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[Reducing Students’ Anxiety in Speaking English through Cooperative Learning (Make A Match Type) ]]>
<![CDATA[Anshar, Asmita]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![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.67090
<![CDATA[This research aims to determine whether cooperative learning (make-a-match type) reduces students' anxiety about speaking English. The research utilized a pre-experimental method with a total sample of 23 students from class X MPLB at SMKN 4 Selayar, employing a cluster random sampling technique. Data collection involved administering a pre-questionnaire, applying the treatment, and then conducting a post-questionnaire. The data analysis results indicate that cooperative learning (make a match type) effectively reduces students’ anxiety in speaking English. This is supported by the t-test value, where Sig. (2-tailed) = 0.00, which is less than the significance level of 0.05. Therefore, H0 is rejected and H1 is accepted. Consequently, it can be concluded that cooperative learning (make-a-match type) alleviates students' anxiety in speaking English. This research contributes to enhancing the English language teaching process by implementing cooperative learning (make-a-match type), aimed at reducing students' speaking anxiety.]]>
<![CDATA[Students’ Perception fn the Usage of Hello English Application in Learning English Vocabulary ]]>
<![CDATA[Anugrah, Nurul]]>;
<![CDATA[Noni, Nurdin]]>;
<![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.67079
<![CDATA[The purpose of this study was to discover the students’ perception of the usage of the Hello English application in learning English vocabulary at SMP Negeri 2 Sungguminasa. This study applied a quantitative descriptive method. Then, the data was gained through a questionnaire to discover the students’ perceptions after utilizing the Hello English application in learning English vocabulary. Further, the researcher implemented the Likert scale to analyze the data that included five-point scales, namely: strongly concur, concur, indecisive, disagree and strongly disagree. The participants from the study consisted of 30 students from class VIII.9 at SMP Negeri 2 Sungguminasa by applying a cluster-random sampling technique. The study’s finding denoted that the students’ mean score of students’ perceptions after utilizing the Hello English application towards students’ vocabulary mastery was 45.3 which classified as a strongly positive perception. Moreover, the majority of students from this study discerned that the features available in the Hello English application simplify students in their learning activities, and encourage students to learn English, and also, most of them perceive the Hello English application as a pleasurable media to be utilized. Hence, it can be supposed that all of the students discerned positively the usage of the Hello English application as a learning media for learning English vocabulary.]]>
<![CDATA[Students’ Perception on Using Indonesian Subtitle on English Language Movie to Enhance English Vocabulary ]]>
<![CDATA[Afrilia, Nur Tasya]]>;
<![CDATA[Wahid, Abdul]]>;
<![CDATA[Asfah, Indrawaty]]>;
<![CDATA[Sudding, Muhammad Fahri Jaya]]>;
<![CDATA[Susanto, Ashabul Kahfi]]>
<![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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<![CDATA[This study aimed to discover the students’ motivations, students’ perceptions, and students’ strategies of the inclusion of Indonesian subtitles in English language movie as a tool for improving English vocabulary and to find out the challenges in the inclusion of Indonesian subtitles on English language movies in enhancing students' new vocabulary. This research uses a qualitative research design with a descriptive approach to describe the research subject. Data collection techniques using interview. The results of this study discover that student perceived that using Indonesian subtitles while watching English language movies emerges as a significant tool for enhancing students' English vocabulary. But some student also contends that, using Indonesian subtitles while watching English language movies as a tool for vocabulary enhancement presents challenges and limitation that impact its effectiveness as a vocabulary enhancement tool. ]]>
<![CDATA[The Use of Online Spelling Bee Game in Teaching Vocabulary ]]>
<![CDATA[Amelia, Andi Resky]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![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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<![CDATA[This study is arranged to know the effect of the use of spelling bee online game to students’ vocabulary mastery in English subject. This thesis has a problem statement namely, does the Spelling Bee Online Game give effect on students’ vocabulary, and the objective of this research is to find out the effect of spelling bee online game on students’ vocabulary. This research used the pre-experimental method which is the part of quantitative method . while, the population of this research is seventh grade student of SMPN 3 MARBO and the sample of this research was 25 students from class VII A. The instrument of this research was vocabulary text. The research used a spelling bee online game, with the pretest used to determine the students' basic vocabulary competence and the posttest used to determine the students' vocabulary improvement following the treatment. There were twenty items on the test, with five options for each number. Next, SPSS 22 was used to compute and analyze the test. The study concludes that spelling bee online game is useful for increasing seventh-grade students’ vocabulary at SMPN 3 Marbo. A notable difference in the students’ mean scores on the pretest and posttest served as evidence. The pretest mean score was 31.60, whereas the posttest score was 76.60, and the value of the sig (2-tailed) was 0.000.]]>
<![CDATA[The Effectiveness of Using Diary Writing to Improve Students’ Writing Ability in Recount Text ]]>
<![CDATA[Munawwara, Zakiratul]]>;
<![CDATA[Talib, Ahmad]]>;
<![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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<![CDATA[The goal of this survey is for find out if or not writing a diary is affective to improve learners’ writing ability in recount text at second grade of MTs Darul Iman Mammi. This study was applied a quantitative method with pre-experimental research design. The population was secondary level students which come about 17 students. The sample taken was one class, obtained by using total technique sampling. The appliance of this study was a writing test with a pretest and posttest. This research showed that, the mean score of students in pre-test was 19.94 and post-test was 25.64. Also, it was found that t-test value (52.326) ˃ t table value (2.120) and the Sig value obtained (2-tailed) from Paired Sample Test result was 0.000, this value is smaller than α=0.05. It means that null hypothesis (H0) is condemned and the alternative hypothesis (H1) is effective. It matters that utilize diary writing is affective for fix learners’ writing ability in recount text on secondary level students at MTs Darul Iman Mammi, Polman.]]>
<![CDATA[English Teachers’ Perception on the Merdeka Curriculum, Especially Differentiated Learning at SMAN 2 Bantaeng ]]>
<![CDATA[Naipon, Adam]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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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<![CDATA[This research aims to determine English teachers perception on the Merdeka Curriculum, especially differentiated learning at SMAN 2 Bantaeng. The method used in this research is descriptive qualitative. Participants in this research were English teachers at SMAN 2 Bantaeng. Two English teachers were selected as research subjects using purposive sampling techniques. The instrument used in this research was a semi-structured interview. The results of this research show that the English teachers at SMAN 2 Bantaeng has a comprehensive understanding of the Merdeka Curriculum, especially differentiated learning. They have implemented it for two years with positive results in improving the quality of learning. Teachers are able to assess and evaluate various aspects of differentiated learning which include content, processes and products. Even though differentiated learning is effective in improving the quality of learning, English teachers still experience various obstacles in its implementation, such as difficulties in obtaining accurate diagnostic test results, recognizing individual student characteristics, choosing appropriate teaching methods or strategies, grouping students effectively, accommodating the diverse learning needs of students, and encourage student independence in completing learning outcomes. Overall, this research found that the English teachers at SMAN 2 Bantaeng had a comprehensive understanding of the Merdeka Curriculum, especially differentiated learning. They have implemented it for two years with positive results in improving the quality of learning. Teachers are able to assess and evaluate aspects of differentiated learning. Even though differentiated learning is effective in improving the quality of learning, English teachers still experience various obstacles in its implementation. This is what makes differentiated learning implementation not standardized.]]>
<![CDATA[Students’ Perception using Twitter (X) Account Auto-Base Englishfess to Learn English Grammar ]]>
<![CDATA[Syafar, Miftahul Jannah]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![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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<![CDATA[This study aims to describe the perception of the auto-based Twitter account Englishfess (X) in learning English grammar. The design of this research method uses a descriptive qualitative approach. Online in-depth interviews and document analysis are used in data collection. The researcher took participants from followers of the Englishfess account who are high school students in Indonesia with an age range of 15-18 years. The results of this study found that students have a positive perception of the use of the auto-based Englishfess account. Students believe that they get many benefits from using Twitter (X) in learning English grammar, such as improving students understanding of grammar concepts, increasing their grammar awareness, and making it easier to communicate with other users in learning English grammar. This study also found a positive perception from students that posts or tweets from the auto-based Englishfess account are quite accurate and of high quality in presenting grammar discussions, the diversity of content provided, and encouraging students' motivation to learn grammar on social media.]]>
<![CDATA[The Correlation of Students’ Personality, Learning Style and Achievement in English ]]>
<![CDATA[Mustari, Ichwan]]>;
<![CDATA[Nur, Sahril]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Mansur, Musdalifah]]>;
<![CDATA[Safaitri, Citra Dwi]]>
<![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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<![CDATA[This research aims to determine the relationship between students' personalities, learning styles, and achievements in learning English among XI.7 grade students at SMAN 1 Bantaeng. This research uses a correlational research design. The study used a personality questionnaire from Airasian and Gay to investigate students' personalities. It also employed a learning style questionnaire by Joy M Reid to investigate students' learning styles. It then confirmed the student achievement scores from English teachers. The population of this research was all students at level XI.7 of SMAN 1 Bantaeng and they were selected randomly with 25 students from one class. After analyzing the student personality using SPSS, it was found that introvert personalities with a visual learning style scored 0.786, introvert personalities with an audio learning style scored 0.914, introvert personalities with a kinesthetic learning style scored 0.874 as well as extrovert personalities with a visual learning style scored 0.944, extrovert personalities with an audio learning score 0.926, extrovert personality with a kinesthetic learning style score of 0.927. Thus, academic success in English is significantly correlated with introverted students with a Visual Auditory Kinesthetic learning style and is significantly correlated with extroverted students whose learning style shows a good correlation.]]>
<![CDATA[The Effectiveness of Think Pair Share Technique in Improving Students’ Reading Comprehension ]]>
<![CDATA[Putri, Nur Auliah Anisa]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[Radhiyani, Fitri]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 1, January (2025): 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 determine the effectiveness of the Think Pair Share (TPS) technique in improving students' reading comprehension. The population used in this study were the 11th-grade students of MAN Jeneponto. In this study, the researchers used a quasi-experimental design with a simple random sampling technique which was divided into two classes, there experimental class and the control class, each consisting of 33 students. The instrument used in this study was a reading test, which consisted of two parts, namely pre-test and post-test. The results showed that students in the experimental class were better compared to the control class. Seen from the mean score of the experimental class post-test was 88.61 while the mean score of the control class post-test was 74.30. Hypothesis testing in this study showed that the Sig. (2-tailed) of 0.000<0.05. It means the researchers concluded that the Think Pair Share (TPS) technique was effectively used in class XI.6 to improve students' reading comprehension.]]>
<![CDATA[The Use of Extensive Reading to Enhance Students' Vocabulary Mastery ]]>
<![CDATA[Syahril, Syahril]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Muliati, A.]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 1, January (2025): 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 determine whether or not extensive reading can enhance students' vocabulary mastery at SMA Negeri 4 Sidrap. The research investigates how whether exposure to diverse texts aids in learning new words, improves retention, and enhances overall vocabulary skills. A quantitative approach with a pre-experimental design, specifically a one-group pre-test and post-test method, was employed. The sample comprised 22 second-grade senior high school students from one class. Over four meetings, the students underwent treatments focused on vocabulary mastery, which involved receiving material from the researchers and engaging in reading comprehension activities. These activities included reading a passage, writing a reading report, discussing the text, and retelling what they had read. Data collection was conducted through pre-tests and post-tests administered after the treatment. The study's results indicated that extensive reading is significantly effective in enhancing students' vocabulary mastery. The data showed an improvement in students' scores from the pre-test to the post-test, with the mean pre-test scores indicating a low level of vocabulary mastery and the mean post-test scores indicating a satisfactory level of vocabulary mastery. In conclusion, the study demonstrates that extensive reading effectively enhances students' vocabulary mastery at SMA Negeri 4 Sidrap.]]>
