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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 110 Documents
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Implementation of Google Docs Based Learning in Academic Writing class Akbar, Muhammad; Basri, Muhammad; Tahir, Muhammad
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research explored Google Docs based learning in teaching academic writing at Indonesian Higher Education. The objective of this research is to find out the implementation of Google Docs based learning in teaching writing skills at Indonesian Higher Education. This research used a purposive sampling technique to get data. The subjects of this research were one lecturer and five students from STKIP YPUP Makassar. The data resource of this research was collected through an observation checklist in the classroom and semi-structured interviews with the lecturer and students. The result showed that, the implementation of Google Docs in Indonesian Higher Education enhances collaboration and real-time interaction in academic writing. Google Docs is Highly implemented to enhances collaboration and real-time interaction, with a few implemented Google Docs in Moderately and Low implementation. To optimize Google Docs, students should actively use this platform, Lectures should provide comprehensive tutorials, University must ensure reliable curriculum and internet and other researcher should further explore on diverse learning outcomes.
Perspective on the Dependency of Using Grammarly in Thesis Writing: A Mixed Method Study Akhmad, Nur Wahid; Jafar, Muhammad Basri; Samtidar
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The purpose of this research is to determine the perspective of students' dependence on using Grammarly as a technological tool to improve grammar in academic writing, in this case thesis. The influence of Grammarly on student writing, as well as finding out the level of dependence on students in using Grammarly. This research uses mixed methods, namely qualitative and quantitative research designs. The subjects of this research were nine university students who were participants in this research. This research used interviews and questionnaires to collect data. The results of the research show that in using Grammarly as technology or a tool to improve grammar in writing a thesis, researchers found that unhealthy use of Grammarly can result in dependence on students which can affect mental health and reduce students' independent writing skills. The dependency experienced by students can be excessive anxiety when writing without Grammarly. Researchers found that students were dependent on Grammarly with an accumulated score of 75.55% from the questionnaire distributed to students.
Investigating The Problems Faced By Final-Year Students In Writing The Thesis Through Consultation Services At CV. Kiki Areski Kampus Arhama, Nurwaliyah Dwi; Weda, Sukardi; Iskandar
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The thesis is a final assignment that is required for final-year students to obtain a bachelor's scholarship degree. For most final-year students, this is a big obstacle in getting through the final-years of college. Not a few final-year students face problems in the thesis writing process. But of course, they also look for solutions to these problems. For this reason, researchers are interested in investigating the problems faced by final-year students through thesis guidance services used through CV. Kiki Areski Campus, to find out more clearly students' perceptions regarding the problems they face, to find out what services they get when participating in online thesis guidance services, and to find out more about students' perceptions regarding the quality of guidance services at CV. Kiki Areski Campus uses qualitative methods with a descriptive approach. The research results show two general problem perceptions regarding the problems faced in the final year student thesis writing process, namely internal problems and external problems. Specifically, internal problems are divided into: Lack of motivation, lack of self-confidence, difficulty managing time, and confusion in determining methods, then externally divided into: Limited guidance activities and distraction from the surrounding environment. Second, there are six perceptions about the form of service provided at CV.Kiki Areski Campus towards its participants is: More flexible, more responsive, guides well, provides encouragement, more detail and more comfort. Third, there are four participants' perceptions of the quality of guidance services at CV. Kiki Areski Campus, namely: Problems can be solved, respond quickly, according to the advertisement, and have experienced tutors. Therefore, many final students use online thesis guidance services like this because they are thought to better impact service users
The Effect of YouTube Videos in Improving Students' Listening Skill Andi, Ameliya Ramadhani; Weda, Sukardi; Sahril
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

YouTube is a website where people around the world share various kinds of videos. Videos from YouTube are proven to be able to attract students’ interest in learning English because they provide audio and visual. Furthermore, this research aims to find out whether YouTube videos can improve students' listening skills in learning recount text and also the strengths and weaknesses of learning listening using YouTube videos in the classroom. This is a quasi-experimental research, more precisely pre-test and post-test with non-equivalent control-group design. The population of this research is tenth grade students of SMKN 2 Bone in the 2023/2024 academic year. The results of this study showed that: 1) The t-test is higher than the t-table, which is 3.304 > 2.018 means the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It was concluded that the use of YouTube videos in the classroom was effective in improving students' listening skills in learning recount text; 2) The strength of learning listening in the classroom using YouTube videos, namely, it can train students' listening skills, provide a pleasant learning atmosphere, attract students' attention with varied videos, increase students' involvement, and increase students' knowledge of English.
The Students’ Interest Towards the Implementation of Tittle, Examine, look, look, and Setting (TELLS) Strategy Rosi, Saparuddin; Atmowardoyo, Haryanto; Amin, Fatimah Hidayahni
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The research investigates the students ‘interest to Using TELLS strategy in learning reading comprehension the eighth-grade students of SMP 23 Makassar. There was one variable used in this research (students’ interest during learning reading comprehension). The aim of this research to determine whether the eighth-grade students of SMP 23 Makassar are interested in using the TELLS strategy for teaching reading comprehension. The research was descriptive quantitative and used questionnaire as instrument for collecting data. The study population consisted of ninth-grade students from SMP 23 Makassar which the subject of the research was VIII 4 class. The researcher utilized cluster random sampling technique with the total consist of 32 students. The result of this research the students were interested in learning using TELLS Strategy in Narrative Text. It is proved by the mean score of students' Interest is 75.04 which is categorized as Interested according to the range of students’ interest score. There are 6 (19 %) of 32 students "very interested". Majority of students as shown in the data above are 22 (69%) classified into "interested". The rest 4 (13%) students are categorized as "moderate, which means these students do not have serious interest toward the use of TELLS strategy, but they still use it.
The Correlation Between Teachers' Teaching Style And Students Motivation In Learning English Bachtiar, Aulia Mutmainna; Jabu, Baso; Aeni, Nur
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The study aims to find out the teaching style of the teacher and the motivation of the student to learn English. The type of research used in this study is quantitative research with the subject of research students of class X SMAN 1 Kalukku Teaching Year 2023/2024 where there are 105 students in which there are three classes that are samples in this research namely class X.1, X,2, and X.3. This research variable consists of a bound variable and a free variable. The bound Variable of this research is the correlation between the teaching style of the teacher and the motivation of the student in the learning of the English language while for the variable free of this study is the teacher's learning style. The instrument used in this research is a questionnaire that contains information about the teaching style of the teacher and the motivation of the student to learn. The analysis of the research data uses descriptive statistical analysis in the form of percentages and correlation analysis with the Spearman Correlation Test. The results of the study showed that there was a strong correlation between the Teachers’ Teaching Style and Student Motivation in SMAN 1 Kaluku with a correlative value of 0.588 which means that the presence of some teaching style indicators increased student motivation and the determination coefficient of 34.5% which means the variation of the teacher's teaching styling model was 34.5% and the rest was determined by other factors. Of the five types of teaching styles given Facilitator style which had a strong Correlation with Student Motivations SMAN1 Kaluku was 0.604 and a determination factor of 36.48%. So based on the findings and data analysis available it can be concluded that the teachers’ teaching style has a strong correlation on student learning motivation in learning English. Keywords: Teaching Style, Students Motivation, Learning English.
The Comparative Study between Science and Social Students’ Scores on Learning Speaking Eleventh Year of SMA Negeri 13 Makassar Mandan, Tree Wahyuni; Weda, Sukardi; Amin, Fatimah Hidayahni
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research was aimed to measure (1) the comparison of the English speaking treated in Problem Based Learning between the students at eleventh year from social and science classes, to describe (2) the perceptions of the English teachers towards the implementation of teaching English speaking through Problem Based Learning. This method applied was mixed-method with comparative design in which 30 science and 30 social students in year eleventh of SMA Negeri 13 Makassar (XI. IPA 5 and XI. IPS 2) become the samples. The researcher used speaking skill test and interview as the research instruments. The speaking test was done in order to collect the data and it was conducted to identify the science and social scores in English speaking skill, especially in the three aspects of speaking skill: fluency, accuracy, and comprehension. The results showed that the science actually dominated the higher scores in all aspects of speaking, the mean score of science students reach 86.3407 while social students reach 76.9843. (1) The t-test was lower than P (0.000 < 0.05), which means that the (H0) of this research was rejected and (H1) was accepted. (2) English teachers perceptions regarding the effectiveness of Problem Based Learning model had positive perception Therefore, it can be inferred that the science students in year eleventh of SMA Negeri 13 Makassar have better scores in speaking skill than the social students through Problem Based Learning model.
Students' Preferences of Oral Corrective Feedback (OCF) in an EFL Class Kidah, Nurul Akidah; Tahir, Muhammad; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study investigates the types of oral corrective feedback (OCF) most preferred by students at SMK Negeri 1 Bone, focusing on their perceptions of various feedback methods in English as a Foreign Language (EFL) classrooms. The objective of the research is to identify which types of OCF are most effective and favored, contributing to improving teaching strategies in language learning. A quantitative research design was employed, using a structured questionnaire adapted from Bulbula (2020) to collect data from 60 students. The questionnaire included Likert-scale items ranging from 1 (strongly disagree) to 5 (strongly agree), evaluating six types of OCF: explicit correction, recast, metalinguistic feedback, clarification requests, elicitation, and repetition. The data were analyzed using SPSS version 29 to calculate descriptive statistics, including mean, standard deviation, and variance. The findings indicate that recast is the most preferred type of feedback, with the highest mean score (4.73–4.75), as its implicit nature promotes emotional safety and reduces anxiety. Repetition is also highly favored (mean: 4.15–4.17) for its ability to provide opportunities for self-correction in a supportive environment. In contrast, explicit correction (mean: 2.53), metalinguistic feedback (mean: 2.18), and elicitation (mean: 2.23–2.25) are less preferred due to their potential to cause anxiety or confusion. Clarification requests receive moderate favorability (mean: 3.53–3.55), encouraging critical thinking but requiring careful implementation to avoid stress. The study concludes that implicit feedback methods, such as recast and repetition, are more effective in fostering a positive learning experience. It recommends that educators prioritize these methods to enhance student confidence and engagement while ensuring the feedback aligns with students’ proficiency levels and needs. Future research could explore the long-term impact of preferred OCF methods on language acquisition and performance.
Exploring Discovery Learning Using Cue Card to Enhance Interpersonal and Transactional Text Teaching at SMKN Tapango : A Classroom Action Research Ika Wahyuni, Styana; Weda, Sukardi; Patak, Andi Anto
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aims to explore the effectiveness of discovery learning using cue cards in enhancing the teaching of interpersonal and transactional texts at SMK N Tapango. Conducted as Classroom Action Research (CAR) from April to June 2024, the study involved 35 students of class X DKV A. The research was implemented over two cycles, with each cycle comprising stages of planning, action, observation, and reflection. Data were collected through a combination of document, observations and were analyzed using both qualitative and quantitative methods to assess the progress and effectiveness of the learning strategy. The results demonstrated a significant improvement in the students' understanding and application of interpersonal and transactional texts. The use of cue cards in the discovery learning model proved to be highly effective, as evidenced by the increase in average student scores from the pre-cycle diagnostic assessment to the final cycle, rising from an average score of 58.8% to 85.2%. These findings underscore the potential of discovery learning with cue cards as a powerful tool in engaging students and enhancing their communication skills in vocational high school settings.
Investigating Teacher’s Reinforcement in English Class wiwi satriani; Jabu, Baso; Patak, Andi Anto
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The research objectives are outlined: 1) to find out the types of teacher’s reinforcement. 2) to understand the impact of teacher’s reinforcement on students’ performance. A qualitative method with a case study design was employed. The subjects of the research were an English teacher and her students in the second year of SMKN Tapango. The data was analyzed using thematic analysis. The finding of the research shows that the teacher’s reinforcement used by the teacher were praising Students’ answers, appreciating students’ positive behavior, showing an attention the students, respecting students’ effort, providing fun and challenging activity and rewarding students’ task. Furthermore, the impact of teacher’s reinforcement were developing students’ behavior including students’ motivation and students’ confidence and impact on students’ learning achievement. In conclusion, the teacher used some types of the teacher’s reinforcement in the class and it has impact on students’ behavior and student’s achievement.

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