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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 316 Documents
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Analysis of Pronunciation Errors in Reading Arabic Language Texts: Case Study of Islamic Educational Management Students Zahra Khusnul Lathifah; Siti Pupu Fauziah; Nova Monaya; Fikni Mutiara Rachma; Muhtadin Tyas; Warizal Warizal
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83715

Abstract

This study investigates the types and causes of pronunciation errors in reading Arabic Texts among Islamic Educational Management students, with implications for their future roles in educational leadership. Employing a qualitative error analysis framework, the research utilized oral reading assessments, semi-structured interviews with instructors, and document analysis of student performance in sixth-semester Arabic for Education courses. Data were triangulated to identify recurrent phonological inaccuracies and contextualize them within pedagogical practices. Results demonstrated systematic misarticulation of Arabic phonemes, notably substituting kāf with qāf, zāy with jīm, ṭāʾ with tāʾ, ṣād with sīn, and khāʾ with ḥāʾ, particularly evident in readings from the book of Al-‘Arabiyyah Baina Yadaik. These errors were attributed to three interrelated factors: phonological interference from the students’ native language, which lacks equivalent Arabic sounds; insufficient emphasis on phonetic training in course instruction; and limited immersive exposure to authentic Arabic speech. The findings highlight critical implications, as precise Arabic pronunciation is integral to effective communication in Islamic educational leadership, where textual accuracy and oral proficiency are essential for pedagogical and administrative credibility. Consequently, this study advocates for curriculum reforms prioritizing phonemic awareness through targeted articulatory exercises and immersive listening modules, ensuring graduates possess the linguistic precision required to uphold educational quality in madrasas and Islamic boarding schools. Such adjustments would bridge the gap between theoretical language acquisition and functional communicative competence, aligning academic training with professional demands.
Students’ Perceptions on the Digital Literacy and Writing Skills Using Local Indigenous Poem: Google Gemini Interactive Multimedia Approach Arwan Arwan; Sri Suryaningsih; Ikra Ikra; Rahmatia Ardila; Mulyati Mulyati; Indra Indra
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83711

Abstract

This study aims to explore students’ perceptions of digital literacy and writing skills using an interactive multimedia platform based on Kapatu Mbojo local literature, integrated with Google Gemini. Grounded in multimedia learning theory, which emphasizes integrating text, visuals, and audio to enhance instructional effectiveness, this research involved 143 high school students and 6 Indonesian language teachers from two schools in Bima Regency, Indonesia. The findings reveal that most students responded positively across five key aspects: digital literacy, ease of using Google Gemini, improvement in writing skills, interest in local culture, and an overall enjoyable learning experience. The use of this media significantly improved students’ writing scores, as evidenced by notable gains from pre-test to post-test. Additionally, students reported increased motivation and autonomy in writing, which was supported by real-time feedback from Google Gemini. The study suggests that integrating artificial intelligence and local culture into instructional media can simultaneously enhance digital literacy and writing competence. It is recommended that similar interactive multimedia tools be developed and implemented across various educational contexts, alongside teacher training programs to maximize the pedagogical benefits of AI-driven, contextually relevant learning.
Emergence of New Language Authorities in the Digital Era: The Roles of Edtech Platforms in Arabic Language Learning: Experience from Digital Learners’ Generation in Islamic Universities Muhammad Jabir; Nurdin Nurdin; Fatimah Saguni; Hamlan Andi Baso Mala
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83712

Abstract

The emergence of new information technology has brought about changes in language-teaching approaches. The changes include shifting conventional language-learning knowledge to digital resources, helping university students become more independent. The phenomenon causes the emergence of new authorities in language learning. However, limited studies have examined the new language-teaching authorities and how they emerge in the digital era. This study, therefore, aims to investigate what new language teaching authorities are and how they have emerged from the perspectives of Arabic learners. Using a qualitative multiple-case study design, this study was conducted at two Islamic universities. Data were gathered through direct observation, focus group discussions, in-depth interviews, and analysis of written materials. The focus group discussions involved 20 students; 12 of them were then recruited for in-depth interviews. Data was analyzed using a thematic approach. Our findings show that EdTech platforms have played a more critical role in Arabic language teaching than traditional Arabic teachers and Arabic educational institutions. Such EdTech platforms include Arabic-language organization websites, social media platforms, and government websites for Arabic teaching.   However, the most important finding of our study is that EdTech platforms have played a significant role in fostering more independent Arabic language learning, which may have reduced the roles of conventional language resources such as teachers, schools, and language laboratories. In other words, EdTech platforms outperform conventional language-teaching authorities. The emergence of new language-teaching authorities might streamline the bureaucratic process in Arabic language learning, as students might no longer be required to attend conventional language-learning settings such as schools or language laboratories. Our study contributes to the development of new approaches and the redesign of the curriculum in language teaching and learning. This study has limitations, including a focus solely on Arabic and a reliance on two case studies. Future studies might involve other languages, such as English, with more case studies to increase insight and trustworthiness.
First-year EFL Students’ Perspectives on Using the PQRST Strategy in English Reading Comprehension Van Do Thi Thuy; Tuan Van Vu; Thuy Thi Truong
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83708

Abstract

Reading comprehension remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly first-year university students in Vietnam who must quickly adapt to academic texts. Structured strategies such as PQRST (Preview, Question, Read, Summarize, Test) have been shown to enhance comprehension and self-regulation, yet limited research has examined learners’ perspectives in the Vietnamese context. This study aimed to investigate first-year students’ awareness, perceived usefulness, motivation, cognitive and metacognitive engagement, perceived comprehension improvements, challenges, and overall attitudes toward PQRST. An exploratory sequential mixed-methods design, which was based on Creswell and Creswell (2022), was employed. Quantitative data were collected from 195 English-major students from two universities using a researcher-designed questionnaire with 50 Likert-scale items across seven domains. Qualitative data were obtained through semi-structured interviews with 35 students. Quantitative results were analyzed using SPSS v.27, and thematic analysis of interviews followed Braun and Clarke’s (2006) six-step framework. Findings revealed moderate to high agreement on PQRST’s usefulness for organizing reading, improving comprehension accuracy, and supporting exam preparation. Students particularly valued questioning and self-testing for concentration and retention but reported challenges in generating questions, summarizing, and applying the strategy independently. Motivation-related responses were more neutral, indicating limited influence on long-term reading habits. The study concludes that PQRST is a promising scaffold for Vietnamese freshmen’s reading comprehension, but its sustained effectiveness requires explicit modeling, reflective practice, and institutional support for consistent implementation.
Fostering ESP Speaking and Reducing Anxiety Through Interactive, Supportive, and VR-Based Methods in a Public Tourism Polytechnic Ratnah, Ratnah; Saputri, Faradillah; Rosmaladewi, Rosmaladewi
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.v9i4.84021

Abstract

Confident spoken English is a pivotal element for guest-facing roles in tourism and hospitality, yet many students report high levels of speaking anxiety that suppress participation and performance. This qualitative study maps the ecology of English-speaking anxiety among Food and Beverage Service learners and refines a set of reduction strategies grounded in learner, teacher, classroom, and peer dynamics. Building on in-depth semi-structured interviews with second-semester students at a public polytechnic in Indonesia (n = 20) and reflexive thematic analysis, we synthesize student accounts of what amplifies or alleviates apprehension during service-English tasks. Across participants, confidence emerged as a proximal antidote to anxiety when practice was frequent, predictable, and coupled with constructive, tactful feedback. Teacher stance such as approachability, empathy, humor, and private, improvement-oriented commentary functioned as an affective gatekeeper that calibrated perceived risk. Procedure design mattered: interactive formats (group discussion, role-play) and graded exposure (progressing from collaborative to more public performances) lowered anxiety more reliably than one-off, high-stakes presentations. In this context, short, repeated sessions of off-the-shelf virtual reality (VR) job simulation were integrated as a reduction strategy not as an additional causal factor providing a low-stakes, private rehearsal space for service routines (greeting, clarifying, confirming, apologizing). Students attributed perceived gains to embodied, repeatable exposure that increased communicative self-efficacy and perceived fluency, thereby dampening state anxiety and supporting transfer to peer-facing tasks. We propose a stacked pathway from private/VR rehearsal to small-group role-plays and then to public performance, and we argue that immersive tools should be modeled as climate-contingent affordances that operate through confidence-building mechanisms. Implications for theory, curriculum, teacher development, and pre-internship readiness are discussed, alongside limitations and avenues for mechanism-focused trials.
Integrating Character Education into a Flip PDF–Based Literary History E-Module: Enhancing University Students’ Literary Competence Tantri, Ade Asih Susiari; Putrayasa, Ida Bagus; Artawan, Gde; Artika, I Wayan
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.v9i4.84032

Abstract

Initial findings indicate a competency gap among pre-service teacher students in the Literary History course, as reflected in their limited ability to appreciate canonical literary works, insufficient knowledge of Indonesian authors, and learning outcomes that have not met expected standards. These issues are influenced by conventional instructional designs, suboptimal use of educational technology, and students’ low reading interest, limited learning autonomy, and inadequate internalization of character values. This study aims to develop an Indonesian Literary History e-module based on Flip PDF Corporate Edition with integrated character values to enhance the literary competence of undergraduate students in Indonesian Language and Literature Education programs. This research contributes to the development of online-based instructional materials that are easily accessible and can be studied anytime and anywhere to improve students’ literary competence. The study adopts a design-based research approach employing the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were analyzed using both qualitative and quantitative methods. The findings demonstrate a significant improvement in students’ literary competence after the implementation of the Flip PDF Corporate Edition–based e-module integrated with character values. The large effect size (rrb = 0.768) further confirms the strong impact of this intervention, indicating its effectiveness in enhancing students’ learning outcomes in the field of literature. Through this e-module, students are able to understand the history of Indonesian literature in an easy, efficient, practical, and comprehensive manner. In addition, the e-module is enriched with infographics and high-quality videos of Indonesian literary works, accompanied by character value analyses of each work, which further enhance students’ literary appreciation. Project-based tasks embedded in the e-module, emphasizing literary literacy activities, also contribute to deeper student understanding of literature.

Page 32 of 32 | Total Record : 316

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