Articles
<![CDATA[Investigation on Student Perspective Toward the Use of Music in English Learning Process ]]>
<![CDATA[Rahman, St. Aulia]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78158
<![CDATA[This study investigates students' perspectives and the impacts of using music in the English learning process. Conducted with 35 students from the English Education Study Program at Universitas Negeri Makassar, the research employed a sequential explanatory mixed-methods design, combining quantitative data from Likert-scale questionnaires and qualitative insights from interviews. The quantitative analysis revealed a mean score of 100.31, indicating an overall positive perspective among students. Key findings demonstrated that music enhances motivation (77.15% agreement), improves vocabulary retention (74.29%), and creates a relaxed learning environment (62.86%). Students also reported increased confidence and engagement. However, challenges such as fast-paced lyrics (60% agreement) and occasional pronunciation difficulties were noted. Qualitative interviews corroborated these results, highlighting music’s role in reducing anxiety and fostering enjoyment. The study concludes that integrating music into English learning is highly beneficial, supporting cognitive and emotional aspects of language acquisition. Recommendations include incorporating diverse music genres, addressing pronunciation challenges, and optimizing song selection to align with learners’ proficiency levels. These findings underscore music’s potential as an effective pedagogical tool, encouraging educators to leverage its advantages while mitigating identified challenges.]]>
<![CDATA[The Use of Extensive Reading Activities to Improve Junior High School Students’ Reading Interest ]]>
<![CDATA[Nurhanifah, Sitti]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78159
<![CDATA[This study seeks to evaluate the impact of extensive reading on enhancing students' reading interest at SMP Negeri 1 Pallangga. This study utilizes a pre-experimental approach with a one-group pre-test and post-test design, incorporating a questionnaire to assess reading interest. The participants are eighth-grade students from the 2024/2025 academic year, specifically class VIII 5, consisting of 37 students selected through cluster sampling. The instruments used in this study include a reading interest questionnaire with two categories of questions: situational and individual, consisting of 30 questions. The paired samples t-test for the pre- and post-questionnaire yielded a t-value of -17.512, exceeding the t-table value of 2.028, with a two-tailed significance of < 0.001, which is smaller than α = 0.05. This indicates that the null hypothesis (H₀) is rejected, while the alternative hypothesis (H₁) is accepted. In conclusion, extensive reading is proven to be effective in enhancing students' reading interest at SMPN 1 Pallangga.]]>
<![CDATA[Analysis of the Influence of ChatGPT on Students Learning Motivation in Improving English Intensive Reading Skill ]]>
<![CDATA[Ramadhan, Siti]]>;
<![CDATA[Aeni, Nur]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 1, January (2026): 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.v5i1, January.82909
<![CDATA[This qualitative study aims to explore how ChatGPT influences students’ learning motivation in the context of English language learning. The study is motivated by the increasing integration of artificial intelligence in education, which is believed to enhance students’ engagement and self-directed learning. Data were collected through semi-structured interviews with ten sixth-semester students of the English Education Department at Universitas Negeri Makassar, who were selected using purposive sampling. Thematic analysis was applied to identify recurring patterns in students’ perceptions. The findings indicate that ChatGPT has a positive impact on students’ learning motivation through three main aspects: autonomy, competence, and engagement. ChatGPT enhances students’ sense of autonomy by providing flexible access to information, quick responses, and personalized assistance that allow learners to control their own learning pace. It strengthens students’ competence by simplifying difficult materials, offering detailed explanations, and building their confidence in understanding English reading texts. Furthermore, ChatGPT promotes engagement by creating interactive learning experiences and providing enjoyable, low-pressure communication that reduces anxiety and increases participation. Several participants also mentioned that ChatGPT encourages curiosity and inspires them to explore learning materials beyond classroom instruction. However, some students reported a potential drawback, noting that overreliance on ChatGPT may decrease self-initiative in independent study. Overall, the results suggest that ChatGPT functions as an effective virtual learning assistant that supports both intrinsic and extrinsic motivation, fosters self-regulated learning, and contributes to students’ enthusiasm for developing English proficiency.]]>
<![CDATA[The Role of Extracurricular English Club Activities to Improve Students’ Speaking Skills at MTsN 1 Jeneponto ]]>
<![CDATA[Aeni, Zahratul]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 1, January (2026): 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.v5i1, January.82896
<![CDATA[This study aims to analyze the role of English Club extracurricular activities in improving students' speaking skills at MTsN 1 Jeneponto. Speaking skills are very important for students to communicate effectively in English, but many students face difficulties in mastering this skill due to limited opportunities to practice in a regular classroom environment. The method used is qualitative with an observational research design of 7 samples involved in English club extracurricular activities, using a purposive sampling technique. The researcher used observation, interview, and documentation methods as research instruments to obtain results.]]>
<![CDATA[The Use of Extensive Reading Activities to Improve Junior High School Students’ Vocabulary ]]>
<![CDATA[Nurhanifah, Sitti]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 1, January (2026): 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.v5i1, January.82882
<![CDATA[The study seeks to determine the effectiveness of extensive reading in increasing students' vocabulary at SMP Negeri 1 Pallangga. This research employs a pre-experimental approach utilizing a one-group pre-test and post-test design, using a vocabulary test. The participants of this study are eighth-grade students of the 2024/2025 academic year, specifically class VIII 5, consisting of 37 students selected through cluster sampling. The study employs the following instruments: a vocabulary test with four categories of questions: meaning, word class, and word use, totaling 20 items. The Wilcoxon signed-rank test results indicate a Z value of -5.077 with a p-value (Asymp. Sig. 2-tailed) of 0.000, which is lower than α = 0.05. This leads to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (H₁). Thus, it can be concluded that extensive reading is effective in enhancing students' vocabulary at SMPN 1 Pallangga.]]>
<![CDATA[EFL Students’ Perception of the Effectiveness of Blended Learning Environment in Higher Education ]]>
<![CDATA[Pakiding, Daniel]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 1, January (2026): 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.v5i1, January.82911
<![CDATA[This study aimed to discover EFL Students’ Perception of The Effectiveness of Blended Learning Environments in Higher Education. The researcher applied a descriptive qualitative method to achieve the research objective. The data were collected through semi-structured interviews. The subjects of the research were ten English Education Study Program students at the Faculty of Languages and Literature, Universitas Negeri Makassar. The subjects were chosen by using a random sampling technique. Based on the results of the study, the students perceived that the blended learning environment in higher education is still considered less effective in supporting their learning process. There are several reasons why they concluded that the blended learning environment is still less effective. Some of the reasons include a lack of classrooms, online learning websites that often crash, and inconsistent class scheduling. The findings imply that a variety of factors, such as teaching methodology, institutional support, and technological usability, influence students' opinions of blended learning. This study emphasizes the necessity for universities to guarantee dependable infrastructure and inclusive learning environments, as well as for instructors to enhance online involvement.]]>
<![CDATA[Exploring The Challenges Encountered by Students to Speak English at MA Guppi Sapakeke ]]>
<![CDATA[Anita, Nur]]>;
<![CDATA[Hasriani, Hasriani]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/performance.v5i1.83011
<![CDATA[This research aims to identify the elements that contribute to students' difficulties speaking English in class as well as the difficulties they face in doing so. This research uses a qualitative descriptive approach in the form of a case study format approach. This information is collected through observation and semi-formal interviews. The participants were class 12 students of MA Guppi Sapakeke. For this research, researcher used ten students as samples. Students face challenges in speaking English in class due to lack of grammar, lack of vocabulary, poor pronunciation, and nervousness. These problems contribute to poor understanding and anxiety, and are exacerbated by the fear of making mistakes and being laughed at. Factors contributing to these challenges include limited opportunities for independent study, lack of motivation to increase vocabulary, and lack of prior English language learning. Furthermore fear of making mistakes and being laughed at also contributes to anxiety.Keywords: Exploring, Challenges, Speaking]]>
<![CDATA[The Use of Authentic Reading Materials (ARMs) to Develop Students’ Vocabulary ]]>
<![CDATA[Rifqah, Rifqah]]>;
<![CDATA[Radhiyani, Fitri]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/performance.v5i1.83008
<![CDATA[Vocabulary development is essential for English language learners, yet many junior high school students struggle with limited vocabulary due to unengaging instructional resources. This research aims to explore the effectiveness of Authentic Reading Materials (ARMs) in developing the vocabulary of eighth-grade students at SMP Aisyiyah Sungguminasa. This research employed a quantitative pre-experimental design with a one-group pretest-posttest approach. The researcher selected 26 students using cluster random sampling and collected data through vocabulary tests administered before and after the treatment. The intervention involved real-world texts such as brochures, signs, posters, and inspirational quotes to present vocabulary in context. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test via SPSS. The findings revealed a significant improvement in students’ vocabulary, with the mean score increasing from 42.12 in the pre-test to 63.27 in the post-test. Statistical analysis confirmed this growth with a significance value (p) of < .001. Consequently, this research concludes that ARMs effectively enhance vocabulary development by providing real-life contexts that aid retention. These materials serve as a practical and motivating alternative to traditional memorization methods for junior high school students.Keywords: authentic reading materials, EFL, real-life communication, secondary school, vocabulary development]]>
<![CDATA[Power Relation in Catherine Steadman’s The Family Game ]]>
<![CDATA[Ilcham, Andi Tiara Annisa]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/performance.v5i1.82999
<![CDATA[English language learning in Indonesian secondary schools continues to face challenges, particularly in developing balanced mastery of the four core language skills: listening, speaking, reading, and writing. One of the contributing factors is the limited use of interactive digital learning media that can actively engage students in the learning process. This study aims to examine students’ improvement in English achievement through the use of the Nearpod application as a digital learning medium. The study employed a pre-experimental design using a one-group pre-test and post-test model. The participants were students of SMA IT Al-Fatih Makassar who received English instruction using Nearpod-based learning activities. Quantitative data were collected through pre-test and post-test instruments covering the four English language skills. The data were analysed using descriptive statistics and inferential analysis to identify changes in students’ achievement before and after the implementation of Nearpod. The findings reveal that students demonstrated improvement in English achievement after the intervention, with more noticeable changes in listening and reading skills compared to writing and speaking skills. The results suggest that the integration of Nearpod can support students’ learning improvement, particularly in receptive language skills, within the context of English as a foreign language instruction.Keywords: English achievement, students’ improvement, Nearpod application, digital learning media, EFL]]>
<![CDATA[ENGLISH LANGUAGE EDUCATION STUDENTS’ ATTITUDE TO ENGLISH LANGUAGE LEARNING AT UNIVERSITAS NEGERI MAKASSAR ]]>
<![CDATA[Permatasari, Hartika]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v5i1, March.83394
<![CDATA[The purpose of this study is to determine the attitudes of English education students at Makassar State University's English Department toward English language learning during the fourth semester of the 2023–2024 academic year. Because the descriptive quantitative approach can be utilized to get information on students' perceptions of linguistic attitudes, the researcher used it as the design method. A questionnaire was also provided to gather data. Thirty students from classes A, B, and D at Universitas Negeri Makassar made up the study's sample. The sample was gathered using the Random Sampling Technique. With 15 (50%) students classed as having a good attitude and 15 (50%) as having a neutral attitude, the results demonstrated that students generally had a fairly positive and neutral attitude. Since they understand the many advantages of learning the language, pupils' motivation in English is inextricably related to their optimistic outlook. 72% of students strongly felt that it is very important for their academic and future professional lives, according to these statistics.]]>
