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 290 Documents
 25   26   27   28   29 
Language Skills of Deaf Students Using The Computer Assisted Instruction (CAI) Application Program Model Wagino, W.; Abidin, Zaenal; Ekasari, Diah; Pujiastuti, Asri; Sukartiningsih, Wahyu
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.v1i1.77395

Abstract

Language skills are crucial for deaf students as they facilitate communication, education, and social integration. Without adequate language proficiency, deaf students face difficulties in academic learning and personal development. This research explores how the Computer-Assisted Instruction (CAI) application model enhances the language skills of deaf students by integrating technology-based learning tools. The study employs a Research and Development (R&D) approach using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. The CAI model incorporates multimedia elements, including text, animations, videos, and interactive exercises, to enhance reading comprehension, writing abilities, and vocabulary acquisition. The program is designed using Macromedia Director and other supporting software to create an interactive learning environment tailored for deaf students. Findings indicate that the CAI model significantly improves reading comprehension, writing skills, and vocabulary retention. Students show increased motivation, engagement, and self-paced learning abilities. Teachers report improved student participation and communication through visual-based learning tools. However, challenges such as accessibility to digital resources and teacher training need to be addressed. The study highlights CAI’s effectiveness in promoting inclusive education for deaf students. Future research should explore AI-driven adaptive learning, gamification, and real-time speech-to-text translation to further enhance digital learning for deaf students. The integration of CAI in special education presents a transformative approach to improving language skills and educational outcomes for deaf learners.
Interactive Communication Strategies to Support the Implementation of Multidimensional Literacy and Language Education in Inclusive Settings for Achieving Sustainable Development Goals (SDGs) Amalia, Eva; Purwanta, Edi; Purbani, Widyastuti; Kharisma, Nanda Veruna Enun; Mufidah, Zulfin Rachma
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.v1i1.77400

Abstract

This study aimed to investigate how interactive communication strategies facilitate the implementation of multidimensional literacy (encompassing linguistic, cognitive, sociocultural, and developmental aspects) in inclusive classrooms, with a particular emphasis on language education and the achievement of Sustainable Development Goals (SDGs) (i.e., Quality Education). A qualitative case study was conducted in an inclusive elementary school in Yogyakarta, Indonesia. Data were collected through participatory observation, semi-structured interviews with teachers and students, and document analysis. Findings show that teachers applied adaptive strategies such as open-ended questions, paraphrasing, positive feedback, visual cues, and choice-based questioning, enabling both regular and special needs students to participate actively. These strategies enhanced sentence construction, reading comprehension, sociocultural awareness, and self-confidence by fostering meaningful dialogue and adaptive scaffolding. The study highlights that interactive communication is not merely supportive but central to equitable, holistic literacy and language education in inclusive contexts, contributing to inclusive and transformative education practices aligned with SDGs.
Innovative Approaches to Native Language Instruction in Early Childhood Education to Support Sustainable Development Goals for Quality Education Ergasheva, Gulrukhsor Surkhonidinovna; Mirzaeva, Farokhat Odiljonovna; Abdullayeva, Maryambibi Djumaniyazovna; Utbasarova, Umida Mekhmanovna; Mutalova, Dilnoza Abdurashidovna; Farmonov, O'ktam Ne'matovich
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.v1i1.77396

Abstract

This study aimed to explore innovative methods for native language instruction in early childhood to improve quality education in line with the Sustainable Development Goals (SDGs). A mixed-method design was used, involving 60 preschool teacher trainees divided into experimental and control groups. The experimental group received 12 weeks of training using storytelling, multimedia, and play-based strategies. Results showed significant gains in language proficiency, engagement, and teacher confidence in the experimental group. These methods proved effective because they encouraged child participation, contextual learning, and creativity. Integrating child-centered approaches with technology not only enhanced language development but also empowered future educators to create inclusive, high-quality learning environments.
Enhancing Academic Writing Through Local Indigenous Digital Textbooks: A Language Education Initiative Aligned with Sustainable Development Goals (SDGs) Ermawati, E.; Suwandi, Sarwiji; Suhita, Raheni
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.v1i1.77402

Abstract

This study aimed to examine the effectiveness of digital textbooks incorporating local indigenous content in enhancing academic writing skills among students in Indonesian Language Education. Employing a quasi-experimental method with a non-equivalent control group design, the research involved pretests and posttests with 71 participants from two institutions. The findings revealed a statistically significant improvement in the experimental group using indigenous-based digital books compared to the control group. This improvement occurred because the materials integrated local values, enabling students to write contextually by linking cultural relevance to their academic tasks. While overall performance increased, the aspect of sentence accuracy showed no significant gain, indicating areas for improvement. These results highlight the potential of culturally contextualized digital materials to support Sustainable Development Goals (SDGs) by promoting inclusive, quality education through localized pedagogy. Further refinement of digital textbooks is recommended, particularly to enhance linguistic accuracy and broaden language competencies in higher education contexts.
Mobile Cipta Puisi: An Innovative Application for Learning Poetry Writing Kartini, Ari; Sunendar, Dadang; Sumiyadi, Sumiyadi; Yulianeta, Yulianeta; Nurjamin, Asep; Maulana, Cepri
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.v1i1.77397

Abstract

This study aims to describe the utilization of innovative media in learning to write poetry developed in the form of a mobile application. This research uses the Research and Development (R&D) method by adopting the R2D2 model, which focuses on three main stages: (a) determination, (b) design and development, and (c) dissemination. The research approach used was descriptive quantitative, with data obtained through the assessment of media experts, material experts, and 105 student users of the application using a Likert scale questionnaire. Data analysis was carried out using the Gregory matrix technique and the calculation of the response scale. The results of this study show that: (1) Validation by media experts and material experts with the Gregory matrix resulted in a score of 1.0, which was interpreted as ‘very high’ validity; (2) User assessment of the MCP application obtained a score of 3.575, which fell into the ‘Very Good’ category; (3) Input from experts and users generally includes aspects of completeness of instructions for use, visual appearance, material enrichment, and provision of poetry anthologies from contemporary poets. The success of this application is due to the application of good instructional design and usability principles so that appearance and navigation are considered optimal. In addition, the utilization of technology that meets user needs also supports the high validity of the media. Meanwhile, the material is highly valid based on theoretical studies, fulfillment of user needs, and expert involvement in the development process. Thus, this research significantly contributes to improving the effectiveness of poetry learning while encouraging innovation in the development of digital learning media.
Pedagogical Translanguaging in Language Education: Constructing Translanguaging Space to Reduce Cognitive Load in Support of Sustainable Development Goals (SDGs) Putra, Harjuli Surya; Sugiharto, Setiono; Silva, Anna Marietta Da; Syahrizal, Trisnendri
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.v1i1.77403

Abstract

This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data were analyzed through Multimodal Conversation Analysis combined with Interpretative Phenomenological Analysis. Results show that teacher-led pedagogical translanguaging connects multiple languages, addresses linguistic insecurity, and incorporates multimodal resources. These practices reduce cognitive load because they allow students to process new information by using their full linguistic repertoire, lowering stress and enhancing engagement. Constructing a translanguaging space fosters an inclusive environment, enabling students to participate more actively, retain content better, and develop metalinguistic awareness. The findings support the integration of pedagogical translanguaging into EFL teaching as a means to promote equity, linguistic diversity, and quality education, in alignment with Sustainable Development Goal 4.
Resilient Values of SDGs in the Indonesian Language Curriculum (CCS) Roestamy, Martin; Martin, Abraham Yazdi; Rusli, Radif Khotamir; Humaira, Megan Asri; Suherman, Irman; Nita, Kamalasia Rio
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.v1i1.77398

Abstract

This study aims to analyse the role of Compulsory Courses in the Indonesian Language Curriculum (CCS) in advancing the Sustainable Development Goals (SDGs) in Indonesia. Specifically, it investigates how CCS, as a foundational educational component, contributes to linguistic proficiency, character development, cultural preservation, and sustainable human progress, aligning with SDG targets such as quality education, economic growth, and environmental sustainability. The research employs a qualitative approach by analyzing national policies, pedagogical strategies, and recent academic literature related to Indonesian language education. This multi-faceted analysis evaluates the integration of SDG principles within CCS and assesses its effectiveness in fostering sustainable development. The findings reveal that CCS significantly strengthens national identity, academic literacy, and civic responsibility. It achieves this by embedding local wisdom, environmental consciousness, and social ethics into the curriculum. These outcomes occur because CCS serves as a holistic educational framework that not only emphasizes language skills but also integrates cultural and ethical values, thereby aligning with the broader objectives of the SDGs. The results of this study underscore the potential of CCS as a strategic tool for sustainable education in Indonesia. They provide a foundation for policymakers to refine and enhance the curriculum, ensuring it remains a robust platform for achieving long-term developmental goals. Furthermore, this research highlights the importance of integrating local and global perspectives in education to foster a more sustainable and equitable future.
Building Language Literacy and Moral Values: Evaluation of the Use of Mother Tongue in Religious Education Learning Astawa, Nyoman Temon; Sueca, Nyoman; Nerawati, Ni Gusti Ayu Agung; Deng, Jianbang
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.v1i1.77404

Abstract

This study aims to evaluate the implementation of Religious Education in elementary schools using the mother tongue as the primary medium of instruction. The study is motivated by the low internalization of moral values among students, despite religious lessons being conducted routinely. The mother tongue was chosen as the approach because it is considered closer to students’ daily lives and capable of fostering a stronger emotional connection to religious content. The research employed a descriptive qualitative method involving classroom observations, interviews with teachers and students, and analysis of learning documents. The results indicate that the use of the mother tongue in Religious Education can enhance students’ understanding of religious concepts, promote their engagement in spiritual discussions, and reinforce daily worship practices. However, several challenges emerged, including limited religious vocabulary in local languages and the need for teacher training. The study recommends systematically integrating the mother tongue into religious instruction at the elementary level to cultivate moral values in a contextual and meaningful way.
Mapping the Evolution of Blended Learning in Higher Education: A Bibliometric Analysis of English Language Proficiency Research Chano, Jiraporn; Bonk, Curtis J.; Mohamad, Bahtiar
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.v1i1.77392

Abstract

This study examines the evolution of blended learning (BL) research in higher education, focusing on its impact on English language proficiency (ELP) and alignment with Sustainable Development Goals. Using 200 Scopus-indexed articles published from 2020 to 2025, we applied Publish or Perish and VOSviewer for bibliometric analysis. Results show a pandemic-driven research surge, followed by a decline as institutions adapted. Thematic gaps emerged in the underuse of AI and gamification in ELP contexts. Geographic disparities were also evident, with minimal contributions from Global South regions. These patterns occurred because structural inequities limit digital access and research capacity in under-resourced areas. This analysis contributes by identifying emerging research priorities, supporting inclusive blended learning policies, and promoting South-South collaboration. The study has implications for advancing equitable and data-informed language education practices within hybrid learning models in alignment with Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).
Barriers and Effective Strategies for Stakeholder Engagement in Inclusive and Language Education: Sustainable Development Goals (SDGs) Perspective Usmanovna, Kodirova Feruzakhon; Sadikovna, Rakhimova Khurshidakhon; Sobirkhonovna, Makhmudova Madinakhon; Rakhimovna, Teshaboeva Feruza; Jorakozievich, Melikoziev Dadakozi; Sobirjonkizi, Usmonova Mahliyo
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.v1i1.77399

Abstract

This study aims to identify the barriers limiting stakeholder participation in inclusive and language education, and to develop strategies aligned with the Sustainable Development Goals (SDGs). Using visual-adaptive questionnaires, interviews, and case studies across three regions in Uzbekistan, the study explored awareness, collaboration, and infrastructure-related challenges. Results revealed that most teachers and parents had only a partial understanding of inclusive education, and students lacked methodological resources. Effective practices (such as training sessions, collaborative teams, and targeted communication) were implemented to improve engagement. These strategies proved effective because they addressed both structural and perceptual gaps, especially in supporting language development and inclusive teaching. The research highlights that coordinated and inclusive stakeholder engagement contributes significantly to educational equity. It also reinforces the role of inclusive and language education in promoting social justice and lifelong learning, consistent with SDG 4 on quality education and SDG 10 on reducing inequalities.

Page 29 of 29 | Total Record : 290

 25   26   27   28   29 

Filter by Year

2017 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