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Muhammad Tahir
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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
Empowering Inclusive Classrooms: Teacher Perceptions on IMLO in Developing Reading Interest Mardiana; Munir; Wahid, Abdul
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 teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.
Exploring EFL Students’ Perceptions of Self-Affirmation and Speaking Anxiety in an Indonesian Islamic High School: A Phenomenological Study M. David Hidayatulloh; Tahir, Muhammad; Fitriyani Bakri
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 ability to speak confidently in English remains a major challenge for students in English as Foreign Language (EFL) contexts due to psychological barriers such as anxiety and low self-belief. While self-affirmation has been proposed as a promising strategy to enhance emotional resilience, its application in secondary EFL settings, particularly in non-Western cultures, remains underexplored. This qualitative phenomenological study investigates how students perceive the role of self-affirmation in managing speaking anxiety and enhancing speaking performance in an Indonesian Islamic high school. Data were collected through semi-structured interviews with Grade 11 students and analyzed thematically. Findings revealed that students view self-affirmation as a tool for mental readiness, anxiety reduction, and confidence building—though not a substitute for speaking practice. Fear of social judgment emerged as a key anxiety trigger, and students demonstrated varying self-assessments of their performance. The study concludes that integrating affective strategies like self-affirmation can complement linguistic training and foster emotionally supportive EFL classrooms. This research offers context-specific insights into learner psychology and expands the use of self-affirmation beyond Western academic environments. Keywords: self-affirmation, speaking anxiety, speaking performance, EFL learners, qualitative research, phenomenology, Islamic
Fostering Speaking Confidence in Indonesian EFL Learners: Teaching Strategies at Cambridge English School Ulpa, Sulistiana; Tahir, Muhammad; Amin, Fatimah Hidayahni
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

Speaking confidence is a crucial factor in successful English language learning, particularly in EFL settings where anxiety and low self-esteem often hinder oral participation. This qualitative study investigates the teaching strategies employed by English teachers at Cambridge English School, a private language institution in Makassar, Indonesia, to foster students’ confidence in speaking. Utilizing classroom observations and in-depth interviews with three experienced teachers, the study applies Braun and Clarke’s thematic analysis to identify six key strategies: reflective questioning, warm-up activities, use of relevant and authentic topics, mixed-ability group work, prioritizing fluency over accuracy, and encouraging feedback. Findings reveal that mixed-ability groupings serve as a vital mechanism for peer scaffolding and emotional support, consistent with socio-constructivist and social cognitive theories. Other strategies contribute to creating a psychologically safe and motivating environment that enhances students’ willingness to communicate. The study underscores the importance of learner-centered practices that integrate cognitive and affective dimensions to build speaking confidence. Implications for EFL teaching and teacher training include deliberate group composition and fluency-focused instruction to foster risk-taking and spontaneous speech. This research bridges theory and practice, offering practical insights for educators aiming to cultivate oral confidence in diverse EFL classrooms.
An Analysis of English Pronunciation Made by Students with Makassarese Accent in Pronouncing Plosive Voiceless Consonants Shideng, Ahmad; Muhayyang, Maemuna; Basri, Muhammad Arham
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 investigates the challenges faced by students at IMMIM Boarding School in Makassar regarding the pronunciation of plosive voiceless consonants (/p/, /t/, /k/). Using descriptive qualitative analysis, the research identifies the types and causes of pronunciation errors and explores the teacher's role in addressing these issues. Data were collected from 19 second-grade students through pronunciation tests, recordings, and teacher interviews. The results revealed a total of 98 errors, with omission being the most prevalent. Internal factors such as age and motivation, along with external factors like language exposure, contributed to these errors. The findings emphasize the need for targeted instructional strategies to improve pronunciation skills.    
The Impact of Lecturer Code-Switching felt by The Students in Online and Offline English Learning at IAIN Bone Samsinar; Weda, Sukardi; 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 study was conducted to explore the impacts of code-switching implemented by lecturers in offline and online English classes based on students’ opinions. The research employed a descriptive qualitative approach, with participants consisting of fourth-semester students from the English Department at the State Institute of Islamic Studies of Bone. Participants were chosen using purposive sampling from a class that experienced blended learning and regular use of code-switching during instruction. Data were gathered through semi-structured interviews and documentation. The results showed that students experienced both positive and negative impacts from the use of code-switching in the classroom. Positively, students reported that code-switching helped them improve their vocabulary, understand English more effectively, and better comprehend the subject matter. Many students felt that when lecturers explained English terms using Indonesian, it allowed them to grasp complex ideas more clearly and retain new information more easily. Code-switching was also seen as a tool to reduce confusion and anxiety, especially for students who lacked confidence in their English skills. It enabled a smoother transition into English comprehension and made classroom learning more inclusive. In both online and offline settings, students expressed appreciation for this approach as it allowed them to focus more on the material rather than struggling with unfamiliar language. However, they still get a negative impacts which is from the online classes. The main negative impact stemmed from poor internet connections, which led to unclear audio and pronunciation issues, especially during English portions of the lecture. This made it harder for students to fully understand the content. Despite this, students developed strategies such as note-taking and asking for clarification to overcome these obstacles. Overall, the study concludes that code-switching, when used effectively, serves as a valuable instructional strategy in bilingual classrooms, enhancing comprehension, supporting language development, and helping students participate more confidently in both online and offline learning environments.
Differentiated Instruction in Teaching Vocabulary: Senior High School in Indonesia Amar, Nurmalayanti; Sunra, La; 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 investigates the effectiveness of Differentiated Instruction (DI) in enhancing English vocabulary acquisition among senior high school students in Indonesia. Recognizing the varied learning styles, interests, and readiness levels among learners, DI offers a flexible approach tailored to individual needs. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group taught using DI and a control group taught using conventional methods. Data were collected through vocabulary tests and a student engagement questionnaire. The results revealed that students in the DI group demonstrated significantly higher vocabulary mastery and greater engagement in the learning process compared to those in the control group. These findings suggest that Differentiated Instruction is a promising strategy to support vocabulary development and foster active participation in English language learning at the secondary education level.
Teachers’ Strategies in Teaching English: The Impact of the Strategies Used by English Teacher to ADHD Students Syam, Adeliah; Dollah, Syarifuddin; Muliati, A.
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

Teaching English to ADHD students is certainly not an easy task. The characteristics of ADHD students, such as being very active, having difficulty focusing, and struggling to control their emotions, present unique challenges for teachers when teaching English in the classroom. Therefore, knowledge of appropriate teaching strategies for ADHD students is essential for teachers. This thesis aims to examine the impact of the strategies used by English teacher on the ADHD students. This research design uses case study qualitative methods. The subject of this study are 3 teachers consists of main teacher and two support teachers who teach ADHD students in grade 6 of Athirah Islamic Elementary School. Data collection was conducted through non-participant observation and semi-structure interview. Based on the preliminary observation, the researcher found strategies used by teachers are, structured environment, visual aids, interactive learning, immediate feedback, frequent breaks, differentiated instruction, and co-teaching. The results of this study reveal a positive effect on ADHD students, including improve academic performance, better behavioral management, and increased focus and engagement in the learning process. This study contributes valuable insights into effective teaching strategies for ADHD students.
Teachers’ Strategies in Managing Classroom through Integration of Canva Audiovisual Media in English Speaking Learning Nurlinda; Noni, Nurdin; 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 qualitative study explores classroom management strategies used by English teachers using Canva-based audiovisual media to improve students' English speaking skills. Conducted at IMMIM Boys' Islamic Boarding School Makassar, this study investigated how Canva—an educational design platform—was integrated into speaking activities to increase classroom engagement and interaction. Using a descriptive case study approach, data were collected through in-depth interviews, classroom observations, and documentation. Participants included one English teacher and ten eighth-grade students. The study findings revealed that effective classroom management involves a combination of clear rules, efficient time allocation, flexible seating arrangements, and differentiated learning strategies supported by Canva's visual and audio features. This study contributes to the understanding of how digital tools such as Canva can meaningfully interact in classroom management and English language teaching. It offers insights for educators who want to modernize their teaching methods using technology-based strategies.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Anugrah, Ade Surya; Syarifuddin Dollah; Sukardi Weda
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

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.

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