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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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Tailoring CEFR to BISOL (Bahasa Indonesia for Speakers of Other Languages): A Model for Integrative Language Teaching Materials Muliastuti, Liliana; Mayuni, Ilza; Nurhaina, Andi; Saddhono, Kundharu
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.53219

Abstract

This study aims to adapt CEFR in developing an integrative approach-based teaching material model for a pre-basic BISOL class. The method used in this research is the development research design by Borg and Gall. This study was development research. The stages are identification of the problem, formulation of a hypothetical draft model; feasibility testing by experts; product revision; and test product effectiveness. The data were collected through survey techniques, interviews, and documentation. The needs identification results revealed data encompassing 10 themes, 5 tasks per theme, and diverse evaluations comprising theory, in-class practice, and real-world field assignments, both on an individual and group basis. These identified needs require alignment with CEFR A1 for the development of BISOL learning. These findings were subsequently incorporated into the design of the teaching material model, and the results indicated that tailoring CEFR to BISOL as an integrative language teaching material model was feasible for application in the classroom, as assessed by experts. The implications suggest that integrating CEFR into BISOL is highly feasible for the development of teaching materials, and teachers can leverage this instructional model to enhance students' proficiency in the Indonesian language..
Revision and Multiple Validity Verification of Self-Presentation Skills Assessment for Middle School Students Tong, Weiwei; Saihong, Prasong; Sonsupap, Kanyarat
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64996

Abstract

The main objective of this study is to revise and validate the assessment of self-presentation skills of middle school students. The assessment is based on existing self-assessment scales and adaptively modified for a more accurate assessment of middle school students' self-presentation skills. Considering the characteristics of middle school students and teachers' assessment, we have reconstructed and adjusted the dimensions of the original assessment. This paper includes background research, scale design and innovation, scale testing, and scale reliability and multiple validity verification. In order to further verify the effectiveness and reliability of the tool, this study added the application of content validity and factor analysis on the basis of previous studies. The results of this study are intended to compensate for the limitations of current teacher assessment for middle school students' self-presentation. At the same time, this study also provides a basis for the development of middle school students' self-presentation skills integrated training programs.
How to Improve Student Understanding in Learning Science by Regulating Strategy in Language Education? Definition, Factors for Enhancing Students Comprehension, and Computational Bibliometric Review Analysis Suherman, Irman; Fauziah, Siti Pupu; Roestamy, Martin; Bilad, Muhammad Roil; Abduh, Amirullah; Nandiyanto, Asep Bayu Dani
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.56014

Abstract

The purpose of this study is to explain language education development research for improving student comprehension in learning science. This study also reviews the definition of these strategies, identifies factors that contribute to improving students' comprehension, and conducts a computational bibliometric review analysis to determine the efficacy of these approaches using Google Scholar with keywords "Language" and "Learning Science" from 2019 to 2023. There are also explanations for formal and informal learning, as well as educational levels for researching techniques and developing curriculum. The use of technology in media and laboratories is also a significant factor in increasing students' literacy and language impact. Language and student characteristics, motivation, teacher-student relationships, therapy, and psychological conditions are all inextricably linked. We also included information about language barriers for students with special needs, as well as new technologies that improve language learning, in which these can be factors in increasing student’s understanding of learning science. The bibliometric analysis results show that the trend of language research in learning science is decreasing year after year. This is due to the possibility that the focus of educational research has shifted to other areas, such as educational technology, science learning, or educational policy. The co-occurrence analysis results show several keywords that are frequently researched and should be paid attention to, including "language model," "natural language processing," "deep learning," "student," and "language learning." These keywords denote important parameters that can improve the learning experience because they enable personalized, interactive, adaptive educational interventions, particularly in language learning contexts, by adapting content and feedback to each student's needs and preferences. This paper will be useful to educators in better understanding the current state of affairs concerning the importance of language in engineering teaching and learning. 
Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students Pei, Jianting; Pamintuan, Cavin F.
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64085

Abstract

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.
The Endangered Central Malay Folklore: A Medium for Internalizing Character Values in Indonesian Language and Literature Youpika, Fitra; Sumiyadi, Sumiyadi; Permadi, Tedi; Sunendar, Dadang; Yandryati, Jenny
International Journal of Language Education Vol. 8, No. 1, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i1.60908

Abstract

This study raises the unity of the topics of folklore, literature teaching materials, and character education. It aims to explore character education values in endangered Central Malay folklores as a means of internalizing literature teaching. This qualitative study used five informants who not only knew the folklores but also knew the local culture of the Central Malay community in depth. Data were collected through semi-structured interviews and note-taking. The data were analyzed using a thematic approach. The research findings show that Central Malay folklore has aesthetic, humanist, ethical, and religious values that can be internalized in literature learning as a form of effort to save Central Malay folklore from extinction through education. This research is not new. However, there is little information about Central Malay folklore in Indonesia. The findings provide benefits and recommendations to researchers, educators, teachers, and policymakers to collaborate and conduct further studies to save Central Malay folklore from extinction and survive in society. In addition, the importance of this research is to increase understanding and foster students' appreciation of local literature while being able to take and practice the character values contained in Central Malay folklore.
ASEAN Students' Interest in Learning the Indonesian Language: A Descriptive Study from the Perspective of SEAMEO ASEAN Hardini, Tri Indri; Yulianeta, Yulianeta; Fikrianto, Misbah; Hamidah, Hasanatul; Emilia, Emi; Kharismawati, Limala Ratni Sri
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.59491

Abstract

Language plays a crucial role in the educational environment, whether in schools or universities. Besides the national language, students are also exposed to regional and foreign languages to enhance their language proficiency. Teaching foreign languages encompasses a wide range of options, such as English, Korean, Japanese, and Chinese. Moreover, languages affiliated with ASEAN countries, like Malay, Thai, and Indonesian, have gained popularity. This study employs a descriptive approach to elucidate the findings regarding the interest in learning Indonesian among students in ASEAN nations. Conducted by SEAMEO ASEAN, the research draws its primary data from questionnaires and presentations submitted in September 2022. Participating ASEAN countries in this SEAMEO initiative encompass Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor Leste, and Vietnam and analyzed with descriptive statistical analysis. The study reveals a notable demand for Indonesian language learning among students from ASEAN countries. Indonesian is pursued for various purposes, including professional, socio-cultural, and personal development. Recognizing the interest in Indonesian among ASEAN students provides a foundation for the implementation of Indonesian as a foreign language through the BIPA program. There has not been much research on the interest of Indonesian language among students at the ASEAN level, therefore this research is included in the initial research on Indonesian language internationalization policies starting from the ASEAN level
Higher Order Thinking Skills in Reading Literacy Questions at Vocational High Schools in Indonesia Mukhlis, Muhammad; Suwandi, Sarwiji; Rohmadi, Muhammad; Setiawan, Budhi
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.37603

Abstract

This research is motivated by the demands of every student to have high-level thinking skills or known as HOTS. This ability can be known if the instrument used is classified as a question that requires high-level thinking skills. The purpose of this study was to analyze the fulfillment and percentage of indicators of high-level thinking skills in the minimum competency assessment of reading literacy at SMK Negeri Pekanbaru city. This research is qualitative research using a content analysis method. Data were collected using documentation techniques in the form of reading literacy questions obtained from teachers of Vocational High Schools throughout Pekanbaru City. The results showed that the AKM instrument was reading literacy with 79% HOTS category and 21% non-HOTS questions. In general, the question instructions have led to HOTS questions. The instrument contains dimensions that measure critical thinking, problem-solving, and creative thinking skills. Another thing that needs to be considered is how the instruments used can be developed using standardized instrument development steps so that the expected results can be recognized as true
Breaking Barriers: Empowering Visual Impaired Students with Audio-Assisted Balinese Script Relief Media for Enhanced Literacy at A Special Public School Sudarma, I Komang; Sujana, I Wayan; Dewantara, Kadek Andre Karisma; Ardiyasa, I Nyoman Suka; Sudiartini, Ni Pande Kadek Dewi
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64092

Abstract

The difficulties faced by teachers at a Special Public School in teaching Balinese script literacy to visually impaired children have resulted in low literacy skills in Balinese script among these students. In order to maximize Balinese script learning, appropriate learning media tailored to the characteristics of visually impaired children are necessary. This study aims to determine the design, feasibility, and effectiveness of the Relief Balinese Script Media (Reaksi) assisted by audio to improve the Balinese script literacy of visually impaired students at a Special Public School. The study utilizes the ADDIE development model with a quantitative research design. Data collection methods include written tests assessing Balinese script writing. The subjects of this study are 12 visually impaired students. The results of this development study are as follows: (1) the design of the audio media achieved a score of 93.15%, qualifying as excellent; (2) the Reaksi media was deemed feasible, scoring 91.44% and qualifying as excellent; (3) the obtained t-value was 77.97, while the t-table value at a significance level of 5% was 2.101. These results indicate that the t-value is greater than the t-table value, thus rejecting H0 and accepting H1. Therefore, it can be concluded that the Relief Balinese Script Media (Reaksi) assisted by audio is effectively applied to improve the Balinese script literacy of visually impaired students at a Special Public School. This audio-assisted Relief Balinese Script Media (Reaksi) helps visually impaired students recognize the actual forms of Balinese script, thereby enhancing the literacy skills of Balinese script reading and writing among visually impaired students.
Enhancing Paragraph Writing Proficiency: A Study of Students' Performance Post Global English Textbooks Exposure Yunus, Muhammad; Dalle, Muhammad Basri; Kaharuddin, Kaharuddin; Hudriati, Andi; Strid, John Evar
International Journal of Language Education Vol. 8, No. 1, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i1.60913

Abstract

The article focuses on identification of students’ performance to write paragraphs and the topics needed by students to be developed post global English textbooks exposure. This study aimed to investigate description of current students’ performance to write paragraphs after studying a paragraph writing using Global English Textbooks and to find out the topics needed by students to be developed as teaching English textbook materials for Paragraph Writing Course. The research employed a mixed-methods approach, combining quantitative analysis of students' paragraph writing performance with qualitative interpretation into their perceptions to the use of global English textbooks as writing paragraph teaching materials. The total samples were 44 students of English Study Program, Faculty of Letters, Universitas Muslim Indonesia. To obtain information from the informants, the researchers employed questionnaires of Paragraph Writing distributed to the students through the Learning Management System (LMS) Google form.  The results showed that students exhibited a wide range of proficiency levels in paragraph writing, from advanced to fundamental deficiencies, necessitating targeted support across all skill levels. Moreover, a significant proportion of students lacked confidence in their writing abilities, emphasizing the importance of tailored instruction to address uncertainties effectively. Challenges with global English textbooks, including language complexity and cultural references, exacerbated these issues. Despite the inherent benefits of paragraph writing, such as language development and critical thinking skills, some students questioned its relevance in non-native English education settings. Additionally, doubts about fundamental language aspects like vocabulary and grammar underscored the need for focused instruction in these areas. Overall, addressing these challenges required comprehensive supports and resources to enhance students' paragraph writing skills and confidence levels effectively. Meanwhile, the exploration of sixty topics provided valuable insights into students' interests and knowledge. Among them, sixteen topics emerged as notably popular, indicating a strong resonance with students. These topics ranged from personal narratives to societal issues, reflecting students' diverse values and concerns. Furthermore, themes related to self-improvement and academic success garnered considerable interest, underscoring students' aspirations for growth. Even less chosen topics still demonstrated students' engagement with various aspects of interpersonal relationships and cultural identity. Moreover, the inclusion of less common topics reflected students' recognition of broader educational and patriotic ideals, albeit with less enthusiasm.
Pre-service EFL teachers’ language assessment literacy satisfaction and assessment preparedness Farmasari, Santi; Wardana, Lalu Ali; Baharudin, Baharudin; Herayana, Desi; Suryaningsih, Hartati
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.47445

Abstract

Pre-service teachers' ability to construct and conduct assessment has been a point of emphasis for decades, and rightfully so. It is crucial that they acquire the necessary knowledge and abilities in their language assessment course during their pre-service teacher education to effectively assess students in their future professional routines. The purpose of this research was to determine if and how pre-service English teachers' (PSETs) satisfaction with their language assessment course corresponded with their level of readiness. 51 out of 56 PSETs participated since they met the two requirements (passing the language assessment course and enrolling in TAP). The Fulcher (2012) language assessment literacy questionnaire was adapted and disseminated. The questions were organized into four categories for the purpose of analysis: overarching principles and concepts in linguistic assessment; designing language assessment; scoring test items and analyzing test results. Results demonstrated that LAL satisfaction was not congruent with assessment readiness. There was a "neutral" level of satisfaction among participants (51.5 percent), but they were nearly set to begin practicing assessment at their TAP (78.5 percent). Additionally included are statistics that are specific to each of the four categories found in the questionnaire.  In particular, the study suggests that training in evaluating open-response questions and analyzing test items warrants expansion. Additional research could fill in the gap between LAL satisfaction and the PSETs by examining the relationship between the two.

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