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 Kahoot! Application to Increase Students’ Motivation in Learning English ]]>
<![CDATA[Darmawan, Dedy]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78163
<![CDATA[The results of the research revealed that the use of the Kahoot! application in learning English in non-formal education is the right thing because in addition to being effective in gamification and technology-based learning, it can also attract motivation to learn English in course institutions or non-formal education. The innovations or novelty that can be found in this research compared to previous research are because previous similar research conducted research in formal schools which are indeed mandatory for all students to follow, while this study was conducted in non-formal schools by looking at the status of a course community by relying on registration and acceptance of new students and their workforce. In how a course community can survive and maintain its existence through the quality of its teaching and learning, one of which is by using the Kahoot! application to increase students' motivation to learn English.]]>
<![CDATA[The Use of Microsoft Sway as Asynchronous Media in Improving Students’ English Learning Outcomes ]]>
<![CDATA[Ramadhani, Rugaiyah Nur]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78170
<![CDATA[This research aims to investigate the improvement in English learning outcomes of 11th-grade students at SMAN 5 Soppeng, using Microsoft Sway as an asynchronous medium. Involving 30 students for pre-test and post-test for quantitative data. The results showed a significant increase after treatment (Sig. = 0.000), indicating cognitive improvement in students' learning outcomes, also highlighting its potential as an effective asynchronous digital tool for fostering an effective and engaging English learning environment.]]>
<![CDATA[The Use of Extensive Reading Activities to Improve Junior High School Students’ Reading Interest ]]>
<![CDATA[Nurhanifah, Sitti]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78159
<![CDATA[This study seeks to evaluate the impact of extensive reading on enhancing students' reading interest at SMP Negeri 1 Pallangga. This study utilizes a pre-experimental approach with a one-group pre-test and post-test design, incorporating a questionnaire to assess reading interest. The participants are eighth-grade students from the 2024/2025 academic year, specifically class VIII 5, consisting of 37 students selected through cluster sampling. The instruments used in this study include a reading interest questionnaire with two categories of questions: situational and individual, consisting of 30 questions. The paired samples t-test for the pre- and post-questionnaire yielded a t-value of -17.512, exceeding the t-table value of 2.028, with a two-tailed significance of < 0.001, which is smaller than α = 0.05. This indicates that the null hypothesis (H₀) is rejected, while the alternative hypothesis (H₁) is accepted. In conclusion, extensive reading is proven to be effective in enhancing students' reading interest at SMPN 1 Pallangga.]]>
<![CDATA[An Analysis of Students’ English Learning Demotivation at SMKN 7 Takalar ]]>
<![CDATA[Emiastia, Emiastia]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Talib, Ahmad]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78164
<![CDATA[This study focuses on analyzing the problems of demotivation that occured in students at SMKN 7 Takalar when learning English and how their teachers overcame the demotivation. The objectives of this study were to find out what causes students to experience demotivation when learning English and how teachers overcame these problems. The method used is descriptive qualitative which using interview instruments involving seven students from class XI majoring in Machinery and two English teachers. Then the seven students were interviewed to find out what causes them to experience demotivation when learning English and the two teachers were also interviewed to find out how they overcame demotivation in students when learning English. The results of the study show that there are several things that cause students to experience demotivation, namely intrinsic and extrinsic problems of students and the lack of positive and negative reinforcement from teachers in the classroom when learning English. As for how teachers overcome these problems, namely by using learning methods that are in accordance with the times and trying as much as possible to adjust the wishes of students.]]>
<![CDATA[Analysis of the Influencing Factors of Students’ Learning Motivation in English ]]>
<![CDATA[Marlina, Marlina]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78171
<![CDATA[This study examines the factors that influence the motivation of grade 11 students to learn English at SMAN 10 Jeneponto. This study used a mixed-methods approach by combining quantitative data and qualitative data. Data were collected through questionnaires completed by 30 students and semi-structured interviews with nine students, selected based on their motivation levels using a purposive sampling technique, to gain deeper insight into their learning experiences. Based on the questionnaire results, students exhibit varying levels of motivation. Namely, 33.33% of students have high motivation, 56.67% have moderate motivation, and 10% have low motivation. Learning motivation is influenced by internal factors, interest in English, self-confidence, personal goals, personal satisfaction, and achievement, and external factors, support from family, peer influence, teaching methods, and school environment. Highly motivated students generally have a great interest in English and receive positive support from their surroundings. In contrast, students with low motivation tend to experience difficulties in understanding the material and lack confidence in using English. Teachers play a crucial role in fostering students’ learning motivation by implementing diverse, engaging, and student-centered teaching methods that align with their needs and learning styles. Therefore, the use of varied teaching methods is recommended to improve students’ motivation in learning English.]]>
<![CDATA[Incorporating English Podcast as A Learning Source to Improve Students’ Speaking ]]>
<![CDATA[Bakri, Nurfadila]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78160
<![CDATA[This research explores the effectiveness of using English podcasts to support the enhancement of speaking skills among eighth-grade students at SMP Negeri 1 Makassar, this study adopted a quantitative pre-experimental approach that involved conducting a pre-test., a treatment phase, and a post-test, with the participation of 44 students from class VIII.3. The results showed notable improvements in both vocabulary acquisition (N-Gain = 0.62) and grammar mastery (N-Gain = 0.51). Statistical analysis through paired sample t-tests confirmed that these improvements were significant (p < 0.05). These outcomes support prior research highlighting the benefits of podcasts in fostering engaging and interactive language learning. The study concludes that English podcasts offer valuable exposure to authentic language use, making them a powerful resource for developing speaking skills. It suggests that teachers integrate podcasts into their instructional methods to increase student motivation and language competence. It is suggested that future studies explore the lasting impacts and wider implementation of podcasts across various educational settings.]]>
<![CDATA[Communication Strategies Used by Teacher in Teaching Speaking Skill at MTs Al-Falah Jeneponto ]]>
<![CDATA[Lestari, Putri Ayu]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Muhalim, Muhalim]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78167
<![CDATA[This research aims to find out the communication strategies used by English teachers in teaching speaking skills and how the communication strategies used by English teachers in teaching speaking skills. The subjects of this research were two English teachers in MTs al-Falah Jeneponto. This research used descriptive qualitative method. The data sampling technique used was purposive sampling. The researcher used observation checklist and interview as instruments to collect data in this research. Based on the research findings, the results show that there are three communication strategies used by the two teachers which consist of achievement or compensatory strategies, stalling or time gaining and interactional strategies. Two teachers implemented it by: (1) achievement or compensatory strategies were used when explaining English material, usually mixing two languages, namely English and Indonesian, used by translating words one by one when students did not understand the sentences the teacher said, then used by the two teachers sign language such as when doing pantonyms, facial expressions and voice intonation apart from that it was used by reconstructing sentences without changing the meaning to be conveyed, and was used by describing or paraphrasing an object or target of action. (2) the strategy of stalling or time gaining, used by buying time when both teachers forget the words or sentences, they want to convey, and (3) interactional strategies, used by means of the ongoing learning process and finding expressions of lack of understanding trendy the form of words and forgetting how to pronounce them correctly, the teacher collaborates with students to find out the meaning or ask for help in understanding the word and pronounce it.]]>
<![CDATA[The Implementation of Learning English for Aviation for Improving the Students’ English Skills ]]>
<![CDATA[Fauzan, Surya]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78156
<![CDATA[This study aims to see the learning model applied by lecturers in improving students' English skills and to see the lecturer and students' views on the English for Aviation course. This research uses a qualitative method with a case study design, where data is collected through observations checklist and conducting interviews with purposive sampling. Data were analysed by data reduction, data display, conclusion drawing and verification. The use of an integrated learning model is considered to take an important role by lecturers considering the short duration of learning, where several aspects of English Skills are combined into one learning material. In addition, speaking and listening are the two aspects that lecturers pay attention to considering that aviation learning is more communication with passengers. Students' views on the application of English for Aviation have had a positive impact on improving listening and speaking skills. However, students feel that certain aspects, such as the lack of variety in instructional methods and the limited class duration, hinder the achievement of optimal learning outcomes.]]>
<![CDATA[Teachers’ Perception of the Implementation of Emancipated Curriculum at An Islamic High School in Parepare ]]>
<![CDATA[Irwan, Zahrah Rafidah]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78172
<![CDATA[This thesis aimed to find out the teachers’ perception of the implementation of the Emancipated Curriculum at an Islamic High School in Parepare. This research design used qualitative methods. The subject of the research was teachers in MAN 2 Kota Parepare in the academic year of 2024/2025. The sample are P5 supervisory team and English teachers. The data were collected by observation, interview and documentation. The researcher found that the Emancipated Curriculum at MAN 2 Kota Parepare is done well by teachers through planning, teaching, and checking on their teaching. The majority of teachers at MAN 2 Kota Parepare have positive opinions of the Emancipated Curriculum, which helps students become more engaged, think more clearly, and develop their knowledge and abilities. They believe it allows them greater flexibility to adapt their instruction to the needs of their students. Even while there are still certain difficulties, it also enhances learning using technology and encourages students to be more creative. All things considered; the introduction of the Emancipated Curriculum improves the learning environment. Teachers and students have more freedom with this curriculum.]]>
<![CDATA[English Strategy for Visually Impaired Students ]]>
<![CDATA[Khodijah, Khodijah]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Muliati, A.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/joeele.v4i4, October.78161
<![CDATA[This research explores the strategies used by visually impaired students in learning English and the facilities they need to support their learning. Conducted at SLB-A Yapti Makassar, the study employed a qualitative descriptive approach using interviews, observations, and documentation. The findings revealed that the visually impaired students utilized various strategies including audio-based learning, peer support, and memorization. The most crucial facilities for these students were assistive technology tools such as screen readers, braille books, and a supportive learning environment. Teachers also played a significant role in adapting materials and providing multisensory instruction. The study concludes that inclusive English language learning for visually impaired students requires collaborative strategies, accessible resources, and trained educators. These elements ensure that visually impaired learners can actively participate and succeed in language acquisition, thus promoting equitable education. Further research is encouraged to evaluate these strategies in broader educational contexts.]]>
