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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 290 Documents
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Exploring Directive Speech Acts in Elementary School Communication in Kolaka: Language Pedagogy Implications Nur Ihsan HL; Samsuddin Samsuddin; Hendri Yawan; Yuliati Yuliati
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.44948

Abstract

This sociopragmatics study aims to investigate the various types of directive speech acts and the markers of local wisdom in the communication of elementary students in  Kolaka. The research design employed is qualitative descriptive, chosen for its ability to describe the types of directive speech acts and the manifestation of local wisdom within the context of elementary school students. The participants in this study consisted of elementary school students from Kolaka Regency. Data were collected through non-participant observation, and the analysis followed qualitative data procedures based on the interactive model developed by Miles and Huberman, which involved data reduction, data presentation, and drawing conclusions. The findings revealed four types of directive speech acts commonly used by elementary school students: demanding, commanding, begging, and challenging. These directive speech acts were found to be influenced by the cultural context, specifically manifested through the use of clitics. The clitics -ko, -mi, -ka, -hae, and -na were identified as significant markers of the local wisdom in the communication of elementary students, observed in utterances such as lihatko, ayomi, pindahko, biarmi, siniko, and jemputna. These clitics not only serve as markers of cultural identity but also indicate different levels of politeness in communication.  Further implications for language teaching practices are also discussed.
Integrating Multiple Intelligence Learning Approach to Upgrade Students’ English Writing Skills Hasbullah Hasbullah; Nur Wahidah; Nanning Nanning
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.34383

Abstract

The educational curriculum’s current challenge is to use appropriate approaches during the Covid-19 days. This study aimed to investigate the multiple intelligence learning approaches (MILA) which were used to provide students’ competence in English writing skills in an institute of IAIN Sorong, West Papua Province, Indonesia. In terms of it the multiple intelligence learning approaches introduced interactive, analytic, and introspective domains which cover elements of linguistics, mathematics, visual, kinesthetic, music, intra-personal, interpersonal, naturalistic, and existential or spiritual. Those elements would be appropriately implemented to upgrade students’ English writing skills. This study employed a survey method using lists of questionnaires to obtain qualified data which were collected through eight English lecturers, four staff curriculum developers, and eighty students. The findings conclude that most respondents felt contented and interested in developing and upgrading English writing skills using the Multiple Intelligence Learning Approaches. The results of this research claimed that the lecturers require the MILA to be more widely used to upgrade students’ writing skills. Also, the practitioners on campus should make together the strategies to be included in MILA for teaching English writing skills as recommended by the national education curriculum.
EFL Teachers' and Students' Attitudes and Practices Regarding Oral Communication in English Classes: Ethiopian High School Context Eyasu Yaya Sada; Dereje Asfaw Bulbula; Tesfa Alemu Bulti
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.23062

Abstract

This study looked at the attitudes of Ethiopian English teachers and Bonga Mehal Ketema High School grade 10 students about spoken communication in the classroom. The purpose of this study was to determine why oral communication is such an important part of English teaching, what role teachers and students play in making orally active students in the English classroom.  Four English teachers were purposively interviewed, and 95 pupils in the tenth grade completed a questionnaire. The findings show that the majority of teachers and students believe that oral communication is an important aspect of the English education process. It is primarily due to the fact that being able to express yourself vocally in English in today's world is extremely important. The findings also reveal that teachers believe assessing students' oral competence is difficult since it is not as concrete as other abilities assessed in the English foreign language course. The challenge of convincing timid or unmotivated students to engage orally, as well as a lack of time, make assessing students a challenging undertaking. Thus, EFL teachers should establish a welcoming environment in the classroom to help students enhance their speaking skills.
Exploring German Language Skills Learning Experiences Using The NURS Teaching Model Nurming Saleh; Muhammad Nur Ashar Asnur; Sein U Swe
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.48486

Abstract

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments in this study include syllabi, teaching plans, student activity sheets, and formative tests. Researchers use reading, listening, writing, and speaking tests to determine students’ competencies and skills. The data was examined by researchers using percentage techniques. German Average score of the students before they learn using the NURS teaching model is 75. The result shows that the average student's German-language skills in the A class are 80.75 and 83.50 for the B class. These improvements could be seen in the improvement in each class. Students of A class have improved in listening, 7.5% in reading, 13% in writing, and 11.5% in speaking. Conversely, students of B class have improved by 12% in listening, 9% in reading, 18% in writing and 15% in speaking. Another value of using the NURS teaching model in learning German is that it positively effect on the teachers’ skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve students' German skills in the German educational department at the Faculty of Language and Literature of Makassar State University.
Enhancing Students’ Learning Outcomes through MALL in English Intensive Program for Railway Mechanical Technology Damar Isti Pratiwi; Rengganis Siwi Amumpuni; Ainun Fikria; Riana Eka Budiastuti
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.22839

Abstract

This study attempts to investigate students’ learning outcomes in English Intensive Program through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students’ learning outcomes after joining the English Intensive Program through MALL. Nonetheless, the English Intensive Program implementing MALL had a moderate correlation and was less effective in enhancing students’ learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program.
Assessing the Nexus of EFL Learners’ Academic Self-concept and Their Formal English Vocabulary Knowledge Alek - Alek; Tuyen Van Nguyen; Syarifuddin Dollah
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.36048

Abstract

Vocabulary is unquestionably the cornerstone of language learning. No matter the learners' first language, foreign language, age, or level of ability and skill. Yet, it is scarcely founded studies regarding formal English vocabulary knowledge. This investigation expected to explore the correlation between undergraduate EFL learners’ academic self-concept and their formal English vocabulary knowledge. The quantitative research method has been applied. The participants completed a written vocabulary test in English and filled in an academic self-concept questionnaire. The data were analyzed using simple correlation regression and qualitative analysis from data obtained from the interview.  The results show that the undergraduate English as a Foreign Language learners’ academic self-concept has a positive correlation with the learners’ formal English vocabulary knowledge. Based on interview results confirm that illustrates the power of contextual language learning. Vocabulary learning was influenced by the amount of exposure, word self-regulation, general intellectual ability, motivation, and creativity factors that support the learners’ vocabulary knowledge achievement. The results suggested that teacher educators should pay more attention to the enhancement of the power of EFL learners’ academic self-concept to help the acceleration of teaching and learning English as a foreign language. For strengthening the academic self-concepts of EFL students as well as some essential considerations to be made before beginning the development of learners' English vocabulary knowledge are discussed. Last but not least, some pedagogical implications are proposed for EFL teacher educators.
Effective or Impractical? Discussing Students' Perceptions toward Learning Management Systems in English Language Learning Aminah Suriaman; Konder Manurung; Mukrim Mukrim; Aisah Apridayani; Agussatriana Agussatriana
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.43495

Abstract

Learning Management System (LMS) platform is currently popularly used by universities or institutions as an e-learning platform based. Currently, it may be utilized successfully as a platform to engage students in a classroom context. This study aims to determine the use of the learning management system (LMS) in English language learning based on the analysis of students' perceptions and to establish whether the platforms used contributed to the learning goals in the English Department at Tadulako University. The research design utilizes the descriptive qualitative research method. The finding of the study indicated that learners expressed both sides of the usage of the LMS platform in English language learning; effective and impractical perception. It is effective because the LMS platform improved their comprehension, promoted independent learning, inspired students to complete all tasks and quizzes, and eventually allowed students to achieve good learning outcomes. Meanwhile, for impractical usage, the LMS platform has network instability and limited opportunity for real-time discussion and gets immediate feedback from lecturers.  However, the benefits of the LMS platform outweigh its drawbacks.
Designing Research-Based Teacher-Appraisal Forms: A Case of Effective EAP Lecturers in Uzbekistan Arfa-Kaboodvand, Mandana; Akbarova, Saida
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.23467

Abstract

The main aim of this article is to introduce the steps followed in designing effective teacher-appraisal forms to be completed by the students, and teacher-self-reflection forms to be completed by the teachers. After explaining the steps and the reasons behind taking them, we will report on the findings of the study we have conducted following the same procedures to design the forms. The findings have identified the characteristics of effective EAP lecturers according to the 196 students who participated in the study. for EAP lecturers have also provided their input about the characteristics of effective EAP teachers. The collected data suggest the students seem not to differentiate between the competencies required for teaching and learning general English and EAP. The students considered communicative competence the most essential asset of their EAP lecturers. Accurate interpretation of the data emerging from the ratings is another issue addressed in this article. This can guide the teachers to make better decisions.  
Writing Knowledge and Writing Performance of Undergraduate Students Indra Perdana; Joni Bungai; Wardani Dwi Wihastyanang; Ralph Hery Budhiono; Valentina Lovina Tanate
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.40041

Abstract

This paper describes an investigation about the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.
Strategies of Implementing Multicultural Education: Insights from Bilingual Educators Amirullah Abduh; Rosmaladewi Rosmaladewi; Martin Andrew
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.48498

Abstract

The purpose of this paper was to explore principals’ perceptions of their strategies to maintain their cultural and religious identities within a multicultural society.This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education?  The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education – respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts.  Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.

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