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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
An Analysis of Writing Anxiety among EFL Graduate Program Students Zumrah Magfirah Ruslan; Tahir, Muhammad; Andi Anto Patak
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 explore graduate student’ writing anxiety regarding the types and factors contributing to it. The researcher applied descriptive qualitative method to achieve the research objectives. The data were collected through interview and observation. The participants were ten graduate students of English Language Education Graduate Program of Universitas Negeri Makassar in the academic year of 2023/2024. The result of the study reveal that students experienced four primary types of writing anxiety, those are cognitive anxiety, somatic anxiety, avoidance behavior, and perfectionism anxiety. Furthermore, several factors contribute to writing anxiety, including linguistic difficulties, fear of negative evaluation, difficulties in organizing ideas, time pressure and deadlines, and overanalyzed. In addition, this study is only limited to qualitative method and only ten participants, it is recommended for the next researches to apply different method and study more participants.
Teacher's Instructional Scaffolding in Teaching Writing Recount Text for Tenth Grade Students of SMAS Amir Hamzah Medan Najwa Ramadhani Pane; Ariatna
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 aimed to find the teacher’s instructional scaffolding in teaching writing recount text for tenth grade students of SMAS Amir Hamzah Medan, as well as the teacher’s reasons for implementing it. This study utilized the theory of Walqui (2006 which outlines six types of instructional scaffolding: modelling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition. Data were collected through observation and interview. The researcher employed the data analysis model of Miles et al. (2014), which consists of three stages: data condensation, data display, and drawing and verifying conclusions. This study revealed that (1) The teacher implemented five out of six types of instructional scaffolding proposed by Walqui (2006), namely modelling, bridging, contextualizing, schema building, and developing metacognition. (2) There were seven teachers’ reasons for implementing the five types of instructional scaffolding such as supporting understanding and accuracy, activating prior knowledge and motivating students, advancing student’s interest and providing supporting media, improving student’s awareness and linking the previous material with the material being taught, enhancing self-reflection, collaboration, critical thinking, communication skills, and creating a conducive learning environment.
Wordwall as a Digital Assessment Tool: Teachers’ Perspectives in an Indonesian Secondary School Ayyub, Muhammad Ayyub Herianto; Halim, Abd; Patak, Andi Anto
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 explores English teachers’ perspectives on the use of Wordwall as a digital assessment tool in junior high school English classrooms. Amid the growing integration of educational technology, Wordwall has gained popularity for its interactive and game-based assessment features. While previous studies have examined its instructional functions, limited attention has been given to how teachers perceive its use as a formative or summative assessment instrument, particularly in rural educational contexts. Employing a qualitative descriptive design, the study involved semi-structured interviews with two English teachers from SMPN 1 Tinondo, a rural school in Southeast Sulawesi, Indonesia. Data were analyzed thematically using Braun and Clarke’s framework, focusing on patterns in teacher beliefs, experiences, and evaluative judgments of Wordwall’s functionality. The findings revealed that teachers perceive Wordwall positively due to its ability to enhance student engagement, streamline assessment, and deliver immediate feedback. Teachers also noted its alignment with curriculum standards and its potential to support student-centered evaluation. However, the study also highlighted contextual factors that shape these perceptions, including access to digital infrastructure and prior digital literacy. This research contributes to the growing body of literature on digital assessment by offering insights into teacher agency, perception formation, and the pedagogical relevance of gamified tools. It also emphasizes the importance of contextualizing digital tool adoption within rural educational environments. The findings hold implications for policymakers, teacher training programs, and future research on localized technology integration.
The Students' Problems in the Paragraph Writing Course at Universitas Negeri Makassar Sakkir, Rini Isnaeni; Muh. Tahir; Sofyan, Ryan Rayhana
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 investigates the challenges faced by second-year students in the Paragraph Writing course at Universitas Negeri Makassar. The research identifies key difficulties such as understanding course materials, generating ideas, grammar issues, time management struggles, and difficulties with implementing lecturer feedback. The findings offer valuable insights into the specific problems that hinder student success in this course, contributing to the understanding of writing difficulties in an English as a Foreign Language (EFL) context. The study aims to provide a more comprehensive understanding of the problems that students face and seeks to make recommendations for addressing these obstacles.
The Regression of Students' Reading Habits, Intrapersonal Intelligence, and the Level of Reading Comprehension Rina Musliha; Hasbi, Muhammad; Tahir, Muhammad; Abduh, Amirullah
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

The purpose of this study was determined the correlation among students' reading habits, intrapersonal intelligence, and reading comprehension levels. There was two different types of instruments, namely questionnaires and reading comprehension tests where students' score results identified the correlation between students' reading habits, intrapersonal intelligence, and their reading comprehension levels that focused on inferential level. Quantitative research with a correlation design in this study. The sample of this study was showed to 30 students of the 12th - grade Language Class at Man 1 Bone from the language department who had English language skills was powerfull where the influence of reading habits and intrapersonal intelligence was related to their reading comprehension levels. All of the data in this study measured with SPSS 29 version for windows. In this study, researcher used Pearson Correlation Product Moment to determine the value of both variables. Researcher found that the R value of the correlation between students' reading habits and reading comprehension levels was 0.369 and a significance of 0.045, which means that the variables are interrelated with a moderate correlation level. In addition, the R value of the correlation between intrapersonal intelligence and reading comprehension level is 0.374 and the significance is 0.042, which means that the variables are interrelated with a moderate level of correlation. Then, researcher used Multiple Linear Regression to determine the correlation among students' reading habits, intrapersonal intelligence and reading comprehension levels. The results of the regression analysis of the R value are 0.555 and significance 0.007 which means that the variables are interrelated with a moderate and significant correlation level. Students' reading habits and intrapersonal intelligence are positively correlated with reading comprehension levels, meaning that the more students was accustomed to reading followed by intrapersonal intelligence, the more they are able to concieve the contents of reading.
Exploring Students' Strategies in Learning English at Senior Secondary School Noor, Nurjihan Nabilah; Noni, Nurdin; 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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Abstract

This study explores the strategies used by senior secondary school students in learning English at SMAN 1 Tinambung, West Sulawesi, Indonesia. This study aims to: (1) Identify what strategies are used by XII grade students at SMAN 1 Tinambung (2) What strategies are preferred by XII grade students in learning English and (3) The impact of learning strategies on learning independence, self-confidence, and social interaction of students in learning English. This research is categorized into descriptive qualitative research. This research uses the data triangulation method to obtain the validity of the research results. Data collection was done through three stages: (1) observing in the classroom to observe students' actions in the learning process, (2) conducting in-depth interviews or indept intervieuw to get the topic of information under study, (3) documentation as a supporting tool in compiling this research. The results show that (1) students use Memory strategy, Cognitive strategy, Compensation strategy, Metacognitive strategy, Affective strategy, and Social strategy, (2) students prefer technology-based strategy (social media, internet, AI), entertainment media-based strategy (film, animation, music), vocabulary-focused strategy, and collaborative learning strategy, (3) learning strategies have an impact on students' independence through variations in time management and technology use, increase confidence through psychological techniques and structured exercises, and strengthen social interaction by placing language as a communication tool in authentic contexts.

Page 3 of 3 | Total Record : 26

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