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Universitas Negeri Makassar
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Students' Preferences of Oral Corrective Feedback (OCF) in an EFL Class Nurul Akidah Kidah; Muhammad Tahir; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/342fk748

Abstract

This study investigates the types of oral corrective feedback (OCF) most preferred by students at SMK Negeri 1 Bone, focusing on their perceptions of various feedback methods in English as a Foreign Language (EFL) classrooms. The objective of the research is to identify which types of OCF are most effective and favored, contributing to improving teaching strategies in language learning. A quantitative research design was employed, using a structured questionnaire adapted from Bulbula (2020) to collect data from 60 students. The questionnaire included Likert-scale items ranging from 1 (strongly disagree) to 5 (strongly agree), evaluating six types of OCF: explicit correction, recast, metalinguistic feedback, clarification requests, elicitation, and repetition. The data were analyzed using SPSS version 29 to calculate descriptive statistics, including mean, standard deviation, and variance. The findings indicate that recast is the most preferred type of feedback, with the highest mean score (4.73–4.75), as its implicit nature promotes emotional safety and reduces anxiety. Repetition is also highly favored (mean: 4.15–4.17) for its ability to provide opportunities for self-correction in a supportive environment. In contrast, explicit correction (mean: 2.53), metalinguistic feedback (mean: 2.18), and elicitation (mean: 2.23–2.25) are less preferred due to their potential to cause anxiety or confusion. Clarification requests receive moderate favorability (mean: 3.53–3.55), encouraging critical thinking but requiring careful implementation to avoid stress. The study concludes that implicit feedback methods, such as recast and repetition, are more effective in fostering a positive learning experience. It recommends that educators prioritize these methods to enhance student confidence and engagement while ensuring the feedback aligns with students’ proficiency levels and needs. Future research could explore the long-term impact of preferred OCF methods on language acquisition and performance.
Students’ Perceptions Toward the Use of Digital Reading Platforms for Improving Reading Comprehension in EFL Classrooms Dinda; Nurdin Noni; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/6cw2cg03

Abstract

eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. In addition, it sought to examine students' perceptions regarding the effectiveness of digital reading platforms in supporting the development of their comprehension abilities. A quantitative research method was adopted, utilizing a quasi-experimental design to assess the impact of the intervention. The population consisted of second-grade students majoring in Computer and Network Technology, drawn from five available classes. Using a cluster random sampling technique, two classes were selected, one designated as the experimental group and the other as the control group, with each consisting of 32 students. The experimental group received instruction using the ReadWorks platform, while the control group continued with conventional reading materials.Data were collected through a Likert-scale questionnaire comprising 10 items that measured students’ perceptions and experiences related to the use of ReadWorks. The results indicated that students exhibited a generally positive attitude toward the digital platform, with an overall mean score of 42.7, indicating a very positive perception. Most respondents emphasized the benefits of multimedia features, notably the vocabulary support tools and audio functionalities, which aided in their understanding of more complex texts. Students reported that these features made reading activities more engaging, accessible, and less intimidating, ultimately improving their comprehension outcomes. These results suggest that the use of technology-enhanced reading platforms should be encouraged as a means of supporting students' academic success in reading Keywords: Digital Reading Platforms, ReadWorks, Reading Comprehension, Students’ Perceptions, EFL Classroom.
A Comparison of Students’ Perceptions Toward Listen-Read-Discuss and Contextual Redefinition Strategies in Learning Reading Comprehension (Aqualitative Study) Lilih Insyirah; Munir; Murni Mahmud
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/rew3s459

Abstract

This study focuses on exploring students’ perceptions of the Listen-Read-Discuss (LRD) Strategy and Contextual Redefinition Strategy (CRS) in enhancing reading comprehension in an EFL setting. Conducted using a qualitative approach, the research involved high school students selected through simple random sampling. Interviews were used to collect data, and thematic analysis was employed to interpret students’ experiences with the two strategies. The findings revealed that students generally responded positively to both LRD and CRS. Students appreciated the structured flow of the LRD strategy — listening to information, reading the text, and participating in discussions — although some noted challenges in maintaining concentration during the listening stage, which occasionally disrupted their comprehension. Meanwhile, students perceived CRS as beneficial in enabling them to predict and understand word meanings through contextual clues, leading to a deeper grasp of the text. Overall, while both strategies were seen as helpful, students slightly favored the CRS approach for improving their reading comprehension. Keywords: Listen-Read-Discuss, Contextual Redefinition, Reading Strategies, EFL, Student Perceptions, Reading Comprehension, Comparison.
Teachers' Perceptions of the Importance of 21st Century Skills (Critical Thinking, Communication, Collaboration, and Creativity) in the English Language Learning Process Alya Zalsabila; Munir; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ag4e5c18

Abstract

21st century skills are a set of abilities and competencies that are considered important for individuals to have in order to live, learn, and work successfully in today's fast-paced, complex, and technology-based globalization era. This study aims to explore English teachers' perceptions of the importance of 21st century skills, especially the 4C skills (Critical Thinking, Communication, Collaboration, and Creativity), in the learning process at the secondary school level. Using a qualitative descriptive approach, data were obtained through in-depth interviews with two English teachers at SMPN 27 Makassar. The results showed that teachers had positive perceptions of the application of 21st century skills in teaching English. They considered that 4C skills are very important for forming students who are able to think critically, work together, communicate effectively, and create creative ideas, in line with the demands of a dynamic era. Teachers also recognize their important role in instilling these skills through an active and contextual learning approach. This study reinforces the importance of teachers' understanding of 21st century skills as a foundation for developing relevant and adaptive learning strategies in the modern era.
The Analysis Factors Affecting Students' Willingness to Communicate In EFL Classroom Mega Syafitri; Munir; Amra Ariyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/t7m14x90

Abstract

This research employed a descriptive qualitative method to explore the primary factors affecting students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL). The study was conducted through observation, in-depth interviews, and documentation with EFL students and analysed using theories from Macintyre et al.’s (1998) heuristic model of WTC as the theoretical framework. The findings reveal that a complex interplay of individual, social, and pedagogical factors influences WTC. Key internal factors include communicative self-confidence, language anxiety, motivation (both instrumental and integrative), and personality traits such as introversion and extroversion. Students reported greater WTC when interacting with familiar peers, when they perceived the conversation partner as less dominant, or when the topic was familiar and engaging. Linguistic competence, particularly vocabulary and grammar mastery, also significantly impacted their willingness to speak. While the social context emerged as equally influential, students highlighted that peer support, a positive classroom atmosphere, and a non-threatening environment facilitated their WTC, while fear of making mistakes or negative evaluation, especially during formal interactions with lecturers, served as communication barriers. The flexible use of Bahasa Indonesia in combination with English was also noted as a scaffold that helped ease anxiety and improve comprehension. Overall, this study concludes that WTC is not a fixed trait but a dynamic construct shaped by psychological readiness, linguistic ability, interpersonal relationships, and instructional methods. This research should be conducted in a more varied sample. Replicating this study across different regions, educational levels, and learner demographics will help generalize the findings and strengthen the evidence base for best practices in EFL teaching. Besides, Research into how variables such as emotional intelligence, self-efficacy, and language learning beliefs interact with WTC can contribute to more personalized language teaching approaches to investigating students' WTC in the EFL classroom.
Empowering Inclusive Classrooms: Teacher Perceptions on IMLO in Developing Reading Interest Mardiana; Munir; Abdul Wahid
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/9b2g2r19

Abstract

This study explores teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.
Exploring English Teachers’ Views and Obstacles in Implementing Mobile Apps for Vocabulary Teaching Andi Marhani; Munir; Nurdin Noni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v04d9h74

Abstract

This research explores how English teachers perceive the use of mobile applications for vocabulary teaching at SMP Negeri 1 Wotu. Adopting a qualitative case study method, the study involved two English teachers, drawing data from interviews and classroom observations to capture their experiences with mobile-assisted learning tools. The findings indicate that both teachers view apps such as Quizizz and Kahoot as valuable for enhancing student engagement and making vocabulary lessons more dynamic and enjoyable. These platforms encourage active participation and motivation through gamified elements that align with students’ learning styles. Teachers observed increased enthusiasm and focus among students when digital tools were incorporated compared to traditional instruction. Despite these benefits, several challenges were identified that impede the effective use of mobile apps. Key obstacles included unreliable internet access, insufficient classroom resources, and disparities in students’ access to personal devices. Teachers also encountered technical issues when operating the apps and expressed uncertainty about their own digital preparedness, pointing to a lack of professional development. Furthermore, the assessment features within these apps were often limited to numerical feedback, offering little insight into deeper learning or language acquisition. The study concludes that while mobile apps show considerable promise for vocabulary teaching, their successful adoption depends on robust institutional support, improved infrastructure, well-designed implementation plans, and continuous teacher training. Addressing these factors is essential for ensuring that mobile-assisted vocabulary learning becomes a more inclusive and impactful practice in English classrooms.
Students’ Perceptions of the Project Based Learning in Speaking Class at the Ninth Grade Walhidayah; Muhammad Tahir; Munir; La Sunra; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/75mqng93

Abstract

This study explores students’ perceptions of the implementation of Project-Based Learning (PJBL) in a speaking class. As an instructional approach centered on student-driven projects, PJBL is intended to enhance learners’ engagement, communication skills, and collaborative learning experiences. The research aims to investigate how students at SMPN 2 Barombong respond to the use of PBL in terms of motivation, participation, language development, and speaking confidence. A qualitative approach was employed, using interviews with students from an English as a Foreign Language (EFL) class who had experienced PJBL-based instruction. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMPN 2 Barombong using a qualitative research methodology. The findings indicate that students generally perceive PJBL positively, citing increased opportunities to practice speaking in authentic contexts, greater motivation, and improved teamwork skills. However, some students also reported challenges such as time management and unequal group participation. Overall, the study concludes that PBL can be an effective method to develop speaking skills, provided that it is carefully structured and facilitated. These findings offer useful insights for language educators seeking to implement learner-centered strategies in speaking classes.
Inquiry-Based Learning as a Strategy to Enhance Expository Writing Siti Nurfadhilah Gani; Munir; La Sunra
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/q2r68p78

Abstract

This study aims to examine the effectiveness of the Inquiry-Based Learning approach in teaching expository writing at the secondary school level. A quantitative method was employed, utilizing a pre-experimental design that involved administering pre-tests and post-tests. Student essay scores obtained from pre- and post-tests were analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings showed a statistically significant improvement in writing ability, reflected in a Z-score of -4.534 and a significance level of 0.005 (p < 0.01), indicating that the Inquiry-Based Learning approach had a statistically significant impact on writing achievement. This approach has been demonstrated to promote active student engagement in exploration, problem-solving, and reflection, which significantly contributes to the enhancement of writing quality, particularly in terms of argumentation, coherence, and logical structure. These results affirm the pedagogical value of Inquiry-Based Learning in developing academic literacy skills, particularly in expository writing.
Exproling Students' Perspective of The Use Audio-Visual in English Listening Skill Nur Rahma Maulida M; Munir; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/hhs88v69

Abstract

Developing listening skills in learning English as a foreign language poses several challenges, particularly when using audio-visual media. This study investigates the obstacles encountered by students during the learning process. Based on data collected from six Grade XI students at SMAN 2 Pangkep through non-participant observation, semi structured interviews, and documentation, the findings reveal four main types of obstacles. Linguistic barriers include difficulties in understanding vocabulary and various English accents. Technical obstacles involve problems such as poor device quality or unstable internet connectivity. Cognitive challenges emerge when students struggle to maintain focus or process the information effectively. Additionally, environmental factors, such as noise or other distractions in the learning environment, further hinder comprehension. These challenges significantly affect students' ability to engage with audio-visual materials and highlight the need for supportive strategies in enhancing listening skills.
Co-Authors Abdul Wahid Alya Zalsabila Amra Ariyani Andi Marhani Andi Suci Ramadhani Asriati Avrillia Amanda Dinda Fathur Rahman Harun Fitriyani Geminastiti Sakkir Hasriani G Iskandar Keysha Nizalytha Tualle Khaerunnisa La Sunra Lely Novia Lilih Insyirah Mardiana Mega Syafitri Muhammad Tahir Murni Mahmud Nur Aeni Nur Rahma Maulida M Nurdiana Nurdin Noni Nurul Akidah Kidah Resky Affat Siti Nurfadhilah Gani Siti Nurul Azisyah Walhidayah Yunitari Mustikawati Zulfa Zahra Khaerunnisa