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International Journal of Language, Education, and Literature (IJLEL)
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 30642701     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJLEL International Journal Language, Education, and Literature is an international peer-reviewed and open-access journal in language education. The aim is to publish conceptual and research articles exploring the application of any language in teaching and the everyday language experience in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. IJLEL will publish periodically (4 times yearly) in January, April, July, and October. IJLEL continues improving the quality of platform services, providing journal publications by managing national and international indexes such as SINTA, GARUDA, Google Scholar, Dimension, DOAJ, Copernicus, Crossref, etc.
Arjuna Subject : Umum - Umum
Articles 141 Documents
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The Implementation of Interactive Reading Model to Teach Reading Irmawati; Kisman Salija; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/g3vyht72

Abstract

This research aimed to explore (1) the implementation of the interactive reading model in teaching reading, (2) the supports and hindrances in implementing the interactive reading model, and (3) the students’ perceptions of this implementation. A qualitative method was employed, with participants selected through purposive sampling. The study involved one English teacher from the academic year 2023/2024 and nineteen students from SMAN 2 Sinjai, categorized by reading proficiency: six proficient readers, seven with moderate skills, and six struggling readers. Data were gathered via classroom observations, teacher interviews, and student questionnaires. Findings indicated that during pre-reading, the teacher introduced the text topic, explained text structure, and encouraged active student participation. During while-reading, emphasis was placed on pronunciation, intonation, understanding, and grammatical explanations, with students encouraged to predict and transfer information. Post-reading activities involved varied tasks. Supports included available technology (projectors and printers) and teacher experience, while challenges involved preparing engaging materials and managing afternoon classes. Hinders were large class sizes and low student participation, addressed through small group discussions, positive motivation, and suitable materials. The interactive reading model significantly boosted student enthusiasm, critical thinking, and active participation, with students showing high interest and positive attitudes towards the learning material. Overall, the implementation of the interactive reading model was found to be effective in enhancing students’ motivation, reading skills, and classroom engagement. In conclusion, the interactive reading model is a viable approach to teaching reading, demonstrating considerable benefits in terms of student engagement and skill development. However, it requires substantial preparation and adaptation to specific classroom contexts. Recommendations include further training for teachers in interactive reading techniques, the integration of more diverse and engaging materials, and continued research into the long-term impacts of interactive reading models on student learning outcomes.
The Impact of Pedagogical Competence on Students’ Learning Achievement under the Merdeka Curriculum Amelia Lestari; Baso Jabu; Abdul Halim
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/h702br77

Abstract

Pedagogical competence has become essential to be investigated because it directly relates to how the teachers facilitate the teaching and learning process, thus assisting students in accomplishing their learning objectives. This research aimed to describe the impact of EFL teachers’ pedagogical competence on students learning achievement under the Merdeka curriculum. This research was undertaken at SMPN 1 Sinjai, Sinjai Regency, South Sulawesi Province. This research used a qualitative method by using a case study design. The participants in this research were two EFL teachers who taught in seventh grade which were chosen purposively. The research instruments were observation, interview, and documentation. This research showed that the EFL teachers' pedagogical competence substantially positively impacts student learning achievement under the Merdeka curriculum. The researcher suggests that EFL teachers should actively develop their pedagogical competence to create and produce effective learning centered on the students and schools also should provide supportive infrastructure, offer tailored professional development opportunities, align policies with the curriculum, engage parents and the community, and establish robust monitoring and evaluation systems.
The use of YouTube as Learning Media in English class Asmaulhusna; Nurdin Noni; Kisman Salija
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/p66xzr72

Abstract

In this era, technology has also developed into the world of education. This can be an opportunity for teachers to combine English language learning by using technology as a medium. One of the technological developments in learning is using social media such as YouTube. This research was conducted to 1) determine the use of YouTube as an English learning medium. 2) find out students' perceptions after using YouTube as a learning medium. 3) determine students' learning interest in using YouTube as an English learning medium. The research method used is qualitative with a descriptive approach. The research results show that 1) The majority of students gave positive perception toward the use of YouTube as learning media in English class YouTube has Interesting visual and clear explanation, helps student to understand the material easily, Easy to access and repeatable, it can be Additional learning resources, provided additional features for Language Learners, it can create interesting and entertaining learning and also it can increase student concentration. 2) The implementation of YouTube in learning is carried out in three stages: a) preparation, the teacher prepares a lesson plan, prepares the YouTube video that related to the material, also prepares facilities and infrastructure that support learning; b) implementation, the teacher shows a video to convey the material, and provides a brief explanation; and c) evaluation, the teacher provides exercises to ensure the material is well received. Furthermore, 3) the majority of students are happier, more active, more enthusiastic and can focus in learning English using YouTube as learning media. So, it can be said that students' interest in learning English by using YouTube as a learning medium quite good.
Investigating 6-3-5 Brainwritting Strategy on Students’ Writing Performance Using Narrative Text (A Classroom Action Research) Lambertus Tibertius Beda Amasuba amasuba; Haryanto Atmowardoyo; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/tyfvr248

Abstract

ABSTRACT This research investigates students' writing performance by applying the 6-3-5 brainwriting strategy to students. Of course, the aim of this research is to determine the effect of the 6-3-5 brainwriting strategy on the development of students' writing skills as well as students' perceptions of the strategies applied by fourth grade students at Menara St. Martinus Elementary School, Makassar. This research uses a mix-method design method which combines two qualitative and quantitative methods with design triangulation in the research. The research was conducted through a classroom action research approach, focusing on the qualitative and quantitative improvements in students' writing performance. The population of this study was all fourth-grade students, totaling 20 students. Researchers used several research instruments, namely observation paper and checklist, interview guidance and writing test. The results of this research show that students' writing skills improved in phase 1 and phase 2. This can be seen from the comparison of the scores obtained by students during the pre-test of 65.6 while the first post-test was 73.4 and the second post-test was 78.7. The comparison of the scores above shows significant development in students' writing abilities. In terms of students' perceptions of the strategy applied, based on the results of observations and interviews before and after implementing the strategy, this strategy is seen as a strategy that really helps students in creating ideas based on the objects displayed.
Bilingual Instruction in Teaching English in Indonesian EFL Classroom milkayantitudang; Muhammad Basri; Amirullah Abduh
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/g5xch713

Abstract

The objectives of this research were to find out the teacher’s perceptions of bilingual instruction, the implementation of bilingual instruction, and the impact of bilingual language instruction on students’ English achievement. This research used a qualitative design. The subjects were two teachers at SMA Zion Makassar who participated in this research. This research used an observation checklist, an interview guide, and documentation to collect the data. The results indicated that teachers had a positive perception of bilingual instruction, categorizing it as highly perceived. The teachers executed bilingual instruction effectively. Bilingual instruction had a positive impact on students' English performance and increased their motivation. Thus, the implementation of bilingual instruction has a positive impact and can be an alternative medium for teaching English to EFL students. Keywords: Bilingual instruction, Implementation, Students’ achievement
Improving Students’ Reading Comprehension Through The “Read, Ask, And Put” Strategy Darmawansah; Haryanto Atmowardoyo; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/9e86de10

Abstract

This research aimed to improve students' reading comprehension abilities in class XI APHP B, which was considered very low and far below the school's minimum achievement standards (KKM). This research used a Classroom Action Research (CAR) method consisting of Plan, Act and Observe, and Reflect stages that applied the Read, Ask, and Put (RAP) strategy in teaching reading comprehension. The research results showed that implementing the RAP strategy into the cycles of CAR could improve students' reading comprehension abilities in the class mentioned above. In the first cycle of this research, the average student score still did not reach the target, namely only 56.29. Thanks to the evaluation and reflection carried out in the second cycle, the average student score in this cycle was able to reach 74.81, exceeding the set KKM of 72.00. This research concluded that implementing the RAP strategy in two CAR cycles succeeded in improving the reading comprehension abilities of class XI APHP B students beyond the minimum standards (KKM) that had been set. The results of this research can provide input or knowledge to teachers and students to improve their teaching and learning quality, especially in reading comprehension.
Task-Based Learning Approach in Teaching Writing at Indonesia Junior High School Risty Suci Ramadayanti; Muhammad Basri Jafar; Abdul Halim
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/zerkn890

Abstract

This research was aimed (1) To know the teacher’s perception towards task-based learning approach in teaching writing, (2) To know the implementation task-based learning approach in teaching writing, and (3) To know task-based learning approach impact on students’ writing skills. This research used a descriptive qualitative method. The subject of this research was an English teacher and 20 students in the eighth grade at SMPN 1 Mimika Timur, Papua Tengah. The data was collected through observation checklist and semi-structure interviews. The result of this research showed that (1) the teacher has positive perception about task-based learning approach, namely can make students more active, more enthusiasm, and enjoyable, (2) implementation task-based learning approach in teaching writing at Indonesia junior high school the teacher used three stages, namely pre task, task cycle, and language focus, and (3) task-based learning gave positive impact on students writing skill, namely students can express their ideas, write their task more interesting, they are not afraid to share their ideas, can organize tasks, can avoid ambiguity, get new vocabulary, improve in language use, ensure the right form of words when writing and also enhance their knowledge in mechanical skills, such as capitalization, punctuation, and spelling.
Enhancing Student’s Speaking Ability Through Savi (Somatic, Auditory, Visual and Intellectual) Method at Sma Islam Makassar (A Classroom Action Research) Riswan Awing; Baso Jabu; Samtidar
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/wkh1dq42

Abstract

This research aimed to improve the students’ speaking skill in English lesson by using SAVI Method. This research was conducted by using Classroom Action Research (CAR). The subject of this research was X grade of SMA Islam Makassar 2023 / 2024 academic year which consisted of 17 students. The objective of this research was to improve students’ speaking skill in English Lesson by using SAVI Method at Tenth Grade of SMA Islam Makassar. This research was conducted in two cycles which each consists’ of planning, acting, observing, and reflecting. The data were gathered through quantitative and qualitative data. The result of this research showed that there was increasing of students in speaking skill. The mean of pre-test was 62.41, post-test 1 was 76.64, and post-test 2 was 84,4. It indicated that the scores and the mean in second cycle were better than the first cycle. The percentage of the pre-test who got point >75 up was 17,69%, the post-test of cycle 1 was 70.59%, and the post-test of cycle 2 was 94,12%. It can be concluded that the students’ ability in speaking improved and became well in the first meeting to the next meeting.
Improving Students’ Speaking Performance Through Critical Method Husni Tamrin; Muhammad Basri Jafar; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/5qbjg803

Abstract

This study investigates the impact of the critical method on improving students' speaking performance and identifies key obstacles hindering their abilities. This research employed a mixed method with convergent parallel design. The population of this research was the students of Madrasah Aliyah (MA) Madani Alauddin in the eleventh grade of science consist of 115 students, 53 male and 62 female. Quantitative data were analyzed using Heaton’s rating score for accuracy and fluency, descriptive statistics, and paired samples t-test via SPSS while qualitative data were analyzed through miles & Huberman’s’ qualitative analysis to identify patterns and themes related to the obstacles faced by students. The findings revealed a significant improvement in students' speaking scores, with the mean score increasing from 46.25 in the pre-test to 70.625 in the post-test. Key obstacles identified included nervousness, fear of making mistakes, lack of vocabulary, and lack of confidence. Despite cognitive improvements, persistent nervousness highlighted the need for additional emotional and psychological support. A major implication is the recommendation to shift from static to dynamic assessment methods, which focus on continuous evaluation and can reduce anxiety, fostering a more supportive learning environment. This study addresses a critical gap in the literature by providing empirical evidence of the effectiveness of the critical method and suggests future research directions, including the exploration of long-term impacts and the application of dynamic assessments across diverse educational contexts. The study concludes that integrating cognitive and emotional support strategies in language education can significantly enhance students' speaking performance and overall well-being.
The Correlation Between Students’ Attitudes Toward Technology-Mediated English Learning And Their English Achievement At Vocational High School Nurdiana; Nurdin Noni; Sahril
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/wq915v03

Abstract

Technology-mediated language acquisition presently has several intricate issues surrounding the role of digital technologies in enhancing language learning possibilities. The present research investigated the correlation between students’ attitudes toward technology-mediated English Learning and their English achievement. The students' attitudes were assessed in terms of three components: affection, cognitive, and behavioral. Data were collected using two standards: questionnaire and document, as the students’ grade in English learning was considered their achievement. Data analysis was performed in SPSS version 26 using Pearson’s Product Moment Correlation. The results indicated no statistically significant correlation between students' attitudes towards technology-mediated English learning and their English achievement (p=.858). However, the results indicated that students generally have a positive attitude toward the use of technology in the English learning process in the classroom. The students' English Achievement was very good. Given the students' positive attitude with technology-mediated, it could use the capacities and strengths of technology-mediated to ensure the quality of English learning. Furthermore, Teachers could grant students the independence to utilize technology during their learning process or incorporate technology into the curriculum to enhance student engagement and motivation and foster an interactive classroom environment.

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