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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 26 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): April" : 26 Documents clear
The Existence of Artificial Intelligence in Learning EFL Writing by Papuan Students Sari, Yunita; Ain, Nayasza Ramadina Qurrotul Ain; Nugrahayu, Widiastu Ardya; Sahib, Rahmawansyah
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

Artificial Intelligence is becoming a trend for Papuan students in writing English. Where various artificial intelligence has been present and become part of English writing activities. Therefore, the purpose of the current study focuses on exploring the form of artificial intelligence used in writing English by Papuan students, and the obstacles faced by Papuan students in using artificial intelligence. Through a descriptive qualitative approach, this study focuses on examining the use of artificial intelligence by Papuan students in writing English. Thus, several English students from IAIN Fattahul Muluk Papua were involved to provide information about the form of artificial intelligence used during English writing. Furthermore, data were collected through observing the English writing process in class, and interviewing the informants in this study. The information collected was then analyzed qualitatively through thematic analysis with several stages; recognizing data, initializing codes, searching for themes, reviewing themes, defining themes and theme names, producing reports. It was found that Papuan students use artificial intelligence through several forms of activities. First, translation activities, activities to find literature sources, use paraphrasing tools, use quoting tools, and check grammar. Second, the obstacles faced by Papuan students in using artificial intelligence include unstable network conditions, low mastery of grammar, low technological literacy, and the status of paid applications. However, the findings of this study recommend a follow-up study related to the use of artificial intelligence in English writing learning activities in other regions of Papua. So as to refine the information presented through the findings of the existing study.
The Implementation of Task-Based Language Teaching (TBLT) English Class for Secondary School Students: a Study at Madrasah Aliyah Radhiatul Adawiyah Makassar Ibnu, Ibnumal; Amirullah; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aimed to explore teahcer’s perception regarding the implementation of cooperative learning in teaching reading to the eleventh-grade students at SMAN 16 Pangkep, a school located on a remote island. The study had four objectives: (1) to investigate the teacher’s perception of cooperative learning in the classroom, (2) to examine how cooperative learning is implemented by the teacher in teaching reading, (3) to identify the benefits and challenges associated with cooperative learning according to the teacher, and (4) to propose solutions to the challenges encountered in its application based on the teacher’s perception. The research was conducted at SMAN 16 Pangkep, focusing on a single subject, the English teacher herself. The instruments included in the research were observations and interviews. The result of the research showed that (1) The English teacher at SMAN 16 Pangkep views cooperative learning as a valuable strategy that fosters collaboration and shared responsibility among students. She actively seeks resources to better implement this method, showing a commitment to effective teaching. (2) In reading classes, cooperating learning involves clear objectives, appropriate texts, and small group activities. (3) Cooperative learning have proven to improve students reading abilities and academic development. However, challenges like managing group dynamics and ensuring equal participation exist. (4) To address these, the teacher uses reflective practices, continually adapting her methods to support all students and promote independent learning and critical thinking.
The Correlation between Students’ Learning Styles and Learning Motivation on Their English Learning Achievement at SMP 2 Negeri Galesong Utara Indah Triana Putri; Jabu, Baso; Salija, Kisman
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aims to determine the correlation between students' learning styles and learning motivation on English learning achievement of 8th grade students at SMP negeri 2 Galesong Utara. This research is a Quantitative descriptive method with Correlational research design. Technique sampling used in this research was Purposive Random Sampling.this research aims to answer 3 research question: (1) is there any correlation between students’ learning style and their English learning achievement? (2) Is there any correlation between students’ learning motivation and their English learning achievement? (3) Is there any correlation between students’ learning style and learning motivation on their English learning achievement?. The result showed that: (1) There was a significantly very weak negative correlation between students’ learning style and their English learning achievement with Pearson Correlation -0.139, (2) There was a very weak negative correlation but not significant between students’ learning motivation and their English learning achievement with Pearson Correlation -0.103, (3) There was no significant correlation between the students’ learning style and learning motivation on their English learning achievement with Sig. F Change 0.639. Based on these results, it can be concluded that learning styles and learning achievement are not the main determining factors in student learning achievement. This indicates that even though learning styles and learning motivation have an important role, there are other factors that are more dominant in influencing student learning achievement
The Impact of Reinforcement Towards Students’ Confidence and Motivation in Learning English Todang, Merilyn Ivoni; Noni, Nurdi; Jafar, Muhammad Basri
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research objectives are outlined: 1) to describe the students’ perception towards reinforcement. 2) to describe how reinforcement is implemented 3) to elaborate the types of reinforcement that the teacher regularly uses in teaching and learning process. A qualitative method with a case study design was employed. The subjects of the research were an English teacher and students from fifth grade. The data were analyzed using thematic analysis. The findings of the research showed that the impact of reinforcement on the students was notably positive. Students’ perceptions of reinforcement within the teaching and learning process have shown influence to students’ engagement, motivation, and overall attitude towards learning. Many students expressed that receiving reinforcement from their teacher made them feel happy, great, and proud. Most students reported feelings of sadness, fear, and a sense of failure when subjected to punishment. Based on the observation, the types of reinforcement used by the teacher in the teaching and learning process can be classified into several categories: verbal reinforcement, nonverbal reinforcement, vicarious reinforcement, delayed reinforcement, and qualified reinforcement. Keywords: Reinforcement, Students’ Perception, Students’ Confidence, Students’ Motivation
Exploring Conversational Implicature Used by Teacher Through English Technology-Based Learning Amir, Rahmi Aulia; Abdul Halim; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

Conversational implicature is the meaning a sentence implies is different from its actual meaning. This study explores conversational implicature used by teacher through English Technology-Based Learning. This study aims to identify and classify the maxims are flouted through English Technology-Based learning, explain the functions of conversational implicature, and to find out teachers perceive about conversational implicature through English Technology-Based Learning process in Sd Telkom Makassar. This study uses data analysis. Qualitative methods are methods that aim to obtain descriptive data. The data in this study are conversational implicatures that transcribed into written text. Data were collected using selection, description and verification techniques. Data were analyzed using qualitative descriptive which is based on Sudaryanto's theory. The results of this study indicate that (1) there are four types of maxims that are flouted by teacher through English Technology-Based Learning process, there are maxim of quantity, maxims of quality, maxims of relevance, and maxim of manner. The most maxim flouted are maxim of quantity. (2) there are four functions of conversational implicature applied through English Technology-Based Learning. There are bald on record, positive politeness, negative politeness, and off-record. (3) the use of conversational implicature in the classroom plays an important role in building good relationships between teachers and students.
Developing Students' Motivation in Learning Engliah Vocabulary Through Synonym and Antonym Quiz at SMAN 9 Tana Toraja Tarbun, Patricia Rahayu Tarbun; sahril; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

Quiz are activities with rules, goals and elements of fun so they are interesting for students. Students can learn, while students play. This can brighten up the class and bring more variety into language lessons This thesis aims to determine whether the use of synonym and antonym quizzes improves the vocabulary and motivation of first-year students at SMAN 9 Tana Toraja. This study used a quasi-experimental method using cluster random sampling technique. The population of this study was 57 students consisting of two classes. Class X.5 was chosen as the control class consisting of 29 students and Class X.4 was chosen as the experimental class consisting of 28 students. The instruments of this study were vocabulary tests through pre-test and post-test and questionnaires to measure student motivation in the experimental class. The results of this study indicate that using synonym and antonym quizzes can improve vocabulary in the experimental class. The pre-test score was "bad" with an average score of 57.5 while the post-test score was "very good" with an average score of 92.5. The data were analyzed using paired sample t-test and independent sample t-test. The T-test value was 20.84, greater than the t-table value of 2.00. This shows that there is a significant difference between the control class and the experimental class. On the other hand, Ha is accepted. Based on the conclusion, the researcher suggests that the author proposes the goal so that English teachers can apply methods and variations to teach english vocabulary in class by using synonym and antonym quiz because it is proven that synonym and antonym quiz provide positive contributions to students' vocabulary
The Use of Google Sites in Teaching Descriptive Text in EFL Classroom Aulia, Nur; Abdullah; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study aims to examine (1) the effectiveness of Google Sites in enhancing students’ descriptive writing skills and (2) students’ perceptions of using Google Sites for learning English. A quasi-experimental method was used, involving questionnaires and writing tests. The study included 50 students: 25 in the experimental was Class X TSM (Teknik Sepeda Motor) using Google Sites and 25 in the control group was Class X TKR (Teknik Kendaraan Ringan) using conventional methods. Results showed that Google Sites significantly improved writing skills. The experimental group's mean score increased from 70.20 (pre-test) to 90.80 (post-test), while the control group improved from 66.96 to 88.40. These findings confirm Google Sites as an effective learning tool. Aside from that, the average score for the students' questionnaire replies was 46.24. According to the interval scale, the mean score of students' thoughts on using Google Sites to study descriptive texts was extremely favorable. As a result, using Google Sites effectively improves students' descriptive writing skills, and the majority of students see Google Sites proved to be an effective learning tool for English, especially when it comes to producing descriptive texts.
The Effect of Kinesthetic Learning Activities on Students' Speaking Skills: A Quantitative Study Simamora, Joko Abadi; Iskandar; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research examines the effectiveness of Kinesthetic Learning Activities (KLA) in improving students' speaking skills at the Merchant Marine Polytechnic Makassar. This study applies an approach that is quantitative, adopting a pre-experimental, one-group pretest and posttest design to evaluate students' speaking performance before and after KLA implementation. A purposive sample of 24 second-year cadets was selected from a total population of 841 students. Data were acquired using pretests and posttests., in which students engaged in storytelling tasks assessed based on accuracy, fluency, and comprehensibility. Statistical analysis was performed using SPSS version 30, combining normality tests, paired sample t-tests, and Wilcoxon Signed-Rank tests to establish the significance of the data. The results indicate a significant improvement in students' speaking proficiency following the integration of kinesthetic learning activities. Pre-test scores revealed that most students were categorized as 'Fair' to 'Very Poor,' reflecting notable challenges in pronunciation, grammar, and fluency. However, post-test results demonstrated substantial progress, with a majority of students achieving higher proficiency levels. The Wilcoxon Signed-Rank Test confirmed a statistically significant difference between pretest and posttest scores, demonstrating KLA's effectiveness in improving students' oral communication skills. Consequently, the findings suggest that incorporating kinesthetic learning strategies into language instruction can be highly beneficial in maritime education. This research underscores the value of movement-based learning in vocational training and encourages further research to explore its long-term impact and applicability in structured academic settings.
Exploring of Teachers’ Beliefs on Teaching English at State Elementary Schools REZKI; Korompot, Chairil Anwar; Weda, Sukardi
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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This study aims to determine teachers' beliefs about teaching English at State Elementary Schools and the factors that shape teachers' beliefs about teaching English in State Elementary Schools. The type of research used in this study is qualitative descriptive research with the research subjects of English teachers in five State Elementary Schools in Polewali Mandar who teach English. The instruments used in this study were checklist observations, interviews, and documentation. The findings of the study indicate that teachers' beliefs about teaching English at State Elementary Schools that teach English in Polewali Mandar are predominantly using Body Movement Techniques to help these Elementary School children understand English vocabulary or commonly called the TPR (Total Physical Response) method. Teachers also have the belief that to teach English to Elementary School children is to use the PPP (Presentation, Practice, and Production) method, the next belief is that teachers carry out learning using the CLT (Communicative Language Teaching) method. The results of the study also show that there are two factors that shape teachers' beliefs about teaching English in five State Elementary Schools that teach English in Polewali Mandar. Both factors are in accordance with the theory of teacher cognition postulated by Borg (2006), two factors that are in accordance with this theory are the Schooling factor and the Classroom factor. Researchers did not find any other factors that shape the teacher's beliefs. The beliefs of these teachers are easily adjusted to the classroom context for the current elementary school level and there are no limitations to applying these beliefs to their classroom teaching practices, or there is no difference between teaching practices and the teacher's beliefs. Keyword: Teachers’ Beliefs, Factor’s Teachers’ Beliefs, Teaching English
The Use of TikTok Application on Learning English Speaking Humairah, Andi Ananda; Mahmud, Murni; Amin, Fatimah Hidayahni
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research is aimed to find out the students’ perception of using TikTok application in learning English Speaking and identify the impacts of using TikTok application for the students. This research focused on the students’ opinions to obtain data on their perception and response towards the implementation of TikTok in learning English speaking. The research subjects have been selected purposively with 6 students regarding their experiences learning English speaking using TikTok application. This research was conducted using interview questions as the instrument of the research. The researcher found that there was various thought of each student, mainly positive than negative. The positive view students perceived are unlimited sources, entertaining contents, accessible, improve their speaking skill, and various features. While the negative perception students concerned are age restriction, unfiltered content, algorithm, less efficient, limitation on the content and one-way interaction The impacts are divided into positive impact and negative impact. It was revealed that the students are able to improve their creativity using TikTok’s contents and obtaining an amount of knowledge in a short time. It is proven that TikTok has benefits for the students’ English learning improvement. Negatively, the impacts that are concerning to the research subjects are TikTok might leads students to addiction, get easily distracted by the contents, may leads to misleading information, and other social media alternative to learn English speaking.

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