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[Using Clips from English Television Shows in English Lessons to Improve Students’ Speaking Skills ]]>
<![CDATA[Seni, Bungkoboy H.]]>;
<![CDATA[Baa, Sultan]]>;
<![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.72622
<![CDATA[This article aimed to improve students’ speaking skills using clips from English television shows for year 11 students majoring in accounting at SMKN 7 Takalar. The research question is: Can the use of clips from English television shows in English lessons improve students’ speaking skills? The objective of this research was to find out whether the use of clips from English television shows in English lessons can improve students’ speaking skills. The researcher utilized a pre-experimental research design, specifically the one-group pretest-posttest research design. The population of the study was year eleven students majoring in accounting at SMKN 7 Takalar. Random sampling was done, and the research sample was class AK 1, which consisted of 20 students. The data from the pre-test and post-test were collected and analysed with SPSS 29.0. The statistics show that there was a significant difference between the pre-test and post-test, which proves the point. The mean of pre-test score was 5.12, whereas the post-test was 6.06. At the level of significance of 5%, the value of t0 (tcount) = 10.105, and the value of tt (ttable) = 2.093 with degree of freedom (df) = 19. The result was t0 (tcount) was higher than tt (ttable). Based on the findings and discussions, this research concluded that using clips from English television shows improves students’ speaking skills.]]>
<![CDATA[The Correlation Between Students’ Interest in Learning English and Their Learning Achievement ]]>
<![CDATA[Musdalifah, Musdalifah]]>;
<![CDATA[Fauzan, Muh. Miftah]]>;
<![CDATA[Sally, Fauzan Hari Sudding]]>
<![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.72627
<![CDATA[This study aims to find out what the students' interest is in learning English, to find out what the students' English learning achievement is, and to find out whether or not there is any correlation between the students' interest in learning English and their learning achievement. The method used was quantitative with a sample of 32 students of class VIII'6 using a random sampling technique. In obtaining data, researchers used questionnaires and documentation methods as research instruments. The results of data analysis show that students' interest in learning English and their English learning achievement fall into the high category, and the correlation between students' interest in learning English and their learning achievement has a positive correlation. The proof is with the F value of student learning interest and student learning achievement is 0.003 <0.05. Therefore, H0 is rejected and Ha is accepted. So, it is concluded that the correlation between students' interest in learning English and their learning achievement in English language learning in class VIII'6 SMPN 18 Makassar.]]>
<![CDATA[Strategies Used by EFL Students to Overcome Challenges in the Structure & Written Expression Section of the TOEFL ]]>
<![CDATA[Mutmainnatussafiyyah, Mutmainnatussafiyyah]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Sally, Fauzan Hari Sudding]]>
<![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.72617
<![CDATA[This study explores the strategies used by EFL students to overcome challenges in the Structure and Written Expression section of the TOEFL ITP test. This study employs a qualitative descriptive method. The data were gathered through semi-structured interviews with five English Department students at Universitas Negeri Makassar who had previously taken the TOEFL ITP. The findings reveal that students adopted a range of self-developed strategies to address common difficulties, such as regular practice, active vocabulary-building, understanding TOEFL question formats, strengthening grammar skills, improving time management, boosting self-confidence, and setting clear goals. These findings are further reinforced by relevant literature. In conclusion, EFL students at Universitas Negeri Makassar actively develop effective strategies to mitigate the challenges and enhance their test performance.]]>
<![CDATA[Using Memes to Increase the Students’ Vocabulary Mastery at SMPN 18 Barru ]]>
<![CDATA[Rahman, Fatur]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Ariyani, Amra]]>
<![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.72623
<![CDATA[The present study strives to figure out whether or not Using Memes Increases the Students' Vocabulary Mastery. The research design used during this research was quantitative with a pre-experimental research type. The population of this research was the entire seventh-grade students at SMP Negeri 18 Barru. The sample was taken by using the cluster random sampling technique, which consists of 25 students of class VIII-1. This experiment was conducted in four meetings. The outcome of the data analysis shows that using memes increases the students' vocabulary mastery. The results of the data analysis exhibited that there was a difference of significant among pre-test results and students' post-test results. That is, the mean score of the students' post-test (83.24) was higher than the students' pre-test means score (30.84). This is also evidenced by the t-test value (26.31), which was higher than the t-table value (2.063899). Based on the findings and discussion of the study, the researcher concludes that using memes increases the students’ vocabulary mastery in class VIII SMPN 18 Barru.]]>
<![CDATA[Students’ Learning Strategies to Increase Their English Reading Interest ]]>
<![CDATA[Perti, Desy Puspasari]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[G, Hasriani]]>
<![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.72628
<![CDATA[This research focused on identifying the learning strategies of eighth-grade students at SMPN 18 Makassar to increase their English reading interest. This research used a descriptive qualitative method to achieve the research objective. The data was collected through interviews. The subject of this study was 7 students of grade VIII SMPN 18 Makassar, academic year 2023/2024, and selected using a simple random sampling technique. The findings revealed that the students applied cognitive, metacognitive, and socio-affective strategies in improving their reading interest. Cognitive strategies help students understand and remember information better by summarizing the text. Metacognitive strategies such as planning, monitoring, and evaluating help students to manage their learning process, which makes reading more purposeful. Socio-affective strategies involve social interaction and emotional support, like interacting with friends or teachers, and self-reward makes reading more enjoyable. Therefore, it is essential to incorporate these strategies into educational practices to make reading more effective and enjoyable for students.]]>
<![CDATA[Students’ Perception of Vocabulary Learning Through Captions on Instagram ]]>
<![CDATA[Andira, Ayu]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Fauzan, Muh. Miftah]]>
<![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.72618
<![CDATA[This study aims to find out students' perceptions of vocabulary learning through captions on Instagram. This research was conducted at SMP Negeri 2 Donri-Donri. This research used a qualitative descriptive method. Participants in this study were the 8th-grade students, and to obtain data, the researcher used interviews. The result of this study is that the participants gave a good perception or good response. The participant’s reception, understanding, and evaluation that learning vocabulary by using captions on Instagram supported their learning vocabulary through captions on Instagram. This means that learning vocabulary through captions on Instagram received a good response from the students, so that it can be a good choice as an English learning media.]]>
<![CDATA[The Students’ Anxiety Factors in Speaking English at SMAN 8 Pinrang ]]>
<![CDATA[Asdar, Nur Aulia]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![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.72624
<![CDATA[This research aims (1) to find out the internal factors that cause the students’ anxiety in English speaking classroom, and (2) to find out the external factors that cause the students’ anxiety in English speaking classroom. In this study, the researcher used a qualitative method with a case study approach. Three perceived-anxious students were selected as the subject of this research interview. The data were gathered through interviews and an observation checklist. The result of the study showed two factors, they are internal factors (fear of mistakes, shyness, lack of confidence, lack of motivation) and external factors (embarrassment, limited vocabulary, grammatical errors, friends or classmates, lack of preparation). These findings suggest that the teacher should be more aware of students’ anxiety to raise students’ motivation to speak up confidently and fluently in an English-speaking class. As such, teachers are urged to be fairly creative in devising better techniques that could encourage the students to speak more. Finally, teachers should also provide materials that contribute to students’ vocabularies and confidence, so that the students have a better performance in speaking English in the future.]]>
<![CDATA[The Impact of Written Feedback on Students’ Learning Motivation ]]>
<![CDATA[Abdullah, Sitti Aisyah]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![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.72630
<![CDATA[This study examines the significant impact of written feedback on students' learning motivation, focusing on three key types: writing skills feedback, content feedback, and motivational feedback. Utilizing a qualitative research method, data were gathered through structured interviews with seven 8th-grade students at SMPN 18 Makassar, selected through simple random sampling. The research explores how these types of feedback contribute to students' overall academic progress and intrinsic motivation to learn. Writing skills feedback helps students identify and correct errors, enhancing the structure and quality of their written work. Content feedback ensures the clarity, completeness, and understanding of learning materials, allowing students to gain deeper insight into the subject matter. Motivational feedback, on the other hand, plays a critical role in boosting students’ self-confidence, encouraging perseverance, and fostering a positive attitude toward learning. The findings indicate that these three types of written feedback positively influence students’ learning motivation by promoting greater engagement and persistence in learning tasks. Written feedback not only aids in improving students’ writing performance but also contributes to their personal development by making the learning process more interactive and rewarding. The study concludes that the strategic use of written feedback can significantly enhance students’ learning motivation, ultimately leading to better academic outcomes.]]>
<![CDATA[Using Duolingo Application to Increase Students’ Vocabulary in the English Learning Process ]]>
<![CDATA[Musdalipa, Musdalipa]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (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.v4i3, July.76615
<![CDATA[This study aims to assess whether the Duolingo application is effective in increasing students’ vocabulary in the English learning process. A pre-experimental study design using a quantitative method was used. 32 pupils from class VII-1 made up the sample, which was chosen by simple random sampling. Pre- and post-questionnaires were used to collect the data. The null hypothesis (HO) was rejected and the alternative hypothesis (HA) was accepted when the data analysis showed that students' vocabulary increased significantly when they used the Duolingo application, as evidenced by a t-test value smaller than P (0.000 < 0.05). Therefore, it was determined that the Duolingo program at SMP Negeri 10 Bantimurung's class VII-1 efficiently expands students' vocabulary during the English learning process.]]>
<![CDATA[Teacher Reinforcements on Students’ English Learning Motivation ]]>
<![CDATA[Alqadry, Nusul Anti]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Samtidar, Samtidar]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (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.v4i3, July.76620
<![CDATA[The purpose of this research is to determine the effect of giving reinforcement on students' motivation to learn English. Researcher used a descriptive quantitative approach with an Ex-post facto research design without giving special treatment to research subjects. This research was conducted at UPT SMK NEGERI 6 Makassar at the XI Culinary 1 and 2 class levels, with a total population of 31 students. The sample of this study used all the existing population. The results indicated that teacher reinforcement was at a relatively low level, with an average score of 46.6, while students' motivation to learn English was at a moderate level, with an average score of 53.38. The results of the statistical analysis indicated that the impact of teacher reinforcement on student motivation was not statistically significant, with a regression coefficient (β1) of -0.044 and p-values of 0.720 from the t-test and F-test, which exceeded the 0.05 significance level. So, it fails to reject H0. Based on these results, it can be concluded that the teacher reinforcement given does not have a significant effect on student learning motivation.]]>
