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All Journal International Journal of Language, Education, and Literature (IJLEL)
Fitriyani
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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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.
Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study: Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study Joice Sitokkonni; Amirullah Abduh; Fitriyani; Widya
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: 10.66720/9s9yff51

Abstract

This study explores how primary school teachers informally identify and categorize students’ learning styles in the classroom. While learning style theories such as Fleming’s VARK model are widely known, their practical application in primary education often lacks formal support or diagnostic tools. In the context of Indonesia’s Kurikulum Merdeka, where differentiated instruction is encouraged, teachers are expected to address diverse student learning needs. However, little is known about how teachers recognize learning preferences in everyday classroom practice. This study employed a qualitative descriptive approach and involved six teachers from IBC School Makassar. Data were collected through classroom observations and semi-structured interviews, then analyzed using Miles and Huberman’s interactive model. The findings revealed that teachers used informal strategies such as observing student behavior, participation patterns, and task preferences to identify visual, auditory, reading/writing, and kinesthetic learners. Although no formal instruments were used, teachers demonstrated intuitive awareness of students’ learning preferences and adjusted their teaching accordingly. Most teachers adopted a multimodal approach, reflecting the overlap and fluidity of learning styles among students. These results suggest that informal identification methods, while flexible and contextually effective, could be strengthened by institutional training and support systems. The study contributes to a deeper understanding of teacher-led learning differentiation and highlights the importance of perception-based strategies in inclusive classroom environments.
Teachers' Motivational Strategies in Fostering Students' Motivation in English Learning Rezkya Abdal; Sahril; Fitriyani
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/hf8jqa58

Abstract

Teaching English to high school students often faces challenges, as many students consider English difficult, leading to a lack of motivation to learn. Therefore, teachers need to employ appropriate motivational strategies to help students become more enthusiastic about learning. This study aims to explore the motivational strategies used by English teachers to enhance students’learning motivation at SMAN 3 Luwu Timur. This study used a descriptive qualitative approach, with two grade X English teachers as the subject. Data were collected through classroom observation and interviews. The findings show that among all the strategies used, two strategies dominate the teachers’practices: Creating Basic Motivational Conditions and Maintaining and Protecting Motivation. This indicates that the teachers rely on these strategies as part of their main approach to enhancing students’ motivation in learning. This research provides an overview of the importance of teachers’motovational startegies in creating a more enjoyable and effective English learning environment.
Sources of Teacher Self-Efficacy in Teaching Phonics to Young Learners Ryan Andisky Asrul; Sukardi Weda; Fitriyani
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: 10.66720/1a8f9g21

Abstract

This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction, identify the factors that shape those beliefs, and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers selected through purposeful sampling. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Bandura’s (1995) four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional states—and Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Mastery experiences, particularly students’ reading progress, were the strongest source of confidence. Other contributing factors included collaboration with peers and encouragement from parents and colleagues. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.
Exploring Teachers’ Technological Knowledge in English Languange Teaching Practice Nila Irmayani Irma; Chairil Anwar Korompot; Fitriyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/faazr206

Abstract

Educational technology is essential for creating interactive, effective, and student-centered learning. However, based on recent national data, the use of educational technology by teachers in Indonesia is still relatively low. The Ministry of Education and Culture (2021) found that only around 30% of teachers actively use digital platforms to support learning on a regular basis. This low usage is partly due to varying digital skills and confidence levels among teachers, which can limit the effective integration of technology in classrooms. This study aims to determine teachers’ technological knowledge in English language teaching within the TPACK framework, including the kinds of technology used, and how teachers apply technology in classroom practices. The type of research used in this study is qualitative approach with a narrative inquiry design. The subjects of this research are English teachers at a junior high school in Mangkoso who teaches English. The findings of the study indicate that teachers’ technological knowledge about teaching English at junior high school in Mangkoso are demonstrated through the ability to operate several digital tools and integrate them into classroom activities. Teachers used Smart TVs, laptops, tablets, projectors, Kahoot, Quizizz, Ruang Guru, Word wall, YouTube, PowerPoint, and AI tools. Teachers effectively practiced technological knowledge by selecting and customizing digital tools, presenting videos and audio, creating learning materials, and designing technologybased activities that actively support teaching English. The meaning of these findings is interpreted based on the classroom situation and the teaching context. This study is beneficial for supporting technology based English learning and can contribute to improving the implementation of the TPACK framework in schools.
Co-Authors Abduh, Amirullah Alya Zalsabila Andi Anto Patak Joice Sitokkonni Khadijah Khadijah Korompot, Chairil Anwar Munir Nila Irmayani Irma Rezkya Abdal Ryan Andisky Asrul Sahril Sukardi Weda Widya