cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M MASRUR RIDWAN
Contact Email
journal.seaqil@gmail.com
Phone
+6285729120199
Journal Mail Official
journal.seaqil@gmail.com
Editorial Address
https://www.journal.qiteplanguage.org/index.php/sjle/about/editorialTeam
Location
Unknown,
Unknown
INDONESIA
SEAQIL Journal of Language Education
Published by SEAMEO QITEP in Language
ISSN : 2963623X     EISSN : 29636248     DOI : https://doi.org/10.70046/sjle.3.1
Core Subject : Humanities, Science, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences
SEAQIL Journal of Language Education (SJLE) is a scientific publication of SEAMEO QITEP in Language. The journal publishes articles in the broad areas of language education in Southeast Asia including but not limited to Language Education Innovation; Language Education Media; Language teachers and Education Personnel Quality Improvement; Mother Tongue-Based Multilingual Education (MTB-MLE); Language Teaching: Language Education Curriculum; Language Education Materials; Language Education Evaluation/Review; Foreign Language Education in Southeast Asia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
 1   2   3 
ENHANCING ENGLISH LANGUAGE SKILLS OFEFL STUDENTS IN THAILAND’S EEC CONTEXT THROUGH PROJECT-BASED LEARNING Laksanasut, Saharat
SEAQIL Journal of Language Education Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This quasi-experimental study investigated the impact of Project-Based Learning (PBL) on the English-speaking skills of Grade 9 students at Angsilapittayakom School in Thailand’s Eastern Economic Corridor (EEC). Recognizing the critical role of English proficiency in accessing global economic opportunities, the study compared PBL with traditional Communicative Language Teaching (CLT) methods. Seventy-seven students participated, with 39 in the experimental group engaging in PBL and 38 in the control group receiving CLT-based instruction. The intervention spanned eight weeks during the 2024 academic year. Research instruments included PBL and CLT lesson plans, along with pre- and post-tests measuring English-speaking skills. Data were analysed using paired sample t-tests and independent sample t-tests. The results showed that the experimental group’s post-test speaking skills improved significantly compared to their pre-test scores (p < .01). Additionally, the experimental group significantly outperformed the control group in post-test speaking skills (p < .01), demonstrating the effectiveness of PBL in fostering language acquisition. This study provided evidence that PBL could revolutionize English instruction by promoting active, inquiry-driven learning and addressing the limitations of traditional methods. PBL not only enhanced language proficiency but also better prepared students for real-world communication in dynamic economic contexts like the EEC. These findings offered valuable insights for educators and policymakers seeking innovative, skill-focused pedagogies aligned with 21st-century educational goals. Moreover, the results will be beneficial to language teachers worldwide, offering a practical framework to improve language learning outcomes and equip students for future success in globalized environments.
CORRELATION BETWEEN READING ATTITUDE AND READING COMPETENCE OF GRADE 4 PUPILS Luis, Joshua
SEAQIL Journal of Language Education Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading is a fundamental skill essential for academic success and lifelong learning. It serves as the foundation for acquiring knowledge, developing critical thinking, and fostering creativity. Despite its importance, many learners face challenges in developing strong reading skills, often influenced by various factors such as reading attitudes. Understanding these factors is crucial for designing effective interventions that enhance literacy outcomes. This study explored the relationship between reading attitude and reading competence among Grade 4 learners. Utilizing a descriptive-correlational design, the research examined how pupils’ reading attitude correlates with their reading competence. A total of 60 Grade 4 pupils were surveyed, and their reading competence and reading attitude were evaluated through standardized tools— Phil-IRI (Philippine Informal Reading Inventory) and ERAS (Elementary Reading Attitude Survey). The findings revealed a moderate positive correlation (r = 0.48) with a computed p-value of <.01 between reading attitude and reading competence, highlighting the importance of fostering a positive attitude to improve literacy skills. The study advocates for a comprehensive reading program that nurtures positive attitudes toward reading to enhance both reading competence and learning outcomes.
STRATEGIES FOR ENHANCING SPEAKING PROFICIENCY THROUGH INDONESIAN CULTURE IN ILFL CLASSES Riani, Asma; Syafryadin
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This study examines strategies for improving speaking proficiency in Indonesian Language for Foreign Learners (ILFL) through culturally integrated instruction. Using qualitative data from interviews with 15 learners and 10 instructors, five key strategies were identified: task-based learning, cultural immersion, peer interaction, constructive feedback, and multimedia use. These methods provide learners with real-life contexts, reduce speaking anxiety, and build confidence. Cultural immersion, in particular, enhances learners’ understanding of Indonesian society and supports meaningful communication. Peer activities promote collaboration and fluency, while multimedia resources expose learners to natural speech and varied accents. The findings confirm the value of integrating cultural content into ILFL teaching practices. This study recommends incorporating these strategies into ILFL curriculum and teacher training programs to foster both linguistic and intercultural competence among learners.
ASSESSING MUTILITERACY AMONG HIGH SCHOOL STUDENTS: A COMPREHENSIVE STUDY Dwina, Lasma
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesia curriculum indicates that the nature of literacy in Indonesia has expanded beyond the traditional domains of language instruction (Listening, Speaking, Reading, and Writing) to encompass multimodal communication, with a focus on strengthening students' critical viewing and presenting skills. This study aims to contribute to this growing area of research by assessing the level of digital literacy skills among senior high school students. Using the analytical framework, this qualitative case study illuminates how students engaged in multiliteracy pedagogy from receptive skills to productive skills. In total, 210 students of second grade participated, of which 100% living in city area. Data include classroom observations, semi-structured interviews with students, and digital work. Results of digital work analyses showed the average level of literacy skills among teenagers in urban area is at low level. However, data also showed that students experienced meaningful practice of multiliteracy and critical thinking. Students experienced four dimensions of multiliteracy pedagogy and improved their critical thinking. Time is the key to reconcile prior experiences and common conceptions of language and language learning with the sophisticated, scientific definition of literacy that leads to the challenge of bringing the many facets and tenets of literacy together into a conceptual whole. Researcher suggests that EFL teachers find ways for learners to become multiliterate communicators with learning experiences of multiliteracy in English classes.
ENHANCING STUDENT ENGAGEMENT AND READING IN NARRATIVE LITERACY WITH QUICK MAKER Marpaung, Syafaruddin
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This Classroom Action Research (CAR) study investigates the impact of the Quick Maker method (Quizizz Cara Kertas Memakai Atribut Kemerdekaan dan Stiker) on student engagement and narrative text literacy. Conducted with 34 students from one class at a senior high school in Tanjungbalai, data were collected through questionnaires, interviews, and observations. The research followed Stringer's (2007) "spiral of action research" framework, incorporating two cycles of intervention. In the first cycle, the average student engagement score increased from 3.2 to 3.7 on a 5-point scale, with the percentage of students who felt highly engaged rising from 25% to 40%. After adjustments and improvements in the second cycle, the engagement score further increased to 4.1, with 60% of students reporting high engagement. Similarly, narrative text test scores improved from an average of 70 before the intervention, to 77 after the first cycle, and 85 following the second cycle. The method involved incorporating independence-themed attributes, such as hats to instill a sense of nationalism, while motivational stickers were awarded to the top 15 students in both cycles. This student-centered approach effectively increased student participation, fostered peer learning, and enhanced narrative text literacy. The results demonstrate that integrating interactive technology with motivational tools can significantly improve student engagement and performance in reading literacy.
EFL GRADUATE STUDENTS’ INNER SPEECH AND IMPLEMENTATIONS OF THEIR ACADEMIC WRITING DEVELOPMENT Lailatun Nurul Aniq; NURKAMTO, JOKO; SISWANDARI, SISWANDARI; DRAJATI, NUR ARIFAH
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

All around the world, colleges and universities have serious concerns about academic writing. All university and college students, especially those studying English as a second language (EFL), need to generate various textual forms for their academic education. Higher education students who do not communicate English as their native language encounter many linguistic, discursive, and cognitive difficulties when there is an educational requirement to publish academic writing in a reputable international journal. They suffer enormous barriers concerning their viewpoints as well. The purpose of this study is to investigate the particular writing experiences employed by graduate students in the English education program and assess how these practices influence their thesis and other scholarly publications. This research followed Barkhuizen et al.’s (2013) narrative inquiry paradigm. Through WhatsApp, the students engaged in several lengthy semi-structured interviews that were continued by such focus group discussions. We scrutinized and looked at their scholarly articles and theses in these dialogic interactions for two months, among other forms of English scholarly work. This research revealed that participants encountered conflict and tensions in their writing practices, particularly within specialties that require critical and suitable attention. Conjectured narratives of personal encounters in this research would be utilized as a guidance document to help evaluate students' English academic writing habits to meet their intended results. This has ramifications for how English research and educational writing is understood.
SEE, THINK, WONDER: VIEWING SKILLS STRATEGY FOR JUNIOR HIGH SCHOOL STUDENTS Setianingsih, Beny Arum
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70046/sjle.4.1.271--283

Abstract

Students' weak critical thinking skills cause low literacy skills. With the growth of technology, literacy skills now include not only reading but also writing, speaking, listening, viewing, understanding, and presenting information in dai-ly life. This study aims to describe the concept of See, Think, Wonder thinking routines and the stages of implementing the routines to train junior high school students' viewing skills in English subjects within Merdeka Curriculum (Ku-rikulum Merdeka). A descriptive research method with Miles and Huberman’s (2014) analytical framework was applied. The results showed that the See, Think, Wonder thinking routine encourages students to make careful observa-tions and thoughtful interpretations. By fostering curiosity and critical think-ing, the routine helps students move beyond surface-level observations to gen-erate more meaningful insights and interpretations. The implementation stages of See Think Wonder thinking routines in English subjects include analyzing Learning Outcomes (Capaian Pembelajaran), formulating Learning Objectives (Tujuan Pembelajaran/TP), and compiling Learning Objective Flow (Alur Tujuan Pembelajaran/ATP), preparing Teaching Modules (Modul Ajar/MA). The process of See, Thinking, Wonder thinking routines implementation involves pre-implementation, implementation, and post-implementation stages. To op-timize results, students should engage in reading activities both at school and at home.
Improving Papuan Students’ Literacy with Small Culture Research-Based Learning VIANARIKA, FENTY YUNIA VIANARIKA
SEAQIL Journal of Language Education Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study evaluates the effectiveness ofResearch Based Learning (RBL) in enhancing English literacyamong Papuan students at SMA Sekolah Anak Indonesia. The primary aim was to address literacy challengesfaced by Papuan students, exacerbated by culturally irrelevant materials and traditional bel iefs that undervalueformal education. Utilizing a mixed method approach, the research combined literature review and analysisof student progress over two academic years (2022 2024). The study focused on 12th grade students’ smallculture research project s related to entrepreneurial activities rooted in Papuan culture. Small culture research,in this context, refers to simple, literature based studies conducted by senior high school students as part oftheir entrepreneur project, focusing on Papuan life tr aditions. Despite economic barriers affecting somestudents, the study concludes that RBL effectively enhances literacy and prepares students for highereducation. Recommendations include increasing financial support, refining educational strategies toacc ommodate diverse student needs, and investing in professional development for educators.
EXPLORING STUDENTS’ LEARNING EXPERIENCES IN SCHOOL PODCASTING PROGRAM AS AN ALTERNATIVE MEDIA FOR SPEAKING PRACTICE FARIZAH, NIJMATUL; KUSWARDANI, RAHAYU
SEAQIL Journal of Language Education Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this study are to explore the students’ learning experience before, during, and after producing a podcast. This study has been conducted at secondary school in Surabaya. The researchers employed a qualitative descriptive which involved five students who participated in the school podcasting program. Data was collected through a semi-structured interview consisting of 20 questions. The result from the study showed that the school podcasting program provided students with novel experiences which let them fully engaged in a productive activity. It helped them to provide a real practice of their speaking skills in English language. It also showed that topics selected for the podcast were their interests which was helpful for the students to contribute positively in giving out opinions expressively and enriched the content of the conversation become more attractive. Students created scripts, collaborated with friends in producing the podcast, and reflected on the experiences meaningfully. The activities in preparing a podcast and aired it, helped the students to perform better in speaking and gained more confidence through hands-on experience. Thus, a school podcasting program could be the appropriate activity to assist students in speaking practice through real conversation facilitated through podcast as a selected social media. The results of this study provided teachers with a broader insight into how to discover and create an effective activity and media to improve students' speaking skills by integrating technology into the learning process.
THE EFFECT OF CHATGPT IN FOSTERING SELF-DIRECTED LEARNING IN THE ESL WRITING CLASSROOM Mohamad Yusop, Ewana
SEAQIL Journal of Language Education Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effect of ChatGPT on students’ self-directed learning in the English Language writing classroom. With the increasing presence of AI tools in education, understanding its impact on students’ learning is essential. Grounded in Knowles’ (1975) Self-Directed Learning framework, this research explores the extent to which AI can support autonomy and self-assessment in student learning. The study is an quantitative exploratory study and employed a quasi-experimental design with an experimental group (N=24) using ChatGPT 3.5 for learning support and a control group without it (N=23). Quantitative data were gathered through pre- and post-surveys, measuring changes in students' self-assessment, motivation, study planning, and resource-seeking behaviors. Using paired-samples t-test, the quantitative analysis revealed that while ChatGPT significantly enhanced students' initiative and independence in learning in the experimental group, however other self-directed learning dimensions showed minimal impact. Additionally, the study’s results emphasizes that ChatGPT cannot replace the teacher's role, as it lacks the contextual understanding, instructional flexibility, and motivational influence critical for holistic student development. These insights highlight the need for educators to guide students in critically engaging with AI tools, using them to supplement rather than substitute the teacher's presence in the classroom.

Page 3 of 3 | Total Record : 30

 1   2   3 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE) Vol. 3 No. 2 (2024): SEAQIL Journal of Language Education (SJLE) Vol. 3 No. 1 (2024): SEAQIL Journal of Language Education (SJLE) Vol. 2 No. 2 (2023): Vol. 2 No. 2 (2023): SEAQIL Journal of Language Education (SJLE) Vol. 2 No. 1 (2023): SEAQIL Journal of Language Education (SJLE) Vol. 1 No. 1 (2022): SEAQIL Journal of Language Education (SJLE)