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IJoLE: International Journal of Language Education
Published by Universitas Negeri Makassar
ISSN : 25488457     EISSN : 25488465     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol. 10 No. 1, 2026" : 8 Documents clear
EFL Teachers’ Experiences in Teaching Reading Texts Incorporating Local Wisdom Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Baiq Suprapti Handini; Ahmad Munawir
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83713

Abstract

This study examines EFL teachers' experiences in teaching reading texts that incorporate local wisdom to understand how culturally relevant materials impact classroom instruction and student engagement. This study employed a qualitative method to explore EFL learners' perceptions of reading materials containing local culture. A total of 15 teachers were selected as participants using purposive random sampling based on specific criteria: (1). have completed a reading course integrated with local culture; (2). a higher concentration of data in the 78–88 score range with fewer responses in the lower range in said teaching reading; and (3). be enrolled as senior high school teachers. Consequently, the sampling method used was homogeneous sampling. Open-ended questions consisting of six items were used to collect detailed information about EFL teachers’ perceptions following the teaching of reading materials integrated with local culture. The findings showed that by integrating local wisdom into reading materials not only improve language learning but also can enhance teachers’ teaching utilities, teaching strategies, and teaching engagement because it can be seen from the teachers’ responses more the teaching material cooperating local culture had significant contribution in their teaching material than obstacle, in teaching strategies by applying media in the form of teaching reading text materials cooperating local culture was more understandable, and teachers also felt more interactive with the students in teaching reading by cooperating local culture. Therefore, curriculum developers, educators, and policymakers should prioritize the inclusion of local wisdom in English language teaching to promote holistic and contextually relevant education. This approach developed both linguistic competence and cultural pride, particularly in multicultural regions such as Indonesia.
Bridging Skills and Language: Developing Web-Based English Learning Platforms for Vocational Education Ahmad Rossydi; Peter John Wanner; Muawal Al As’ary; Benny Kurnianto; Aat Eska Fahmadi
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83709

Abstract

This research is based on the rapid development of Information and Communication Technology (ICT) in the education sector. Developing a web-based English learning platform tailored to vocational students not only meets the demand for innovative educational solutions but also improves their language competence and prepares them for the job market. It also promotes access, scalability, 21st-century skills, and real-life issues, and helps shape what a modern, accessible, 21st-century education is like. This study aims to contribute to addressing the increasingly widespread demand for ICT integration in education, especially in vocational higher education, and to reconcile technology with human resource development. The study's objective was to develop a web-based learning platform, "Gamal Station," focused on English language instruction for vocational students. The study employed a Design and Development (D&D) research approach, following a structured analysis, design, and development method. The resulting product, Gamal Station, offers features for learning English, including content, exercises, and assessments that can be accessed anytime, anywhere. Expert validation of both the material and the media verified the tool's effectiveness and usability, classifying it as a suitable educational resource. Nevertheless, some minor challenges, such as network limitations and necessary interface modifications, were noted during the evaluation. The application demonstrated significant potential to enhance English teaching and learning outcomes following adjustments. This research highlights the need to employ innovative, accessible educational tools in vocational training to meet diverse learner needs and support contemporary teaching methods. The affirmation of Gamal Station represents progress in the creation of ICT-based educational resources, setting the stage for broader adoption in vocational institutions and encouraging more inclusive and effective English language instruction.
Indicators of English Proficiency: A Structural-Semiotic Analysis of Self-Presentation in “English with Lucy” and Its Educational Implications Tatan Tawami; Eddy Soeryanto Soegoto; Retno Purwani Sari; Thomas Chochole; Chepi Nur Albar; Senny Luckyardi
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83714

Abstract

This study examined how popular social media influencers construct English proficiency as a key aspect of self-presentation and explored its implications for English learning. This study used a qualitative approach with structural semiotic analysis, and it investigated how influencers communicate English proficiency through visual and textual elements. The findings highlighted a growing need for critical language awareness among learners because influencers often reinforce standard language ideologies and idealized notions of “proper” English. Additionally, the study underscored the importance of integrating multimodal literacy into language education, given the increasingly multimodal nature of contemporary communication. In conclusion, encouraging students to examine their semiotic choices when engaging with English online critically fosters greater self-awareness in digital interactions, enabling them to navigate linguistic diversity and authenticity in virtual spaces. Ultimately, this research contributes to a profound understanding of how English proficiency is socially constructed in today’s media landscape.
Interactive Digital Multimodal Teaching Materials Based on Socio-Scientific Issues to Improve the Ability to Read Socio-Scientific Texts and Critical Thinking of Elementary School Students Galih Dani Septiyan Rahayu; Asep Kurnia Jayadinata; Jajang Bayu Kelana
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83710

Abstract

This study analyzes the effectiveness of interactive digital multimodal learning materials based on socio-scientific issues using a rational decision-making learning model on elementary school students' reading ability on socio-scientific and critical thinking skills. One group pretest-posttest design was implemented with three lesson plans. The instrument used was a written test aligned with indicators of reading ability in socio-scientific issues and critical thinking skills. The study sample comprised 76 fifth-grade elementary school students selected through purposive sampling. The results showed an overall increase in students' reading ability on socio-scientific issues and critical thinking skills. This increase occurred because interactive digital multimodal learning materials on socio-scientific issues, using a rational decision-making learning model, encouraged active, collaborative, and interactive learning, enabling students to analyze and evaluate information. Although the absence of a control group requires careful interpretation, these findings highlight the potential of interactive digital multimodal learning materials based on socio-scientific issues in improving reading ability and socio-scientific and critical thinking skills at the elementary school level. This study contributes to language education by supporting pedagogical innovation in facing the challenges of the 21st century.
Analysis of Pronunciation Errors in Reading Arabic Language Texts: Case Study of Islamic Educational Management Students Zahra Khusnul Lathifah; Siti Pupu Fauziah; Nova Monaya; Fikni Mutiara Rachma; Muhtadin Tyas; Warizal Warizal
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83715

Abstract

This study investigates the types and causes of pronunciation errors in reading Arabic Texts among Islamic Educational Management students, with implications for their future roles in educational leadership. Employing a qualitative error analysis framework, the research utilized oral reading assessments, semi-structured interviews with instructors, and document analysis of student performance in sixth-semester Arabic for Education courses. Data were triangulated to identify recurrent phonological inaccuracies and contextualize them within pedagogical practices. Results demonstrated systematic misarticulation of Arabic phonemes, notably substituting kāf with qāf, zāy with jīm, ṭāʾ with tāʾ, ṣād with sīn, and khāʾ with ḥāʾ, particularly evident in readings from the book of Al-‘Arabiyyah Baina Yadaik. These errors were attributed to three interrelated factors: phonological interference from the students’ native language, which lacks equivalent Arabic sounds; insufficient emphasis on phonetic training in course instruction; and limited immersive exposure to authentic Arabic speech. The findings highlight critical implications, as precise Arabic pronunciation is integral to effective communication in Islamic educational leadership, where textual accuracy and oral proficiency are essential for pedagogical and administrative credibility. Consequently, this study advocates for curriculum reforms prioritizing phonemic awareness through targeted articulatory exercises and immersive listening modules, ensuring graduates possess the linguistic precision required to uphold educational quality in madrasas and Islamic boarding schools. Such adjustments would bridge the gap between theoretical language acquisition and functional communicative competence, aligning academic training with professional demands.
Students’ Perceptions on the Digital Literacy and Writing Skills Using Local Indigenous Poem: Google Gemini Interactive Multimedia Approach Arwan Arwan; Sri Suryaningsih; Ikra Ikra; Rahmatia Ardila; Mulyati Mulyati; Indra Indra
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83711

Abstract

This study aims to explore students’ perceptions of digital literacy and writing skills using an interactive multimedia platform based on Kapatu Mbojo local literature, integrated with Google Gemini. Grounded in multimedia learning theory, which emphasizes integrating text, visuals, and audio to enhance instructional effectiveness, this research involved 143 high school students and 6 Indonesian language teachers from two schools in Bima Regency, Indonesia. The findings reveal that most students responded positively across five key aspects: digital literacy, ease of using Google Gemini, improvement in writing skills, interest in local culture, and an overall enjoyable learning experience. The use of this media significantly improved students’ writing scores, as evidenced by notable gains from pre-test to post-test. Additionally, students reported increased motivation and autonomy in writing, which was supported by real-time feedback from Google Gemini. The study suggests that integrating artificial intelligence and local culture into instructional media can simultaneously enhance digital literacy and writing competence. It is recommended that similar interactive multimedia tools be developed and implemented across various educational contexts, alongside teacher training programs to maximize the pedagogical benefits of AI-driven, contextually relevant learning.
Emergence of New Language Authorities in the Digital Era: The Roles of Edtech Platforms in Arabic Language Learning: Experience from Digital Learners’ Generation in Islamic Universities Muhammad Jabir; Nurdin Nurdin; Fatimah Saguni; Hamlan Andi Baso Mala
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83712

Abstract

The emergence of new information technology has brought about changes in language-teaching approaches. The changes include shifting conventional language-learning knowledge to digital resources, helping university students become more independent. The phenomenon causes the emergence of new authorities in language learning. However, limited studies have examined the new language-teaching authorities and how they emerge in the digital era. This study, therefore, aims to investigate what new language teaching authorities are and how they have emerged from the perspectives of Arabic learners. Using a qualitative multiple-case study design, this study was conducted at two Islamic universities. Data were gathered through direct observation, focus group discussions, in-depth interviews, and analysis of written materials. The focus group discussions involved 20 students; 12 of them were then recruited for in-depth interviews. Data was analyzed using a thematic approach. Our findings show that EdTech platforms have played a more critical role in Arabic language teaching than traditional Arabic teachers and Arabic educational institutions. Such EdTech platforms include Arabic-language organization websites, social media platforms, and government websites for Arabic teaching.   However, the most important finding of our study is that EdTech platforms have played a significant role in fostering more independent Arabic language learning, which may have reduced the roles of conventional language resources such as teachers, schools, and language laboratories. In other words, EdTech platforms outperform conventional language-teaching authorities. The emergence of new language-teaching authorities might streamline the bureaucratic process in Arabic language learning, as students might no longer be required to attend conventional language-learning settings such as schools or language laboratories. Our study contributes to the development of new approaches and the redesign of the curriculum in language teaching and learning. This study has limitations, including a focus solely on Arabic and a reliance on two case studies. Future studies might involve other languages, such as English, with more case studies to increase insight and trustworthiness.
First-year EFL Students’ Perspectives on Using the PQRST Strategy in English Reading Comprehension Van Do Thi Thuy; Tuan Van Vu; Thuy Thi Truong
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83708

Abstract

Reading comprehension remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly first-year university students in Vietnam who must quickly adapt to academic texts. Structured strategies such as PQRST (Preview, Question, Read, Summarize, Test) have been shown to enhance comprehension and self-regulation, yet limited research has examined learners’ perspectives in the Vietnamese context. This study aimed to investigate first-year students’ awareness, perceived usefulness, motivation, cognitive and metacognitive engagement, perceived comprehension improvements, challenges, and overall attitudes toward PQRST. An exploratory sequential mixed-methods design, which was based on Creswell and Creswell (2022), was employed. Quantitative data were collected from 195 English-major students from two universities using a researcher-designed questionnaire with 50 Likert-scale items across seven domains. Qualitative data were obtained through semi-structured interviews with 35 students. Quantitative results were analyzed using SPSS v.27, and thematic analysis of interviews followed Braun and Clarke’s (2006) six-step framework. Findings revealed moderate to high agreement on PQRST’s usefulness for organizing reading, improving comprehension accuracy, and supporting exam preparation. Students particularly valued questioning and self-testing for concentration and retention but reported challenges in generating questions, summarizing, and applying the strategy independently. Motivation-related responses were more neutral, indicating limited influence on long-term reading habits. The study concludes that PQRST is a promising scaffold for Vietnamese freshmen’s reading comprehension, but its sustained effectiveness requires explicit modeling, reflective practice, and institutional support for consistent implementation.

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