cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Tahir
Contact Email
ijlel.journal@unm.ac.id
Phone
+628990870165
Journal Mail Official
ijlel.journal@unm.ac.id
Editorial Address
Jl. Bonto Langkasa No. 15 Makassar City, South Sulawesi 90224, Indonesia
Location
Kota makassar,
Sulawesi selatan
INDONESIA
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
 11   12   13   14   15 
An Analysis of Academic Stress, Contributing Factors, and Coping Mechanisms Among Foreign Language Students in A Private University In Makassar Ainun Fauziah Fadly; Muhammad Tahir; Muhammad Arham
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/xgvrv782

Abstract

This study investigates academic stress among students of the English Literature Study Program at Universitas Muslim Indonesia (UMI), Makassar, South Sulawesi. The objectives were: (1) to identify the main sources of academic stress, (2) to analyze internal and external contributing factors, and (3) to examine coping mechanisms employed by students across different semesters. A qualitative case study approach was applied, using semi-structured interviews as the primary instrument, followed by thematic analysis of responses from first, third, and seventh semester students. Findings revealed that stress evolves with academic progression: first-semester students experienced adjustment-related stress, third-semester students reported performance pressure and fear of failure, and seventh semester students faced graduation-related stress. Contributing factors included self-expectation, low self-efficacy, poor time management, family expectations, peer competition, and language challenges, while institutional factors were less significant. Coping mechanisms varied across semesters, ranging from personal relaxation, hobbies, and prayer to peer collaboration and institutional support, with clear gender differences in coping preferences. The study concludes that academic stress at Universitas Muslim Indonesia is dynamic and culturally embedded. It recommends semester-specific and gender-sensitive interventions, including strengthening self-efficacy, promoting adaptive coping strategies, enhancing family engagement, and providing institutional support to foster resilience and student well-being.  
Exploring Students’ Self-Regulated Learning on Motivation in Learning New Vocabulary Ramadhan; La Sunra; Musdalifah
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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: 10.66720/6gdach53

Abstract

This study aims to explore the types, perceptions, and how self-regulated learning influences students' motivation when learning vocabulary. The researcher used a qualitative descriptive method to achieve the research objectives. Data were collected through semi-structured interviews. Participants in this study were twelve English Language Education students in the 2023/2024 academic year, who were selected purposively. Based on the results of the study, there are seven forms of self-regulated learning that students use in learning: learning from English podcasts on YouTube, learning from watching gaming YouTube content, learning from English songs, learning from watching English films, learning from OME TV, learning by posting vocabulary lists in easily visible places, and learn by English Message. Students also have various perceptions about self-regulated learning that help maintain their motivation when learning vocabulary, namely because they feel the positive impact of implementing self-regulated learning, remember their learning process, SRL makes their learning more enjoyable, they are motivated because their learning strategies are the same as their hobbies, and they are motivated because the strategies are easy to use. So, it can be concluded that self-regulated learning acts as an effective bridge between personal interests and academic goals, changing vocabulary learning from a passive effort into an active, autonomous, sustainable, and highly motivating process.
Beyond Perfect Grammar: Artificial Intelligence, Writing Development, and Academic Integrity Asrul Muarif; Muhammad Tahir; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/dtbn5785

Abstract

The increasing use of Artificial Intelligence (AI) tools in higher education has significantly influenced students’ academic writing practices, raising concerns about writing development and academic integrity. This study explores how AI impacts students’ writing skills and academic integrity from the perspectives of English lecturers teaching academic writing courses at a state university in Indonesia. Employing a qualitative research design, data were collected through semi-structured interviews and classroom observations. Reflexive Thematic Analysis was used as the primary analytical approach, supported by metadata analysis to strengthen data interpretation. The findings indicate that AI contributes positively to surface-level writing aspects such as grammatical accuracy and text organization. However, excessive reliance on AI tools tends to reduce students’ originality, critical thinking, and engagement in the writing process. Lecturers also reported growing challenges in maintaining academic integrity, as AI-generated texts often blur the boundaries between assistance and misconduct. The absence of clear institutional policies and the limited reliability of AI detection tools further complicate the issue. This study concludes that while AI has the potential to support students’ writing development, its uncontrolled use poses serious risks to authentic learning and academic integrity. The findings highlight the importance of developing AI literacy, adopting process-oriented assessment, and establishing institutional guidelines to ensure the ethical integration of AI in academic writing instruction.
Analysis of Gamification Utilization in the GO Expert App for English Learning as a Foreign Language Nurul Husnul Awaliyah; Abdullah; Nur Aeni
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/kx0czf60

Abstract

This study analyzes the use of gamification in the GO Expert App for learning English as a foreign language, focusing on students' perceptions and the factors that support and inhibit its use. A qualitative approach was employed, using thematic analysis according to Creswell & Creswell (2023). The participants in this study were five twelfth-grade students from Ganesha Operation, selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using the six steps of thematic analysis. The results of this study indicate that students hold a positive perception of gamification in the GO Expert App. Elements such as leaderboards, points, stars, and timed quizzes are considered capable of increasing motivation to learn, fostering a competitive spirit, and encouraging students to be more active in English learning activities. Additionally, students rated learning through this App more engaging and less monotonous than conventional methods at their school. Practice questions with immediate feedback help students understand English material independently and continuously. The study also identified supporting factors such as peer support, teacher guidance, attractive features, ease of use of the App, and immediate feedback, which contribute to behavioral, emotional, and cognitive engagement in learning. However, there are inhibiting factors, including technical issues, unclear features, cognitive load from long texts, and distractions from other applications on students' mobile devices. Overall, this study concludes that gamification in the GO Expert App plays an important role in enhancing students' motivation, engagement, and understanding in learning English as a foreign language. However, improvements in technical aspects and design are needed to optimize its use.
Investigating Students’ Perception of the Implementation of Differentiated Instruction Hardiyanti Rahman; La Sunra; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/b79f1326

Abstract

Differentiated Instruction is regarded as an essential approach in modern education because it allows teachers to design learning activities that align with students’ varying abilities, interests, and learning styles, resulting in a more inclusive and meaningful learning process. However, although several studies have examined its implementation, research focusing on students’ perceptions of Differentiated Instruction at the vocational high school level remains limited. This study aims to investigate students’ perceptions of the implementation of Differentiated Instruction, particularly in relation to learning achievement, collaboration, and motivation. This research employed a descriptive quantitative design involving 114 students at SMK 1 Gowa. Data were collected using a questionnaire that had been tested for validity and reliability, and were analyzed descriptively using SPSS. The findings indicate that 66.7% of students’ perceptions in the achievement aspect fall into the Very Positive category. Subsequently, 61.4% of students’ perceptions in the collaboration aspect are in the Positive category, and 60.3% of students’ perceptions in the motivation aspect also fall into the Positive category.
Senior High School Students’ Perceptions of Using Video Projects to Develop Speaking Skills Anjeli Rahmadani; Syarifuddin Dollah; Amra Ariyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/k8zmxy90

Abstract

This study investigates senior high school students' perspectives on using video projects to enhance their speaking skills. Although the increasing use of video projects in English language instruction is well documented, little is known about how students perceive this approach in actual classroom environments. Although students' real experiences may differ, some argue that video projects could increase confidence, motivation, and opportunities for speaking practice. The study was conducted to close the gap between theory and classroom practice and to present more convincing evidence. A quantitative descriptive strategy was employed in this study. Students from two senior high schools MAS Mannilingi Bulo-Bulo and MAN, Jeneponto participated. To ensure equal participation across classes, random cluster sampling was used to choose the sample. Data was collected using a questionnaire. Students' interest, motivation, confidence, challenges, and overall sentiments regarding the use of video projects in speaking exercises were assessed in the questionnaire. The findings indicate that most students at both institutions held favorable views of learning through video projects. According to many students, making films improves speaking practice and allows them to express their thoughts more freely. Additionally, they reported that rehearsing several times before recording the final version reduced their nervousness. Because this approach provides more time to practice and rehearse their speaking performance, students report that it enhances their confidence, fluency, and pronunciation. Although a few students reported issues such as limited phone storage or difficulty editing films, these didn't substantially detract from their generally favorable opinion. In conclusion, video projects are perceived by students from MAN Jeneponto and MAS Mannilingi Bulo-Bulo as beneficial and inspiring activities that enhance their speaking skills.
Teaching Strategies for Students with Disabilities in Special Education Contexts: A Case Study at SLB Negeri Wonomulyo Herianto; Abdullah; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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: 10.66720/09efv714

Abstract

This study examines vocabulary teaching strategies used by an English teacher in a special education setting for students with hearing impairments in Indonesia, specifically at SLB Negeri Wonomulyo. Vocabulary is a fundamental component of language learning; however, students with hearing impairments encounter particular challenges due to limited auditory access, restricted language exposure, and diverse learning characteristics. These conditions often affect students’ ability to understand, retain, and use new vocabulary effectively. Therefore, implementing inclusive and adaptive instructional strategies is essential to support effective vocabulary acquisition and meaningful language learning. A qualitative descriptive research design was employed to obtain an in-depth understanding of instructional practices in the classroom. Data were collected through classroom observations, in-depth interviews with the English teacher and teaching assistant, and documentation of teaching materials used during the learning process. The collected data were analyzed thematically to identify recurring instructional patterns, teaching procedures, and vocabulary teaching strategies applied in the classroom context. The findings reveal that vocabulary instruction is conducted through several integrated strategies. These include individualized instruction tailored to students’ ability levels, multisensory learning through visual media, printed pictures, gestures, and Total Physical Response (TPR), collaboration with a teaching assistant to support classroom instruction and student engagement, and step-by-step instruction reinforced through frequent repetition. In addition, the teacher prioritizes the selection of functional vocabulary closely related to students’ daily lives in order to enhance meaningful learning, improve comprehension, and encourage practical language use in real-life situations. The study highlights that effective vocabulary instruction for students with hearing impairments relies on flexible, student-centered, and collaborative teaching practices. The findings provide empirical evidence supporting inclusive English language teaching in special education contexts and offer practical implications for teachers, practitioners, and future researchers working with learners with hearing impairments.
A Quantitative Analysis of Task-Based Language Teaching (TBLT) on EFL Students' Speaking Skills Sultan; Nurdin Noni; Abdullah
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/kbsqwx04

Abstract

This study examines the effectiveness of Task-Based Language Teaching (TBLT) in enhancing speaking skills among 29 EFL junior secondary students at SMPN 3 Polongbangkeng Utara, Indonesia. Involving 29 junior high school students, this research employs a pre-experimental one-group pretest-posttest design. The results revealed that TBLT significantly improved students' speaking proficiency. The mean score for the pre-test was 34.90 (SD = 10.844), while the post-test mean score increased to 68.83 (SD = 11.680). A paired-sample t-test confirmed a statistically significant difference between the pre-test and post-test scores (t = 21.95, p < .001), indicating a substantial enhancement in speaking skills following the implementation of TBLT. The calculated effect size of Cohen's d = 2.99 supports the conclusion that TBLT had a large and significant impact on the improvement of students' speaking abilities. This significant improvement suggests that TBLT provides an effective method for boosting speaking proficiency in language learners. Furthermore, the results underline the importance of using meaningful tasks that encourage active language use and communication in real-world contexts. The findings offer strong evidence that TBLT can be a highly effective approach to enhance speaking skills, especially in contexts where traditional teaching methods may fall short. Generally, the study reveals that TBLT can lead to significant improvements in students' speaking skills, offering valuable insights into its potential as an instructional strategy for language learning. Keywords: Task-Based Language Teaching, speaking skills, EFL, quantitative analysis
Role of Peer Support in Enhancing Students’ Speaking Skills at Universitas Pattimura Dian Ayu; Sultan Baa; Baso Jabu
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/gagnz902

Abstract

This study aims to investigate how peer support facilitates the teaching and learning process of speaking among English as a Foreign Language (EFL) students at Pattimura University. The background of this research is rooted in common challenges encountered by EFL learners, particularly difficulties in developing speaking skills due to anxiety, low self-confidence, limited vocabulary, and insufficient opportunities for authentic communication in English. These challenges often hinder students’ active participation in speaking activities. Therefore, peer support is considered a promising instructional approach that emphasises collaboration, mutual assistance, and horizontal interaction among students, creating a supportive and less intimidating learning environment. This study employs a descriptive qualitative research design to obtain an in-depth understanding of how peer support is implemented, how students perceive its impact, and what challenges arise during its application in speaking instruction. The participants of this study were students from the English Education Study Program at Pattimura University who actively engaged in peer-support-based speaking activities. Data were collected through classroom observations, semi-structured interviews, and document analysis. The collected data were then analysed using the stages of data reduction, data display, and conclusion drawing as proposed by Miles and Huberman to ensure systematic and meaningful interpretation. The findings reveal that peer support was implemented through various strategies, including peer tutoring, cooperative learning, and peer feedback. These approaches were found to be effective in increasing students’ active participation, reducing anxiety when speaking, and fostering greater learner autonomy. Students reported that learning with peers helped them feel more confident, motivated, and comfortable expressing ideas in English. Additionally, peer interaction encouraged constructive feedback and collaborative problem-solving. However, several challenges were identified, such as differences in language proficiency among students, unequal participation within groups, and limited instructional time. Overall, this study highlights the significant role of peer support in enhancing EFL students’ speaking skills and provides valuable insights for educators in designing more collaborative, inclusive, and student-centred learning environments
Teacher’s Perceptions of Students’ Speaking Anxiety Problem at SMKN 4 Barru Nurshafika; Muhammad Tahir; Amra Ariyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/drrme627

Abstract

This study aims to explore teachers’ perceptions of students’ speaking anxiety problems at SMKN 4 Barru and the strategies used to address them. A descriptive qualitative research design was employed in this study. The data were collected through interviews with English teachers and analyzed thematically. The findings reveal that students’ speaking anxiety is caused by several factors, including lack of confidence, limited knowledge of speaking topics, fear of negative judgment from peers, and lack of experience in speaking in public. The teacher addresses these problems through three main stages: reception, understanding, and evaluation. In the reception stage, the teacher applies a supportive approach by motivating students and starting speaking activities with simple and familiar topics. In the understanding stage, the teacher identifies psychological and social factors that contribute to students’ anxiety. In the evaluation stage, relaxation techniques such as slow breathing and focusing strategies are used to help students manage anxiety and maintain classroom interaction. The study concludes that teachers’ awareness of students’ emotional conditions and the use of appropriate strategies play an important role in reducing students’ speaking anxiety and encouraging active participation in English speaking activities. Keyword: Teacher’s perception, Speaking, Anxiety Problem

Page 13 of 15 | Total Record : 141

 11   12   13   14   15 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): April Vol. 3 No. 1 (2026): January Vol. 2 No. 4 (2025): October Vol. 2 No. 3 (2025): July Vol. 2 No. 2 (2025): April Vol. 2 No. 1 (2025): January Vol. 1 No. 2 (2024): October Vol. 1 No. 1 (2024): July