessibility and convenience, Learning effectiveness. The research applies the 4D development model (Define, Design, Develop, and Disseminate). The participants were 91 nursing students from Universitas Tribhuwana Tunggadewi (Malang) and Institut Kesehatan dan Bisnis (Surabaya), representing rural and urban backgrounds. Data were collected using a Likert-scale questionnaire supported by interviews.The findings indicate that the podcast can support students in enriching their tropical nursing English vocabulary. Students showed positive perceptions of the podcast, particularly regarding its benefits, content quality, and accessibility as a learning medium for tropical nursing vocabulary. Further research is expected to develop more relatable podcast episodes and to measure the effectiveness of podcasts in improving students’ English vocabulary.
Copyright (c) 2026 Tantry Ajeng Parnawati, Sirli Mardianna Trisinta, Swaidatul Masluhiya AF https://creativecommons.org/licenses/by-sa/4.0
Trends of Humane Literacy in EFL Assessment as an Alternative for Future Learning: A Systematic Review
Traditional EFL assessment prioritises cognitive and linguistic outcomes, neglecting the affective, ethical, and sociocultural dimensions essential to holistic language development. This study examines publication trends and thematic patterns of humane literacy integration in EFL assessment (2013–2023). Following PRISMA guidelines, five databases (Google Scholar, ERIC, Lens.org, Connected Papers, Open Knowledge) were systematically searched; 23 peer-reviewed articles met inclusion criteria and were analyzed through thematic synthesis appraised using the CASP qualitative checklist. Publication peaks in 2018 (n = 7) and 2023 (n = 4) reflect sustained scholarly interest. Thematic synthesis identified five core humane literacy value factors: comprehensive literacy skills integration, cultural and contextual awareness, critical thinking and ethical reasoning, creativity and innovation, and collaboration and communication. Findings propose "humanistic assessment literacy" as an expanded framework for EFL teachers and advocate portfolio assessment, culturally responsive rubrics, and peer evaluation as congruent classroom practices. Curriculum reform and targeted teacher training are recommended to bridge humanistic ideals and institutional assessment policy.
Copyright (c) 2026 Shilvy Inayatillah, Nurul Syafika, Siti Drivoka Sulistyaningrum https://creativecommons.org/licenses/by-sa/4.0
Analysis of Taiganja Semiotics in the Kailinese
This research aims to analyze the symbolic and philosophical meaning contained in taiganja, one of the cultural objects that has important value in the life of the Kaili tribe in Central Sulawesi. The type of research used is descriptive qualitative research. The method used in this study is a qualitative method. The data collection techniques used in this study are: 1) Observation (Observation), 2) Interview, 3) Documentation. The technical data analysis in this study is data reduction, data presentation, and conclusion drawn. The results of this study show that taiganja is not just jewelry or decorative objects, but a symbol of identity, social status, and spirituality of the Kaili community. The shape of the taiganja circle symbolizes the cycle of life and balance between humans and nature, while the ornaments contain the meaning of fertility, strength, and protection. Philosophically, taiganja reflects the life view of the Kaili people who uphold harmony, togetherness, and respect for ancestors. In addition, this study emphasizes that through semiotic analysis, taiganja can be understood as a system of cultural signs that strengthens the identity and noble values of the Kaili community. This research is expected to contribute to the preservation of local cultural heritage and enrich the study of semiotics in the cultural context of the archipelago.
Copyright (c) 2026 Alfisyahr, Gazali, Ulinsa, Efendi, Agustan https://creativecommons.org/licenses/by-sa/4.0
Integrating GenAI in Creating Digital Storytelling as STEAM-Based English Tenses Material on Social Media
This study aims to investigate the integration of GenAI in creating DSTs as a STEAM-based medium for learning English tenses and to determine students’ acceptance of the created DSTs by using a simplified R&D by Alessi. This method consists of three phases: planning, design, and development. During the phases, multiple GenAI tools were employed for activities such as scripting, image and audio generation, editing, and subtitling. The results show that each GenAI has its own role and produces different responses, which require a curation process to ensure pedagogical content and appropriateness. The DST was also validated by two experts in content and media using Aiken’s V, which confirmed strong validity (M = 0.98, M = 0.97). It was then disseminated through TikTok and Instagram. Furthermore, the thirty EFL learners participating in this study showed a significant improvement (p < 0.001) as determined by the Wilcoxon test. TAM results also showed a reliable score (0.87) and positive student acceptance (M = 4.12). These findings affirm that GenAI can effectively assist in creating DSTs, improve students’ tense understanding, and are positively received by students. The findings also provide a practical GenAI-assisted DST workflow for EFL-STEAM contexts.
Copyright (c) 2026 Alfiandy Kamal, Muhammad Chairil Imran https://creativecommons.org/licenses/by-sa/4.0
Social Conflict in the Novel Orang-Orang Proyek by Ahmad Tohari
The focus of this research is to describe the social conflict in the novel "Orang-Orang Proyek" by Ahmad Tohari. This research uses a sociological perspective of literature based on the Theory of Power and Domination (Ralf Dahrendorf). Dahrendorf developed Marx's theory with a greater emphasis on authority structures within social organizations. The method used in this research is a qualitative descriptive method using textual analysis. The data source for this research is the novel "Orang-Orang Proyek" by Ahmad Tohari. The data collection technique used in this research is library research using written data sources. Three data analysis techniques are used in this study: data reduction, data presentation, and conclusion drawing. The results of this study reveal eight structural conflicts, fifteen class conflicts, and fourteen political and economic conflicts throughout the story.
Copyright (c) 2026 Alamsyah, Gazali, Hasnur Ruslan, Agustan, Nirmayanti https://creativecommons.org/licenses/by-sa/4.0
Mapping the Cognitive Dimensions of Bilingual Speakers: An Exploration of Code-Switching Strategies at Bina Budaya Pontianak
Code-switching studies have generally focused on socio-pragmatic aspects, leaving the cognitive dimension in bilingual speakers’ language decision-making relatively underexplored. In fact, language switching occurs through processes that interactively involve social, linguistic, and cognitive factors. To address this gap, this phenomenological qualitative study involved three active bilingual participants with backgrounds in Indonesian, English, Italian, Japanese, and Tagalog at Lembaga Bina Budaya Pontianak. Data were collected through in-depth interviews and participant observation and were subsequently analyzed using thematic analysis techniques. The findings indicate that executive control, working memory, and metacognitive awareness play significant roles in determining the timing and form of code-switching. Participants employed tag switching, inter-sentential switching, and intra-sentential switching adaptively in accordance with social context and communicative objectives, thereby enhancing semantic precision, maintaining social relations, and managing interactional nuances. Emotional factors and personal experiences also influenced language preferences. Theoretically, this study underscores the importance of a cognitive-phenomenological perspective in bilingualism research. Practically, these findings are relevant to the development of language instruction and intercultural communication. Thus, bilingualism may be understood as a communicative practice that involves the management of cognitive processes in determining language choice.
Copyright (c) 2026 Nina Kastria, Ikhza Mahendra Putra, Martono https://creativecommons.org/licenses/by-sa/4.0
Collective Worldview of Indigenous Communities in The Oral Literature of Dayak Keninjal Pameo
Oral literature in Indigenous communities’ functions as a symbolic medium that records and transmits a collective worldview. One of its forms is pameo, a concise expression that affirms values and norms within social life. Among the Dayak Keninjal community, pameo serves not only as motivational slogans but also as representations of moral principles and perspectives on social and environmental relations. This study aims to uncover the collective worldview embedded in Dayak Keninjal pameo. Unlike previous proverb studies, this research positions pameo as a representation of a collective worldview through a cultural semantic approach. The study employed a descriptive qualitative method, with data consisting of ten pameo collected through interviews and field documentation in January 2026. The analysis was conducted through the identification of lexical meanings and cultural semantic interpretation. The findings indicate that Dayak Keninjal pameo reflect five interconnected life orientations: togetherness, resilience, creativity, steadfast responsibility, and brotherhood and deliberation, with action as the core of meaningful life. These findings contribute to the theoretical and empirical enrichment of oral literature and cultural semantics studies by reinforcing the concept of worldview grounded in local wisdom.
Copyright (c) 2026 Devi Anggraini, Ikhza Mahendra Putra, Sesilia Seli https://creativecommons.org/licenses/by-sa/4.0
The Representation of Female Authority in Maleficent: Mistress of Evil's (2019)
The representation of female authority in films has often been tied to questions of empowerment, leadership, and gendered expectations. However, few studies analyze how authority is constructed through both verbal and non-verbal performance, particularly within conflict-driven cinematic narratives that foreground leadership styles rather than empowerment alone. This study examines Maleficent: Mistress of Evil (2019) using Judith Butler’s theory of gender performativity and Eagly and Karau’s role congruity theory to explore how female authority is performed through dialogue and expression. The research applies a qualitative narrative analysis, specifically through close textual analysis of selected scenes, dialogues, and visual expressions that foreground moments of leadership and power negotiation among female characters. The research focuses on Maleficent, Aurora, and Queen Ingrith as central figures of authority. The findings reveal that Maleficent embodies transformative guardianship, Aurora demonstrates inclusive and collaborative leadership, and Queen Ingrith represents authoritarian domination. Authority in the film is thus constructed not as a fixed trait but as a performance enacted through words, gestures, and presence. This study contributes to feminist film criticism by highlighting the complexity of female authority beyond empowerment discourse, showing how cinematic performance mirrors, the challenges faced by women leaders in political and social contexts, and underscoring the significance of recognizing diverse and ethically grounded models of female leadership.
Copyright (c) 2026 Imelda Aulia Arif, Masnia Rahayu https://creativecommons.org/licenses/by-sa/4.0
Unveiling Political Bias in English Newspapers of Indonesian News Portal: A Critical Discourse Analysis Approach
English language news portals have become important cites where political narratives are built for both local and global viewers as press freedom wanes in Indonesia and media ownership grows more concentrated. Although Indonesian media has seen increasing academic attention, few studies using Critical Discourse Analysis (CDA) have looked at how pro-government bias works linguistically in English-language political coverage during electoral cycles. Using Fairclough's three-dimensional CDA model on 25 news articles from four Indonesian online news portals such as, The Jakarta Post, Tempo English, Republika, and Antara News published during the 2024 presidential election, this study addresses that gap. A 16-point instrument assessing source selection, lexical choices, framing techniques, and information balance was used to judge articles. Results show that 56% of articles showed pro-government bias, with an average score of 4.52/16. During pre-election and election month times, bias levels were much greater than those in the post-election period. Pro-government bias was purposely created by means of partisan evaluative language, calculated source quoted, and strategic headline framing. The manifestation and intensity of bias were determined by contextual variables like temporal proximity to the election, issue sensitivity, law enforcement climate, and media channel attributes. The research shows how English language Indonesian political news systematically creates ideological positioning using language and frame strategies, therefore helping to explain bias mechanisms more generally in non-Western, EFL media environments.
Copyright (c) 2026 Faza Afifah Ghina Putri Abdilah, Izzati Gemi Seinsiani https://creativecommons.org/licenses/by-sa/4.0
Discovery Learning, Motivation, and Learning Focus: A Qualitative Study of Vocational Students in the TKR Program
This qualitative case study examines the influence of the Discovery Learning (DL) model on the motivation, learning focus, independence, and self-confidence of tenth-grade students in the Light Vehicle Engineering (TKR) program at SMK NU Sudirman Rogojampi. Data were collected through classroom observations, in-depth interviews with one English teacher and three students, and document analysis, following Miles and Huberman's analytical framework. The findings indicate that DL implementation enhanced student motivation and engagement through active participation in discovery tasks and collaborative discussions. The teacher’s facilitative role was pivotal in guiding students toward autonomous concept discovery, fostering an interactive classroom environment. Additionally, the approach supported the development of student independence and confidence in expressing ideas. This study contributes to the limited qualitative literature on DL within vocational English education, suggesting its potential in promoting a student-centered, practical learning culture aligned with vocational training objectives.
Copyright (c) 2026 Khanifil Istantina Hasan, Ahmad Faruk https://creativecommons.org/licenses/by-sa/4.0
Inner Conflict and Personality Structure of the Characters in the Film 1 kakak 7 keponakan: A Psychoanalytic Study of Sigmund Freud
This study examines the inner conflicts and personality structures of the central characters in the film 1 Kakak 7 Keponakan. This study uses a qualitative descriptive method with a literary psychology approach based on Sigmund Freud's psychoanalytic theory, particularly the concepts of id, ego, and superego. Data collection techniques are carried out through observation and note-taking techniques on dialogues, scenes, and the actions of the characters shown in the film. The purpose of this study is to describe the forms of inner conflicts and analyze the personality structures of the characters in facing the pressure of family responsibilities and social demands. The results of this study indicate that the characters in the film 1 Kakak 7 Keponakan experience inner conflict stemming from the conflict between personal desires, moral demands, and family obligations. The ego and superego personality structures appear more dominant in most characters, which is reflected through rational attitudes, empathy, and self-sacrifice in facing the realities of life. This inner conflict is controlled by the dynamics of interaction between the id, ego, and superego which influence the decisions and actions of the characters throughout the storyline.
Copyright (c) 2026 Niken Naodia Darti, Siti Nur Afifatul Hikmah https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Self-Regulated Learning and Academic Achievement in Arabic Language at Junior High School
This correlational study examined the relationship between Self-Regulated Learning (SRL) abilities and Arabic academic achievement among junior high school students. A total of 120 students from MTsN 2 Banyuwangi participated as respondents. Data were collected using a reliable 30-item SRL questionnaire (α = 0.89) and report card scores. The results of the Pearson Product Moment correlation test showed a significant positive relationship between SRL and academic achievement (r = 0.547; p < 0.001). The coefficient of determination (R² = 0.299) indicated that SRL contributed 29.9% to the variation in achievement. These findings indicate that students with better self-regulation skills tend to achieve higher academic achievement in Arabic. Therefore, the integration of SRL strategy training into learning is recommended to support improved learning outcomes.
Copyright (c) 2026 Munawarotul Laily, Anyes Lathifatul Insaniyah https://creativecommons.org/licenses/by-sa/4.0
A Reflection of Urban Corruption in Batman movie by Matt Reeves through Social Realism Perspective
This study examines how The Batman (2022) represents urban corruption through a Social Realism perspective. Using a qualitative descriptive method, the research analyzes selected scenes, dialogues, and visual elements that depict political, institutional, and social corruption within Gotham City. The findings indicate that corruption in the film is portrayed as systemic rather than individual, embedded in political authority, law enforcement, and urban structures. Through realist aesthetics and spatial representation, the film reflects contemporary concerns regarding institutional failure and socio-economic inequality. By applying Raymond Williams’ concept of Social Realism, this study demonstrates that a mainstream superhero film can function as a critical reflection of structural corruption in modern urban society. This research contributes to film studies by integrating corruption analysis within a social-realist framework applied to contemporary popular cinema.
Copyright (c) 2026 Radif Muhammad Fathoni, Wisnu Ragil Ananta, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
A Literature Review on Integrating Local Cultural Values into Curriculum Development
This study examines how The Batman (2022) represents urban corruption through a social realism perspective. Using a qualitative descriptive method, the research analyzes selected scenes, dialogues, and visual elements that depict political, institutional, and social corruption within Gotham City. The findings indicate that corruption in the film is portrayed as systemic rather than individual, embedded in political authority, law enforcement, and urban structures. Through realist aesthetics and spatial representation, the film reflects contemporary concerns regarding institutional failure and socio-economic inequality. By applying Raymond Williams’ concept of social realism, this study demonstrates that a mainstream superhero film can function as a critical reflection of structural corruption in modern urban society. This research contributes to film studies by integrating corruption analysis within a social-realist framework applied to contemporary popular cinema.
Copyright (c) 2026 Chuzaimah, La Sunra, Syarifuddin Dollah https://creativecommons.org/licenses/by-sa/4.0
Transformation of English Language Teaching: Educator and Technology Integration at University
This study investigates how English Language Teaching (ELT) at Universitas Sembilanbelas November Kolaka is transforming through the integration of technology in lecturers’ instructional practices. The research addresses the need for digitalized and culturally relevant pedagogy in post-pandemic higher education and aims to analyze lecturers’ technological integration, challenges, and its impact on learning. Using a qualitative descriptive design, data were gathered through interviews, classroom observations, and document analysis involving seven lecturers and thirty students. The findings show that lecturers increasingly adopt digital tools to support interactive learning and develop stronger technological–pedagogical competence. Technology-enabled activities such as collaborative writing, multimedia tasks, and AI-assisted feedback enhanced classroom engagement. The study also reveals that incorporating local cultural content into digital lessons significantly improves student motivation, demonstrating the importance of culturally responsive approaches in technology-mediated ELT. These results highlight the need for institutional support to sustain meaningful digital transformation in higher education.
Copyright (c) 2026 Hariadi Syam, La Sunra, Syarifuddin Dollah https://creativecommons.org/licenses/by-sa/4.0
Prefixed Denominal Verbs in Indonesian Children's Story
This study aims to describe the prefixes that form denominal verbs and their meanings in Indonesian children's storybooks. Previous research tends to be general and less focused on children's production. This study examines prefixes and their meanings to describe the extent to which junior high school children master denominal verbs. With a descriptive qualitative approach, the research data in the form of sentences with denominal verb predicates are taken from the anthology Jangan Pernah Menyerah Wujudkan Mimpimu by junior high school students. The listening and note-taking methods were used for data collection, while the direct element division and paraphrasing techniques were used for affix and meaning analysis. The results show that junior high school students are able to produce denominal verbs with various prefixes. The prefix "ber-" is the most productive (274 verbs), followed by "me(n)-" (192 verbs), "ter-" (77 verbs), and "di-" (12 verbs). The dominance of ber- and me(N)- shows a tendency towards active verbs, although some verbs with ter-, such as tersenyum ‘to smile,' also function actively. Students show good morphophonemic mastery of the morphemes {ber} and {me}. The meanings of the verbs vary depending on the prefix: me(N) has 13 meanings, ber has 10 meanings, ter has 2 meanings, and di has 1 meaning. These results reflect a good command of morphology as well as a tendency towards concrete meanings and physical activities, showing students' ability to form and understand various meanings from denominal affixes.
Copyright (c) 2026 Sotyarani Padmarintan, Tri Mastoyo Jati Kesuma https://creativecommons.org/licenses/by-sa/4.0
Designing English Handbook for the Department of Architectural Engineering and Building Information at Vocational High School
This research aimed to design an English handbook specifically for students of the Department of Architectural Engineering and Building Information. The study was conducted to address the lack of appropriate English learning materials that focus on technical vocabulary and communication skills relevant to the students’ field of study. The research employed a Research and Development (R&D) approach using the 4D model, which consists of Define, Design, Develop, and Disseminate stages. Data were collected through needs analysis, expert validation, and student responses. The final product was an English handbook containing technical vocabulary, reading texts, and practice activities related to architectural engineering and building information. The results indicated that the developed handbook was valid, practical, and suitable to support students in improving their English skills for academic and professional purposes.
Copyright (c) 2026 Nabila Shita Nurul Haliza, Amalia Yahya, Fadhliyah Rahmah Muin https://creativecommons.org/licenses/by-sa/4.0
Transformation of the Paradigm of Arabic Language Learning Based on Student-Centered Learning: A Systematic Literature Review Study (2015–2025)
This study examines the implementation of Student-Centered Learning (SCL) in Arabic language learning by analyzing its forms, effectiveness, and implementation challenges. Using a Systematic Literature Review (SLR) based on PRISMA guidelines, articles were retrieved from Google Scholar using the keywords “Student-Centered Learning” AND “Arabic Learning” for the period 2015–2025. From 1,470 identified studies, 16 articles met the inclusion criteria and were analyzed through thematic synthesis focusing on SCL models, learning outcomes, and implementation factors. The findings reveal that Project-Based Learning (PjBL), Task-Based Language Teaching (TBLT), and collaborative blended learning are the most frequently applied SCL models and are effective in improving students’ productive skills, motivation, confidence, and engagement. Nevertheless, challenges persist, including limited teacher competence, a lack of authentic learning resources, insufficient institutional support, and infrastructural constraints. This study is among the first SLRs to specifically examine SCL implementation in Arabic language learning within the Indonesian context. The findings provide practical insights for teachers, curriculum designers, and policymakers to strengthen the design and implementation of SCL-oriented Arabic language instruction.
Copyright (c) 2026 Elva Nurhidayah, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Code-Switching In Ritueli Daeli’s Youtube Playlist: A Content Analysis Of ‘Learning Englishfrom Zero’ Episodes 1–5
Despite the increasing prevalence of digital educational materials, code-switching as a viable teaching strategy has gained significant traction. This study aimed to identify structural codes of code-switching and their use in communication within the YouTube playlist "Learning English from Zero" by Ritueli Daeli, consisting of episodes 1 to 5. In this study, a qualitative approach employed inductive content analysis with a deductive coding scheme to examine 196 code-switches across a cumulative total of 84 minutes using the frameworks proposed by Poplack (1980) and Appel & Muysken (2006). The study determined that overall, inter-sentential code-switching dominated, with 106 instances (54.08%), while referential code-switching comprised the majority of instances within the discourse, with 104 instances (53.06%), followed by the use of metalinguistic code-switching with 55 instances (28.06%). This study determined that code-switching as an element in teaching can be highly beneficial, particularly for beginners navigating the ESL environment.
Copyright (c) 2026 Indana Zulva Wulandari, M. Ridho Kholid, Istiqomah Nur Rahmawati https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Growth Mindset and Foreign Language Speaking Anxiety (FLSA) in Arabic Language Learning (A Study of Grade XII Religious Studies Student at Senior High School)
This study examined the relationship between growth mindset and foreign language speaking anxiety (FLSA) among Grade XII Religious Studies students at MAN 1 Banyuwangi. Using a quantitative correlational design, data were collected in 2025 from 37 students through Likert-scale questionnaires measuring growth mindset (based on Dweck’s theory) and FLSA (adapted from the Foreign Language Classroom Anxiety Scale). Data were analyzed using descriptive statistics and Pearson Product Moment correlation after meeting statistical assumptions. The results indicated that students demonstrated a moderate to high level of growth mindset and a moderate level of FLSA. Correlation analysis revealed a significant positive relationship with strong effect size (r = 0.720, p < 0.001), indicating that higher growth mindset was associated with higher speaking anxiety. This finding contrasts with dominant studies reporting negative correlations between the two variables. In this context, the positive association may reflect facilitative anxiety, suggesting that students with stronger developmental beliefs experience heightened performance awareness rather than debilitating fear. These findings highlight the contextual complexity of the relationship between growth mindset and language anxiety and suggest the importance of integrating cognitive and emotional support in foreign language instruction.
Copyright (c) 2026 Jeannyta Eka Maulindah, Mahbub https://creativecommons.org/licenses/by-sa/4.0
Islamic Ethical Literacy in the Use of Artificial Intelligence (AI) for Writing Scientific Articles among First Semester PAI Students at University
The rapid development of Artificial Intelligence (AI) has significantly influenced academic practices in higher education, including the process of writing scientific articles. While AI offers efficiency and accessibility in obtaining academic information, it also raises ethical concerns, particularly regarding academic integrity and responsible use of technology. This study aims to explore Islamic ethical literacy in the use of AI for writing scientific articles among first-semester students of the Islamic Religious Education (PAI) program at the Faculty of Tarbiyah and Teacher Training (FITK), Universitas Islam Negeri Sumatera Utara (UINSU). The research employs a qualitative phenomenological approach to understand students’ lived experiences, perceptions, and ethical considerations in utilizing AI during academic writing. Data were collected through in-depth interviews, observation, and documentation. The findings reveal that students generally recognize AI as a supportive learning tool; however, their level of Islamic ethical literacy varies. Some students use AI as a means of academic assistance, such as generating ideas and clarifying concepts, while others tend to rely on AI excessively without adequate critical reflection. The study also identifies several Islamic ethical values guiding AI usage, including honesty (ṣidq), trustworthiness (amanah), responsibility (mas’uliyyah), and the pursuit of public benefit (maṣlaḥah). Factors influencing ethical literacy include religious education background, academic culture, lecturer guidance, and digital environment. The research concludes that strengthening Islamic ethical literacy is essential to ensure that AI supports intellectual development without compromising academic integrity or moral character. Integrating Islamic ethical principles into digital literacy education is therefore recommended for Islamic higher education institutions.
Copyright (c) 2026 Willi Rahim Marpaung, Salminawati, Zaini Dahlan https://creativecommons.org/licenses/by-sa/4.0
Secondary Slang Found on Song Lyrics; Drake’s World
Copyright (c) 2026 Vinsensius Aleksandro Rivaldo Jegau, Ni Nyoman Deni Ariyaningsih https://creativecommons.org/licenses/by-sa/4.0