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
242 Documents
<![CDATA[The Effect of Reward Stamps in Encouraging Students’ Participation in Learning English ]]>
<![CDATA[Larasanti, Faras Dwi]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84052
<![CDATA[This study aims to determine the effect of reward stamps on students’ participation in learning English and to explore how they affect that participation. This study used an explanatory sequential mixed methods design conducted at UPTD SMAN 1 Polewali, involving 32 students as questionnaire respondents (18 statements) and 5 students as interview participants, selected using purposive random sampling techniques. The questionnaire analysis results show that most items are in the high category (55.6%), followed by the medium category (33.3%), and the very high category (11.1%), with no items in the low or very low categories, indicating that students' responses to the use of reward stamps tend to be positive. The interview findings reinforced the quantitative results, in which students showed increased confidence, courage in expressing and responding to opinions, mutual respect, and responsibility in completing tasks individually and in groups. In addition, reward stamps also increased students' motivation to learn because students felt appreciated for their efforts. Thus, the application of reward stamps showed a positive contribution in increasing student participation and supporting the creation of a more active and enjoyable English learning atmosphere.]]>
<![CDATA[The Shift in Feedback Loops: Exploring Generative AI-Augmented Supervisory Discourse in Indonesian Doctoral Education ]]>
<![CDATA[Nur, Sahril]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Nurfadhilah, Auliyanti Sahril]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84066
<![CDATA[This research investigates the transformation of doctoral supervisory discourse from dyadic to triadic interactions through Generative Artificial Intelligence (GenAI) in Indonesia. Utilizing a qualitative case study and Computer-Mediated Discourse Analysis (CMDA) of ten supervisory triads, the study examines how AI-augmented loops influence Scholarly Dignity, well-being, and persistence. By synthesizing the PERMA and HOPE models with the indigenous philosophy, findings reveal that GenAI functions as a "resilience scaffold." It fosters positive emotions and provides diverse cognitive pathways to academic goals, shifting the supervisor’s role toward epistemological mentorship. However, the study identifies risks of voice homogenization and "epistemological hollowing." Consequently, the Resilient Triadic Loop (RTL) model is proposed to harmonize algorithmic efficiency with human wisdom and metacognitive agency. The study concludes that institutional policies must move beyond detection toward a "metacognitive mentorship" framework to ensure the authentic scholarly voice remains central in an automated era.]]>
<![CDATA[Investigating the Flipped English Learning Model at Islamic Junior Secondary School ]]>
<![CDATA[Anisam, St.]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84057
<![CDATA[This study aims to investigate students' engagement in learning English using the flipped learning model at MTs. Yapit Tonrorita. The flipped learning model was chosen for its potential to increase students' preparedness and interactive activity during in-class time. Employing a qualitative research method with a descriptive approach, the study found that students generally exhibited positive engagement despite facing some obstacles. In terms of behavioral engagement, students showed good attention and cooperation, especially in group work; however, a gender gap was observed, with female students being more active in verbal discussions while male students remained passive. In conclusion, the Flipped Learning model effectively boosted students' behavioral and emotional engagement. The study implies the need for tailored instructional strategies within the flipped learning model to specifically address the observed gender gap in participation and mitigate student cognitive reliance on the teacher.]]>
<![CDATA[The Impact of English Content on TikTok on Developing Student’s Oral Communication Competence ]]>
<![CDATA[Tangibali, Christafvilia Permata]]>;
<![CDATA[Aeni, Nur]]>;
<![CDATA[Muhalim, Muhalim]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84062
<![CDATA[This study aims to analyze the impact of English content on the TikTok application on students' oral communication competence. A mixed-method approach with convergent parallel design was employed, combining quantitative data from pre-tests and post-tests, and qualitative data from interviews. The sample consisted of 36 students from class XI-H selected through cluster random sampling at SMAN 13 Makassar for pre-test and post-test testing and purposive sampling for the interviews with students who shows a significant improvement on test. The results showed that the average score obtained by students in the pre-test was 53 (categorized as ‘Poor’), while the average post-test score was 66 (categorized as ‘Enough’). While the interview data shows that the combination of audio-visual English content on TikTok helps students clearly understand the use of sentences or phrases according to the context and the correct pronunciation in a more engaging way. It can be concluded that there is a significant impact of exposure to English content on TikTok on students’ oral communication competence.]]>
<![CDATA[Collaborative Selection of Authentic Audio-Visual Materials to Enhance Intercultural Competence in an Indonesian EFL Classroom ]]>
<![CDATA[Tahir, Amalia Wildani]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Muhalim, Muhalim]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84053
<![CDATA[This qualitative descriptive study explores the collaborative process between an English teacher and a researcher in selecting authentic audio-visual materials to enhance intercultural competence among Indonesian senior high school students. Drawing on semi-structured interviews, classroom observations, and material documentation, the study examines the teacher's considerations, the dynamics of collaborative decision-making, and the characteristics of materials that support intercultural learning. The findings reveal that material selection is guided by multiple considerations, including linguistic appropriateness, cultural relevance, curriculum alignment, and student engagement potential. The collaborative process facilitated shared expertise, reflective dialogue, and pedagogically informed choices. Selected materials demonstrated authenticity, diverse cultural representation, comprehensibility, and multimodal richness. This study contributes to understanding how teacher-researcher collaboration can enhance material selection practices in EFL contexts where intercultural competence development is increasingly recognized as essential. The findings offer practical insights for EFL practitioners seeking to integrate authentic audio-visual resources that bridge language learning with intercultural awareness.]]>
<![CDATA[The Efficacy of a Multimodal Pedagogical Interventions on ESP Vocabulary Mastery among Civic Education Students ]]>
<![CDATA[Adys, Himala Praptami]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84058
<![CDATA[This study examines the effectiveness of multimodal instructional media integrating text-based and video-based materials in developing English for Specific Purposes (ESP) vocabulary among Civic Education students, while also investigating potential gender-related differences in learning outcomes. Anchored in multimodal learning theory, the study proceeds from the premise that text and video constitute complementary rather than competing modes of vocabulary instruction, each contributing unique affordances to learners' lexical development. An interrupted time series quasi-experimental design was adopted, involving 82 second-semester Civic Education students at Universitas Negeri Makassar, Indonesia, who participated in four structured treatment sessions alternating between text-based and video-based instruction. Pre-test and post-test assessments were administered at every session, consistently demonstrating significant vocabulary gains across all treatments. Mean scores progressed from 75 (pre-test, Session 1) to 88 (post-test, Session 4), with female students outperforming their male counterparts across all assessment points. These findings contribute substantively to the ESP vocabulary research literature by demonstrating that multimodal text-video integration yields both immediate and cumulative vocabulary gains, and by foregrounding the pedagogical significance of gender as a variable in ESP instructional design.]]>
<![CDATA[The Use of Context Clues in Teaching Economic English Vocabulary for Development Economics Students ]]>
<![CDATA[Adys, Himaya Praptani]]>;
<![CDATA[Adys, Himala Praptami]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84063
<![CDATA[This study investigates the effectiveness of context clue strategies in teaching economic English vocabulary (English for Specific Purposes/ESP) for Development Economics students at Universitas Negeri Makassar. Using a quantitative pre-experimental approach (one-group pre-test post-test design), 109 students (31 male, 78 female) aged 18-20 years with English proficiency ranging from basic to intermediate participated in the study. Data were collected through economics-based vocabulary tests administered before and after eight instructional sessions. Paired samples t-test analysis revealed a statistically significant improvement from pre-test (M = 52.37, SD = 8.94) to post-test (M = 74.18, SD = 7.62), t(108) = 42.07, p < .001, Cohen's d = 2.44 (very large effect). Pearson correlation analysis indicated a strong positive relationship between context clue ability and vocabulary gain (r = .612, p < .001). These findings imply that explicit context clue instruction significantly benefits all proficiency groups, with the basic group showing the highest relative gain. This study supports the integration of context clue strategies into economics ESP curricula.]]>
<![CDATA[EFL Students’ Anxiety in Responding to Teachers’ Questions ]]>
<![CDATA[Amalia, Nurul Rezky]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84054
<![CDATA[This study investigates EFL students’ anxiety in responding to teachers’ questions, focusing on the underlying contributing factors and the strategies that effectively reduce this anxiety. Using a qualitative case study approach, the research was conducted at SMPN 2 Barombong with eighth-grade students as the participants. Data were collected through classroom observations and semi-structured interviews. The findings reveal that fear of making mistakes, lack of confidence, and limited vocabulary are the main factors contributing to students’ anxiety. These factors often cause students to hesitate, remain silent, or avoid responding altogether during classroom interactions. The study also identifies several effective strategies to minimize anxiety, including building positive teacher-student relationships, creating fun learning activities, using humor and positive thinking, and providing rewards. These strategies help build a supportive classroom environment that fosters students’ confidence and reduces the fear of negative evaluation. This research offers significant insights for teachers and future researchers in understanding and addressing EFL students' speaking anxiety.]]>
<![CDATA[Improving Students’ English-Speaking Abilities Through TikTok Applications ]]>
<![CDATA[Putri, Alya]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84059
<![CDATA[This research investigates the TikTok application in improving English speaking abilities among secondary school students at SMPN 6 Makassar. Employing a quantitative method with a pre-experimental design, the study utilized a one-group pre-test and post-test approach. A sample of 36 seventh-grade students from class VII-B participated in the study. The independent variable was the use of the TikTok application, while the dependent variable was students’ speaking ability, measured through speaking tests administered before and after a four-meeting treatment. The treatment involved project-based learning activities using TikTok, focusing on vocabulary related to food, ingredients, and cooking tools. Data analysis using a paired sample t-test revealed a significant improvement in students' speaking abilities after the intervention (p < .001). The mean score increased from 63.11 in the pre-test to 78.50 in the post-test. These findings suggest that the TikTok application is a potentially effective tool for enhancing speaking skills in EFL classrooms. The study recommends integrating TikTok into speaking curricula and encourages further research with control groups and longer intervention periods.]]>
<![CDATA[Social Media as an Informal Learning Ecosystem for Business English: A Descriptive Study ]]>
<![CDATA[Sembiring, Surya Anantatama]]>;
<![CDATA[Sunusi, Seny Luhriyani]]>;
<![CDATA[Azhari, Ahmad]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i2, April.84064
<![CDATA[This study investigates the influence of social media utilization as an informal learning source on the digital business English communication competence of Business English Communication (BEC) students at Universitas Negeri Makassar (UNM). Framed within the paradigm of Informal Digital Learning of English (IDLE) and online informal language learning (OILL), this descriptive correlational study employed a five-point Likert-scale questionnaire administered to 82 active BEC students across multiple academic cohorts. The instrument comprised 10 items measuring social media-based informal learning behaviors (Variable X) and 10 items assessing digital business English communication competence (Variable Y). Pearson correlation and simple linear regression analyses were conducted to examine the relationship and predictive contribution of the independent variable. Results revealed a positive and statistically significant correlation between social media utilization as an informal learning source and digital business English communication competence (r = 0.582, p < 0.001). Regression analysis yielded a model of Y = 12.725 + 0.523X (R² = 0.339, p < 0.001), indicating that informal social media learning accounts for 33.9% of the variance in students’ communication competence. TikTok emerged as the most frequently utilized platform (51.2%), followed by Instagram (30.5%) and YouTube (13.4%). These findings confirm that social media constitutes a meaningful informal learning ecosystem for Business English development and carry implications for curriculum integration in BEC programs.]]>
