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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 141 Documents
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A Quasi-Experimental Study on Efficacy of Quizizz in Enhancing Junior High School Students’ Grammar Performance Devi Triani Agussalim; Yunitari Mustikawati; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/e05j2545

Abstract

This quasi-experimental study investigated the efficacy of Quizizz as a digital game-based learning (DGBL) tool in enhancing students’ grammatical proficiency, with specific focus on their understanding and application of the simple present, present continuous tense, and simple past tense. Recognizing that grammar often presents significant challenges for English as Foreign Language (EFL) learners, this research aimed to explore a technology-driven approach to mitigate these difficulties and improve learning outcomes. Conducted during the 2024/2025 academic year at MTs DDI Baru, the study involved two comparable eight-grade groups: an experimental class (n=30) receiving grammar instruction facilitated by the Quizizz platform, and a control class (n=30) exposed to conventional, lecture-based teaching methodologies. Grammatical proficiency was quantitatively assessed through rigorously designed pre- and post-test, each comprising 30 multiple-choice questions specifically targeting the three aforementioned tenses. The findings showed a clear and significant improvement in grammar understanding among the students who used Quizizz. Their average test scores increased substantially, and many moved from a “Very Good” or “Excellent classification. The Mann-Whitney U test indicated a significant difference (U=287.000, p=0.016), supporting the hypothesis that Quizizz positively impacted grammar achievement. Furthermore, Cohen’s d of 0.63 demonstrated the educational meaningfulness of the intervention. In conclusion, the integration of Quizizz as a DGBL tool demonstrably improved students’ grammar proficiency. The inherent interactive nature, immediate feedback mechanisms, and engaging design elements of Quizizz facilitated a more effective and dynamic grasp of English tense structure and usage. This substantial enhancement suggests that Quizizz not only aids fundamental knowledge acquisition but also promote better retention of grammatical rules, transforming a traditionally challenging subject into an accessible and motivating learning experience. Therefore, the strategic adoption of interactive digital tools like Quizizz is highly recommended for English as a Foreign Language (EFL) grammar teaching, especially for junior high school students, to make language learning more effective and engaging.
Exploring EFL Teacher 'Strategies to Accomodate Students'Learning Styles Andi khofifah Andi Pogeng; Sukardi Weda; Muhammad Hasbi
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/zaghfv88

Abstract

Teaching English in classes where students have different learning styles poses special challenges for teachers. Some students learn better through visual aids, others through listening, speaking, or moving actively. Therefore, understanding and applying appropriate teaching strategies to accommodate these diverse learning styles is essential. This study aims to explore the strategies used by an EFL teacher to address students’ varied learning preferences in an English classroom at SMAN 2 Pangkep. This research employed a qualitative descriptive study design. The subject of this study was one English teacher who teaches tenth-grade students. Data were collected through classroom observation and interviews, the strategies used by the teacher include using pictures and illustrations, referring to textbooks with visuals, occasional use of the internet, and encouraging group discussions. The findings reveal that these strategies helped maintain student engagement and supported different learning styles, even though the teacher did not formally assess them. This study highlights the importance of teacher awareness and adaptability in meeting students’ varied ways of learning in the EFL context.
The Roles of Teacher in Facilitating English Learning for the First Year Students with Low Basic English Proficiency in Integrated Skills at SMP IT Modern Al-Aksi Lonrong Ahmad Sukri; Abdullah; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/mbkvcb46

Abstract

This study explores the teacher’s role in facilitating the development of integrated English language skills: listening, speaking, reading, and writing among first-year junior high school students with low basic proficiency. Employing qualitative and quantitative methods, data were collected through teacher interviews, student Interview, classroom observations, and student questionnaires. Findings indicate that the teacher played a pivotal role in scaffolding each language skill through strategies such as multimedia use, collaborative learning, contextual teaching, and differentiated instruction. While students responded positively to engaging learning environments and appreciated support in speaking and vocabulary development, they continued to face challenges in listening comprehension, reading analysis, and grammar-based writing tasks. Integrated skills instruction, which mirrors real-life language use, was consistently applied by the teacher to enhance comprehension, motivation, and learner autonomy. Overall, students perceived the teacher’s role as effective, though more targeted support was needed for grammar instruction and comprehension-based activities. Future research should examine the long-term effects of integrated skills instruction and explore the role of technology and teacher scaffolding in supporting low-proficiency students.
Sources of Teacher Self-Efficacy in Teaching Phonics to Young Learners Ryan Andisky Asrul; Sukardi Weda; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/1a8f9g21

Abstract

This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction, identify the factors that shape those beliefs, and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers selected through purposeful sampling. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Bandura’s (1995) four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional states—and Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Mastery experiences, particularly students’ reading progress, were the strongest source of confidence. Other contributing factors included collaboration with peers and encouragement from parents and colleagues. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.
Exploring Scaffolding In Teaching English At SMP Yapend Makassar Isnaini Achmad Renaldi; Amirullah Abduh; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/3071r647

Abstract

This study investigates the implementation of scaffolding strategies in teaching English at SMP Yapend Bungaya Makassar, focusing on teachers’ perceptions and instructional practices. The research aims to: (1) How is the teacher perception about scaffolding learning strategies in teaching English at SMP Yapend Bungaya Makassar? (2) How does the teacher apply scaffolding in teaching English at SMP Yapend Bungaya Makassar?. This qualitative study employs a case study approach, with data collected through observation, interviews, and documentation. The subject of the study is an English teacher at SMP Yapend Bungaya Makassar.The findings reveal that teachers hold both positive and negative perceptions toward scaffolding in English instruction. On the positive side, scaffolding is seen as an effective approach to enhance student motivation, foster engagement, and support gradual understanding of complex materials. However, challenges such as time constraints and the need to balance assistance for students with varying proficiency levels were also reported.In practice, the application of scaffolding follows three main stages in accordance with Bruner’s modes of representation: (1) Enactive stage—hands-on tasks involving real objects to build concrete understanding; (2) Iconic stage—the use of visual storytelling and simple multimedia tools to aid comprehension; and (3) Symbolic stage—guided practice that gradually leads students to independent use of the English language through verbal prompts, written exercises, and feedback.The study concludes that scaffolding is a well-implemented and beneficial teaching strategy at SMP Yapend Bungaya Makassar. It provides meaningful support for students to progress from dependence to independence in their language learning journey. This strategy is particularly relevant in the context of the Kurikulum Merdeka, which emphasizes student-centered and differentiated learning. The research contributes to the growing body of literature on scaffolding in classrooms and offers practical insights for English teachers seeking to improve instructional practices.
The Process of Implemented Audio-Lingual Method in Students' Listening Skill at SMA Negeri 3 Tana Toraja Teresia Octavia Kala'allo; A. Muliati; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ve6dhx96

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 Nur Rahma Maulida M; Munir; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/hhs88v69

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; Syarifuddin Dollah; Andi Anto Patak; Fitriani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/8bc7wm12

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 Nisa Amalia Rachmadi; Fatimah Hidayahni Amin; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/0vdws944

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 Arini Rusli; Andi Anto Patak; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/p1r3ma42

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.

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