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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 130 Documents
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The Use of Digital Storytelling in Improving Students’ Speaking Skills at Mts Madani Alauddin Pao-Pao Basri, Nurhasna; Tahir, Muhammad; Muhayyang, Maemuna
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This research used quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class. The researcher used speaking test, and students’ questionnaire as the instruments of this research. This research analyzed the effect of the use digital storytelling in improving students’ speaking skills. The aims of the research were to find out (1) the effect of digital storytelling on students’ speaking skills at MTs Madani Alauddin Pao-Pao, (2) the students’ perception of the use digital storytelling on students’ speaking skills at MTs Madani Alauddin Pao-Pao.The design of this research was quantitative research through quasi experimental using non-equivalent group design. Quasi experimental in this research will be used to measure the effect of the objects being experimented. It also aims to compare two groups, experimental and control group which were given different treatments through the media usage. The result showed that the mean score of pre-tests in experimental class was 51.8 and in control class was 52.4. and the mean score of experimental class in post-posttest was 66.5 and control class was 58.61. There was significant effect of the mean score between two groups on students’ speaking skills in using digital storytelling and not in MTs Madani Alauddin Pao-pao. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organize their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.
Students’ Strategies in Overcoming English Vocabulary Translation Difficulties at SMK Pelayaran Lintas Nusantara Barru Syamsinar; Mahmud, Murni; Muhayyang, Maemuna
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study examined various strategies employed by maritime vocational students in overcoming challenges in translating English vocabulary, particularly in the context of maritime English. This issue is highly relevant given the important role of technical English in the maritime industry. Using a descriptive qualitative design and case study method, data were obtained through semi-structured interviews, classroom observations, and documentation. The research participants included 14 eleventh-grade students from the Nautical Department at SMK Pelayaran Lintas Nusantara Barru, who were selected through purposive sampling based on their active participation in English language learning.The research findings identified three dominant types of strategies: cognitive, metacognitive, and socio-affective. Cognitive strategies included the use of tools such as digital dictionaries and deriving meaning from context. Metacognitive strategies were evident in the students' ability to reflect on and adjust their approach after realizing translation errors. Socio-affective strategies, on the other hand, involved interacting with peers or teachers to overcome difficulties. These results indicated that students used deliberate and reflective learning methods, going beyond basic memorization, demonstrating proactive engagement in vocabulary acquisition.This study highlights the importance of integrating vocabulary learning strategies into vocational English teaching. From a theoretical perspective, these findings reinforce and extend the strategic learning models developed by Oxford (1990) and Schmitt (1997). Practically, these results provided useful guidance for language teachers in designing student-centered and context-based teaching approaches. Future research may consider exploring similar strategies in digital learning environments or among students in other vocational fields.
The Effect of Project-Based Learning on Students’ Speaking Skill: Evidence from Pangkajene Regency Khaerunnisa; Tahir, Muhammad; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study investigates the effectiveness of the Project-Based Learning (PJBL) method in enhancing students’ speaking skills at SMPN 2 Balocci, Pangkajene Regency. The research is grounded in Thomas’s (2000) framework of PJBL, which emphasizes learner-centered instruction through authentic, meaningful projects that require students to actively engage, collaborate, and produce tangible outcomes. It is also supported by Brown’s (2004) theory of speaking skills, which highlights three essential components—fluency, accuracy, and comprehensibility—as fundamental aspects of oral communication competence. The combination of these frameworks provided both theoretical and pedagogical foundations for this study. A pre-experimental research design with a one-group pre-test and post-test model was employed. The sample consisted of 73 purposively selected students. Data were collected through an individual speaking test divided into three sections: introduction, monologue, and interactive discussion. Students’ performances were assessed using the JACOB (1980) speaking rubric, which evaluates accuracy, fluency, and comprehensibility as indicators of communicative ability. The findings revealed a significant improvement in students’ speaking performance following the implementation of the PJBL method. The mean score increased substantially from the pre-test to the post-test, indicating notable progress in students’ oral proficiency. Results from the paired sample t-test confirmed that the difference between pre-test and post-test scores was statistically significant at the 0.05 level (p < 0.05). This demonstrates that the PJBL method effectively contributes to the development of students’ speaking skills. In conclusion, the Project-Based Learning method not only improved students’ ability to speak English more fluently, accurately, and comprehensibly but also fostered motivation, creativity, and collaboration in the classroom. The findings suggest that PJBL is a promising instructional approach for English language learning, particularly in contexts where communicative competence and student engagement are prioritized.
Understanding Lecturer’s Perceptions in the Context of TBI Millennial English Club Program Gisma, Rina Ritsna; Nur, Sahril; Sultan Baa
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study aims to explore lecturer’s perceptions, experiences, and practices in TBI Millennial English Club in teaching English especially in speaking. The importance of this study is to find out how the TIME Club plays a role in developing students’ speaking skills, what aspect of speaking have shown significant improvement, what challenges are faced by lecturer and how those challenges are overcome. This study used qualitative research for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The findings of this study show a very positive outlook. This is based on the perception of lecturer as facilitator in this club, who state that TIME Club are effective for supplementing or supporting students’ learning. In addition to specifically improving students speaking skills, it also improves their English language skills in general. In conclusion, TIME club effective to implement and has a very positive impact on the development of students’ English language skills, especially speaking skills. Through various communicative activities such as sharing sessions, public speaking practice, interviews, role plays, and interactive games, students experience significant development in fluency, pronunciation and confidence when speaking English.
Types of Speaking Anxiety Experienced by EFL Students During Classroom Presentations: A Case Study at IAIN Bone Faradiba, Andi Winda; Dollah, Syarifuddin; Bakri, Fitriyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study explores the experiences of English as a Foreign Language (EFL) students in dealing with speaking anxiety during classroom presentations at IAIN Bone. Speaking anxiety is a common psychological phenomenon among language learners, particularly when required to speak in front of peers and lecturers. Using a qualitative case study approach, data were collected through semi-structured interviews and classroom observations involving eight students enrolled in an English education program. The findings reveal that students experience anxiety in three major forms: psychological responses such as fear of negative evaluation, overthinking, and self-doubt; physiological reactions including trembling, sweating, dry throat, and increased heart rate; and behavioural manifestations such as avoidance, hesitation, reduced eye contact, and frequent pauses. Students reported that these symptoms significantly limited their ability to express ideas clearly and affected their fluency, confidence, and overall performance during presentations. Although the level and intensity of anxiety varied among participants, all students acknowledged that speaking anxiety had a negative influence on their oral performance. The study highlights the importance of recognizing students’ emotional experiences in EFL classroom practices and calls for the implementation of supportive teaching strategies to reduce anxiety and enhance speaking performance.
Exploring Teachers’ Technological Knowledge in English Languange Teaching Practice Irma, Nila Irmayani; Korompot, Chairil Anwar; Fitriyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Educational technology is essential for creating interactive, effective, and student-centered learning. However, based on recent national data, the use of educational technology by teachers in Indonesia is still relatively low. The Ministry of Education and Culture (2021) found that only around 30% of teachers actively use digital platforms to support learning on a regular basis. This low usage is partly due to varying digital skills and confidence levels among teachers, which can limit the effective integration of technology in classrooms. This study aims to determine teachers’ technological knowledge in English language teaching within the TPACK framework, including the kinds of technology used, and how teachers apply technology in classroom practices. The type of research used in this study is qualitative approach with a narrative inquiry design. The subjects of this research are English teachers at a junior high school in Mangkoso who teaches English. The findings of the study indicate that teachers’ technological knowledge about teaching English at junior high school in Mangkoso are demonstrated through the ability to operate several digital tools and integrate them into classroom activities. Teachers used Smart TVs, laptops, tablets, projectors, Kahoot, Quizizz, Ruang Guru, Word wall, YouTube, PowerPoint, and AI tools. Teachers effectively practiced technological knowledge by selecting and customizing digital tools, presenting videos and audio, creating learning materials, and designing technologybased activities that actively support teaching English. The meaning of these findings is interpreted based on the classroom situation and the teaching context. This study is beneficial for supporting technology based English learning and can contribute to improving the implementation of the TPACK framework in schools.
Students’ Perceptions of Lumi Education for English Vocabulary Learning in a Semi-Rural High School Fadillah, Strahayu; Amin, Fatimah Hidayahni; Sofyan, Ryan Rayhana
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study explores students’ perceptions of using Lumi Education as a learning tool for English vocabulary acquisition at SMAN 13 Sinjai. Data were collected using a 15-item Likert-scale questionnaire and semi-structured interviews with selected students. Quantitative analysis of the questionnaire provided descriptive insights into students’ attitudes, while qualitative thematic analysis of the interviews identified key themes, including engagement and enjoyment, design and visual appeal, clarity and comprehension, gamification and motivation, immediate feedback, active learning, and technical challenges. Overall, students reported positive perceptions, highlighting that interactive exercises and gamified activities enhanced their vocabulary learning experience, motivation, and participation. Some technical issues were noted, suggesting the need for improved infrastructure and guidance. The findings indicate that Lumi Education is an effective, engaging, and learner-centered tool that supports active and meaningful learning, providing practical insights for educators seeking to integrate digital platforms into language instruction.
Motivating English Learners in Remote Areas: An Exploration of Teacher Roles and Classroom Strategies Hanifa; Korompot, Chairil Anwar; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study aims to explore the role of teachers in enhancing students’ motivation toward English learning in a remote area of Papua characterized by educational disparities. The study was conducted at SMA Negeri 1 Teminabuan, Sorong Selatan Regency, Southwest Papua, where limited facilities, technology, and exposure to English present significant challenges. Data were collected through semi-structured interviews with three English teachers and three students, classroom observations, and documentation. The data were analyzed using Miles & Huberman’s (1994) interactive model, involving data reduction, data display, and conclusion drawing/verification. The findings reveal that students’ motivation is influenced by internal factors (interest, goals, and self-efficacy), affective factors (confidence, anxiety, and fear of mistakes), cognitive factors (limited vocabulary and grammar), as well as external factors including family support, peer influence, and school resources. Teachers played a crucial role as facilitators and motivators, employing strategies such as providing encouragement, connecting English learning with students’ daily lives, and creating supportive classroom atmospheres. However, teachers faced multidimensional challenges, including limited facilities, minimal parental involvement, students’ lack of exposure to English, and the difficulty of balancing cultural identity with English learning. Despite these challenges, teachers demonstrated adaptability through contextual learning, creative teaching methods, and culturally responsive strategies that helped sustain students’ motivation. This study concludes that the role of teachers is central in bridging the gap created by educational disparities and that enhancing student motivation in remote areas requires both pedagogical innovation and systemic support. The study recommends targeted professional development for teachers and improved resource allocation to strengthen English education in disadvantaged regions.Keywords: Teacher role, Students motivation, English learning, remote areas, educational disparity, Papua
Teachers’ Responses to the Challenges and Problems in English Reading Faced by the Students Suspected with Dyslexia. Amaliah, Asmah Dien; Weda, Sukardi; Sahril
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Reading difficulties experienced by students suspected of having dyslexia remain a critical issue, especially in contexts where English is taught as a foreign language. Although existing studies describe the cognitive and linguistic features of dyslexia, limited attention has been given to how teachers respond to these challenges in real classroom situations, creating a gap between theory and practice. This study aims to address this gap by examining teachers’ responses to the English reading problems encountered by students suspected of dyslexia at SMP Negeri 2 Sinjai. Using a qualitative descriptive design, data were collected through classroom observations, interviews with English teachers, and analysis of relevant documents. The findings reveal that these students struggle with decoding, phonological awareness, fluency, and overall comprehension, often requiring additional time and support to understand reading texts. Teachers employed several strategies, including phonics-based instruction, vocabulary reinforcement, simplified reading materials, and individualized assistance. However, the study also found that many teachers lacked sufficient knowledge about dyslexia and had limited access to specialized training, resulting in inconsistent instructional approaches. In conclusion, the study underscores the need for stronger teacher preparation, more structured literacy interventions, and clear guidelines to better support students suspected of dyslexia in developing their English reading skills
Academic Help-Seeking Behavior of University Students in the EFL Classroom Zulqadri, Muhammad Fachri; Mahmud, Murni; Weda, Sukardi
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This research investigates the academic help-seeking behavior of university students in EFL classroom, focusing on lecturers’ perceptions, the impacts of help-seeking, and the factors that influence students’ willingness to seek assistance. This study is grounded in the understanding that help-seeking is an essential self-regulated learning strategy that supports students in overcoming academic challenges, particularly in complex areas of English language learning. Using a qualitative descriptive approach, data were collected through interviews and focus group discussions with an English lecturer and six sixth-semester students at Universitas Islam Negeri Makassar. The findings reveal that students tend to avoid direct help-seeking from lecturers due to fear of judgment, embarrassment, and cultural norms that associate asking for help with weakness. Instead, they rely more on peers, internet sources, and AI tools. Lecturers perceive this behavior as a challenge that can hinder deep understanding and timely clarification. Nonetheless, when students do seek help, it positively impacts their learning by improving comprehension, boosting confidence, fostering engagement, and enhancing academic performance. The study also identifies several factors influencing help-seeking behavior, including self-efficacy, prior experiences, peer perception, cultural stigma, availability of academic support systems, and lecturer student relationships. In conclusion, academic help-seeking plays a crucial role in supporting EFL students’ language development. Creating a supportive learning environment, normalizing help-seeking, and improving access to academic resources are essential for encouraging students to seek assistance as a productive and strategic learning behavior.

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