Articles
<![CDATA[Students’ Perception of the Use of AFDAL as LMS in English Language Classroom at SMPIT Al Fityan School Gowa ]]>
<![CDATA[Firdaus, Firawati]]>;
<![CDATA[G, Hasriani]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 1, January (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research aims to determine students' perceptions of the use of AFDAL as an LMS in the English class of SMPIT Al Fityan School Gowa. Researchers apply qualitative methods to achieve research objectives. The data collected was in the form of questionnaires and interviews. The subjects of this research were class VIII students of SMPIT Al Fityan School Gowa for the 2022/2023 academic year. The questionnaire sample was 53 students and interviews were 6 students taken using the Purposive Sampling technique. The results of data analysis based on three TAM constructs, Perceived Ease of Use, Perceived Usefulness, and Attitude Toward Using, show that students' perceptions of using AFDAL as an LMS are in a good category. Therefore, it can be concluded that class VIII students at SMPIT Al Fityan School Gowa have a good perception of the use of AFDAL LMS in learning English.]]>
<![CDATA[The Problems in Learning English at SMP Negeri 26 Makassar ]]>
<![CDATA[Jumratun, Jumratun]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v3i4, October.67082
<![CDATA[This study aimed to assess the students’ problems in learning English and factors that cause the students’ problems in learning English at SMP Negeri 26 Makassar. There were 6 students in the eighth grades who participated in this research. This is qualitative descriptive research which used observation and interview as the data collections technique. Based on findings, the data showed that there were eight problems faced by students in learning English they are: 1) Lack of vocabulary, 2) Vocabulary problem, 3) Lack of grammar mastery, 4) Anxiety, and 5) Unsupportive environment, 6) Spelling problem, 7) Listening difficulties, 8) Missintonation and there were three factors led to students’ problems in learning English, namely motivation, personality, and environment.]]>
<![CDATA[The Use of Online Spelling Bee Game in Teaching Vocabulary ]]>
<![CDATA[Amelia, Andi Resky]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study is arranged to know the effect of the use of spelling bee online game to students’ vocabulary mastery in English subject. This thesis has a problem statement namely, does the Spelling Bee Online Game give effect on students’ vocabulary, and the objective of this research is to find out the effect of spelling bee online game on students’ vocabulary. This research used the pre-experimental method which is the part of quantitative method . while, the population of this research is seventh grade student of SMPN 3 MARBO and the sample of this research was 25 students from class VII A. The instrument of this research was vocabulary text. The research used a spelling bee online game, with the pretest used to determine the students' basic vocabulary competence and the posttest used to determine the students' vocabulary improvement following the treatment. There were twenty items on the test, with five options for each number. Next, SPSS 22 was used to compute and analyze the test. The study concludes that spelling bee online game is useful for increasing seventh-grade students’ vocabulary at SMPN 3 Marbo. A notable difference in the students’ mean scores on the pretest and posttest served as evidence. The pretest mean score was 31.60, whereas the posttest score was 76.60, and the value of the sig (2-tailed) was 0.000.]]>
<![CDATA[Teacher’s Strategies in Teaching Auxiliary Verbs at SMP Negeri 1 Mamasa ]]>
<![CDATA[Asglorya, Desri Novia]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 1, January (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research aims to find out the teaching strategies applied by the teacher in teaching auxiliary verbs and also to know the students’ level of mastery of auxiliary verbs. The type of this research is descriptive with quantitative and qualitative data. The result of this research is based on the qualitative data the teacher at SMP Negeri 1 Mamasa applied a few strategies in teaching auxiliary verbs, they are problem-based learning, discovery learning or inquiry learning, and project-based learning. Besides that, based on the quantitative data, the students’ level of mastery is in the A2 level, 45% of the students are in the basic A2, 42,5% students are in the high basic A2, and 12,5 % in pre-intermediate B1 level of mastery it can be concluded that the students level of mastery of auxiliary verbs, most of the grade eight students at SMP Negeri 1 Mamasa still did not understand the auxiliary verbs well. ]]>
<![CDATA[Students’ Learning Strategies to Increase Their English Reading Interest ]]>
<![CDATA[Perti, Desy Puspasari]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i2, April.72628
<![CDATA[This research focused on identifying the learning strategies of eighth-grade students at SMPN 18 Makassar to increase their English reading interest. This research used a descriptive qualitative method to achieve the research objective. The data was collected through interviews. The subject of this study was 7 students of grade VIII SMPN 18 Makassar, academic year 2023/2024, and selected using a simple random sampling technique. The findings revealed that the students applied cognitive, metacognitive, and socio-affective strategies in improving their reading interest. Cognitive strategies help students understand and remember information better by summarizing the text. Metacognitive strategies such as planning, monitoring, and evaluating help students to manage their learning process, which makes reading more purposeful. Socio-affective strategies involve social interaction and emotional support, like interacting with friends or teachers, and self-reward makes reading more enjoyable. Therefore, it is essential to incorporate these strategies into educational practices to make reading more effective and enjoyable for students.]]>
<![CDATA[The Influence of Students' Educational Background on Learning Outcomes in English Subjects at MA Pesantren Tarbiyah Takalar ]]>
<![CDATA[Pratiwi, Hedriana]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i3, July.76605
<![CDATA[This research aims to determine the influence of students' educational background on learning outcomes in English subject. This type of research is ex post facto quantitative research. This research was conducted to determine the causes or reasons for the existence of differences in behavior or status of individual groups. The sample in this research was students of MA Pesantren Tarbiyah Takalar classes Xa and Xb, totaling 45 students. The research instruments used are questionnaires and documentation of learning outcomes. The questionnaires given to students contains 10 questions about educational background and documentation of learning outcomes used to determine students' learning outcomes by looking at the learning outcome report. Data were analyzed using descriptive statistics and inferential statistics. The research results show that ?count = 0,118 and ?????? = 2,016 so ?count < ?????? (0,118 < 2,016) means that there is no influence of students' educational background on learning outcomes in English subject at MA Pesantren Tarbiyah Takalar.]]>
<![CDATA[The Impact of Mind Mapping Technique on EFL Learners’ to Teach Vocabulary ]]>
<![CDATA[Indani, Nirfa]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i3, July.76622
<![CDATA[This research investigates the impact of the mind mapping technique on enhancing students’ vocabulary achievement. Employing a pre-experimental research design, data were gathered through the administration of pre-tests and post-tests. The study population consisted of eleventh-grade students from SMPN 1 Tellu Limpoe, with a sample of 30 students selected through cluster random sampling. The findings reveal a statistically significant improvement in vocabulary achievement following the implementation of the mind mapping technique. The results of the T-test analysis show a T-value of 0.001, which is considerably lower than the predetermined significance level of 0.05, indicating a meaningful effect. Furthermore, the N-Gain score analysis categorizes the level of improvement as a medium category. These outcomes suggest that the mind mapping technique contributes significantly to enhancing students’ vocabulary achievement.]]>
<![CDATA[The Use of Charades Game in Teaching Vocabulary at SMPN 1 Pallangga ]]>
<![CDATA[Bahsyar, Zulhijjah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i3, July.76614
<![CDATA[This study aims to determine the effectiveness of charades game in teaching vocabulary at SMP Negeri 1 Pallangga. The research used a pre-experimental method with a one-group pre-test and post-test design. The population were 7th-grade students from the 2024/2025 school year, with class VII.4, consisting of 45 students, chosen through cluster sampling. The instrument used in this study was a vocabulary test with four types of questions: fill in the blank, cloze-gap, definition, and sentence writing, totaling 20 items. The analysis of pre-test and post-test scores showed a significant improvement in students' vocabulary after using the charades game. The t-test result was 13.576, which is higher than the t-table value of 2.015, and the 2-tailed significance was less than alpha (α) 0.001 < 0.05. This means the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. In conclusion, the charades game is effective in improving vocabulary skills among students at SMPN 1 Pallangga.]]>
<![CDATA[The Readiness of Elementary School Teacher to Teach English: The Merdeka Curriculum Perspectives ]]>
<![CDATA[Rojuna, Citra Arba]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 3, July (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v3i3, July.65712
<![CDATA[This research aims to find out the readiness of elementary school teacher to teach English since Merdeka curriculum has been implemented. The method used in this research is a qualitative descriptive method. The participant in this research were teachers from SDN. No 57 Centre Mangadu who assigned to teach English since Merdeka curriculum has been implemented in elementary school. A teacher was selected as participant by using purposive sampling technique. The instruments used in this research were interview to analyze the data qualitatively and descriptively from the interview transcript and also an observation by using observation checklist to check the consistency between the results of interview and observation. Overall, there are readiness and unreadiness of the teacher to teach English in elementary school since Merdeka curriculum has been implemented. The readiness regarding the teacher in teaching English include 1) the teacher makes thorough preparations before the English teaching and learning process in class, 2) the teacher prepares herself independently to teach English, 3) the teacher studies materials to be taught before the teaching and learning process, 4) the school provides sufficient facilities for learning English, and 5) the teacher experiences difficulties in teaching English but are able to overcome them in various ways, 6) the teacher uses discussion and project methods in learning English carried out by students in groups, and 7) implement inclusive learning in accordance with the Merdeka curriculum policy. Meanwhile, the unreadiness of teacher in teaching English include 1) the teacher assigned to teach English is graduate from primary school teacher education, not English education, 2) the teacher admitted that she did not know a lot of vocabulary and grammar in English and how to pronounce the words correctly, 3) there is no training carried out by the school for teachers assigned to teach English, 4) the teacher only use internet as a medium for learning English, and 5) the Merdeka curriculum is not applied in all classes, 6) mispronunciation comes from the teacher in English learning and teaching process in the class. From these findings, it can be concluded that the teacher is ready to teach English in elementary school as she assigned to because the readiness of the teacher is more dominant than her unreadiness to teach English.]]>
