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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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Metacognitive Reading Strategies Used by Students in TOEFL Preparation Program at IAIN Palopo Siti Raodha Salwi; Murni Mahmud; Kisman Salija
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/esrkpc70

Abstract

This research aims to reveal the types of metacognitive reading strategies used by students who have taken TOEFL preparation program at IAIN Palopo and to determine their perception towards use of it on their reading activities in the class. In investigating the research’s topic, the researcher applied mixed method with sequential explanatory design. It dealing with total of twelve students from English education study program in third and sixth semester as subject. The data were gathered trough semi-structure interview and Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire by Mokhtari and Reichard (2002) theory which was modified according to the research objective. The results showed that there were three types of metacognitive reading strategies with varying frequencies that students used namely: Global Reading Strategies (GLOB) with 36% as the highest usage, followed by Problem-solving Reading Strategies (PROB) and Support Reading Strategies (SUP), which equal with 32% usage. The researcher also found, most of the students have positive perception towards use of metacognitive reading strategies, even there were still a few students had negative perception. Furthermore, familiarity with concept, reading habit and learning environment be factors that influenced whether students viewed the metacognitive reading strategies positively or negatively.
Virtual Learning Environment (VLE) in Teaching Writing Skill in Indonesian Higher Education Nur Insyirah; Muhammad Tahir; Muhammad Basri
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/sa1v0c77

Abstract

This research aims to investigate (1) lecturer’s perception of Virtual Learning Environment (VLE) in teaching writing skill and (2) lecturer’s implementation of Virtual Learning Environment (VLE) in teaching writing skill. The researcher employed a qualitative method with a case study approach. The subjects of the study a lecturer, selected using a purposive sampling technique. The lecturer was selected based on their experience teaching a writing class within a Virtual Learning Environment using both synchronous and asynchronous instructional methods. The data were collected through observations, interviews, and document analysis, and were analyzed using a thematic analysis technique. The data analysis revealed that (1) the lecturer viewed VLE as something positive by its usefulness, ease of use, and flexibility, however also reported some challenges such as poor internet connection, lack of social interaction, and variety of students engagements. (2) The lecturer implemented VLE thoroughly in planning (integrating multimedia resource and having weekly essay assignments), teaching and learning process (keep track on students’ improvements and engagement), and evaluations (flexible media submissions and using writing rubrics score). Moreover, future research involving larger-scale studies is recommended to further explore deeper insights into optimizing virtual teaching methods.
The EFL Teachers Eclectic Teaching Strategies in Teaching Speaking at the Tenth Grade of SMA Islam Athirah Bone Andi Masriadi Andi Masriadi Tarmin; Kisman Salija; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/bw7v6v51

Abstract

This research is aimed to describe the strategies utilized by the Englsih teacher in teaching speaking to the tenth grade students of SMA Islam Negeri Athirah Bone. This study utilizes a qualitative research design focusing on interviews. The study was conducted with one English teacher as the research subject. The findings of the research indicates that the teacher utilized a variety of strategies, in this case, role-play, dialogue, group discussion, modeling use of media or technology, storytelling, peer teaching, simulation, interactive games, presentations, language games, think-pair-share, task-based learning, question and answer sessions, improvisation activities, use of authentic materials, and error correction and feedback sessions. The result also shows that integrating students interests and using a diverse range of strategies positively impact their speaking abilities.
The Correlation among the Students’ Learning Environment, Personality, and Their Vocabulary Achievement Julianti Sapta Nadilla; Baso Jabu; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/ns6egh26

Abstract

This research was aimed at finding out the correlation between students’ learning environment and their vocabulary achievement, the correlation between students’ personality and their vocabulary achievement and the correlation among students’ learning environment, students’ personality and their vocabulary achievement. To achieve the objectives, the researcher used correlational research and the participants of this study were 30 students who were taken by purposive random sampling technique. The result of this research was gathered by two kinds of questionnaires and a vocabulary test using CEFR level test. The result of this research showed that their learning environment were very good classification, and for the personality of the students were extraversion and openness meanwhile for their vocabulary achievement was mostly in level B1. The result of the correlation between the three variables found that there was a negative correlation between students’ learning environment and their vocabulary achievement as the correlation between them was -0.38. meanwhile, there was low correlation between students’ personality and their vocabulary achievement as the correlation between them was 0.085 as interpreted low category and the correlation among students’ vocabulary achievement, students’ personality and their vocabulary achievement also found no significant correlation as the correlation was 0.149 which interpreted into negligible. It can be concluded that learning environment and personality do not affect students’ vocabulary achievement since there are others factor can influence student learning achievement especially their vocabulary achievement.
Examining Teacher and Student Talk Ratio in English Speaking Classess of Second-Grade Students at SMAN 2 Jeneponto ANGGI OKTAVIA NUR HS; Haryanto Atmowardoyo; Geminasti Sakkir
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/b5c22982

Abstract

This research aimed to investigate the distribution of teacher and student talk in English speaking classes for second grade students at SMAN 2 Jeneponto. The Flanders interaction analysis category system (FIACS) served as the primary observation instrument to analyze classroom interaction, categorizing instances of teachers talk, students talk, and silence. This study uses a quantitative approach, including a case study design with 1 English teacher and, 30 students as participants. Data were collected through a classroom observation, tally sheet, and video recordings then analyzed using FIACS based techniques to quantify teacher and student contributions. The findings revealed the proportion of teacher talk in student, talk during class activities, where teacher and student talk are relatively balanced. With the teacher speaking for 50.22% of the time, and students for 43.17%. This distribution suggests an engaging classroom environment, where students are encouraged to contribute almost as much as the teacher, while the remaining 6.6% prefer to silence, Not only that, based on the FIACS 10 types of classroom interaction were discovered there are accept feeling, praise and encouragement, accepts or uses ideas of students, asking questions, lecturing, giving direction, criticizing or justifying authority, student talk response, student talk initiation, and silence. Meanwhile, there are 4 characteristics of classroom interaction. They are teacher support, content cross, teacher control and students participationKeywords: Classroom interaction,FIACS (Flanders Interaction Analysis System, Teacher-students talk ratio
An Exploration of Teaching Style Used by Junior High School English Teacher in Teaching English Asridawati Asridawati; Amirullah; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/dvspc980

Abstract

Teaching style is a crucial aspect of education because each teacher's unique approach can influence the success of the learning process. This study aimed to explore the English teacher’s implementation of teaching styles and students’ perception of these styles. A qualitative case study approach was used, with data collected through observations and interviews. Five participants were involved: one teacher and four students. The findings revealed that (1) the teacher consistently applied Grasha's five teaching styles: expert, formal authority, personal model, facilitator, and delegator. Among these, the facilitator style was most commonly used, supported by strategies like icebreaking and games to engage students and enhance motivation. (2) Students expressed positive perceptions of all teaching styles. The expert style facilitated understanding through clear explanations, while the formal authority style boosted students' confidence with constructive feedback and clear learning goals. The personal model style made it easier for students to grasp content through direct examples. The facilitator style promoted interactive learning and critical thinking with discussions and visual media. Lastly, the delegator style encouraged student independence by offering flexibility in task selection and completion time. Supporting strategies, such as games and icebreakers, helped create an enjoyable learning atmosphere, further motivating students to engage in the learning process. These findings demonstrate how diverse teaching styles contribute to creating effective and interactive learning experiences
The Implementation of Audio-Visual Reading Activity in the Primary Year of Metro School Makassar Endah Pratiwi Andi; Baso Jabu; Iskandar
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/rpt5vc43

Abstract

Andi Endah Pratiwi, 2024. The Implementation of Audio-visual Reading Activity in the Primary Year Metro School. Thesis. English Language Education Study Program, Graduate Program. Universitas Negeri Makassar (supervised by Baso Jabu and Iskandar). This research has four objectives: (1) to determine what factors influence Metro School Makassar's primary students' audio-visual reading activities; (2) to know how primary-year teachers implement an audio-visual reading activity; (3) to determine teachers' perceptions; and (4) to determine students' perspectives. Case study research involved teachers and students. The writer conducted research using an observation sheet and interview guide. A primary-year teacher at Metro School used a video reading activity. The Merdeka and Cambridge Primary Curricula are shaped by context, with technology as a secondary factor; the school provides LCDs and wireless networks for support. Audio-visual activities require planning, implementation, and differentiation to reach all students. According to the teacher, these activities enhance comprehension, auditory and visual skills, and daily English-speaking abilities. Watching short instructional videos also boosts vocabulary and helps teachers explore new methods. Despite their positive impact, audio-visual reading activities pose challenges for teachers, including technical issues (e.g., LCD or speaker problems), time limits, disruptions, and student behavior during videos. However, students enjoy these activities, which enhance their English reading, writing, speaking, and listening skills. Videos, photos, and voice responses improve comprehension, and students’ excitement for reading has increased. They prefer action or animated films over text and can apply new vocabulary in daily conversations. Keywords: Audio-visual, Reading Activity, The Implementation, Teacher’s Perceptions, and Students’ Perspectives.
Exploring the Use of Artificial Intelligence in EFL Learning by EFL Students at IAIN Fattahul Muluk Papua Nur Fadilah; Anggit Prasetyo Nugroho; Heni Purwati; Ahmad Arif Rofiqi; Rahmawansyah Sahib
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/pn9cps87

Abstract

The use of artificial intelligence technology in the world of education has become a trend in recent years. The use of artificial intelligence in education may facilitate the learning process. This study aimed to invistigate the types of artificial intelligence used by EFL students in EFL learning, as well as the impacts arising from the used of artificial intelligence by EFL students in EFL learning. This study used a qualitative research design with a pedagogical approach. The participants in this study were EFL students and EFL lecturers of English Tadris Study Program, Faculty of Tarbiyah at IAIN Fattahul Muluk Papua. The data collection techniques used observation, interviews and questionnaires. The data analysis techniques used in this study was qualitative data analysis techniques, with following steps: data reduction, data display, and drawing conclusions or verification. To analyze the questionnaire data, this study used descriptive analysis using percentage techniques. The results of this study showed that there were 8 types of artificial intelligence used by EFL students in EFL learning, including 1) Voice assistant, 2) smart content, 3) presentation translator, 4) global courses, 5) automated assessment, 6) personalized learning, 7) chatbot and 8) writing tools. The positive impacts felt include 1) More personalized learning, 2) real-time additional assistance, 3) teachers can focus more on teaching and 4) improve language skills. The negative impacts felt include 1) overliance on AI and 2) intrinsic loss of motivation. Therefore, EFL students must be wiser and limit the use of artificial intelligence to avoid the negative impact caused.
The Use of Cooperative Learning Strategy to Improve Student’s Reading Skill Hirma Mutiara Suyeti; Syarifuddin Dollah; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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/h76jav30

Abstract

This research aims to determine the effectiveness of using a cooperative learning strategy to improve student’s reading skills in learning using the cooperative strategy. The research data were qualitative. The research subject was 23 students. It comprises 12 female and 11 male students of the English Language Faculty at UNM Makassar.In the academic year 2023/2024. The research data was gathered through monitoring the teaching-learning process, interviewing students and collaborators, talking with collaborators, and photographing the learning process. The action research was carried out in two cycles, with cooperative learning methods such as pair-reading, think-pair-share, numbered head together, round table brainstorming, and group discussion as the main activities, with various ready tasks, engaging media, material handouts, and rewards serving as complements. The instruments employed in this study were observation guidelines, interview guidelines, and digital cameras. The results demonstrate that cooperative learning increased students' reading skills in various areas, such as finding significant concepts, obtaining essential information, and guessing. Students appeared more eager and engaged in the teaching and learning process. Keywords: Cooperative Learning Strategy, Reading Skill, Reading Comprehension
Reading Comprehension Problem Faced by Indonesian Students at Secondary Schools Indah Paramitha Indah; Sukardi Weda; Sahril
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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: 10.66720/8hh9v394

Abstract

This thesis aimed to find out problems are faced by students in comprehending descriptive text and the factors that cause students’ problems in comprehending descriptive text at SMPN 2 Galesong Utara. This research design used descriptive qualitative method. The subject of the research was students at Grade 7th in SMPN 2 Galesong Utara in academic year of 2023/2024. The sample are 30 students in class 7D and used purposive sampling to gain the data. The data were collected by reading test interview. The researcher found that There are 19.30% students who are difficulties in answering questions items for understanding vocabulary, there are 42.70% students who difficulties in are answering question items for understanding making inference and there are 14.48% students who difficulties in are answering question items to look for the detail information. that there were various difficulties encountered by the students in comprehending descriptive text, namely (1) understanding long sentence in the text, (2) inadequate instruction presented by teacher, (3) understanding vocabulary, and (3) house and school environment. In conclusion, there are 3 factors causing students in comprehending descriptive text at SMPN 2 Galesong Utara..

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