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 110 Documents
 1   2   3   4   5 
The Implementation of Quizizz as Digital Game Based Media Toward the Students' Reading Comprehension at SMK Telkom Makassar Rosmawati; Amirullah; Sahril
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

It is impossible to separate the development of education from technological advancements. Alongside these developments, using technology-based media has transformed the teaching and learning process. In this study, the researcher investigated the application of Quizizz, which is a game-based learning application. This focuses more on the implementation, perception, and impact of Quizizz on students' reading comprehension at SMK Telkom Makassar. Therefore, this research aimed to determine how the implementation, effectiveness, and student's perceptions of Quizizz as a digital game-based medium affect students' reading comprehension. This study used a qualitative method, with observation, interviews, and documentation as instruments. The research findings demonstrated that the implementation of Quizizz was user-friendly, resulting in students experiencing enjoyment, comfort, and motivation during the teaching-learning process. Additionally, Quizizz enhanced student engagement by fostering an interactive classroom environment where students actively participate in teaching-learning activities. As a result, Quizizz has a simple implementation, a positive perception, and a significant impact.
Exploring the Tik-tok Application as a Learning Tool Impact Students' Writing Skill at Senior High School Rifka Alwasi; Murni Mahmud; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

At this time, Indonesia has entered an era of more profound digital transformation with various trends and changes occurring. As digital technology has advanced, social media has evolved into multiple platforms and activities that can be accessed. TikTok is one of the most famous social media platforms that target younger people, such as students, to share their videos. In addition, TikTok is also used for creative education, namely as a learning tool. Furthermore, the research objective is to explore the TikTok application as a learning tool that impacts students' writing skills. A qualitative method with a descriptive approach was employed. The result of this research showed that the TikTok application as a learning tool positively impacted students' writing skills first in psychology, namely increasing students' motivation, eliminating students' fear and shyness, and relieving students' anxiety in writing a text. The second is linguistics, which includes improving sentence structure, grammar, and vocabulary acquisition. The last is cognitive, such as students noticing the use of punctuation and capitalization and paying attention to spelling when writing a text.
The Impacts of Problem-Based Learning on English Vocabulary Mastery for Elementary Students Hasnita; Iskandar; Nur Aeni
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 In a globalized world, mastering English vocabulary is crucial for elementary students. This research investigates the effectiveness of Problem- In a globalized world, mastering English vocabulary is crucial for elementary students. This research investigates the effectiveness of Problem-Based Learning (PBL) in enhancing vocabulary acquisition compared to traditional methods. A quasi-experimental design was designed, and the study involved 20 students for the total sampling in the experimental group (receiving PBL instruction) and the control group (taught through traditional methods). Vocabulary proficiency was assessed through pre-tests and post-tests, and data were collected using paired t-tests to investigate within-group changes and independent t-tests to explore differences between groups. The Kolmogorov-Smirnov test confirmed normal distribution, while Levene's test indicated homogeneity. Results highlighted a significant boost in the experimental group, with a post-test mean score of 86.75 compared to the control group's 78.25. The paired t-test for the experimental group yielded a t-statistic of -12.862 (p = 0.000), exceeding the critical t-value of ±2.093, confirming PBL's effectiveness. The N-gain percentage was 59.09% for the experimental group and 35.83% for the control group, indicating a notable enhancement in vocabulary mastery through PBL. The study concludes that PBL significantly outperforms traditional methods in improving vocabulary skills. Recommendations include incorporating PBL into curricula to enhance vocabulary learning and conducting further research to explore its long-term effects and broader applicability. Based Learning (PBL) in enhancing vocabulary acquisition compared to traditional methods. Using a quasi-experimental design with total sampling, the study involved 20 students in both the experimental group (receiving PBL instruction) and the control group (taught through traditional methods). Vocabulary proficiency was assessed through pre-tests and post-tests, and data were conducted paired t-tests to investigate within-group changes, and independent t-tests to explore differences between groups.The Kolmogorov-Smirnov test confirmed normal distribution, while Levene's test indicated homogeneity. Results highlighted a significant boost in the experimental group.with a post-test mean score of 86.75 compared to the control group's 78.25. The paired t-test for the experimental group yielded a t-statistic of -12.862 (p = 0.000), exceeding the critical t-value of ±2.093, confirming PBL’s effectiveness. The N-gain percentage was 59.09% for the experimental group and 35.83% for the control group, indicating a notable enhancement in vocabulary mastery through PBL. The study concludes that PBL significantly outperforms traditional methods in improving vocabulary skills. Recommendations include incorporating PBL into curricula to enhance vocabulary learning and conducting further research to explore its long-term effects and broader applicability.
The Effect of Bilingual Instruction to Students' Speaking Skill in SMPS PPM AL Ikhlash Rahmita Irsani; Syarifuddin Dollah; Abdullah
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to discover and comprehend students' perceptions regarding using bilingual instruction to teach speaking skills. This research used a quantitative approach with a pre-experimental design. The research population was nine grade students of SMPS PPM AL IKHLASH. The sample was 20 students as an experimental class. The researcher used the Speaking Test and students' perception questionnaire as the instruments of this research. Thus, this study showed that the results of frequency statistical calculations from 20 student respondents with positive perception criteria were 4 students (20%), and respondents with strongly positive perception criteria were 16 students (80%). It can be concluded that students have a positive perception of bilingual instruction. The results of this study can conclude that most students believe that bilingual instruction can improve speaking skills, and students also found it easier to communicate with their teachers and classmates when learning English.
Psychodynamic Approach in Learning English at Junior High School Aulia Rahmah; Muhammad Basri; Kisman Salija
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to the students' learning components with the psychodynamic approach by identifying the students perceive the psychodynamic approach in learning English, how students implement the psychodynamic approach in learning English, and how students' implementation of the psychodynamic approach impacts the students' English learning achievement. This research occurred in SMP Negeri 3 Sungguminasa, Gowa, and employed qualitative research methods with the observation checklist and semi-structured interview instruments. The participants of the research are six students in the VIII grade. The result of the research concluded that the subconscious mind of students plays a fundamental role in shaping their attitudes toward learning. Student perceptions of learning English indicate that it is difficult, leading to two significant outcomes: motivation and a lack of self-efficacy. This perception also impacts their learning achievements, as the ineffective classroom learning process prevents students from mobilizing their mental energy to perform cognitive functions effectively.
The Use of ChatGPT in Teaching Writing Haekal Fikri; Nurdin Noni; La Sunra
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine (1) the implementation of ChatGPT in teaching writing and (2) the teacher and students' perceptions of ChatGPT in teaching writing. This study used qualitative descriptive methodology. This study also used purposive sampling with eight participants: one teacher and seven students in the XI grade majoring in visual communication design at SMKN 1 Polewali. The data collection instruments used in this study were observation and interviews. The data validity checking technique used triangulation. The data analysis techniques are carried out in several stages: collection, reduction, display, and conclusion. The findings of this study revealed that ChatGPT has been well implemented in teaching writing. This is because the teacher prepared a lesson plan incorporating ChatGPT, used ChatGPT as a feedback provider in the learning process, and assessed students' writing skills. Researchers also revealed both the teacher and students highly perceived the ease of use of ChatGPT in teaching writing. This is because ChatGPT is easy to learn, easy to control, easy to use, clear, easy to understand, flexible, and easy to become skillful. Furthermore, this study revealed both the teacher and students highly perceived the usefulness of ChatGPT in teaching writing. This aligns with ChatGPT's capability to accelerate work, improve performance, increase effectiveness, simplify work, and provide utility.
The Effects of Classroom Interaction on Students’ Participation in English Learning Process at Mas Syekh Yusuf Hartina Hamri; Murni Mahmud; Maemuna Rasyid
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Classroom interaction is essential in the learning process. However, not all the students willingly participate in classroom interaction, and the students do not even understand the teacher's question or know the answer. Thus, teachers' creativity and various ways of interaction are needed to form effective classroom interaction. This researcher aims to determine the effects of classroom interaction on students' participation in the English learning process. The researcher employed a descriptive qualitative design, and the data was collected through classroom observation and interviews. The results of this research show that classroom interaction positively affects the students' participation, such as influencing the students to raise their hand to solve the task to show the students' comprehension and attractiveness of the material, helping the students seek other classmates' opinions due to the students' confidence on their own opinion or have no courage to ask the teacher, helping the students in asking the question when the teacher' question or statement is unclear, stimulating the students in explaining simply because the student's comprehension and condition, challenging the students to contribute in the learning process because not all the students have confidence in putting contribution voluntarily. Based on the findings of this research, it can be concluded that classroom interaction positively affects the students' participation; thus, it is critical to the successful learning process. In addition, through classroom interaction, the students can be helped in the learning process and in improving the students' skills and self-confidence.
Perception on The Use of Peer Review Technique to Optimizing Students’ Reading Comprehension of Explanation Text in SMAN 1 Surabaya Muh Rochmat Muchson Santoso; Murni Mahmud; Iskandar
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The current research looks at the perception of using peer review techniques to improve students' reading comprehension. of explanatory texts at SMAN 1 Surabaya. This study employs a qualitative method approach, utilizing data collected qualitatively from input provided by student and teacher interviews and classroom observations to construct two research issues: (1) In the selected educational context, how to apply the peer review technique to maximize reading comprehension for explanatory texts? (2) How does the peer review approach affect the comprehension of explanatory texts by SMAN 1 Surabaya students when they read them? The findings revealed that specific strategies used by teachers to apply explanatory content to students' understanding of reading, such as encouragement to learn, using electronic media, such as English websites, and preparing other media as support in learning explanatory texts in the use of peer review techniques in reading comprehension students in the classroom. Next, teachers' strategies for using explanatory content in students' reading comprehension include learning motivation, using internet media such as English websites, involving students in group work, organizing the classroom environment for student learning, and preparing other media as support in learning explanatory texts in the use of peer review techniques in reading comprehension.
Teacher Practices using Computer Assisted Instruction (CAI) with Technological Pedagogical Content Knowledge (TPACK) framework in English Classroom at Elementary School Eril Sandi Sandi; Nurdin Noni; Muhalim
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted to identify teacher practices in implementing Computer Assisted Instruction in English Language Learning in elementary school classes based on the TPACK framework and to explore EFL teachers' perception of using Computer Assisted Instruction learning models in elementary school classes. This study used a descriptive qualitative research method. English teachers in 2 private schools in Makassar, namely the first in SD Islam Athirah 2 Makassar and SD IT Darul Fikri Makassar, were selected as research subjects. Data were collected through observation and interviews. The result of this study indicated that (1) all teachers who were the study subjects used the CAI learning model with the explanation from Chan and Tsai (2005) that Computer-assisted learning is a learning method that uses technology. In this research, technology does not stand alone. Still, it is integrated with other aspects, and this combination is called the TPACK framework, which consists of three main elements and four meeting points. Shulman (1986) was the first person to develop the TPACK framework, which was later expanded by Mishra and Koehler (2006) by adding technology elements between them so that CAI learning models could be achieved well. (2) There are two main perspectives, namely, teachers assume that this learning method is very effective if applied in elementary schools but with some important notes such as teacher ability both in the form of providing student learning media to handling student activities in class and teacher understanding of using technology to support enjoyable learning. The teachers agree that this learning model makes students very happy in the learning process and makes it easy to understand the material to get high learning motivation. The researcher hopes that this research can contribute positively and benefit researchers, EFL teachers, students, and other fellow researchers.
The Implementation of Teaching at the Right Level (TARL) Approach in Teaching Reading at Senior High School Nahdiatul Najah; Baso Jabu; Muhammad Basri
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The teaching at the Right Level (TaRL) approach has been increasingly recognized as a powerful strategy to enhance reading comprehension and motivation among students. This article explores the implementation of TaRL in teaching reading at senior high schools, focusing on the experiences of teachers and students in SMA Negeri 3 Makassar. The study aims to identify how teachers implement TaRL, their perceptions of the approach, and its impact on student learning. The research methodology involves a qualitative design, with data collected through interviews and documentation. The findings reveal that TaRL enhances reading comprehension and improves student motivation, but challenges such as teacher training and resource allocation are identified. The study concludes that TaRL is impactful in addressing the diverse needs of students and recommends its adoption in senior high schools.

Page 2 of 11 | Total Record : 110

 1   2   3   4   5 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue 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