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
250 Documents
<![CDATA[A Pragmatic Analysis of Interactional Functions in Fostering Social Interaction Among Business English Communication Students ]]>
<![CDATA[Suraj, Safitri Rahmadani]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Kamariah, Andi]]>
<![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.84055
<![CDATA[The purpose of this study is to examine how university students use interactional functions to build solid social interactions within their student organization. This research applied a qualitative descriptive method using observation and semi-structured interviews with six members of the organizational student, HMPS BE Creative in the English Department. The data were analyzed using a thematic approach. The findings reveal that students frequently used various interactional functions such as greetings, expressions of praise, empathy, support, and feedback to maintain closeness and emotional bonding. These interactional functions were also linked with elements of Social Interdependence Theory, including positive interdependence, individual accountability, promotive interaction, social skills, and group processing. The study highlights how students’ daily conversations reflect not only their task coordination but also their care, emotional intelligence, and efforts to create a supportive organizational culture. This research contributes to the understanding of how language functions strengthen social relationships in academic environments.]]>
<![CDATA[Unlocking Students’ Reading Power: Teacher Strategies and Pedagogical Challenges in EFL Classrooms ]]>
<![CDATA[Munir Munir]]>
<![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.84060
<![CDATA[This study examines instructional strategies employed by an English teacher to enhance students’ reading comprehension in an Indonesian junior high school context, alongside the challenges encountered during implementation. Guided by two research questions: (1) What strategies are used to improve students’ reading comprehension? and (2) What challenges are faced by the teacher? This study adopts a descriptive qualitative design. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings reveal the implementation of three primary strategies: Question–Answer Relationship (QAR), scaffolding, and think-aloud protocols. These strategies facilitate comprehension by promoting text engagement, metacognitive awareness, and structured support. However, two major challenges persist: low student motivation and insufficient foundational English proficiency. The study highlights the critical role of adaptive pedagogy and strategic intervention in addressing these constraints. This research contributes to EFL pedagogy by demonstrating how strategy integration can improve reading comprehension while also emphasizing the importance of addressing affective and linguistic barriers in classroom practice.]]>
<![CDATA[Exploring AI-Based Learning Tools for Personalized English Learning: Learners' Experiences at English House Language Center ]]>
<![CDATA[Adam Rahman Arif]]>;
<![CDATA[Mustakim Mustakim]]>;
<![CDATA[Hasan Hasan]]>;
<![CDATA[Musdalifah Musdalifah]]>;
<![CDATA[Sri Rosmiana]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88398
<![CDATA[Artificial Intelligence (AI)-based learning tools have become increasingly popular in supporting personalized English learning. However, limited research has explored their use in non-formal language learning contexts. This qualitative descriptive study investigates the use of AI-based learning tools to support personalized English learning at English House Language Center. Data were collected through questionnaires, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The study explores how learners use AI-based learning tools, the benefits they experience, and the challenges they encounter. The findings are expected to provide insights into the role of AI in promoting learner autonomy, personalized learning, and flexible English learning while identifying challenges related to technology use and teacher support. This study contributes to the growing literature on AI-assisted English language learning.]]>
<![CDATA[Integrating Civic Themes into English Language Instruction: A Task-Based Approach to Enhancing Academic Literacy ]]>
<![CDATA[Himala Praptami Adys]]>;
<![CDATA[Seny Luhriyani Sunusi]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88270
<![CDATA[The integration of discipline-specific content into English for Specific Purposes (ESP) instruction has emerged as a pivotal pedagogical strategy in higher education, yet empirical evidence regarding its implementation in civic education contexts remains scarce. This article reports on a task-based pedagogical intervention designed to enhance academic literacy among Indonesian civic education students through the integration of civic themes into ESP instruction. Drawing upon data from 82 second-semester students at Universitas Negeri Makassar, the study employed a mixed-methods design combining vocabulary discovery tasks, text analysis, and academic writing exercises centered on authentic civic-themed articles. Findings reveal that while the task-based approach facilitated meaningful engagement with civic content and disciplinary vocabulary, persistent challenges emerged, including students' tendency to select generic civic vocabulary rather than to explore specialized terminology and their increasing reliance on artificial intelligence tools for writing tasks rather than developing independent academic expression. These findings contribute to the growing body of ESP research by demonstrating both the affordances and limitations of content-language integration in civic education contexts. The study proposes a refined pedagogical framework that balances content engagement with explicit academic literacy development, addressing the identified gaps while leveraging the motivational potential of civic themes.]]>
<![CDATA[Teachers' Roles in Character Education through Pancasila Education: A Qualitative Study of Fourth-Grade Students ]]>
<![CDATA[Friscilia Friscilia]]>;
<![CDATA[Lista Lista]]>;
<![CDATA[Kenny Lorensa]]>;
<![CDATA[Salwa Nabila]]>;
<![CDATA[Fitti Guahira]]>;
<![CDATA[Juwita Crestiani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88394
<![CDATA[This study aims to describe the role of teachers in implementing character education for fourth-grade students through Pancasila Education learning at SDN 5 Salamae. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of fourth-grade teachers and fourth-grade students at SDN 5 Salamae. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation and technique triangulation. The results of the study indicate that teachers play a guiding role in implementing character education through Pancasila Education. This implementation is carried out by fostering habits, setting an example, providing motivation and guidance, and reinforcing students' positive behaviors. The character values cultivated include discipline, religiosity, patriotism, and responsibility. Discipline is instilled by encouraging habits such as punctuality, adherence to rules, and the timely submission of assignments. Religiosity is fostered through practices such as prayer, exchanging greetings, and respecting diverse beliefs. Patriotism is developed by introducing Indonesia's cultural diversity and instilling a sense of national pride. Meanwhile, responsibility is cultivated by encouraging students to complete their tasks and fulfill their obligations. The findings indicate that the implementation of character education through Pancasila Education was perceived to contribute positively to shaping students' character. This success is supported by the teachers' consistency in setting examples, fostering habits, and providing guidance throughout the learning process.]]>
<![CDATA[Students’ Experiences in Developing Presentation Skills through Project-Based Learning in the Merdeka Curriculum ]]>
<![CDATA[Maulidyani AM]]>;
<![CDATA[Chairil Anwar Korompot]]>;
<![CDATA[Amra Ariyani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88399
<![CDATA[This study aims to explore and provide an in-depth description of students’ experiences in developing presentation skills through Project-Based Learning (PjBL) in the Merdeka Curriculum. A qualitative descriptive research design was employed, enabling the researcher to comprehensively delve into the subjects’ meanings, perceptions, and retrospective accounts. The study involved four Grade XI students from Athirah Islamic School Makassar, selected via purposive sampling to ensure diversity in English proficiency levels and learning experiences. Data were collected through in-depth interviews. The collected data were analyzed using Braun & Clarke’s (2006) reflexive thematic analysis. The findings indicate that, according to students’ reports, the implementation of PjBL provided them with positive, meaningful, and contextual learning experiences. Despite facing challenges—such as limited English vocabulary and grammar mastery, time management difficulties, and technical issues in material preparation—the students perceived that they successfully overcame these obstacles through solid teamwork and constructive teacher guidance. Students further reported perceived improvements across various aspects of presentation skills: self-confidence, speaking fluency, material delivery structure, use of visual aids, body language, and the ability to answer audience questions. The study concludes that students considered PjBL relevant and supportive in developing their communication competence within the Merdeka Curriculum framework.]]>
<![CDATA[The Impact of the English Reading Learning Media Excluding the Braille Facility for Visually Impaired Students ]]>
<![CDATA[Ni Putu Ratni]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88272
<![CDATA[This research was motivated by the learning environment's failure to provide resources that accommodate the sensory needs of students with visual impairments at UHN IGBS Denpasar; The purpose of this study describe the learning conditions and English reading practices of students with visual impairments in the absence of Braille facilities, and to analyze the academic and pedagogical impacts of this lack on the development of their reading skills; the research utilized a qualitative approach, employing qualitative descriptive methods and triangulation-based analytical approach; the findings indicated that English reading instruction without Braille support creates suboptimal learning conditions for students with visual impairments. The findings indicate that the absence of accessible textual resources limits students' opportunities to interact directly with written language, develop reading proficiency, and participate independently in learning activities. This study had a limited number of participants and focused only on English reading skills, which posed certain constraints. Therefore, it is suggested that future researchers explore this area of study using a broader range of data sources and locations.]]>
<![CDATA[Improving Learning Engagement in Pancasila Education through an Innovative Learning Strategy ]]>
<![CDATA[Nia Ramadani]]>;
<![CDATA[Nur Asifa]]>;
<![CDATA[Indira Almunawarah]]>;
<![CDATA[Nurul Nurul]]>;
<![CDATA[Rieke Walla]]>;
<![CDATA[Trisna Piter Duma]]>;
<![CDATA[Juwita Crestiani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88395
<![CDATA[This Classroom Action Research (CAR) aimed to improve learning concentration, cognitive learning outcomes, and students' creative thinking ability in the Pancasila Education subject through an innovative strategy integrating the Jigsaw cooperative learning model, animated videos, and interactive Wordwall gamification. The research was conducted with 24 Grade V students of SDN 5 Salamae during the second semester of the 2025/2026 academic year across two cycles, each consisting of three instructional sessions. Data were collected and analyzed using descriptive quantitative and qualitative techniques. The results showed that student learning activity increased from 60% (Moderately Active) in Cycle I to 84% (Very Active) in Cycle II. The class average score on cognitive tests rose from 72.5 to 80, with classical completeness increasing from 75% to 87.5%, surpassing the Minimum Mastery Criterion of 70. Students' creative thinking ability improved from an average of 63 (54% completeness) to 81 (87.5% completeness), while the teacher's ability to manage student-centered learning rose from 80.9% to 91.7%. These findings indicate that the integration of the Jigsaw model, animated videos, and Wordwall gamification was found to be an effective strategy for improving learning concentration, cognitive outcomes, and creative thinking, and offers a practical solution for strengthening the quality of Pancasila Education learning in line with the Merdeka Curriculum.]]>
<![CDATA[Improving Islamic Senior High School Students’ Speaking Skills Through the Debate Method ]]>
<![CDATA[Lisa Novita Sari]]>;
<![CDATA[Sultan Baa]]>;
<![CDATA[Nur Aeni]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88267
<![CDATA[This investigation explores the role of the Structured Classroom Debate method in elevating speaking proficiency among students at MAN 4 Bone. Adopting a quantitative pre-experimental design, specifically a one-group pretest-posttest model, the study involved 30 tenth-grade participants. Speaking was evaluated through an oral assessment rubric focusing on fluency, pronunciation, grammar, vocabulary, and argument coherence. Post-intervention analysis demonstrated substantial gains, with mean scores climbing from 42.66 (pretest) to 90.13 (posttest). The N-Gain score reached 0.84, categorized as high effectiveness. A paired samples t-test produced a significance level below 0.001, affirming the statistical validity of the improvements. Notably, every speaking component advanced, with fluency exhibiting the most dramatic increase, followed sequentially by vocabulary, pronunciation, argument clarity, and grammar. These outcomes indicate that debate activities foster greater oral engagement, refined idea structuring, and heightened delivery confidence. Consequently, the Structured Classroom Debate emerges as a highly suitable and impactful technique for advancing speaking abilities in educational settings.]]>
<![CDATA[Increasing Students' Learning Interest through Problem-Based Learning Supported by QR Code-Based Snakes and Ladders Media ]]>
<![CDATA[Melsyani Pali]]>;
<![CDATA[Ayuni Banne]]>;
<![CDATA[Asriani Asriani]]>;
<![CDATA[Regina Putri M]]>;
<![CDATA[Vera Amanda]]>;
<![CDATA[Adel Rizka Nabhil]]>;
<![CDATA[Juwita Crestiani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88393
<![CDATA[This study was conducted to address the low level of fifth-grade students' interest in learning science, particularly the topic of the human digestive system, at SDN 25 Sabbamparu. Preliminary questionnaire results showed that students' average learning interest was only 56%, indicating a low level of engagement. This condition was mainly caused by teacher-centered instruction, limited use of learning models, and a lack of interactive learning media. As a result, students were less active and less enthusiastic during the learning process. The purpose of this study was to improve students' learning interest through the implementation of the Problem-Based Learning (PBL) model assisted by QR Code-based Snakes and Ladders media. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 20 fifth-grade students. Data were collected through a learning interest questionnaire and observation sheets and analyzed using descriptive quantitative and qualitative techniques. The findings showed that students' learning interest improved in each cycle, as reflected in the indicators of enjoyment, interest, attention, and participation. Therefore, it can be concluded that the Problem-Based Learning model assisted by QR Code-based Snakes and Ladders media effectively increased fifth-grade students' interest in learning science at SDN 25 Sabbamparu.]]>
