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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 110 Documents
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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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Abstract

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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Abstract

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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Abstract

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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Abstract

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.
Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study: Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study Sitokkonni, Joice; Abduh, Amirullah; Fitriyani; Widya
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 how primary school teachers informally identify and categorize students’ learning styles in the classroom. While learning style theories such as Fleming’s VARK model are widely known, their practical application in primary education often lacks formal support or diagnostic tools. In the context of Indonesia’s Kurikulum Merdeka, where differentiated instruction is encouraged, teachers are expected to address diverse student learning needs. However, little is known about how teachers recognize learning preferences in everyday classroom practice. This study employed a qualitative descriptive approach and involved six teachers from IBC School Makassar. Data were collected through classroom observations and semi-structured interviews, then analyzed using Miles and Huberman’s interactive model. The findings revealed that teachers used informal strategies such as observing student behavior, participation patterns, and task preferences to identify visual, auditory, reading/writing, and kinesthetic learners. Although no formal instruments were used, teachers demonstrated intuitive awareness of students’ learning preferences and adjusted their teaching accordingly. Most teachers adopted a multimodal approach, reflecting the overlap and fluidity of learning styles among students. These results suggest that informal identification methods, while flexible and contextually effective, could be strengthened by institutional training and support systems. The study contributes to a deeper understanding of teacher-led learning differentiation and highlights the importance of perception-based strategies in inclusive classroom environments.
Teachers' Motivational Strategies in Fostering Students' Motivation in English Learning Abdal, Rezkya; Sahril; Fitriyani
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

Teaching English to high school students often faces challenges, as many students consider English difficult, leading to a lack of motivation to learn. Therefore, teachers need to employ appropriate motivational strategies to help students become more enthusiastic about learning. This study aims to explore the motivational strategies used by English teachers to enhance students’learning motivation at SMAN 3 Luwu Timur. This study used a descriptive qualitative approach, with two grade X English teachers as the subject. Data were collected through classroom observation and interviews. The findings show that among all the strategies used, two strategies dominate the teachers’practices: Creating Basic Motivational Conditions and Maintaining and Protecting Motivation. This indicates that the teachers rely on these strategies as part of their main approach to enhancing students’ motivation in learning. This research provides an overview of the importance of teachers’motovational startegies in creating a more enjoyable and effective English learning environment.
Students’ Perceptions of the Project Based Learning in Speaking Class at the Ninth Grade Walhidayah; Tahir, Muhammad; Munir; Sunra, La; 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 the implementation of Project-Based Learning (PJBL) in a speaking class. As an instructional approach centered on student-driven projects, PJBL is intended to enhance learners’ engagement, communication skills, and collaborative learning experiences. The research aims to investigate how students at SMPN 2 Barombong respond to the use of PBL in terms of motivation, participation, language development, and speaking confidence. A qualitative approach was employed, using interviews with students from an English as a Foreign Language (EFL) class who had experienced PJBL-based instruction. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMPN 2 Barombong using a qualitative research methodology. The findings indicate that students generally perceive PJBL positively, citing increased opportunities to practice speaking in authentic contexts, greater motivation, and improved teamwork skills. However, some students also reported challenges such as time management and unequal group participation. Overall, the study concludes that PBL can be an effective method to develop speaking skills, provided that it is carefully structured and facilitated. These findings offer useful insights for language educators seeking to implement learner-centered strategies in speaking classes.
Evaluating the Implementation of the Merdeka Curriculum through Inquiry-Based Learning in English Classes at SMAN 8 Makassar Arafah, Lubna Rundangi K.; Weda , Sukardi; Korompot , Chairil Anwar
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 evaluates the implementation of the Merdeka Curriculum in English language instruction at SMAN 8 Makassar, focusing on the application of Inquiry-Based Learning (IBL). Using a qualitative descriptive approach, data were collected through classroom observations, interviews with one English teacher, and two students with differing academic performance levels. Findings indicate that IBL fosters critical thinking, engagement, and independent learning among students. Both teacher and student perceptions were predominantly positive, though challenges such as limited time and student unfamiliarity with the IBL approach were noted. The study concludes with practical recommendations for enhancing IBL-based English instruction within the framework of the Merdeka Curriculum.
Inquiry-Based Learning as a Strategy to Enhance Expository Writing Gani, Siti Nurfadhilah; Munir; Sunra, La
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 aims to examine the effectiveness of the Inquiry-Based Learning approach in teaching expository writing at the secondary school level. A quantitative method was employed, utilizing a pre-experimental design that involved administering pre-tests and post-tests. Student essay scores obtained from pre- and post-tests were analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings showed a statistically significant improvement in writing ability, reflected in a Z-score of -4.534 and a significance level of 0.005 (p < 0.01), indicating that the Inquiry-Based Learning approach had a statistically significant impact on writing achievement. This approach has been demonstrated to promote active student engagement in exploration, problem-solving, and reflection, which significantly contributes to the enhancement of writing quality, particularly in terms of argumentation, coherence, and logical structure. These results affirm the pedagogical value of Inquiry-Based Learning in developing academic literacy skills, particularly in expository writing.

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