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[The Use of Charades Game in Teaching Vocabulary at SMPN 1 Pallangga ]]>
<![CDATA[Bahsyar, Zulhijjah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![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.76614
<![CDATA[This study aims to determine the effectiveness of charades game in teaching vocabulary at SMP Negeri 1 Pallangga. The research used a pre-experimental method with a one-group pre-test and post-test design. The population were 7th-grade students from the 2024/2025 school year, with class VII.4, consisting of 45 students, chosen through cluster sampling. The instrument used in this study was a vocabulary test with four types of questions: fill in the blank, cloze-gap, definition, and sentence writing, totaling 20 items. The analysis of pre-test and post-test scores showed a significant improvement in students' vocabulary after using the charades game. The t-test result was 13.576, which is higher than the t-table value of 2.015, and the 2-tailed significance was less than alpha (α) 0.001 < 0.05. This means the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. In conclusion, the charades game is effective in improving vocabulary skills among students at SMPN 1 Pallangga.]]>
<![CDATA[Students’ Perceptions of Flipped Classroom in English Teaching at SMAN 3 Sinjai ]]>
<![CDATA[Sari, Ira Puspita]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Aeni, Nur]]>
<![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.76619
<![CDATA[This study explored students’ perceptions of the flipped classroom model in English teaching at SMAN 3 Sinjai. The flipped classroom, an innovative teaching approach, encourages students to study learning materials before class, enabling active participation during in-class sessions. Using a qualitative descriptive method, data were gathered through semi-structured interviews with 12 students and classroom observations. Findings revealed that students generally had positive perceptions of the flipped classroom. They appreciated its flexibility, prior access to materials, and opportunities for interactive discussions. However, challenges such as technological barriers, lack of direct support at home, and varying levels of student motivation were also noted. The study highlights the need for strategies to address these challenges and maximize the benefits of the flipped classroom in enhancing English learning outcomes.]]>
<![CDATA[Students’ Perceptions on The Use of Learning Management System (LMS) in Phonology Course at The English Study Program ]]>
<![CDATA[Syazwatika, Nurul]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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.76609
<![CDATA[This research aims to explore English students’ perceptions of the use of LMS (SYAM-OK) in Phonology courses as a facility to support their online learning process. The subjects of this research were 17 English students. Interviews were used as the main instruments in collecting data. The results of this research show that 17 students feel that they often use LMS (SYAM- OK) as a supporting tool in the online learning process in Phonology course. 17 English students thought that LMS (SYAM-O) was quite helpful in online learning, especially in filling in attendance, receiving learning materials, and collecting assignments. 17 English students have the same problem, namely connection problems when accessing the LMS (SYAM-OK), so they hoped for an LMS (SYAM-OK) in offline form only and features that they thought were important to add, such as voice notes and archives. ]]>
<![CDATA[The Readiness of Elementary School Teacher to Teach English: The Merdeka Curriculum Perspectives ]]>
<![CDATA[Rojuna, Citra Arba]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[G, Hasriani]]>
<![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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DOI: 10.26858/joeele.v3i3, July.65712
<![CDATA[This research aims to find out the readiness of elementary school teacher to teach English since Merdeka curriculum has been implemented. The method used in this research is a qualitative descriptive method. The participant in this research were teachers from SDN. No 57 Centre Mangadu who assigned to teach English since Merdeka curriculum has been implemented in elementary school. A teacher was selected as participant by using purposive sampling technique. The instruments used in this research were interview to analyze the data qualitatively and descriptively from the interview transcript and also an observation by using observation checklist to check the consistency between the results of interview and observation. Overall, there are readiness and unreadiness of the teacher to teach English in elementary school since Merdeka curriculum has been implemented. The readiness regarding the teacher in teaching English include 1) the teacher makes thorough preparations before the English teaching and learning process in class, 2) the teacher prepares herself independently to teach English, 3) the teacher studies materials to be taught before the teaching and learning process, 4) the school provides sufficient facilities for learning English, and 5) the teacher experiences difficulties in teaching English but are able to overcome them in various ways, 6) the teacher uses discussion and project methods in learning English carried out by students in groups, and 7) implement inclusive learning in accordance with the Merdeka curriculum policy. Meanwhile, the unreadiness of teacher in teaching English include 1) the teacher assigned to teach English is graduate from primary school teacher education, not English education, 2) the teacher admitted that she did not know a lot of vocabulary and grammar in English and how to pronounce the words correctly, 3) there is no training carried out by the school for teachers assigned to teach English, 4) the teacher only use internet as a medium for learning English, and 5) the Merdeka curriculum is not applied in all classes, 6) mispronunciation comes from the teacher in English learning and teaching process in the class. From these findings, it can be concluded that the teacher is ready to teach English in elementary school as she assigned to because the readiness of the teacher is more dominant than her unreadiness to teach English.]]>
<![CDATA[Analysis of Students’ Speaking Anxiety in EFL Classroom ]]>
<![CDATA[Putri, Hadriyanti Eka]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Aeni, Nur]]>
<![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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DOI: 10.26858/joeele.v3i1, January.59623
<![CDATA[This study was carried out to investigate the types of students’ speaking anxiety in EFL classroom. This research used qualitative descriptive research. The subject of this study was six students from the third semester of the English Education Department Class C batch 2021, State University of Makassar. They were recruited using a purposive sampling technique. This study used observation and interview as the research instruments. The interview was used to determine the types of students’ speaking anxiety in EFL classroom and the observation was used to support the interviews’ data. It is concluded that oral presentation, limited vocabulary, fear of making mistakes, lack of preparation, and lecturer’s personality and attitudes were the main factors that contributed to students’ speaking anxiety in EFL classroom. The results of this study established that most students experienced test anxiety and fear of negative evaluation as the types of their speaking anxiety.]]>
<![CDATA[Students’ Perception Toward the Implementation of LMS (Syam-OK) in Learning Basic English Grammar ]]>
<![CDATA[Darmas, Nur Aridha]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![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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DOI: 10.26858/joeele.v3i2, April.61647
<![CDATA[This research aims to determine students’ perception toward the implementation of LMS (SYAM-OK) in learning Basic English Grammar for English Education students, Universitas Negeri Makassar. This research used a descriptive qualitative method. Participants in this research were students from the class of 2020. Data collection was collected by interviews. Based on the general interview results, the participants had positive perceptions of easy-to-access material, easy-to-access LMS (SYAM-OK), and easy-to-use features and negative perceptions, namely the lack of direct interaction and internet connection problems. The data results show that students show a more positive perception toward the implementation of LMS (SYAM-OK) in learning Basic English Grammar.]]>
<![CDATA[The Use of Text Twist Game through Mind-Mapping to Improve Students’ Vocabulary ]]>
<![CDATA[Fadhilah, Nur]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Aeni, Nur]]>
<![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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DOI: 10.26858/joeele.v3i2, April.61638
<![CDATA[The research aimed to determine whether or not using mind mapping with the Text Twist game improves students' vocabulary. Pre-experimental design was employed by the researcher. The current research focuses on a pre-test and post-test for a single group that consists of 40 multiple-choice vocabulary questions. There were 143 students enrolled in the eighth grade at UPT SPF SMP Negeri 47 Makassar when this research took place. Applying the purposive sampling technique, a total of 36 students from class VIII/4 were used for the sample. The researcher analyzed the data quantitively by using SPSS 25. According to the research's findings, the sample's mean score before treatment was 62.152, while the mean score after treatment was 83.333. The paired sample's two-tailed significance value was 0.00 < 0.05. We can conclude that the mind-mapping method used in the text twist game effectively improved students’ vocabulary.]]>
<![CDATA[The Effectiveness of The Problem-Solving Strategy in Improving Students’ Speaking Skills ]]>
<![CDATA[Hilal, Alda Alfiana]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78162
<![CDATA[This research was conducted to find out the effectiveness of the problem-solving strategy in improving students’ speaking skills at SMP Negeri 4 Sungguminasa. The research design used a pre-experimental quantitative method. This research was conducted at SMP Negeri 4 Sungguminasa with a population of 311 students from class IX and a sample of 31 students selected from class IX-D, which was taken by simple random sampling. The results showed that the null hypothesis (H0), which states that the problem-solving strategy does not significantly improve students' English-speaking skills, is rejected. In contrast, the alternative hypothesis (H1), which states that the problem-solving strategy significantly improves students' English-speaking skills, is accepted. From this statement, it can be summarized that the problem-solving strategy has significantly improved students’ English-speaking skills. This improvement was seen in five main components: vocabulary, pronunciation, fluency, and comprehension when presenting arguments.]]>
<![CDATA[Using Wordwall Application to Improve Vocabulary Mastery at MTs DDI Cambalagi (Maros) ]]>
<![CDATA[Fathurrahmi, Nur]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78169
<![CDATA[This study aimed to determine whether using the Wordwall application improves students' vocabulary mastery. This research used a quantitative method with a pre-experimental design and a one-group pretest-posttest design. The population of this research was made up of students from class VIII MTs DDI Cambalagi, totalling five classes. The sample in this research was a class VIII D consisting of 28 students. The sample in this research was selected by cluster random sampling. The research instrument used was a vocabulary test of 35 questions. A vocabulary test was conducted before treatment (pretest) and after treatment (posttest), and the Wordwall application was used as a learning medium for three meetings. The results of the data analysis demonstrated that the mean score of the students’ pretest was 39.07, while the mean score of the students’ posttest improved to 77.46. Furthermore, the analysis paired sample t-test results demonstrated a statistically significant improvement, with the result of the sig. (2-tailed) value is .000 < 0.05. Based on the data analysis, the results found that the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted. This indicates that using the Wordwall application is effective and can be a viable option for improving students’ vocabulary mastery. Consequently, the Wordwall application can be integrated as an engaging and interactive learning tool to improve students’ vocabulary mastery at MTs DDI Cambalagi (Maros).]]>
<![CDATA[Investigation on Student Perspective Toward the Use of Music in English Learning Process ]]>
<![CDATA[Rahman, St. Aulia]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78158
<![CDATA[This study investigates students' perspectives and the impacts of using music in the English learning process. Conducted with 35 students from the English Education Study Program at Universitas Negeri Makassar, the research employed a sequential explanatory mixed-methods design, combining quantitative data from Likert-scale questionnaires and qualitative insights from interviews. The quantitative analysis revealed a mean score of 100.31, indicating an overall positive perspective among students. Key findings demonstrated that music enhances motivation (77.15% agreement), improves vocabulary retention (74.29%), and creates a relaxed learning environment (62.86%). Students also reported increased confidence and engagement. However, challenges such as fast-paced lyrics (60% agreement) and occasional pronunciation difficulties were noted. Qualitative interviews corroborated these results, highlighting music’s role in reducing anxiety and fostering enjoyment. The study concludes that integrating music into English learning is highly beneficial, supporting cognitive and emotional aspects of language acquisition. Recommendations include incorporating diverse music genres, addressing pronunciation challenges, and optimizing song selection to align with learners’ proficiency levels. These findings underscore music’s potential as an effective pedagogical tool, encouraging educators to leverage its advantages while mitigating identified challenges.]]>
