JoEELE
JoEELE: Journal of Excellence in English 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 policymakers. All articles should be in English. The scope of the journal: assessment and testing in language learning and education; applied linguistics methodologies and issues; classroom language teaching issues; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism, and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism, and bilingual education; and teacher training, gender and equality in language education.
Articles
227 Documents
<![CDATA[Improving the Vocabulary Mastery of Year Eleven Students Using Mind Mapping Method ]]>
<![CDATA[Akbar, Muh. Ramadhan]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 2, April (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aims to investigate the effectiveness of the Mind Map Technique in improving vocabulary mastery among Year-Eleven students. This research utilized a mixed-methods approach to explore both qualitative and quantitative data. A pre-experimental design was used, involving 20 students in a single class at SMA Negeri 10 Gowa. The study measured the students' vocabulary mastery before and after receiving treatment through the Mind Map Technique. The results showed that using Mind Maps significantly improved students' vocabulary skills. The pre-test results indicated that only 40% of students achieved an excellent score, while after the treatment, the number of students who earned a perfect score increased to 70%. Moreover, the questionnaire analysis showed that students responded positively to using Mind Maps to improve their vocabulary skills. The findings suggest that the Mind Map Technique can be an effective tool for English teachers to enhance their student's vocabulary skills. Students should be encouraged to use and memorize their vocabulary in real-world situations. This study contributes to the literature on vocabulary instruction and provides a reference for teachers to improve their students' vocabulary mastery using the Mind Map Technique. Future research can explore the potential of Mind Maps to enhance students' skills in other areas, such as writing, listening, and speaking.]]>
<![CDATA[The Use of ChatGPT in Enhancing Students Writing Ability ]]>
<![CDATA[Anggeraja, Moh. Fikri Amir]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 3, July (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This research aims to find out students' perceptions of difficulties, advantages and disadvantages in using ChatGPT and how ChatGPT enhance students' English writing ability. The subject of this research was five English students of Universitas Negeri Makassar. The interview was used as the main instrument to collect the data. The results of this research showed that all five subjects experienced an improvement in their writing ability, especially in terms of improving vocabulary, structure, grammar, explaining ideas well, reviewing and correcting, where this was due to ChatGPT helping them in a way that when the subjects asked something, ChatGPT would immediately provide explanations and examples. However, the level of improvement varies depending on how often and consistently it is used. This research contributes to the understanding of how ChatGPT improves writing skills. Essentially, the findings focus on students' perceptions of using ChatGPT as a writing aid. Although the results of this study emphasize more on students' understanding and subjective views, teachers can consider the application of ChatGPT to support the learning process.]]>
<![CDATA[The Implementation of Task-Based Learning to Improve Reading Comprehension of the Second-Year Students’ of SMP Negeri 1 Sungguminasa ]]>
<![CDATA[Sukardi, Vera]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 1, January (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The purpose of this study was to find out whether the use of Task-Based Learning can improve students reading comprehension of the second-year students of SMP Negeri 1 Sungguminasa. This research was conducted at SMP Negeri 1 Sungguminasa. The researchers used a quantitative research method. The population of this research is the second-year students of SMP Negeri 1 Sungguminasa. The instrument in this study was reading tests. The tests were given before the treatment (pre-test) and after the treatment (post-test). Based on the result of the mean score, the researchers found that the use of Task-Based Learning could improve the student's reading comprehension skills. It was proven by the result of the post-test which was higher than the result of the pre-test (86.28 > 39.63). Therefore, the researchers concluded that the use of Task-Based Learning can improve second-year students' reading comprehension skills at SMP Negeri 1 Sungguminasa.]]>
<![CDATA[Improving the Students’ Speaking Ability by Applying Guided Conversation Strategy ]]>
<![CDATA[Mariana, Ana]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Muliati, A.]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67086
<![CDATA[This research aims to determine the improvement of students' speaking skills with guided conversation strategies. This research uses a pre-experimental method with data analysis using SPSS version 20.0. The respondents in this study consisted of 34 students from class VIII10 at UPT SPF SMP Negeri 17 Makassar. The results of this research show that guided conversation can improve students' speaking ability with an average (Mean) Post-test score of 16.38 with a standard deviation (data spread) from 2.456 to 3.201. This shows that guided conversation strategy can improve students' speaking ability. This can be seen from the results of the pre-test score which increased in the post-test results. The standard deviation value is smaller than the average value, so it can be concluded that the average value can represent all the data. The range of values on the Pre-test is 10 and on the Post-test 13. Ha is accepted and H0 is rejected. Furthermore, the description above shows that in the post-test results, there was an increase from the pre-test to the post-test. This shows that the application of guided conversation plays an important role in learning to speak.]]>
<![CDATA[The Use of Duolingo Application as A Learning Medium for Students’ Pronunciation ]]>
<![CDATA[Syair, Siti Nurazizah]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Talib, Ahmad]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67093
<![CDATA[This research aimed to find out how students’ use and to assess their perception of the Duolingo application as a medium for learning pronunciation. This current research used a descriptive qualitative method with subjects of this research were two students of English Education at Universitas Negeri Makassar and random sampling was used in which the subjects that were being randomized had been using the Duolingo application for a long time. The instruments used in this research were observation by observing students using the Duolingo application using an observation checklist, and interviews using semi-structured interviews, namely interviews using interview guides originating from the subject concerned. The results of the research concluded that: The use of Duolingo application consists of; students chose the level on the application, students do pronunciation exercises in the application, students studied vowels and consonants features in the application, students get feedback from the application, students have and use several additional features contained in the application. Furthermore, students positive perception of the Duolingo application; in cognitive aspects, students perceive that the Duolingo application is an online learning tool that can be used as a learning medium for learning pronunciation, in affective aspects students feel helped and made it easier when learning pronunciation using this application because there are interesting features that can increase students' excitement and make it easy for students to understand the instructions, in conative aspect, students using Duolingo application with follow the instructions provided and focus on each exercise and material contained in the application. While using this application, students can feel changes in their pronunciation. The changes in pronunciation experienced by students do not take long because they often use it in everyday life. The Duolingo application can be used every day, wherever and whenever because it is online-based and also free. Therefore, the Duolingo application can be used as a learning medium for learning pronunciation.]]>
<![CDATA[The Problems in Learning English at SMP Negeri 26 Makassar ]]>
<![CDATA[Jumratun, Jumratun]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67082
<![CDATA[This study aimed to assess the students’ problems in learning English and factors that cause the students’ problems in learning English at SMP Negeri 26 Makassar. There were 6 students in the eighth grades who participated in this research. This is qualitative descriptive research which used observation and interview as the data collections technique. Based on findings, the data showed that there were eight problems faced by students in learning English they are: 1) Lack of vocabulary, 2) Vocabulary problem, 3) Lack of grammar mastery, 4) Anxiety, and 5) Unsupportive environment, 6) Spelling problem, 7) Listening difficulties, 8) Missintonation and there were three factors led to students’ problems in learning English, namely motivation, personality, and environment.]]>
<![CDATA[Student Perceptions of the Application of Social-Effective Strategies to the Speaking Confidence of 8 Year Students ]]>
<![CDATA[Nurmayanti, Wa Ode]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67088
<![CDATA[This research aimed to find out students’ perception of the application of socio-affective strategies on speaking confidence, factors affecting speaking confidence, the difficulties and convenience in increasing students’ speaking confidence, and how they solve problems related to speaking confidence. This research applied a descriptive qualitative method. The data collection in this research was conducted by interviewing seven students at SMPN 1 Sampolawa as the participants. The results of this study show that there are several pluses of the socio-affective strategies on speaking confidence these include friends who have a positive effect in helping to increase self-confidence, way of thinking, and participating in activities that can increase self-confidence. As for the drawbacks, this study found that when students always think negatively, it is difficult for them to control nervousness when speaking. It can be concluded that psychological factors influence students to increase confidence their in class.]]>
<![CDATA[The Use of Tiktok Application to Improve the Second Grade Students’ Speaking Skills at SMA Negeri 3 Takalar ]]>
<![CDATA[Fortuna, Nursharikha Aghniya]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Munir, Munir]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67078
<![CDATA[This study was conducted to determine whether using the TikTok application increases students’ speaking skills in English. The method used was quantitative research with a pre-experimental one-group pre-test-post-test design. The population of this study was 11th-grade students from SMAN 3 Takalar in the academic year 2023/2024, and the sample of this study was class XI with 36 students. This study uses a cluster random sampling technique. The research instrument used a speaking test with the topic of opinions and thoughts. This research is based on data processing, with the average score from the pre-test (37.97) < the average score from the post-test (63.36), significance value .000 < α (.05), and t-value (12.360) > t-table (2.101). The results of the study indicate that the speaking skills of 11th-grade students at SMAN 3 Bone improved after receiving several treatments. In conclusion, using the TikTok application increases students’ English-speaking skills.]]>
<![CDATA[Analysis of Using Film Subtitles to Improve Students’ Speaking Ability at SMPN 21 Makassar ]]>
<![CDATA[Gandhy, Dwi Shintia]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Muhayyang, Maemuna]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67094
<![CDATA[Speaking is a productive skill in which the activity involves two or more people interacting to transfer or get messages and information. The objectives of this study are to find out if the use of film subtitles is effective for improving students' speaking ability. The researcher employed a one-group pre- and post-test experimental design utilizing quantitative methods. Data collection was conducted through pre-tests, treatments, post-tests, and questionnaires. The results showed that there was a significant relationship between students' English-speaking ability before watching movies with subtitles and after watching movies without subtitles. This means that watching movies with subtitles can improve students' speaking ability at SMPN 21 Makassar.]]>
<![CDATA[Using Herringbone Technique to Improve Students’ Reading Comprehension at SMPN 21 Makassar ]]>
<![CDATA[Maharani, Andi Aliah]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 4, October (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i4, October.67083
<![CDATA[The goal of this study is to ascertain how the Herringbone technique might be used at SMPN 21 Makassar to enhance students' reading comprehension. Since this study is pre-experimental, it is handled differently. The participants in this study were the eighth-grade students of SMPN 21 Makassar. Using the cluster random sampling approach, a single class—class 8E, which consisted of 27 students—was chosen at random to serve as the study's sample. A written test was administered both before and after therapy as part of the data-gathering procedure. Using IBM SPSS Version 27, the quantitative analysis of the writing test data was conducted to compare the test scores. The paired sample t-test was used to assess the results of the pre-and post-tests. According to the analysis, the average post-test score for the category of "not good" is 58.46, and the average post-test score for the category of "good" is 73.27. According to the study hypothesis, there is a noticeable difference in the reading comprehension of SMPN 21 Makassar students in the 8E class when they apply the Herringbone approach. Thus, it can be said that the 8E grade students at SMPN 21 Makassar benefit from using the Herringbone technique to increase their reading comprehension.]]>
