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
212 Documents
<![CDATA[Utilizing E-LKPD (Electronic Student Worksheets) to Enhance Students’ Descriptive Text Writing at Junior Secondary School ]]>
<![CDATA[Muafiah, Nurul]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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 the study is to discover how positively students perceive the use of electronic student worksheets, or E-LKPD, in the instruction of descriptive text as well as the efficacy of this approach. A quasi-experimental design with a non-equivalent control design was used in the study. The population of this study was 7th-grade students from SMP Pergis Islam Ganra located in Ganra, Kel. Ganra, Kec, Ganra, Kab. Soppeng. The sample of the study was 40 students of two classes from the seventh grade of SMP PERGIS ISLAM GANRA students which were taken by using cluster random sampling. The data were obtained through writing tests and questionnaires. The results of the hypothesis test proved a significant difference in post-test scores between the experimental and control classes, with a 2-tailed value of 0.000 (0.05), indicating that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. This confirms that teaching descriptive text at the junior secondary level using E-LKPD is an effective method of instruction. Utilizing E-LKPD in teaching descriptive text at junior secondary schools offers several benefits, including enhanced student engagement and motivation through interactive and digital formats, leading to improved learning outcomes. Additionally, E-LKPD facilitates personalized learning experiences, catering to diverse student needs while also improving students’ technological literacy.]]>
<![CDATA[Code Switching Analysis in English Education Content on YouTube ]]>
<![CDATA[Dzulfikar, Ahmad]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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 the frequency of code-switching, the types of code-switching, and the accuracy of the message that occurs within an educational video. The research method used is the qualitative approach. The research uses a descriptive research method that involves the analysis of three chosen videos uploaded on YouTube. The research will find the frequency of code switch occurrence, types of code-switching, and how the message is conveyed correctly when the code switch occurs. The research found that there is an average of 35 to 45 code switches that occur in the first 5 to 6 minutes of each video and each of those occurrences consisted of three types of code switches which are inter-sentential code switch, intra-sentential code switch, and extra-sentential code switch. The messages or information that the content creator tries to convey through the content they create are understandable. In conclusion, code switches are frequently used in educational content on YouTube and are consisted to three types of code switches with messages that are understandable to the viewers of the content.]]>
<![CDATA[The Correlation Between Listening to English Songs and the Students’ Vocabulary Mastery ]]>
<![CDATA[Kamila, Athiya]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Novia, Lely]]>
<![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 research aimed to discover the correlation between the students’ likelihood of listening to English songs habit and their vocabulary mastery. This research engaged the correlational method by using a quantitative method. There are two variables in this research. Listening to English songs is variable X and The Students’ Vocabulary Mastery is variable Y. The students’ likelihood of listening to English songs was attained by distributing a questionnaire while the students’ vocabulary mastery was acquired from a test. The population consists of 228 students who registered active and are classified into four academic years, 2019, 2020, 2021, and 2022. The samples were selected using a random sampling technique. Based on the calculation, it was found that the mean score of the students’ likelihood of listening to English songs is 60.05. Meanwhile, the mean score of the students’ vocabulary mastery test is 37.7. The research data were calculated through SPSS 26. The correlation result of both variables is 0.24, which is interpreted as the strength of the correlation between the two variables gained constantly rated as significant at the weak level.]]>
<![CDATA[The Influence of EFL Students’ Self-Confidence and Motivation on Speaking Performance ]]>
<![CDATA[Fitrah, Atiyah Inayah]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72619
<![CDATA[This research aims to examine the influence of EFL students’ self-confidence and motivation on speaking performance. A quantitative approach with an ex post facto design was employed. The research population consisted of English Language Education students from Universitas Negeri Makassar, batch 2022, and cluster random sampling was used to select twenty-eight respondents. Data collection was carried out using questionnaires and a speaking test. The data were analyzed using f-test statistic with a significant value of 0.05. The results of the data analysis revealed that the sig. value of f-test is .000 < 0.05, therefore the H1 is accepted, where there is a significant influence between self-confidence and motivation on speaking performance, and H0 is rejected. As a result, the research findings suggest several implications. Firstly, highlight the need for fostering a supportive and encouraging classroom environment. Secondly, incorporating students’ interests and real-life scenarios into the curriculum can increase their motivation. Thirdly, the research suggests that integrating activities that build both self-confidence and motivation into the EFL curriculum can lead to significant improvements in speaking performance.]]>
<![CDATA[Effective Strategies for Shaping Students’ Discipline by English Teachers at SMPN 3 Polewali ]]>
<![CDATA[Annisa, Andi Nur]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Talib, Ahmad]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72625
<![CDATA[This study examined the strategies used by English teachers to shape student discipline at SMPN 3 Polewali, focusing on methods such as self-directed, student-directed, and situation-directed strategies, as well as rewards and punishments. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation. The findings revealed that teachers involved students in creating classroom rules, fostering a sense of responsibility. Positive reinforcement, including praise and additional grades, effectively motivated students, while non-verbal cues like eye contact helped maintain classroom order. Teachers also used specific punishments, such as vocabulary memorization, for recurrent discipline issues. Among these methods, reward strategies proved to be the most influential in encouraging student discipline, as they fostered intrinsic motivation and reinforced positive behavior in a conducive learning environment.]]>
<![CDATA[The Impact of Microsoft PowerPoint Online ‘Rehearse with Coach’ Feature in Improving BEC Students’ Presentation Skills ]]>
<![CDATA[Jariyah A, Ainun]]>;
<![CDATA[Patak, Andi Anto]]>;
<![CDATA[Novia, Lely]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72631
<![CDATA[The purpose of this study is to evaluate the impact of using the “Rehearse with Coach” feature in Microsoft PowerPoint on the presentation skills of Business English Communication students. This research used a qualitative case study method with thematic analysis, involving 10 Business English Communication students from Makassar State University. Data were collected through semi-structured interviews and observations. The results showed that this feature significantly improved students' presentation skills. Students also rated the real-time feedback provided by the feature as very practical and helpful for immediate improvement, although there were some suggestions to improve the accuracy of error detection and responsiveness to external distractions. This research makes an important contribution to the understanding of how digital tools such as “Rehearse with Coach” can improve presentation skills.]]>
<![CDATA[Improving Students' Literal Reading Comprehension through Direct Reading Thinking Activity ]]>
<![CDATA[Lela, Nur]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Talib, Ahmad]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72621
<![CDATA[This analysis aimed to evaluate whether the Direct Reading Thinking Activity (DRTA) improves students' ability to comprehend literal reading. The researcher utilized a pre-experimental design incorporating a single-group pre-test and post-test method. The study included 20 eighth-grade students from UPT SMPN 26 Kepulauan Selayar, selected using a total sampling technique. A reading comprehension assessment, focused on the literal understanding of recount texts, was employed as the research tool. The analysis of the pre-test and post-test data, using the significance test formula, showed a t-test value of 9.958, which was higher than the t-table value of 2.09302. This resulted in the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (H1). Further examination of the N-gain value placed the results in the "great" category. In conclusion, the use of the DRTA strategy significantly enhanced students' comprehension of critical components of texts, such as details, central themes, sequences, comparisons, cause-and-effect relationships, and character traits.]]>
<![CDATA[The Use of Social Modelling to Improve Students’ Creativity in Learning English ]]>
<![CDATA[Safrawa, Gabriel Rachel]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72626
<![CDATA[The objective of this research was to find out whether or not the use of social modelling improves students’ creativity in learning English. This research used a quantitative approach with a pre-experimental design with a one-group pre-questionnaire and post-questionnaire. The participants of this research were 31 eight-grade students at SMPN 18 Makassar. They were selected using random sampling techniques. The results of the pre-questionnaire and post-questionnaire, using social modelling to improve students’ creativity in learning English, are evidenced by the value of the t-test. This can be proven by a t-test value that is lower than P (0.000 < 0.05), which means that H0 of this study is rejected and HA is accepted. So, it can be concluded that the use of social modelling can improve students’ creativity in learning English in junior high school.]]>
<![CDATA[The Effectiveness of Outdoor Learning Method to Improve Students’ English-Speaking Skills at SMAN 7 Bulukumba ]]>
<![CDATA[Mawaddah, Safira]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72616
<![CDATA[The research aims to find out whether or not the outdoor learning method is effective in improving students’ English-speaking skills. The researcher applied the pre-experimental method, and to achieve the research objectives, data collection was conducted through a pre-test and a post-test. The population of this study is all of the year 10th of SMAN 7 Bulukumba students, and the sample of this study consisted of 35 students of class X.1 in that school was recruited with the cluster random sampling technique. After being analyzed with a T-Test, the results of the pre-test and post-test of students’ English-speaking skills through the outdoor learning method indicate that the probability value, which is 0.001, was significantly lower than the level of significance (0.05). Therefore, the alternative hypothesis (H1) was accepted, and after being analyzed with the N-Gain value, the results showed that the improvement that occurred in the speaking skills of the sample group was low. This implies that the outdoor learning method may need to be combined with other strategies to achieve better results, especially in improving students' speaking, and this method will be taken into consideration for teachers in designing more interesting and interactive learning activities. Therefore, it can be concluded that outdoor learning is effective in improving students' English-speaking skills.]]>
<![CDATA[Students’ Perception Towards the Implementation of the HyFlex Learning Model in the English Department ]]>
<![CDATA[Putriani, Putriani]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Luhriyani, Seny]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72632
<![CDATA[This research aims to understand students' perceptions of the HyFlex learning model. The method used was descriptive qualitative to describe the research subject. Data were collected through observation, questionnaire distribution, and interviews. The results showed that most students in the English department of Universitas Negeri Makassar support the HyFlex learning model, which provides significant flexibility in accessing materials and participating in class. There are several reasons underlying students' support for this model, among others: flexibility of access, increased engagement, customized learning experiences, technological adaptation, and adjustment to individual needs. In addition, the HyFlex model also requires several supporting aspects, namely: learner flexibility, flexible learning design, supporting technology, effective classroom management, fair evaluation, supportive physical infrastructure and technology, flexible lecturer engagement, commitment to collaboration and interaction]]>
