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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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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.
Unveiling Students’ Perceptions on Metacognitive Dimensions in Reading Comprehension at an Islamic University Adisaturrahimi, Andi; Dollah, Syarifuddin; Halim, Abdul; Hasanah, Uswatun; Setiadi, Muhammad Astrianto
International Journal of Language Education Vol. 8, No., 4, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i4.74758

Abstract

This study explored the perceptions of 18 students from IAIN Bone through a series of structured interviews. Using the qualitative method, the results indicated that most students had a positive perception of metacognitive dimensions, particularly appreciating how these strategies enhance comprehension, promote active participation, and foster classroom interaction. Three main themes were found: emotional engagement with the learning process, affective engagement and emotional support, and experiential learning process. However, some students expressed challenges, including feelings of nervousness and anxiety related to the frequent questioning and active engagement required. Despite these challenges, most students strongly desired to continue using metacognitive dimensions in future classes. These findings suggested that while metacognitive dimensions are generally well-received, their implementation required sensitivity to students' varying levels of comfort with active participation. This study enhanced the comprehension of student perceptions and provided insights for lecturers aiming to incorporate metacognitive approaches into reading comprehension classes
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
Writing Indigenous Narratives Through Project-Based Learning: Promoting Students’ Critical Thinking in an EFL Classroom Lestari, Indrie Setya; Nurnaningrum, Gayatri; Astuti, Indri Andriani; Hermawan, Hengki Anggra; Lugina, Tiana Dara; Amalia, Lulu Laela
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.v1i2.75812

Abstract

This study investigates how PBL enhances students’ critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom. The research conducted among 35 ninth-grade students (divided into seven groups) in a public junior high school in Bandung, Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric. Results indicate that PBL significantly promoted critical thinking, with students engaging in deeper reflection on cultural, ethical, and social issues in their narrative projects. High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects. The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category. This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies. Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among learners.
Evaluating Interactive Murals: An Empirical Study on Teaching Basic Vocabulary to Young Children Yuliani, Sri; Mardatillah, Annisa; Linarta, Arie
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.v1i2.75813

Abstract

This empirical study evaluates the effectiveness of interactive murals in teaching basic vocabularies to young children. The study is grounded in educational theories that emphasize active engagement, multisensory learning, and social interaction as critical components of effective early childhood education. The primary objectives of this study are to evaluate the impact of interactive murals on vocabulary retention among young children, assess the levels of engagement and motivation associated with the use of interactive murals compared to traditional teaching methods, and gather teachers' perspectives on the implementation and effectiveness of interactive murals in the classroom. Experimental research method design employed quantitative data to provide a comprehensive evaluation. Pre-tests and post-tests were administered to measure vocabulary retention. The quantitative analysis revealed that the experimental group showed significantly greater improvement in vocabulary retention compared to the control group. The results highlight the need for schools to invest in innovative educational tools and provide professional development for teachers. Future research should explore the long-term impacts of interactive murals and address the technological challenges associated with their use.
Enhancing Native Language Pedagogy in Preschool Education: Integrating Cultural Contexts and Sustainable Development Goals (SDGs) Khimmataliev, Dustnazar Omonovich; Sadikovich, Kiyamov Nishon; Mannapovna, Jabborova Onaxon; Qizi, Sayitova Umida Hikmatillo; Nematovna, Rakhmonova Zarifa; Bakhtiyarovna, Bilolova Zamira
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.v1i2.75814

Abstract

This study aims to enhance native language pedagogy in preschool by integrating interactive, digital, and culturally rooted methods in alignment with the Sustainable Development Goals (SDG 4 and SDG 11). A mixed-methods approach was employed, involving preschoolers and pre-service educators across various institutions. Quantitative data from vocabulary and comprehension tests, and qualitative insights from interviews and observations, showed that digital tools and cultural integration yielded greater language acquisition and engagement. Traditional methods underperformed in all indicators. Because language is deeply tied to identity and development, teaching practices that reflect culture and leverage innovation promote inclusivity, participation, and early literacy. These findings suggest that incorporating SDG-aligned strategies into educator training can foster educational equity and cultural sustainability in early learning environments.
Students' Perceptions of AI-Based Instruction in Academic Writing Course at an Indonesian Private University Setiadi, Muhammad Astrianto; Basri, Muhammad; Sakkir, Geminastiti; Sardi, Ahmed; Rahman, Abd.
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.v1i2.77294

Abstract

This study aims to find out how students perceive the integration of AI technology in learning academic writing. This qualitative case study examined the perceptions of 27 English students at Universitas Muhammadiyah Makassar regarding the use of AI tools in their academic writing development. Data were collected through semi-structured interviews, providing rich insights into students' attitudes, perceived benefits, and potential drawbacks of AI-driven instruction. The findings of this study show that there are two types of perceptions towards the application of AI in writing learning: Perceived usefulness and perceived ease of use. Perceived usefulness can be observed through several indicators, including improved academic writing quality, increased efficiency in writing activities, enhanced learning, better grades, and meeting writing requirements. Furthermore, perceived ease of use also has six indicators, namely ease of understanding, ease of use, clarity and understandability, flexibility and adaptability, minimal effort required, and user-friendliness.
The Effectiveness of Teaching Listening Skills through English Movies Usman, Abdurrahman Hi.; Ajam, M. Ridha; Tegamuni, Suhaimi
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.v1i2.77295

Abstract

Teaching English skills requires effective techniques of teaching and teaching media. One of them is movies. This study explores and describes the effectiveness of teaching listening skills through English movies. The objectives of this study are to (1) analyze the description of listening skills through English movies as the media of learning; (2) analyze the description of listening skills without English movies as the media of learning; (3) analyze the effectiveness of the listening skills learning through English movies and without English movies as the media. The study was designed in experimental research employing experimental and control groups of students as the subjects of the study. Each group was treated using different techniques. The treatment began with the pre-test and ended with the post-test as the data collection technique. The instruments used written and oral test items. The data collected were analyzed quantitatively. Based on the data, it was concluded that (1) the average N-gain score for the experimental group is 61% indicating that teaching listening skills using English films is included in the category effective enough; (2)  the average N-gain score for the control group is 38%, the N-gain score is at least 0.00% and a maximum of 64.29% indicating that teaching listening skills without using films in English is included as the ineffective category; (3) there is a difference between average learning outcomes in teaching listening skills using English films and teaching listening skills without using English films (conventional).
EFL Learners' Perceptions on Flipped Classroom in a Private University in Indonesia Akib, Muhaiminah; Abduh, Amirullah; Sahril, Sahril; Syahrianti, Syahrianti; Firman, Firman
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.v1i2.77296

Abstract

This research will analyze the students’ perception about flipped classroom. This study used a qualitative case-study approach. conducted at Universitas Muhammadiyah Sorong. The subjects of this research are 20 subjects. The findings of the study shows that three important patterns emerged from the data. The first theme, structure learning approach, includes sub-themes that define the flipped classroom: preparatory aspects, procedural views, and structured processes. The second theme, creating enjoyable atmosphere, is further divided into several sub-themes: engagement through active learning, personalized and flexible learning, and supportive classroom culture. The final theme, fostering independent learning activities, encompasses sub-themes such as learning without direct teacher guidance, developing problem-solving skills, and managing their time effectively. The findings of this study imply that the flipped classroom model can be highly effective in higher education by promoting a more structured and engaging learning environment.
Design Thinking Learning with a Neuro-Linguistic Programming (NLP) Approach to Enhance Autonomous Learning in Early Writing and Reading Kristiantari, Maria Goreti Rini; Purnami, I Gusti Ayu Lokita; Tristiantari, Ni Ketut Desia; Bayu, Gede Wira; Dewantara, Kadek Andre Karisma; Dewi, Ni Putu Utami
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77406

Abstract

The purpose of this study is to develop learning model of design thinking learning with a Neuro-Linguistic Programming (NLP) approach to enhance autonomous learning in early writing and reading. This study conducted base on problems that exist in strategies for teaching early writing and reading in elementary schools and seek solutions that can increase the effectiveness of this process. This study adopts a design-based research approach utilizing the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). The data analysis in this study will employ both qualitative and quantitative methods. The findings of this study indicate a significant improvement in early writing and reading after using design thinking learning with a Neuro-Linguistic Programming (NLP) approach. The Design Thinking approach integrated with NLP provides a comprehensive solution to improve reading, writing and autonomous learning skills. By implementing the stages of Design Thinking equipped with NLP principles, students can be actively involved in the learning process, develop basic literacy skills, and build a more independent, confident, and disciplined learning attitude. The learning concept that integrates Design Thinking and Neuro-Linguistic Programming (NLP) offers an innovative and effective approach to improving early reading and writing skills as well as autonomous learning.

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