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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 306 Documents
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Dyslexic Students’ Profiles in Vocational Schools: Characteristics and Strategies Mukhlis, Muhammad; Sohnui, Suhailee; Asnawi, Asnawi; Yuliawan, Tri; Shafina, Vira; Siburian, Desi Arni Natalina Br
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.82166

Abstract

Inclusive education aims to provide equal learning access for all students, including those with special needs such as dyslexia. This study explores the characteristics of students at risk of dyslexia in Vocational High Schools (SMK) and the learning strategies that can be implemented to improve their reading skills. Using a descriptive qualitative approach, data was collected from 11 Indonesian language teachers at public vocational schools in Pekanbaru through questionnaires and Focus Group Discussions (FGD). The findings indicate that dyslexic students face difficulties in letter recognition, reading fluency, and text comprehension, which impact their self-confidence and motivation to learn. The learning strategies currently applied in schools have not been fully adapted to the needs of dyslexic students, relying heavily on text-based methods without incorporating multisensory approaches or adaptive technology. Furthermore, the assessment methods still follow conventional formats, making it difficult for dyslexic students to demonstrate their understanding optimally. Therefore, more adaptive learning approaches are needed, such as multisensory methods, explicit phonics instruction, and the integration of assistive technology to enhance the literacy skills of dyslexic students. These findings are expected to serve as a foundation for developing more inclusive educational policies and improving teachers' competencies in supporting students with special needs in vocational school environments.
Interdisciplinary Perspectives on Folklore: Arts-Based Research (ABR) in The Novelization of Traditional Tales to Strengthen Character Education Through Language and Literature Teaching Youpika, Fitra; Sumiyadi, Sumiyadi; Permadi, Tedi; Sunendar, Dadang; Syaputra, Juni
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82103

Abstract

The study aims to elucidate the interdisciplinary perspective of folklore studies and arts-based research (ABR), focusing on the novelization of traditional stories to strengthen character education. An interdisciplinary perspective on language, literature, art, and education studies is employed to investigate how traditional folklore can be re-created through creative literary endeavors. Using an ABR qualitative research design, preceded by realist ethnographic research and in-depth character content analysis, this study explores the complexities of transforming oral traditions into written narratives, emphasizing the role of artistic interpretation in preserving cultural heritage and values. The steps of ABR are carried out through comparative data, literature review, and analysis of art practices of the selected traditional stories for their new adaptation. The results show that the folklore (legend) of Raden Alit has three variants. The variants teach about the values of religiousness, nationalism, independence, cooperation, and integrity. The variants of the Raden Alit folklore (legend) can be combined and transformed into a novel (didactic literature) through the six stages of the creative process of fiction-based research (FBR) design, which is part of arts-based research. The implications of this research are essential for socio-cultural in the contemporary context because it is relevant to the preservation and dissemination of cultural heritage. By integrating insights from folklore studies, literary analysis, and artistic practice, this study contributes to an emerging interdisciplinary research field. It offers valuable insights into the transformative potential of arts-based approaches to preserving and disseminating traditional folklore.
The Contribution of Reading Interest and Internet Addiction to Undergraduate Students' Critical Thinking Skills in an Indonesian Public University Pujiastuti, Indah; Lestari, Dian; Damaianti, Vismaia S; Mulyati, Yeti; Sastromiharjo, Andoyo
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82106

Abstract

This study examines the relationship among undergraduate students' interest in reading academic texts, internet addiction, and critical thinking abilities. Additionally, it aims to elucidate how much interest in reading academic texts and internet addiction influence students' critical thinking skills. This investigation implements a correlational research design. The data were gathered through questionnaires and tests administered to undergraduate students enrolled in the Pendidikan Bahasa dan Sastra Indonesia (PBSI) Program at Maritim Raja Ali Haji University (UMRAH). The results were analyzed using multiple and partial correlations to assess the effects of interest in reading academic texts and internet addiction on students' critical thinking skills. The key findings are presented as follows: There exists a significant moderate correlation among interest in reading academic texts, internet addiction, and students' critical thinking skills; Interest in reading academic texts positively correlates with critical thinking skills, indicating that greater interest in reading corresponds to stronger critical thinking skills, and vice versa;  Internet addiction negatively correlates with students' critical thinking skills, suggesting that increased addiction is linked to lower critical thinking abilities. Both interest in reading academic texts and internet addiction contribute to students' critical thinking skills, with internet addiction contributing more to critical thinking skills than students' reading interest. This study successfully demonstrated a significant moderate correlation between interest in reading academic texts, internet addiction, and critical thinking skills among students because Sig. Fcount < ρ-value in line with the theory that the intensity of academic literacy engagement and external factors, such as internet use, influences critical thinking skills.
The Application of CEFR Standard Framework in Enhancing Communicative English Competencies: The Bibliometric Analysis and Its Support to Sustainable Development Goals (SDGs) Nadtayay, Nawaporn; Wongsaphan, Montree; Wu, Chicheng
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82101

Abstract

This study investigates the impact of CEFR-based frameworks on communicative English language teaching models in Thailand’s primary education sector from 2020 to 2024. Addressing the global call for standardized language proficiency, the research aims to map thematic trends and conceptual developments within CEFR-aligned pedagogy. A quantitative bibliometric method was employed, analyzing 500 scholarly articles from Google Scholar using descriptive statistics and VOSviewer-generated visualizations. Results show a research peak in 2022, followed by a sharp decline in 2024, indicating either shifting national priorities or saturation in CEFR-focused studies. Core terms like “proficiency,” “communication,” and “task-based learning” emerged consistently, reflecting CEFR’s central role in curriculum reform, instructional design, and digital integration. Because gaps remain in measuring learner outcomes and contextual implementation, the study reveals areas for further empirical and localized research. This work contributes to understanding CEFR’s transformative role and encourages more strategic, evidence-based applications in English language education policy and practice in Thailand. This study supports current issues in sustainable development goals (SDGs).
The Impact of Artificial Intelligence Language Learning Tools on Enhancing EFL learners’ Oral Reading Fluency: An Empirical Study Al-husban, Naima; Alabri, Khalaf
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.82173

Abstract

This study aims to investigate the impact of AI language learning tools on the development of oral reading fluency among English as a Foreign Language (EFL) students and their perceptions of employing these tools during reading practice. The participants comprised 40 students who were randomly assigned to either an experimental group or a control group. The experimental group received instruction and assessment through an AI tool, specifically the Reading Progress features embedded in Microsoft Teams, whereas the control group was taught using traditional methods. Participants’ oral reading fluency was assessed to evaluate improvements both in general oral reading fluency and against established reading fluency standards. Furthermore, interviews were conducted to gather insights into students' perceptions regarding the use of the AI tool. The findings indicated that the experimental group significantly outperformed the control group in terms of reading fluency performance. Moreover, participants in the experimental group expressed positive perceptions of employing the AI tool to enhance their oral reading fluency. Based on these results, it is essential to integrate AI tools into the teaching and assessment process of English as a foreign language. Furthermore, teachers should receive professional training programs focused on designing activities for language learning in general, and specifically for oral reading fluency, as well as on teaching and evaluating students' oral reading fluency through AI tools.
Students' Perspective on English Language Skills: Challenges and External Factors Sya, Mega Febriani; Amir, Fachru Razy; Fitrah RG, Zahra
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82107

Abstract

This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading.  School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice.
Communicating Gender Equality: Critical Analysis of Gendered Language in Social Science Textbooks for Alpha Generation Purnomo, Agustina Multi; Fauziah, R. Siti Pupu; Martin, Abraham Yazdi; Roestamy, Martin; Nita, Kamala Sia Rio; Warizal, Warizal
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82096

Abstract

The study examined how textbooks, as a communication tool, shape gender-related messages and gender equality in social learning by analyzing gendered language in 9th-grade social science textbooks used by Indonesia's first Alpha Generation. The study adopted a sociological perspective to analyze the content and structure of the ninth-grade Merdeka curriculum textbook as an ideological medium of communication. It employed a mixed-methods approach, combining critical content analysis of textual and visual elements with a student survey involving 389 respondents. The findings revealed that the textbook conveyed gender bias through its text and figures, even though Indonesian permits grammatical neutrality. The survey showed that 9th-grade students perceived gender inequality, as they mentioned male figures far more frequently in visuals (277 vs. 67; bias ratio 4.13) and texts (233 vs. 111; bias ratio 2.10), indicating that they actively interpreted male dominance in the textbook's content. The results confirmed that textbooks shaped gendered inequality through implicit communication. The Alpha generation, shaped by constant exposure to digital narratives, may internalize patterns that hinder equitable educational goals. This study suggested that textbooks express social values and educators should create books that offer inclusive perspectives on gender roles to promote gender equality in education.
An Inductive Approach to Examining the Morphophonology of Polymorphemic Words in Indonesian Yusuf, Cahyo; Irawan, Yusup; Lubna, Syarifah; Sariasih, Yanti; Mazid, Sukron; Wulansari, Atsani
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82100

Abstract

This study investigates the morphophonological process in Indonesian, with particular focus on the polymorphemic construction {kә-base morpheme-an}. The research adopts an inductive approach, supported by acoustic data analysis, to identify shifts and sound changes during word decomposition. The findings reveal the vowel alternations, in which [i] and [u] in the penultimate syllable nucleus are realized allophonically as [I] and [U] in the final syllable nucleus of the stem. Consonant changes are also observed, such as the phoneme /k/ in the coda of a final syllable shifting to /ʔ/ in the coda of the base morpheme, as well as the change from /x/ to /h/. These shifts and alternations can be categorized as substantial substitutions, motivated by morphological factors. The study demonstrates that an inductive approach to morphophonological processes enriches linguistic inquiry and offers pedagogical implications, offering new perspectives on the interaction between phonology and morphology.
Challenges, Interference, and Coping Strategies in English Communication of Balinese Cruise Ship Crew Members in a Multilingual Context Wedhanti, Nyoman Karina; Yuliasri, Issy; Pratama, Hendi; Sakhiyya, Zulfa
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.82174

Abstract

In the linguistically varied environment of foreign cruise ships, strategic English use as a lingua franca determines how well multinational crews communicate. This study examines challenges, interference, and coping strategies in English communication in a multilingual context of Balinese cruise ship crew members who have spent more than ten years working for an international cruise company. The data of the study were collected using in-depth semi-structured interviews with nine deliberately selected participants. The collected data were analyzed using thematic analysis to examine their communication challenges, inferences, and copings strategies they develop in response to English communication-related issues. Results reveal the challenges that the Balinese cruise ship crew members faced were the variety of the English pronunciation and accent of the speakers from Japan, India, Russia, and China. In terms of interferences, The Balinese crew members’ English exhibited structural errors influenced by interference from Balinese and Indonesian. These errors, shaped by differences in their native languages, included issues with article usage, verb conjugation, and sentence construction. The This study also confirmed that Balinese cruise ship crew members demonstrated a range of adaptive strategies and coping methods to manage these challenges. In situations where verbal understanding was lacking, they primarily relied on context, nonverbal cues, and interpreting the situation to grasp meaning. To enhance clarity, particularly during guest interactions, they also employed techniques such as rephrasing, repeating information, and simplifying their language. These results highlight the resiliency and adaptability of Balinese cruise ship crew members and provide an understanding of English as a working language in international cruise ship professional environments.
Bridging the Gap: Teacher Efficacy and Diagnostic Assessment in Remote Indonesian Schools Ramly, Ramly; Azis, Azis; Fajar B, Muhammad; Abduh, Amirullah; Asnur, Muhammad Nur Ashar
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82109

Abstract

Research on Diagnostic Assessment (DA) in remote schools in Indonesia is essential, as education in these areas has been a focus of the government attention for several decades and continues for future. This study provides an overview of teachers' readiness in implementing DA, particularly regarding their efficacy and self-perceptions. This study aims to describe teachers' confidence in conducting DA and their perceptions of its benefits for learning. Data were collected from 35 teachers with varying employment statuses and teaching experience using a questionnaire with linear-scale responses. The questionnaire measured efficacy across four aspects using twelve statements and perceptions across three aspects using nine statements. The questionnaire was distributed online via Google Forms. The data were analyzed using descriptive statistics and presented in frequency tables. The findings reveal that teachers in remote schools have a high level of confidence in their ability to implement DA, adapted to the conditions of underdeveloped areas. Teachers perceive DA as fundamentally effective in transforming learning conditions, although it has not yet provided optimal benefits in various related aspects. Its implementation is also considered to be insufficiently intensive. It is concluded that teachers in remote schools are capable of implementing DA and are concerned about the current suboptimal execution of DA. The findings of this study suggest that while teachers in remote areas are confident in their ability to implement DA, further support and resources are necessary to optimize its use. Enhancing training programs and increasing the intensity of DA application could contribute to more effective teaching and learning outcomes, especially in under-resourced and geographically isolated settings

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