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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
The Process of Implemented Audio-Lingual Method in Students' Listening Skill at SMA Negeri 3 Tana Toraja Kala'allo, Teresia Octavia; A. Muliati; 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

This study examines the process of implementing the audio-lingual method to improve students’ listening skills at SMA Negeri 3 Tana Toraja. tarting from initial observations regarding students' challenges in understanding oral information, especially in a foreign language, this study aims to describe in depth how the audio-lingual method is implemented in the classroom and how its implementation affects students' listening skills. Using a qualitative approach with a case study, this study involved several students and English teachers at SMA Negeri 3 Tana Toraja as participants. Data were collected through in-depth interviews, participant observations in the classroom, and document analysis, including lesson plans and audio recordings of learning. The case study approach allows for contextual and in-depth exploration of phenomena, providing a comprehensive understanding of the dynamics of teacher-student interactions and students' responses to the methods applied. The results showed that the implementation of the audio-lingual method at SMA Negeri 3 Tana Toraja involved a series of structured activities such as repetition of sentence patterns, dialogues, and Drill exercises. Teachers consistently used audio recordings and emphasized correct pronunciation. However, challenges such as time constraints, large class sizes, and lack of variety of audio materials were also identified. These findings indicate that the audio-lingual method has great potential in improving students' listening skills through intensive and repeated exposure, but its effectiveness is highly dependent on contextual adaptation and teacher creativity in managing learning. This study is expected to provide valuable input for education practitioners in designing more effective language learning strategies, especially in developing students' listening skills.
Exproling Students' Perspective of The Use Audio-Visual in English Listening Skill Maulida M, Nur Rahma; Munir; Sakkir, Geminastiti
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

Developing listening skills in learning English as a foreign language poses several challenges, particularly when using audio-visual media. This study investigates the obstacles encountered by students during the learning process. Based on data collected from six Grade XI students at SMAN 2 Pangkep through non-participant observation, semi structured interviews, and documentation, the findings reveal four main types of obstacles. Linguistic barriers include difficulties in understanding vocabulary and various English accents. Technical obstacles involve problems such as poor device quality or unstable internet connectivity. Cognitive challenges emerge when students struggle to maintain focus or process the information effectively. Additionally, environmental factors, such as noise or other distractions in the learning environment, further hinder comprehension. These challenges significantly affect students' ability to engage with audio-visual materials and highlight the need for supportive strategies in enhancing listening skills.
Students’ Perceptions of Dubbing Muted Animation in English Speaking Classrooms: A Case Study at Greenfield Language College (GRACE) Ariani; Dollah, Syarifuddin; Patak , Andi Anto; Fitriani
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 paper aims to explore students' perceptions of using the dubbing muted animation movie clip technique in English speaking classrooms at Greenfield Language College. We employed a case study as our research design. By using convenient sampling, we recruited 5 participants to participate in our study. The results show that students at Greenfield Language College overwhelmingly perceive the dubbing muted animation movie clip technique in English speaking classrooms as a highly positive pedagogical approach, as evidenced by recurring themes of enjoyment and interest, increased speaking confidence, and a proactive engagement with challenges and difficulties. This study contributes to a more nuanced understanding of effective multimedia integration in language pedagogy and offers valuable insights for curriculum developers and educators.
Students’ Perceptions, Challenges, and Opportunities in Using Kahoot! for Phrase Memorization at an Islamic Secondary School Rachmadi, Nisa Amalia; Amin, Fatimah Hidayahni; Aeni, Nur
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 explores students’ perceptions of Kahoot! in an English phrase memorization program and identifies the challenges and opportunities they experienced during its implementation. Conducted at Al Mubarak Cendekia Islamic School in Makassar, Indonesia, the research employed an explanatory sequential mixed-methods design. Quantitative data were collected from 21 junior high school students through Likert-scale questionnaires, followed by qualitative interviews with selected students. Findings revealed that students’ perceptions of Kahoot! were overwhelmingly positive, with strong recognition of its role in making memorization enjoyable, interactive, and engaging. Statistical analysis demonstrated significant correlations between positive perceptions and students’ recognition of learning opportunities, while perceptions were not significantly related to reported challenges. Qualitative insights indicated that Kahoot! encouraged collaboration, motivation, and persistence but also presented difficulties, including technical issues, time constraints, and distractions. The study concludes that Kahoot! offers valuable opportunities to enhance phrase memorization in Islamic school contexts, though infrastructural and design-related challenges require careful attention. Implications are offered for teachers, schools, and policymakers in integrating gamified learning technologies.
Students’ Effect in Using TikTok for Vocabulary Mastery and Students’ Interest in Learning English at an Islamic Secondary School Rusli, Arini; Patak, Andi Anto; Aeni, Nur
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 examines how students at SMP IT As'adiyah Kaloling, a distant Islamic boarding school in Bantaeng, Indonesia, use TikTok in relation to their vocabulary knowledge and motivation in studying English. The study, which used a one-group pretest-posttest design and a quantitative technique, recruited 27 seventh-grade children. A vocabulary test, an interest survey, and structured interview questions were among the tools. With the mean score rising from 47.78 on the pretest to 86.67 on the posttest, the results showed a considerable improvement in the students' vocabulary mastery. This resulted in a normalized gain of 0.74, which was classified as high. With scores increasing from 37.63 to 44.89 and a normalized gain of 0.67 (medium-high category), students' engagement also improved. TikTok videos were used in the classroom for activities like sports and noun learning from @bluepopenglish. TikTok videos were used in the classroom for tasks like studying nouns from @bluepopenglish and sports vocabulary from @tinyme. All students considered TikTok-based learning to be more engaging and inspiring, according to structured interviews. The results are consistent with prior research that highlights TikTok's pedagogical potential for vocabulary learning and student engagement. This study's uniqueness is its rural setting, which demonstrates that, with teacher guidance, TikTok can be successfully included even in schools with little resources. TikTok showed to be an interesting tool that promotes vocabulary mastering and boosts students' enthusiasm and confidence in learning English, despite drawbacks such internet connection and the lack of a control group.

Page 3 of 3 | Total Record : 25

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