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 ]]>
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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 ]]>
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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 ]]>
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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 ]]>
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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 ]]>
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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 ]]>
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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 ]]>
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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[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 ]]>
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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.]]>
<![CDATA[THE EFFECT OF YOUTUBE VIDEOS IN IMPROVING STUDENTS’ LEARNING INTEREST AT SMP NEGERI 1 WATAMPONE ]]>
<![CDATA[Rishanda, Raihan]]>;
<![CDATA[Abduh, Amirullah]]>;
<![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 ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83402
<![CDATA[This study investigates the effect of YouTube videos as a learning media in improving students’ learning interest at SMP Negeri 1 Watampone. The method used is quantitative, utilizing a pre-experimental design. The research involved 27 students from class IX CIBI, with data collected through pre- and post-questionnaires administered before and after a four-meeting intervention using YouTube videos from February to March 2025. The study employed a quantitative approach, with data analyzed using descriptive statistics and a paired samples t-test via SPSS v.25.0. Findings revealed a significant increase in students’ learning interest, with the mean score rising from 66.1852 (high category) in the pre-questionnaire to 80.1481 (high, approaching very high) in the post-questionnaire, and a p-value of 0.000 (< 0.05), leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). The results indicate that YouTube videos significantly improve students’ learning interest by fostering engagement, attention, participation, and feelings of pleasure. This study underscores YouTube as an effective educational tool to address the limitations of traditional teaching methods, offering practical implications for teachers to integrate multimedia into English instruction and suggestions for future research to explore additional educational outcomes.]]>
<![CDATA[The Impact of Mother Tongue on Students’ Speaking Skills ]]>
<![CDATA[Parawansyah, Azzahra Ellyasari]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May ]]>
Publisher : <![CDATA[Yayasan Cendekiawan Indonesia Timur ]]>
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DOI: 10.59065/jotes.v3i1.271
<![CDATA[This study aims to describe the impact of mother tongue use on students' English-speaking skills in terms of fluency, accuracy, confidence, expression, and response. This study uses a descriptive qualitative approach and was conducted at SMP Negeri 7 Mappakasunggu, Takalar Regency, South Sulawesi. The research subjects consisted of six eighth-grade students selected through purposive sampling based on their tendency to use their mother tongue in English-speaking activities. Data were collected through classroom observation and semi-structured interviews, then analyzed using the interactive analysis model of Miles, Huberman, and Saldana. The results showed that excessive use of the mother tongue had an impact on low fluency, grammatical errors, limited vocabulary, underdeveloped expression, and slow and brief responses. However, this study also found that the mother tongue has a positive and constructive role, particularly in helping students understand the material, formulate ideas before speaking, and increase their sense of security and courage through translanguaging practices. Thus, the mother tongue does not only function as an obstacle, but can also be a source of support for learning to speak English when used in a targeted manner.]]>
