IJoLE: International Journal of Language Education
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.
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<![CDATA[Language Use in EFL Classroom Interaction: A Sociolinguistic Study ]]>
<![CDATA[Agustine, Sherli]]>;
<![CDATA[Asi, Natalina]]>;
<![CDATA[Luardini, Maria Arina]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.23598
<![CDATA[Society and language cannot be separated, both have a relationship where society can be formed by the language they use. The diversity of languages used by teachers and students in EFL classroom interaction at MAN Katingan represents the existence of a bilingual or multilingual community. This research was conducted to describe how is the language use in EFL classroom interaction. The type of this research was descriptive research using the qualitative method. The subject were one of the English teachers and the students of the eleventh grade of MAN Katingan. The data collection was done by questionnaire using a google form to students and interview was done to the English teacher. The result showed the use of language at MAN Katingan in EFL classroom interaction was varied enough. Based on the students’ view, teacher and students used 24,7% English, 40,4% Indonesian, 8,4% Banjarese, 0,9% Dayakese, and 26,2% mixed the language or used code-switching and code-mixing in EFL classroom interaction. On the other hand, the teacher stated that she mostly used code-switching and code-mixing. Sometimes, she used the local language to  interact with the students in her EFL classroom.Keywords: language use: EFL: classroom interaction: sociolinguistics study]]>
<![CDATA[Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students ]]>
<![CDATA[Muslem, Asnawi]]>;
<![CDATA[Zulfikar, T.]]>;
<![CDATA[Astilla, Inas]]>;
<![CDATA[Heriansyah, Hendra]]>;
<![CDATA[Marhaban, Saiful]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19010
<![CDATA[The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities. It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.]]>
<![CDATA[A Phenomenological Diagnosis of the ProDuct-based Instruction in EFL’s Writing Class: Barriers and Strategies to Tackle ]]>
<![CDATA[Rungwaraphong, Piyawan]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19701
<![CDATA[This paper presents a phenomenological diagnosis of the implementation of ProDuct-based Instruction (PDI) in EFL’s writing class in Thailand contexts. PDI is a new instructional method for teaching business English writing. Its key is in the products that are tangible and appeal to human senses; the product’s tangibility serves as a scaffold to help students generate ideas and stimulate analysis and interrogations. The study focused on the first phase of PDI, in which students were required to learn inductively, and was conducted to explore barriers that both the learners and the instructors encounter while learning inductively in the researcher’s PDI approach, and to discover possible solutions to tackle with those barriers. Participants were 3 Thai lecturers of English writing and 60 Thai students from three government universities in Thailand. Data was collected through vignettes, participant observations, and  students’ written texts. Results indicate three major barriers of implementing inductive phase of PDI in Thailand contexts, which include: students’ English reading and grammar skills; students’ inference skill; and teachers’ inductive teaching expertise. The study suggests solutions to tackle these barriers, which include creating a guided graphic organizer, providing formative assessment and feedback for the students, and organizing a PDI training for the teachers who want to adopt PDI in their profession.]]>
<![CDATA[A Comparative Study of The Effect of Humor Strategies on Iranian EFL Learners’ Vocabulary Learning ]]>
<![CDATA[Najafi, Maryam]]>;
<![CDATA[Shahrokhi, Mohsen]]>;
<![CDATA[Shojaee, Maryam]]>;
<![CDATA[Atharizadeh, Mahmood]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.15138
<![CDATA[This paper aimed at examining and comparing the effects of different humor-based strategies (joke, pun, and limerick) on vocabulary learning of EFL learners at intermediate and advanced levels. To this end, 120 EFL learners in a private institute were asked to serve as the participants of the study. They were then divided into two groups according to their proficiency levels (i.e. advanced and intermediate). Each group contained four subgroups: three experimental groups (joke, pun, and limerick groups) and one control group. Before the treatment, the participants took part a pretest, which aimed to ascertain the homogeneity of the participants. The treatment for the three experimental groups then commenced, and it was followed by a vocabulary posttest. The data were gathered and analyzed via one-way between-groups ANOVA. The results revealed that for the intermediate learners, joke was more effective (although not significantly) than pun, which was (not significantly) more effective than limerick. The difference between joke and limerick, however, was statistically significant. For the advanced learners, the joke group outperformed both pun and limerick groups significantly. However, the difference between pun and limerick groups did not reach statistical significance. There was thus not a considerable difference between intermediate and advanced learners in terms of how they were affected by the treatments.]]>
<![CDATA[Using Conventional Rubric and Coh-Metrix to Assess EFL Students’ Essays ]]>
<![CDATA[Mahadini, Monica Kristin]]>;
<![CDATA[Setyaningsih, Endang]]>;
<![CDATA[Sarosa, Teguh]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19105
<![CDATA[The conventional scoring rubric has been used as a tool to assess students’ writing for years and recently there is growing attention on the use of automated assessment tools. While studies highlighting the use of the tools per se are numerous, not much is available on the use of the combined tools. This study addresses the gap by examining 20 university EFL students’ essays using both assessment tools. The essays were examined based on a conventional rubric which contains five aspects and two categories covering eleven indices of an automated tool called Coh-Metrix. The results of the examination were interpreted and information generated from the tools are compared. The study reveals that the use of both conventional and automated tools laid a more comprehensive picture of the students’ essays. The results of the assessment are useful to inform students and teachers on areas that need attention in the writing instruction. Gain and loss on the use of the tools are explained.]]>
<![CDATA[Investigating the Problems of Learning Arabic for Islamic Universities in the Era of Covid-19 Pandemic ]]>
<![CDATA[Rahmawati, Rahmawati]]>;
<![CDATA[Febriani, Suci Ramadhanti]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19732
<![CDATA[The 2019 Coronavirus pandemic (COVID-19) creates challenges for the Arabic learning process at Indonesian Islamic Universities, which is one of the mandatory subjects to support foreign language communication. This research aims to analyze the problems of learning Arabic online at UIN Imam Bonjol Padang in the situation of COVID-19. This research utilise case studies based on data includes observations of Arabic learning processes, collecting documentation through lesson plans and interviews with Arabic lecturers. The data analysis technique employs data triangulation through data collection, data reduction, data presentation, conclussion. The results ascertain that Arabic learning activities showed less effectiveness in COVID-19 situation, this was due to the varied problems of learning Arabic based on online learning; the teacher's experience in designing online-based interactive media, the minimum stable learning platform, the minimal control process on students' language acquisition and supporting facilities in learning Arabic online. The findings of this study discover that Arabic lecturers to integrate all learning components holistically, so the Arabic learning process can achieve maximum results. This research recommends to the other research to find a solution to every problem that exists in Arabic learning in COVID-19 situation at UIN Imam Bonjol Padang.]]>
<![CDATA[The Effects of Task-based Language Teaching and Audio-lingual Teaching Approach in Mandarin Learning Motivation ]]>
<![CDATA[Wen, Chua Hui]]>;
<![CDATA[Ying, Lin Chia]]>;
<![CDATA[Huat, Ang Thiah]]>;
<![CDATA[Azlan, Mohammad Affiq Bin Kamarul]]>;
<![CDATA[Shy, Fan Pik]]>;
<![CDATA[Baoshun, Shan]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19898
<![CDATA[This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.]]>
<![CDATA[Reducing the Impact of Pandemic on Chinese Language Education in the Philippines through the Localization of Chinese Teachers ]]>
<![CDATA[Pamintuan, Cavin F]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19320
<![CDATA[This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers’ training, undergraduate degree program and master’s degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes.]]>
<![CDATA[Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective ]]>
<![CDATA[Djamdjuri, Dewi Suriyani]]>;
<![CDATA[Suseno, Muchlas]]>;
<![CDATA[Tajuddin, Shafruddin]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Chaeruman, Uwes Anis]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.22495
<![CDATA[This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires, it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources. Furthermore, respondents stated that the multimodal approach to learning is very interesting, very good, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based materials could provide interactive opportunities between lecturers and students. ]]>
<![CDATA[The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives ]]>
<![CDATA[Fauzi, Iwan]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19468
<![CDATA[Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.]]>
