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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cakrawala Indonesia Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Madaniya Interference: Journal of Language, Literature, and Linguistics Jurnal Dedikasi JOLLT Journal of Languages and Language Teaching EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Jurnal Abdimas Komunikasi dan Bahasa Juwara : Jurnal Wawasan dan Aksara Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE The Academic: English Language Learning Journal Mutiara: Multidiciplinary Scientifict Journal Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) BAKTI : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Maemuna Muhayyang
Universitas Negeri Makassar
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Journal : JoEELE

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The Impact of Written Feedback on Students’ Learning Motivation Abdullah, Sitti Aisyah; Muhayyang, Maemuna; Korompot, Chairil Anwar
Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i2, April.72630

Abstract

This study examines the significant impact of written feedback on students' learning motivation, focusing on three key types: writing skills feedback, content feedback, and motivational feedback. Utilizing a qualitative research method, data were gathered through structured interviews with seven 8th-grade students at SMPN 18 Makassar, selected through simple random sampling. The research explores how these types of feedback contribute to students' overall academic progress and intrinsic motivation to learn. Writing skills feedback helps students identify and correct errors, enhancing the structure and quality of their written work. Content feedback ensures the clarity, completeness, and understanding of learning materials, allowing students to gain deeper insight into the subject matter. Motivational feedback, on the other hand, plays a critical role in boosting students’ self-confidence, encouraging perseverance, and fostering a positive attitude toward learning. The findings indicate that these three types of written feedback positively influence students’ learning motivation by promoting greater engagement and persistence in learning tasks. Written feedback not only aids in improving students’ writing performance but also contributes to their personal development by making the learning process more interactive and rewarding. The study concludes that the strategic use of written feedback can significantly enhance students’ learning motivation, ultimately leading to better academic outcomes.
Teacher Reinforcements on Students’ English Learning Motivation Alqadry, Nusul Anti; Muhayyang, Maemuna; Samtidar, Samtidar
Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i3, July.76620

Abstract

The purpose of this research is to determine the effect of giving reinforcement on students' motivation to learn English. Researcher used a descriptive quantitative approach with an Ex-post facto research design without giving special treatment to research subjects. This research was conducted at UPT SMK NEGERI 6 Makassar at the XI Culinary 1 and 2 class levels, with a total population of 31 students. The sample of this study used all the existing population. The results indicated that teacher reinforcement was at a relatively low level, with an average score of 46.6, while students' motivation to learn English was at a moderate level, with an average score of 53.38. The results of the statistical analysis indicated that the impact of teacher reinforcement on student motivation was not statistically significant, with a regression coefficient (β1) of -0.044 and p-values of 0.720 from the t-test and F-test, which exceeded the 0.05 significance level. So, it fails to reject H0. Based on these results, it can be concluded that the teacher reinforcement given does not have a significant effect on student learning motivation.
The Profile of Teachers' Emotional Intelligence in EFL Classroom Bashir, Sitti Nurul Mutmainnah Al; Muhayyang, Maemuna; Sofyan, Ryan Rayhana
Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i3, July.76618

Abstract

The objectives of this research are to find out (1) the level of teachers' emotional intelligence in English as a foreign language (EFL) classroom interaction at SMPN 2 Mappakasunggu, and (2) the affecting factors of the level of teachers' emotional intelligence in English as a foreign language (EFL) classroom interaction are at SMPN 2 Mappakasunggu. Utilizing a qualitative descriptive research design, the researchers conducted observation and interview with four English teachers at SMPN 2 Mappakasunggu. The results identified that teachers' emotional intelligence levels are divided into five aspects: self-awareness, self-regulation, motivation, empathy, and social skills. The study also identified internal factors, such as hereditary factors, religious factors, building-relationship factors, self-motivation, and external factors, including family factors, school environment factors, and community environment factors, that influence teachers' emotional intelligence. The findings also suggest that teachers with higher levels of emotional intelligence tend to create a more positive classroom atmosphere, handle conflicts more effectively, and demonstrate a greater ability to motivate and engage students. Conversely, teachers with lower levels of emotional intelligence may struggle with classroom management and face challenges in building strong relationships with their students. Based on these findings, it is recommended that teachers attend training that can improve emotional intelligence, and further research should be suggested to explore the effect of emotional intelligence on student learning outcomes.
Analysis of Students’ Speaking Anxiety in EFL Classroom Putri, Hadriyanti Eka; Muhayyang, Maemuna; Aeni, Nur
Journal of Excellence in English Language Education Vol 3, No 1, January (2024): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v3i1, January.59623

Abstract

This study was carried out to investigate the types of students’ speaking anxiety in EFL classroom. This research used qualitative descriptive research. The subject of this study was six students from the third semester of the English Education Department Class C batch 2021, State University of Makassar. They were recruited using a purposive sampling technique. This study used observation and interview as the research instruments. The interview was used to determine the types of students’ speaking anxiety in EFL classroom and the observation was used to support the interviews’ data. It is concluded that oral presentation, limited vocabulary, fear of making mistakes, lack of preparation, and lecturer’s personality and attitudes were the main factors that contributed to students’ speaking anxiety in EFL classroom. The results of this study established that most students experienced test anxiety and fear of negative evaluation as the types of their speaking anxiety.
The Use of Text Twist Game through Mind-Mapping to Improve Students’ Vocabulary Fadhilah, Nur; Muhayyang, Maemuna; Aeni, Nur
Journal of Excellence in English Language Education Vol 3, No 2, April (2024): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v3i2, April.61638

Abstract

The research aimed to determine whether or not using mind mapping with the Text Twist game improves students' vocabulary. Pre-experimental design was employed by the researcher. The current research focuses on a pre-test and post-test for a single group that consists of 40 multiple-choice vocabulary questions. There were 143 students enrolled in the eighth grade at UPT SPF SMP Negeri 47 Makassar when this research took place. Applying the purposive sampling technique, a total of 36 students from class VIII/4 were used for the sample. The researcher analyzed the data quantitively by using SPSS 25. According to the research's findings, the sample's mean score before treatment was 62.152, while the mean score after treatment was 83.333. The paired sample's two-tailed significance value was 0.00 < 0.05. We can conclude that the mind-mapping method used in the text twist game effectively improved students’ vocabulary.
Analysis of the Influencing Factors of Students’ Learning Motivation in English Marlina, Marlina; Muhayyang, Maemuna; Sakkir, Geminastiti
Journal of Excellence in English Language Education Vol 4, No 4, October (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i4, October.78171

Abstract

This study examines the factors that influence the motivation of grade 11 students to learn English at SMAN 10 Jeneponto. This study used a mixed-methods approach by combining quantitative data and qualitative data. Data were collected through questionnaires completed by 30 students and semi-structured interviews with nine students, selected based on their motivation levels using a purposive sampling technique, to gain deeper insight into their learning experiences. Based on the questionnaire results, students exhibit varying levels of motivation. Namely, 33.33% of students have high motivation, 56.67% have moderate motivation, and 10% have low motivation. Learning motivation is influenced by internal factors, interest in English, self-confidence, personal goals, personal satisfaction, and achievement, and external factors, support from family, peer influence, teaching methods, and school environment. Highly motivated students generally have a great interest in English and receive positive support from their surroundings. In contrast, students with low motivation tend to experience difficulties in understanding the material and lack confidence in using English. Teachers play a crucial role in fostering students’ learning motivation by implementing diverse, engaging, and student-centered teaching methods that align with their needs and learning styles. Therefore, the use of varied teaching methods is recommended to improve students’  motivation in learning English.
Co-Authors A Halim A. Egi Setiawan A. Muliati A.Muliyana A.Azis Abduh, Amirullah Abdullah, Sitti Aisyah Adhe Ramdhany Syam Adys, Himala Praptami Afra, Firyal Talietha Ahmad Bukhori Muslim Ahmad Talib Ainun Ainun Ainun Nurdzizati Aliyah Nur Khalizah Alqadry, Nusul Anti Alyah, Alijawati Alyarosali Alyarosali Amanda Nur Utami Amin, Fatimah Hidayahni Amra Ariyani Amra Ariyani Amra Ariyani Amra Aryani Ananda Salsabilah Ramadhani Andi Alfiana Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Ariyani, Amra Armas, Muhammad Fakhrul Arung, Stevany Datu Aryati, Shinta Sutji Rahayu Asilah, Nur Asis, Alya Difa Asriati Asriati Asriati Asriati Asriati Asriati, Asriati Asrifan, Andi Astuty, Ratri Septi Aulia Mutmainna Bachtiar Auliyaputri, Nurul Azhari, Ahlam Azis, Nurul Maghfirah Baa, Sultan Balawara, Andi Wulan Bangsa, Ade Fitriani Kesuma Bashir, Sitti Nurul Mutmainnah Al Baso Jabu, Baso Basri, Muhammad Arham Basri, Nurhasna Besse Siska Ulfia Ningsih Cardoso , Luís Dahlia Dahlia Dasilva, Yudha Anfantri Dewi Kartika Sari Dzhelilov, Akhtem A Ernawati Fadilla, Andi Aenul Fadliyah, Riskatul Farahdiba, Syarifah Farida Hasan Firmansyah Firmansyah Furqoni, Inayah Fuzia, Aldita Anggun G Hasriani G, Hasriani Gandhy, Dwi Shintia Geminastiti Sakkir Geminastiti Sakkir Hajar, Andi Hartawan, Hari Haryanto Atmowardoyo, Haryanto Hasriani G Hasriani G Hasriani G, Hasriani G Hasriani Hasriani, Hasriani Hasrullah Hasrullah Hazah Agung Izni Helmiyanti Himaya Praptani Adys Ihsan, M. Muadz Muwaffaq Jamiah Jamiah Jihan Nur Faatihah DM Jumraini Jumriah Rusdi Kamaruddin, Adinda Kholis, Wahidin Nur Kirana, Haritsah Ayu Kisaman Salija Kisman Salija, Kisman Korompot, Chairil Anwar Kurnia Annisa La Sunra Lely Novia M, Andi Fitri Rahmasari Magfira, A. Mansyur Mardiyanah Nasta Mardiyanah Nasta Marlina Marlina Martin Andrew Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Tahir Muh. Tahir Muh.Fakhrul Armas Muhalim, Muhalim Muhammad Asfah Rahman Muhammad Basri Jafar Muhammad Rifqi Syamsuddin Muhammad Tahir Muhammad Tahir Muhammad Wiranto Muhammad Yamin Muhammad Zainal Arifin, Muhammad Zainal Mukhlisah Syahrul Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Mursyidah Saleh Mustika Mustika Mustika Mutia Asisyifa Noni, Nurdin Novayanti Sopia Rukmana Novia, Lely Nur Aeni NUR AENI Nur Fadhilah Nur Fadilah Nur Malikul Mulki Rahman Nur Safitri Nur Safitri S Nurdin Noni Nurdzizati, Ainun Nurhasina Nurhasina Nurindah Purnama Sari Nurrahmi Nurrahmi Nurul Hikmah Perti, Desy Puspasari Pramustia Murti Putra, Aldhy Alamsyah Putri Ramadhani, Putri Putri, Hadriyanti Eka Raden Mohamad Herdian Bhakti Rahmad Risan Rahmad Risan Rahmah, Amaniar Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rini Yunianti Siregar Rizki Fauzi Ruslan, Zumrah Magfirah Ryan Rayhana Sofyan Ryan Rayhana Sofyan, Ryan Rayhana Safitri, Dea Serly Sahib, Nurfaizah Sahril Nur Sahril Nur Sahril Sahril Sally, Fauzan Hari Sudding Samsul, Cheria Tri De Afril Samtidar, Samtidar Shideng, Ahmad Sintia Ekawati Sri Yulianti B St. Fajriana Tahir St. Sarah Al-Azhari Suarni Dewi Suci Amaliah Suhaefi, Mutia Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syahruni, Syahruni Syamsiarna Nappu Syamsiarna Nappu, Syamsiarna Syamsinar Syamsinar Syarifuddin Dollah Talib, Dr. Ahmad Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Wa Ode Julistina Toresa Yunisah Azzahra Zahirah M, Nur Fadilah Zikriyah Zikriyah Zurgawi Zurgawi