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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 25 Documents
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Search results for , issue "Vol. 2 No. 4 (2025): October" : 25 Documents clear
An Investigation of Obstacles Experienced by 8th Grade Junior High School Student in Speaking Performance at SMP Swasta Muhammadiyah 1 Medan Hasibuan, Maharani Amelia; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study investigated the obstacles faced by 8th grade students at SMP Swasta Muhammadiyah 1 Medan in speaking performance and the reasons behind these obstacles. Using Ur's (1996) theory, qualitative methods like observation and interviews were employed. The analysis revealed three main problems: inhibition, nothing to say, and mother tongue use. Inhibition was the primary issue, involving verbal disfluency, facial expressions, voice characteristics, and physical behavior. Nothing to say led to superficial content, while mother tongue use, such as code-switching, was a minor obstacle. Several causes of those obstacles, including affective factors such as anxiety, worries, nervousness, shyness, forgetfulness, confusion, lack of confidence, and discomfort; linguistic factors, such as the fear of making mistakes in pronunciation, grammar, and word choice, unfamiliarity with speaking in English, difficulty in organizing words or sentences, and limited proficiency in English; meanwhile performance conditions involve issues such as time pressure, lack of preparation and external disturbances from peers.
Reducing Plagiarism of Undergraduate Students' Thesis Proposal by Using QuillBot Paraphraser Wahyuni, Sri; Dollah, Syarifuddin; Amin, Fatimah Hidayahni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

The intention of this study is to determine how students experience about using QuillBot as a tool to minimise plagiarism in their thesis proposals. To accomplish the objectives of the study, a quantitative research approach was used. Data were collected through a structured questionnaire distributed to seventh-semester undergraduate students majoring in English Education at STKIP YPUP Makassar during the 2023/2024 academic year. According to the results, 60% of students think QuillBot is helpful for paraphrasing, and 40% concur that it is user-friendly and beneficial. Additionally, all participants (100%) agreed that QuillBot is a useful tool for paraphrasing. After using QuillBot, most students reported improvements in their writing clarity (60%) as well as in their grammar and sentence structure. Furthermore, 40% of students strongly suggested QuillBot to others, and 60% of students said they would be willing to keep using it. These findings imply that QuillBot is an effective supporting tool for encouraging academic integrity and helping students develop their academic writing, even though some students still need more direction to make the most of it.
The Effect of Social Media on English Language Learning Study in Indonesian Secondary Education Umrah, Wulan Nia; Weda, Sukardi; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Social media has become the most influential media used by society. Social media changes the way people communicate and access information. Although not directly created for educational purposes, social media has attracted the attention of educators, especially in the field of English language learning. Several studies have concluded that social media can be used as a medium in English classes. However, to use social media effectively, it is important to know the influence and effects of social media on students as a reference. Therefore, this study was conducted to explore and determine the effects of social media on Indonesian high school students, the use of social media for English language learning. A total of 30 students from one of the High Schools in North Kolaka were involved in this study. This study uses a qualitative and quantitative approach with a case study design using questionnaires, interviews, and observations as data collection methods. The results showed that students in this study used social media to improve their English. They chose YouTube as the most widely used social media to learn English. Furthermore, some of them also use other social media such as TikTok, Facebook, Instagram. They stated that social media provides a source of English content to practice their English skills, expand their vocabulary and pronunciation. They also stated challenges in using social media for learning, such as internet connection issues, privacy, and inappropriate content. Keywords: Social media, English learning, Indonesian secondary schools, language learning.
Exploring Teachers' and Students' Perceptions of Differentiated Instruction in Merdeka Curriculum EFL Classes Hamzah, Ikhlasul; Sunra, La; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Differentiated Instruction (DI) is central to the Merdeka Curriculum's student-centered framework in Indonesia. Despite theoretical support, its practical implementation, particularly in English as a Foreign Language (EFL) classes, remains inconsistent. This qualitative case study investigates both teachers' and students' perceptions of DI in EFL classes at SMK Negeri 4 Makassar. Data were collected through interviews, observations, and documentation, and analyzed using thematic analysis. Findings reveal that teachers possess intuitive but limited understanding of DI, with partial and situational implementation. Institutional support was reported as general and inadequate, and barriers such as large class sizes and lack of resources hinder effective DI application. Students perceived the learning experience as uniform and lacking in differentiation by learning style or interest. Although supportive teacher behavior was noted, DI aspects such as content, process, product, and environment differentiation were not comprehensively applied. The study concludes with recommendations for enhanced training, infrastructure, and strategic planning to better align DI with Merdeka Curriculum goals.
The Use of Cooperative Learning to Enhance Students Engagement in English Classroom Wulandari, Rafika; Abduh, Amirullah; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study investigates the use of cooperative learning to enhance student engagement in the English classroom at SMP Negeri 1 Mare. Using a qualitative case study approach, data were gathered through observations and interviews involving one teacher and ten eighth-grade students. The research explores perceptions and challenges in implementing cooperative learning and seeks strategies for improvement. Findings indicate that both teacher and students perceive cooperative learning as highly beneficial. The teacher integrates strategies such as Think-Pair-Share, role assignments, and reflective questioning to foster active participation and collaborative learning. Students report increased motivation, reduced anxiety, and improved confidence in using English, especially in speaking and vocabulary tasks.However, challenges persist. Unequal participation, time management issues, and occasional group conflicts were observed. The teacher addresses these through structured group roles, frequent feedback, and adaptive support. Students also demonstrate problem-solving by improving communication and collaboration skills. The study concludes that cooperative learning promotes a more interactive, inclusive, and dynamic classroom environment. While implementation challenges remain, strategic adjustments and clear guidance can significantly enhance the effectiveness of cooperative learning. These insights offer practical implications for teachers seeking to optimize engagement in English language instruction through collaborative methods.
Exploring English Teachers’ Views and Obstacles in Implementing Mobile Apps for Vocabulary Teaching Marhani, Andi; Munir; Noni, Nurdin
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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This research explores how English teachers perceive the use of mobile applications for vocabulary teaching at SMP Negeri 1 Wotu. Adopting a qualitative case study method, the study involved two English teachers, drawing data from interviews and classroom observations to capture their experiences with mobile-assisted learning tools. The findings indicate that both teachers view apps such as Quizizz and Kahoot as valuable for enhancing student engagement and making vocabulary lessons more dynamic and enjoyable. These platforms encourage active participation and motivation through gamified elements that align with students’ learning styles. Teachers observed increased enthusiasm and focus among students when digital tools were incorporated compared to traditional instruction. Despite these benefits, several challenges were identified that impede the effective use of mobile apps. Key obstacles included unreliable internet access, insufficient classroom resources, and disparities in students’ access to personal devices. Teachers also encountered technical issues when operating the apps and expressed uncertainty about their own digital preparedness, pointing to a lack of professional development. Furthermore, the assessment features within these apps were often limited to numerical feedback, offering little insight into deeper learning or language acquisition. The study concludes that while mobile apps show considerable promise for vocabulary teaching, their successful adoption depends on robust institutional support, improved infrastructure, well-designed implementation plans, and continuous teacher training. Addressing these factors is essential for ensuring that mobile-assisted vocabulary learning becomes a more inclusive and impactful practice in English classrooms.
The Role of Restitution-Based Approach in Promoting Student Responsibility in English Classrooms Abubakar, Sugirawati; Noni, Nurdin; Jabu, Baso
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study investigates the role of the restitution-based approach in promoting student responsibility in English classrooms at a senior high school in Makassar, Indonesia. The research is grounded in the need for discipline models that foster internal motivation and reflective behavior rather than fear-based compliance. The objective is to explore how restitution principles—namely personal ownership, internal regulation, and behavior restoration—support students in managing their actions within a culturally sensitive context. Using a qualitative case study design, data were collected through classroom observations, interviews with English teachers and eleventh-grade students, and analysis of student reflections. The participants were purposively selected based on their involvement in the restitution-based learning process. The findings reveal that the restitution approach allowed students to correct their behavior voluntarily, admit mistakes without fear of punishment, and express a sense of responsibility through reflective dialogues. Cultural values such as sipakatau (mutual respect) and lempu (honesty) were observed to reinforce the internalization of positive discipline and behavioral accountability. The study concludes that the restitution-based approach is effective in cultivating student responsibility, especially when integrated with local cultural values in the EFL classroom context. It encourages student autonomy, empathy, and initiative—key components for personal and academic growth. It is recommended that English teachers incorporate restorative questioning and student reflection techniques to foster a positive, responsibility-centered classroom environment.
Integrating Artificial Intelligence (AI) in English Learning at Higher Education Rahim, Hartono; Jafar, Muhammad Basri; A. Muliati
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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This study investigates the integration, perceptions, and impact of artificial intelligence (AI) in English language learning among students at the tertiary level. Using a qualitative descriptive design, data were collected through semi-structured interviews with four students representing different levels of AI engagement. Thematic analysis revealed three major findings. First, AI was primarily integrated as a complementary tool for technical assistance, such as grammar checking and idea generation. Second, students expressed positive attitudes toward AI, emphasizing its usefulness in enhancing writing skills and boosting confidence. However, concerns about ethical issues and the risk of overreliance were also identified. Third, AI positively influenced students’ learning behaviors by promoting self-regulated learning and motivation, although challenges such as technical inaccuracies and shifting social dynamics were noted. The study concludes that while AI offers valuable support in language learning, it should be used critically and responsibly. Future research is recommended to involve broader participant groups and investigate educators’ perspectives on AI integration in education..
Students' Perception on Jigsaw Cooperative Learning Strategy in Teaching and Learning Activities at the Eleventh Grade Rahmi; Tahir, Muhammad; Patak, Andi Anto
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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This study aims to investigate and evaluate how students at SMAN 4 Takalar perceive the challenges they face and how they are resolved when teaching descriptive text writing, especially in the wake of the covid-19 pandemic, using the Jigsaw model cooperative learning strategy. Traditional teaching and learning environments were drastically changed by the global pandemic, which created new challenges for both teachers and students, particularly in skill-based areas like writing. Students frequently struggle with descriptive text writing because it requires careful attention to detail, a comprehensive vocabulary, and logical arrangement. By encouraging active participation, peer-to-peer instruction, and cooperative problem-solving, the Jigsaw model, a cooperative learning approach in which students become “experts” on a portion of the material before teaching it to their peers is proposed as a potentially successful tactic for minimizing these learning difficulties. Particularly, this study looks into how students perceive the challenges that come with writing descriptive texts and how the Jigsaw method either helps them get outside existing challenges or creates new ones. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMAN 4 Takalar using a qualitative research methodology. The anticipated findings will provide insight on how students explicitly perceive challenges in producing descriptive texts (such as vocabulary acquisition, idea development, organization, and grammar) and offer insights into how the Jigsaw technique affects these perceived issues. Students are expected to report advantages like higher confidence, better structural comprehension through collaborative text construction, and expanded vocabulary through peer interaction. On the other hand, the study will also find out what new challenges students have when using the Jigsaw strategy in a post-pandemic context, like adapting to group projects following extended periods of distance learning, controlling group dynamics, or ensuring personal responsibility. This study has significant implications for creating better and successful writing instruction strategies in the changing educational environment, providing useful advice for English teachers in Indonesia.
The Use of Cornel Note-Taking Method in Improving Students Reading Retention at SMPN 1 Segeri. Salwa, Rafiqa Salwa Patty; Abdullah; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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This study, The Use of Cornell Note-taking Method in Improving Reading Retention. The study aimed to determine (1)To what extent does the use of Cornell note-taking improve reading retention of the eighth-grade students of SMPN 1 Segeri (2) How do the students perceive the use of the Cornell note-taking method in improving reading retention at SMP Negeri 1 Segeri This study used a mixed-methods approach with an explanatory design. The population of this study was the students of SMP Negeri 1 Segeri. The samples of this study were the VIII Hasanudin class, consisting of 23 students as the experimental class, and the VIII Syekh Yusuf class, consisting of 19 students as the control class. The researcher used multiple-choice tests and interviews as the research instruments. The results of this study showed that (1) The use of cornell note-taking method can improve the reading retention of eighth-grade students of SMP Negeri 1 Segeri. (2) Students' perceptions of using Cornell Note-taking method in improve reading retention had a positive perception. This illustrates that the use of Cornell note-taking method can improve the reading retention of eighth-grade students of SMP Negeri 1 Segeri.

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