cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
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 16 Documents
 1   2 
Search results for , issue "Vol. 9, No. 2, 2025" : 16 Documents clear
Integrating Learning Media for Language and Literacy Development: Educational Impact and Economic Evaluation of Recycled Paper Production Aliyyah, Rusi Rusmiati; Roestamy, Martin; Fauziah, Siti Pupu; Suherman, Irman; Kholik, Abdul; Warizal, Warizal
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74936

Abstract

This study investigates the development and integration of literacy tree learning media as an innovative educational tool for enhancing language and literacy development among elementary school students. The research emphasizes the role of literacy tree learning media in promoting reading, writing, and language comprehension within classroom settings. Alongside its pedagogical benefits, the study includes an economic evaluation of producing the literacy tree learning media using recycled paper, highlighting both its cost-effectiveness and environmental sustainability. The economic assessment covers key factors such as production costs, labor, and material expenses, demonstrating that literacy tree learning media offers a practical, affordable, and sustainable solution for educational institutions. By combining educational innovation with economic feasibility, this study provides valuable insights for schools seeking to improve literacy and language outcomes while contributing to resource conservation and environmental responsibility
Exploring Metacognitive Strategies to Support Young Learners in Developing Their Learner Autonomy Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74998

Abstract

This study investigates the role of metacognitive strategy instruction in fostering learner autonomy among young EFL learners. Employing participatory action research, it involved a primary school English teacher and 18 fourth-grade students in an instructional intervention structured around the 'Plan Do Review' reflective framework. Data were collected primarily through classroom observations. Findings indicate that explicit instruction incorporating goal-setting, multimodal scaffolding, and structured reflection enhanced learners’ metacognitive awareness and promoted greater learner autonomy. These positive outcomes were largely attributed to the systematic, scaffolded approach of the intervention, which enabled students to develop metacognitive skills gradually while receiving ongoing support and feedback. Practical implications include recommendations for integrating structured reflection in EFL classrooms and emphasizing differentiated, adaptive teacher training to accommodate learners' varied cognitive readiness and familiarity with reflection.
Integrating Project-Based Learning in English Language Teacher Education for Sustainable Development Goals (SDGs) Yusupova, Mukhabbat; Gazieva, Saida; Abdullayeva, Zarinaxon; Umarova, Ziyoda; Akhmedova, Muyassar; Kambarova, Mukhayyo
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74938

Abstract

This study aimed to improve teacher education by integrating project-based learning (PBL) into English language instruction. A motivational-cognitive-reflective model was developed and implemented using a mixed-methods approach. Data were collected through surveys, interviews, and observations involving pre-service English teachers and faculty. The findings showed enhanced planning, collaboration, and instructional competencies. This improvement occurred because PBL fosters active engagement, critical thinking, and reflective learning aligned with authentic classroom contexts. The framework enabled students to apply theoretical knowledge to practical scenarios, aligning with CEFR and IELTS teaching standards. By promoting learner autonomy and contextual learning, the study advances Sustainable Development Goal 4 (Quality Education). The proposed model offers a scalable, evidence-based strategy for enhancing language teacher education globally.
Blending Technology and Tradition: PjBL in ELT to Foster Self-Directed Learning Sukmawati, Sukmawati; Rosmayanti, Vivit; Amin, Sulvahrul
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75114

Abstract

The integration of technology in education has revolutionized the way students learn, offering unprecedented opportunities for fostering self-directed learning (SDL). This study explores the implementation of Project-Based Learning (PjBL) that blends technological tools with local wisdom-based educational practices to enhance self-directed learning among students. This study employed a qualitative research design. Thematic Analysis (TA) was used to analyze the data with the help of Nvivo R14 software. Participants were senior high school teachers from South Sulawesi, Indonesia, who engaged in PjBL integrated with technology and local wisdom. The data were gathered through interviews and observations, with a focus on the integration of PjBL, technology, and local wisdom in learning. The findings identified four primary themes such as PjBL procedures, technology integration, local wisdom integration, and impact on students’ SDL. Each of the primary themes is supported by some subthemes. The findings of this study have three practical implications. First, incorporating local wisdom into ELT helps preserve cultural heritage while making learning more meaningful and relatable for students. Second, integrating technology and local wisdom into PjBL can enhance student engagement and motivation, the project from familiar cultural contexts alongside interactive technological tools makes learning more appealing and enjoyable. Furthermore, applying technology-integrated local wisdom project-based learning facilitates students’ SDL. The students have opportunities to take ownership of their learning process as well as develop their collaboration skills, critical thinking, learning independence, language competence, and cultural understanding. Finally, the researchers expected this study to provide a more comprehensive understanding of how local cultural content may be applied to English language teaching.
Investigating Dimensions of Teacher Reflective Practice at Language Teachers Purnama, M. Rokhman; Hanifah, Hanifah; Abdullah, Mohamad Syarief; Sogen, Afrianto T. L.; Santosa, Made Herry; Parwati, Ni Nyoman
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74939

Abstract

This study examines the implementation of teachers ‘reflective practice in elementary schools in Bekasi, Indonesia, by analyzing teachers’ self-reflection strategies, challenges, and their impact on improving teaching. Reflective teaching practices have been increasingly recognized as a fundamental approach to improving teaching effectiveness and promoting professional growth among educators. By utilizing a mixed methods approach, data was collected from 198 language teachers through the Teacher Reflective Practice Questionnaire and in-depth interviews. The study explored five main dimensions of teacher reflection: interpersonal, intrapersonal, critical, behavioral, and strategic reflection. The results highlight the need for structured professional development programmers and institutional support to facilitate sustainable reflective teaching practices. In addition, the study underscores the importance of collaboration among educators, encouraging peer-to-peer discussions and self-assessment methods to enhance reflective practice. The findings show that teachers demonstrated high levels of interpersonal and behavioral reflection, with strong engagement in student interactions and classroom adjustments as there are still challenges in integrating reflective strategies into daily teaching due to time constraints, lack of institutional support, and limited professional development opportunities. In addition, teachers show varying levels of engagement in strategic reflection, especially in adopting technology-based reflection tools.  By addressing these gaps, policymakers and educational institutions can design more effective training programmers that support teachers to become lifelong learners. Ultimately, fostering a culture of reflection in teaching not only improves educators’ professional competence, but also enhances students’ learning experiences and outcomes
Adapting Mother Tongue-Based Instructional Models to Address Gender Disparities in Literacy and Numeracy Skills Laksana, Dek Ngurah Laba; Qondias, Dimas; Veliz, Leonardo; Chiu, Chunta; Utami, Ketut Herya Darma; Listyana, I Gusti Agung Ayu Putu
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75115

Abstract

Gender disparities in literacy and numeracy continue to challenge equitable education, especially in linguistically diverse and indigenous communities. In East Nusa Tenggara, Indonesia, the integration of mother tongue-based instructional models offers a promising approach to address these inequities. While the benefits of mother tongue education on overall academic achievement are well documented, its specific role in mitigating gender gaps remains insufficiently examined. This study aim to analyze mother tongue-based multilingual education (MTB-MLE) can be adapted to support gender-equitable learning outcomes in literacy and numeracy among elementary students. The method employed a mixed-method approach. The quantitative component involved quasi-experimental research, meanwhile the qualitative aspect included interviews. Research participants included early-grade elementary students in the Riung ethnic region, comprising a total sample of 168 students (70 male and 98 female). The quantitative data were analyzed using ANCOVA to evaluate differences in pretest and post-test results based on gender, while qualitative data underwent thematic analysis to identify facilitating factors and barriers in implementing the instructional model. Findings reveal that both male and female students benefited significantly from mother tongue-based instruction. Notably, female students showed greater improvements in literacy, while male students demonstrated slightly higher gains in numeracy. These results underscore the potential of culturally responsive, language-based instructional models to promote inclusive and equitable education. By situating learning within students’ linguistic and cultural contexts, mother tongue-based instruction not only enhances academic performance but also supports gender-sensitive pedagogy and curriculum development. This study contributes to the global discourse on language education by offering insights into how localized pedagogical strategies can be leveraged to address gender disparities.
University Students’ Writing Ability of National Insight-Based Text Genre in University to Support Sustainable Development Goals (SDGs) Abidin, Zaenal; Zulfadhli, Muhammad; Farokhah, Laely; William, Nanda; Huda, Mochammad Miftachul; Mutaqin, Ejen Jenal
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74993

Abstract

Writing is one of the important language abilities for students in universities. However, previous studies indicate that students' writing ability remains low, primarily due to their inadequate basic writing skills. This research is aimed to describe the students’ writing ability of national insight-based text genre in university. A qualitative approach with descriptive method was used in this research. The research subjects consisted of 30 students in a university located in Bekasi, Indonesia. The research data collection techniques consisted of writing tests of national insight-based text genres and interviews. Research data were analyzed through the data reduction, presentation, and verification. The results showed that generally the average of students’ writing ability of national insight-based text genres was still under the minimum standard of passing grade in writing standard of Indonesian language learning in universities. In descriptive and exposition texts, the most difficulties were found in the aspects of content organization, grammar, style (choice of structure and vocabulary), and spelling and grammar. In the procedure text, the difficulties were found in the five indicators of writing ability. Moreover, the content of national insight on the three types of texts have not been fully internalized in the text. This research provides an opportunity for further research regarding the development of national insight-based of Indonesian language teaching materials for students in universities. This study adds new information regarding sustainable development goals (SDGs).
Digital Learning Innovation: Gamification-Based Smart System Adaptive Mobile Learning Needs Analysis Using the Tri Kaya Parisudha Approach for English Language Learning Jayanta, I Nyoman Laba; Suprianti, G.A.P.; Ganing, Ni Nyoman; Utami, I GA Lokita Purnamika
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75116

Abstract

Many elementary school students do not enjoy learning English due to ineffective instructional approaches that limit independent learning. While digital technology offers potential solutions, its educational use faces challenges such as misinformation and students’ low digital resilience. This study investigates the current levels of digital innovation and digital resilience among elementary students and explores strategies to enhance these skills. A concurrent embedded mixed-methods design was used, involving 120 fifth-grade students and teachers from elementary schools across Bali, selected through purposive sampling. Data were collected using questionnaires and analyzed both quantitatively and qualitatively. Results show that students’ innovation and resilience in digital contexts remain low, and existing learning activities have not significantly improved these competencies. However, teachers support efforts to foster these skills. To address this gap, the study proposes the development of a Smart System Adaptive Mobile Learning (SSAML) system that incorporates gamification and the Tri Kaya Parisudha philosophy—a Balinese framework emphasizing good thoughts, speech, and actions. This culturally grounded digital learning model is intended to provide effective feedback, enhance student motivation, and promote digital innovation and resilience in English language learning.
Enhancing English Reading Comprehension and Critical Thinking through Murdoch Integrated Approach: A Language Education Study about Sustainable Development Goals (SDGs) Weerawong, Prissana; Chano, Jiraporn; Wu, Chicheng
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74935

Abstract

This study investigated the impact of the Murdoch Integrated Approach (MIA) on improving English reading comprehension and analytical thinking among Thai Grade 5 students, in alignment with Sustainable Development Goal 4 on quality education. A one-group pretest-posttest design was implemented using eight structured learning plans over one semester. Two English reading tests were used to assess comprehension and analytical reading before and after the intervention. Results showed a significant improvement in both areas. These gains occurred because MIA promotes inquiry-based learning, active student engagement, and reflective thinking, enabling learners to interpret texts meaningfully and apply ideas critically. Although the absence of a control group requires cautious interpretation, the findings highlight the potential of MIA in enhancing essential language skills at the elementary level. This research contributes to language education by supporting pedagogical innovation aligned with global development goals.
Teaching Phonics Through Video: Connecting Letter Sounds and Sign Language for Kinesthetic Children Komalasari, Dewi; Sukartiningsih, Wahyu; Hendratno, H.; Suryanti, S.; Adi, Agus Satmoko
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74997

Abstract

This research aims to develop video learning to recognize vowel letters through sign language with an approach that is suitable for children with kinesthetic learning styles, who often experience difficulties in the traditional learning process. This research draws on multiple learning intelligences, particularly kinesthetic intelligence, which emphasizes that children learn best through physical activity. The research method follows the ADDIE model, which includes the steps of needs analysis, content design, video development, implementation, and evaluation, to ensure that the final product meets the criteria of effective learning. Based on unstructured interview data, teachers emphasized the importance of the specific features of letters. The implementation of this method was indicated to be successful, showing that 83.33% of students from groups A1 and A2 made significant progress in recognizing vowel letter sounds, with an average n-gain of 0.81 (A1) and 0.83 (A2). Although there were challenges for 20% of students in the speed of letter shape recognition and imitation, these results support the need for a diverse and inclusive approach to learning. The research recommends collaborative learning strategies for children who struggle with letter recognition and emphasizes the importance of using methods that support all learning styles. The implications of the findings lie in developing more effective learning media, encouraging active and interactive learning that strengthens children's literacy and communication skills. The originality of this research lies in the integration of Indonesian letter sounds, the use of sign language and the learning steps of kinesthetic children. This research makes the subject matter more accessible to children with kinesthetic learning styles and makes a significant contribution to modern learning methodologies

Page 1 of 2 | Total Record : 16

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9, No. 3, 2025 Vol. 9, No. 2, 2025 Vol. 9, No. 1, 2025 Vol. 8, No., 4, 2024 Vol. 8, No. 3, 2024 Vol. 8, No. 2, 2024 Vol. 8, No. 1, 2024 Vol. 7, No. 4, 2023 Vol 7, No. 3, 2023 Vol. 7, No. 2, 2023 Vol. 7, No. 1, 2023 Vol 6 No. 4, 2022 Vol. 6, No. 3, 2022 Vol. 6, No. 2, 2022 Vol. 6, No. 1, 2022 Vol. 5, No. 4, 2021 Vol. 5, No. 3, 2021 Vol. 5, No. 2, 2021 Vol. 5, No. 1, 2021 Vol. 4, No. 3, 2020 Vol. 4, No. 2, 2020 Vol. 4, No. 1, 2020 Vol. 3, No. 2, 2019 Vol. 3, No. 1, 2019 Vol. 3, No. 1, 2019 Vol. 2, No. 2, 2018 Vol. 2, No. 2, 2018 Vol. 2, No. 1, 2018 Vol. 1, No. 2, 2017 Vol. 1, No. 1, 2017 More Issue