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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 29 Documents
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Search results for , issue "Vol. 2 No. 3 (2025): July" : 29 Documents clear
Implementation of Google Docs Based Learning in Academic Writing class Akbar, Muhammad; Basri, Muhammad; Tahir, Muhammad
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research explored Google Docs based learning in teaching academic writing at Indonesian Higher Education. The objective of this research is to find out the implementation of Google Docs based learning in teaching writing skills at Indonesian Higher Education. This research used a purposive sampling technique to get data. The subjects of this research were one lecturer and five students from STKIP YPUP Makassar. The data resource of this research was collected through an observation checklist in the classroom and semi-structured interviews with the lecturer and students. The result showed that, the implementation of Google Docs in Indonesian Higher Education enhances collaboration and real-time interaction in academic writing. Google Docs is Highly implemented to enhances collaboration and real-time interaction, with a few implemented Google Docs in Moderately and Low implementation. To optimize Google Docs, students should actively use this platform, Lectures should provide comprehensive tutorials, University must ensure reliable curriculum and internet and other researcher should further explore on diverse learning outcomes.
EFL Teachers’ Voices on the Implementation of Differentiated Instruction in the Indonesian Educational Context Taperiani, Andi; Jabu, Baso; Muliyati, Andi
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Indonesia's evolving education system, marked by curriculum reforms like the Merdeka Curriculum, aims to foster student potential by embracing flexibility and diversity. Aligned with national education goals and pedagogical theories, differentiated instruction plays a crucial role in addressing students' unique needs, ensuring a more inclusive and effective learning experience. This study examines (1) the strategies used by an English teacher in implementing differentiated instruction as well as (2) students' perceptions toward the implementation of differentiated instruction at SMAN 1 Balaesang in Donggala regency. Employing a mixed-method research design, the researcher used purposive sampling to select a tenth-grade English teacher and 31 students taught by this teacher as participants. Data were collected through observations, interviews, and questionnaires, then analyzed both qualitatively and quantitatively using a descriptive approach. The findings revealed that the teachers’ strategies focused on three key stages: planning, implementation, and evaluation. In the planning stage, diagnostic tests and curriculum analysis were conducted to tailor instruction. During implementation, differentiation was applied to content, process, and product to meet students' diverse needs. Lastly, evaluation involved observations and assessments to monitor student progress and effectiveness of instruction. Additionally, the study found that 77.42% of students had a positive perception of differentiated instruction in learning English. A variety of teaching approaches, student choice, and adaptive strategies contributed to increased engagement. To effectively meet students’ needs, teachers continuously refine differentiated instruction by integrating diverse activities, utilizing technology, and personalizing assessments.
Exploration of TPACK in Upper Level School in Indonesia EFL Teacher’s View Toding, Rufina Wilda; Halim, Abd; Abduh, Amirullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

The advancement of learning in the 21st century is closely tied to various information technology tools. Consequently, educators must enhance their ICT skills to improve both teaching effectiveness and student academic performance. This study has two main objectives: (1) to examine how TPACK is implemented in the teaching and learning process, and (2) to identify the challenges English teachers face when applying the TPACK framework in their instruction. A qualitative research approach was used, incorporating observations and interviews as data collection methods. The study focused on an English teacher and students from Class XI MIPA 2 at Senior High School 13 Makassar. The TPACK knowledge of the English teacher is reflected in how effectively technology aligns with pedagogical strategies and subject knowledge. By integrating technology, the teacher can apply diverse instructional strategies across different learning environments, following the Merdeka Curriculum. This approach allows students to learn at their own pace and according to their individual preferences. To facilitate teaching and assessment, the English teacher used Quizizz and Google Classroom for managing assignments and providing timely feedback. However, inconsistent network connectivity significantly impacted student engagement and learning equity. Since TPACK-based instruction relies heavily on online resources, limited internet access became a major obstacle. Additionally, web-based platforms and multimedia materials require a stable internet connection for effective classroom integration. Interruptions in connectivity disrupted activities such as live quizzes, direct assessments, and online group projects, which are essential for helping students master complex English concepts. To address these challenges, institutions must invest in technological infrastructure and provide teachers with the necessary support and training to effectively adapt to various situations and ensure the successful implementation of TPACK in English education. Keywords: TPACK, High School, English language
Students’ Perceptions Toward the Use of Digital Reading Platforms for Improving Reading Comprehension in EFL Classrooms Dinda; Noni, Nurdin; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. In addition, it sought to examine students' perceptions regarding the effectiveness of digital reading platforms in supporting the development of their comprehension abilities. A quantitative research method was adopted, utilizing a quasi-experimental design to assess the impact of the intervention. The population consisted of second-grade students majoring in Computer and Network Technology, drawn from five available classes. Using a cluster random sampling technique, two classes were selected, one designated as the experimental group and the other as the control group, with each consisting of 32 students. The experimental group received instruction using the ReadWorks platform, while the control group continued with conventional reading materials.Data were collected through a Likert-scale questionnaire comprising 10 items that measured students’ perceptions and experiences related to the use of ReadWorks. The results indicated that students exhibited a generally positive attitude toward the digital platform, with an overall mean score of 42.7, indicating a very positive perception. Most respondents emphasized the benefits of multimedia features, notably the vocabulary support tools and audio functionalities, which aided in their understanding of more complex texts. Students reported that these features made reading activities more engaging, accessible, and less intimidating, ultimately improving their comprehension outcomes. These results suggest that the use of technology-enhanced reading platforms should be encouraged as a means of supporting students' academic success in reading Keywords: Digital Reading Platforms, ReadWorks, Reading Comprehension, Students’ Perceptions, EFL Classroom.
A Comparison of Students’ Perceptions Toward Listen-Read-Discuss and Contextual Redefinition Strategies in Learning Reading Comprehension (Aqualitative Study) Insyirah, Lilih; Munir; Mahmud, Murni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study focuses on exploring students’ perceptions of the Listen-Read-Discuss (LRD) Strategy and Contextual Redefinition Strategy (CRS) in enhancing reading comprehension in an EFL setting. Conducted using a qualitative approach, the research involved high school students selected through simple random sampling. Interviews were used to collect data, and thematic analysis was employed to interpret students’ experiences with the two strategies. The findings revealed that students generally responded positively to both LRD and CRS. Students appreciated the structured flow of the LRD strategy — listening to information, reading the text, and participating in discussions — although some noted challenges in maintaining concentration during the listening stage, which occasionally disrupted their comprehension. Meanwhile, students perceived CRS as beneficial in enabling them to predict and understand word meanings through contextual clues, leading to a deeper grasp of the text. Overall, while both strategies were seen as helpful, students slightly favored the CRS approach for improving their reading comprehension. Keywords: Listen-Read-Discuss, Contextual Redefinition, Reading Strategies, EFL, Student Perceptions, Reading Comprehension, Comparison.
English Teaching Challenges in Remote Areas with Strong Local Languages: An Ethnographic Study Khatima, Dwi Husnul; Weda, Sukardi; Muhalim
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This ethnographic study investigates the influence of strong local languages on English language teaching at SMPN 1 Kabangka, Muna Regency, Southeast Sulawesi, using Ethnolinguistic Identity Theory as a framework. Data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that a trilingual shifting strategy—using English, Indonesian, and Muna—is commonly employed to facilitate understanding, although it reduces consistent English exposure and influences students’ pronunciation and accent. Students often lack confidence in using English due to their strong identification with the local language, but this shared background also strengthens teacher-student relationships. Challenges identified through observations and interviews include limited vocabulary, the need for double translation, low student engagement and retention, and minimal exposure to English outside the classroom. Despite these barriers, teachers demonstrate adaptability by integrating local culture, simplifying learning materials, and fostering positive classroom interactions. The study recommends culturally responsive teaching practices, localized curriculum modifications, and targeted professional development to support English language instruction in multilingual and remote educational settings.
Exploring Vocabulary Teaching Strategies in Secondary High School: A Qualitative Method at SMP Negeri 1 Galesong Utara Kabupaten Takalar Qadri, Nurmuslimah; Hasbi, Muhammad; Aeni, Nur
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study explores the strategies used by English teachers in teaching vocabulary at SMP Negeri 1 Galesong Utara, Kabupaten Takalar. Using a mixed-method approach, this study combines qualitative and quantitative data to analyze the implementation of vocabulary teaching strategies effectiveness. Qualitative data were obtained through classroom observation, teacher and student interviews, and document analysis, while quantitative data were collected from pre-tests and post-tests conducted in class VII.1. The result of the study indicated that teachers used various methods, including Total Physical Response (TPR) and vocabulary memory games, supported by contextual learning tools such as multimedia and group collaboration. The strategies were adapted based on students' diagnostic results to accommodate diverse learning needs. Statistical analysis showed a significant increase in students' vocabulary mastery after the implementation of these strategies, indicating their effectiveness. This study contributes to the understanding of dynamic and differentiated vocabulary teaching strategies in junior high schools and offers practical implications for improving English learning outcomes in similar educational contexts.
Investigating EFL Teaching Strategies in Motivating Students in Learning English Vocabulary Azisa, Ervina Azisa; Sahril; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aims to explore and identify the teaching strategies used by an English teacher to motivate students in learning English vocabulary. The subject of this study is an English teacher at SMPN 51 Makassar, and the research employs a descriptive qualitative method to provide a deeper understanding of the teacher's practices and their impact on students’ motivation. The data for this study were collected through a combination of classroom observations, interviews with the teacher, and documentation of teaching materials and student work. The data obtained was analyzed using four stages: data collection, data condensation, data display, and drawing conclusion. The results of the study indicate that the teacher uses a variety of motivational strategies to foster a positive and engaging learning environment. These strategies include building strong, positive relationships with students, which promotes trust and a sense of security in the classroom. Additionally, the teacher creates a fun and supportive atmosphere that encourages student participation and engagement. The teacher also employs techniques to arouse students' interest in learning new vocabulary, such as connecting the material to real-life experiences and students’ personal interests. Furthermore, the teacher works to maintain students' enthusiasm for learning by offering varied teaching methods and regularly incorporating interactive activities that sustain interest throughout lessons. Another key finding from the research is the teacher’s emphasis on providing constructive feedback to students. This feedback plays a vital role in reinforcing students’ understanding and boosting their self-confidence, which in turn contributes to their ongoing motivation. By recognizing students’ efforts and providing guidance for improvement, the teacher helps cultivate a growth mindset, where students feel empowered to continue learning and improving.
Teaching English Listening Comprehension Using The Flipped Instruction Model Riani, Nindi Rika; Noni, Nurdin; Weda, Sukardi
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study investigated students’ difficulties and explore students’ perceptions regarding the use of the Flipped Learning Model in a junior high school English listening class. The study used a quantitative descriptive approach, utilizing two validated questionnaires: one to measure perceived difficulties and the other to assess students’ perceptions of the learning model. Participants were 24 eighth-grade students who were learning English listening with a Flipped Learning Model, where learning materials were accessed before class and class time was dedicated to interactive activities. The results revealed that the majority of students (99%) classified their experience with the Flipped Instruction Model as “Very Easy,” with a mean difficulty score of 34.00 out of 40. Students’ perceptions of the Flipped Instruction Model were overwhelmingly positive, with 50% classifying their attitudes as “Very Positive” and the remaining 50% as “Positive.” The mean perception score was 30.42 out of 40. Students particularly valued the preparation phase, reporting that studying the material before class made them feel more prepared, increased their independence, and increased their engagement during class discussions. Flexibility, easy access to resources, and opportunities for reflection and repetition were highlighted as key benefits. While most students felt supported by their teachers and peers, some expressed a need for more direct guidance during class sessions, suggesting that a balance between autonomy and scaffolding is important. These findings support the existing literature that the Flipped Learning Model can reduce cognitive and affective barriers to language learning by allowing repeated exposure to materials and fostering a supportive and interactive classroom environment. The structure of the model not only facilitates comprehension but also promotes motivation, self-directed learning, and metacognitive awareness among students. However, the study also noted the importance of addressing external factors such as the home learning environment to maximize the benefits of flipped learning. In conclusion, the Flipped Learning Model proved to be highly effective and well-received in the context of an English listening classroom for junior high school students. The model minimized perceived difficulty, increased student engagement and motivation, and was positively received by learners. These results suggest that the Flipped Learning Model is a feasible and promising strategy for improving listening comprehension and should be considered for wider implementation in language education.
Teachers' Perceptions of the Importance of 21st Century Skills (Critical Thinking, Communication, Collaboration, and Creativity) in the English Language Learning Process Zalsabila, Alya; Munir; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

21st century skills are a set of abilities and competencies that are considered important for individuals to have in order to live, learn, and work successfully in today's fast-paced, complex, and technology-based globalization era. This study aims to explore English teachers' perceptions of the importance of 21st century skills, especially the 4C skills (Critical Thinking, Communication, Collaboration, and Creativity), in the learning process at the secondary school level. Using a qualitative descriptive approach, data were obtained through in-depth interviews with two English teachers at SMPN 27 Makassar. The results showed that teachers had positive perceptions of the application of 21st century skills in teaching English. They considered that 4C skills are very important for forming students who are able to think critically, work together, communicate effectively, and create creative ideas, in line with the demands of a dynamic era. Teachers also recognize their important role in instilling these skills through an active and contextual learning approach. This study reinforces the importance of teachers' understanding of 21st century skills as a foundation for developing relevant and adaptive learning strategies in the modern era.

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