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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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A Comparison of Students’ Perceptions Toward Listen-Read-Discuss and Contextual Redefinition Strategies in Learning Reading Comprehension (Aqualitative Study) Lilih Insyirah; Munir; Murni Mahmud
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/rew3s459

Abstract

This study focuses on exploring students’ perceptions of the Listen-Read-Discuss (LRD) Strategy and Contextual Redefinition Strategy (CRS) in enhancing reading comprehension in an EFL setting. Conducted using a qualitative approach, the research involved high school students selected through simple random sampling. Interviews were used to collect data, and thematic analysis was employed to interpret students’ experiences with the two strategies. The findings revealed that students generally responded positively to both LRD and CRS. Students appreciated the structured flow of the LRD strategy — listening to information, reading the text, and participating in discussions — although some noted challenges in maintaining concentration during the listening stage, which occasionally disrupted their comprehension. Meanwhile, students perceived CRS as beneficial in enabling them to predict and understand word meanings through contextual clues, leading to a deeper grasp of the text. Overall, while both strategies were seen as helpful, students slightly favored the CRS approach for improving their reading comprehension. Keywords: Listen-Read-Discuss, Contextual Redefinition, Reading Strategies, EFL, Student Perceptions, Reading Comprehension, Comparison.
English Teaching Challenges in Remote Areas with Strong Local Languages: An Ethnographic Study Dwi Husnul Khatima; Sukardi Weda; Muhalim
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/qtkdn649

Abstract

This ethnographic study investigates the influence of strong local languages on English language teaching at SMPN 1 Kabangka, Muna Regency, Southeast Sulawesi, using Ethnolinguistic Identity Theory as a framework. Data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that a trilingual shifting strategy—using English, Indonesian, and Muna—is commonly employed to facilitate understanding, although it reduces consistent English exposure and influences students’ pronunciation and accent. Students often lack confidence in using English due to their strong identification with the local language, but this shared background also strengthens teacher-student relationships. Challenges identified through observations and interviews include limited vocabulary, the need for double translation, low student engagement and retention, and minimal exposure to English outside the classroom. Despite these barriers, teachers demonstrate adaptability by integrating local culture, simplifying learning materials, and fostering positive classroom interactions. The study recommends culturally responsive teaching practices, localized curriculum modifications, and targeted professional development to support English language instruction in multilingual and remote educational settings.
Exploring Vocabulary Teaching Strategies in Secondary High School: A Qualitative Method at SMP Negeri 1 Galesong Utara Kabupaten Takalar Nurmuslimah Qadri; Muhammad Hasbi; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/vmy9r183

Abstract

This study explores the strategies used by English teachers in teaching vocabulary at SMP Negeri 1 Galesong Utara, Kabupaten Takalar. Using a mixed-method approach, this study combines qualitative and quantitative data to analyze the implementation of vocabulary teaching strategies effectiveness. Qualitative data were obtained through classroom observation, teacher and student interviews, and document analysis, while quantitative data were collected from pre-tests and post-tests conducted in class VII.1. The result of the study indicated that teachers used various methods, including Total Physical Response (TPR) and vocabulary memory games, supported by contextual learning tools such as multimedia and group collaboration. The strategies were adapted based on students' diagnostic results to accommodate diverse learning needs. Statistical analysis showed a significant increase in students' vocabulary mastery after the implementation of these strategies, indicating their effectiveness. This study contributes to the understanding of dynamic and differentiated vocabulary teaching strategies in junior high schools and offers practical implications for improving English learning outcomes in similar educational contexts.
Investigating EFL Teaching Strategies in Motivating Students in Learning English Vocabulary Ervina Azisa Azisa; Sahril; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/yay20g85

Abstract

This research aims to explore and identify the teaching strategies used by an English teacher to motivate students in learning English vocabulary. The subject of this study is an English teacher at SMPN 51 Makassar, and the research employs a descriptive qualitative method to provide a deeper understanding of the teacher's practices and their impact on students’ motivation. The data for this study were collected through a combination of classroom observations, interviews with the teacher, and documentation of teaching materials and student work. The data obtained was analyzed using four stages: data collection, data condensation, data display, and drawing conclusion. The results of the study indicate that the teacher uses a variety of motivational strategies to foster a positive and engaging learning environment. These strategies include building strong, positive relationships with students, which promotes trust and a sense of security in the classroom. Additionally, the teacher creates a fun and supportive atmosphere that encourages student participation and engagement. The teacher also employs techniques to arouse students' interest in learning new vocabulary, such as connecting the material to real-life experiences and students’ personal interests. Furthermore, the teacher works to maintain students' enthusiasm for learning by offering varied teaching methods and regularly incorporating interactive activities that sustain interest throughout lessons. Another key finding from the research is the teacher’s emphasis on providing constructive feedback to students. This feedback plays a vital role in reinforcing students’ understanding and boosting their self-confidence, which in turn contributes to their ongoing motivation. By recognizing students’ efforts and providing guidance for improvement, the teacher helps cultivate a growth mindset, where students feel empowered to continue learning and improving.
Teaching English Listening Comprehension Using The Flipped Instruction Model Nindi Rika Riani; Nurdin Noni; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/ckfekr63

Abstract

This study investigated students’ difficulties and explore students’ perceptions regarding the use of the Flipped Learning Model in a junior high school English listening class. The study used a quantitative descriptive approach, utilizing two validated questionnaires: one to measure perceived difficulties and the other to assess students’ perceptions of the learning model. Participants were 24 eighth-grade students who were learning English listening with a Flipped Learning Model, where learning materials were accessed before class and class time was dedicated to interactive activities. The results revealed that the majority of students (99%) classified their experience with the Flipped Instruction Model as “Very Easy,” with a mean difficulty score of 34.00 out of 40. Students’ perceptions of the Flipped Instruction Model were overwhelmingly positive, with 50% classifying their attitudes as “Very Positive” and the remaining 50% as “Positive.” The mean perception score was 30.42 out of 40. Students particularly valued the preparation phase, reporting that studying the material before class made them feel more prepared, increased their independence, and increased their engagement during class discussions. Flexibility, easy access to resources, and opportunities for reflection and repetition were highlighted as key benefits. While most students felt supported by their teachers and peers, some expressed a need for more direct guidance during class sessions, suggesting that a balance between autonomy and scaffolding is important. These findings support the existing literature that the Flipped Learning Model can reduce cognitive and affective barriers to language learning by allowing repeated exposure to materials and fostering a supportive and interactive classroom environment. The structure of the model not only facilitates comprehension but also promotes motivation, self-directed learning, and metacognitive awareness among students. However, the study also noted the importance of addressing external factors such as the home learning environment to maximize the benefits of flipped learning. In conclusion, the Flipped Learning Model proved to be highly effective and well-received in the context of an English listening classroom for junior high school students. The model minimized perceived difficulty, increased student engagement and motivation, and was positively received by learners. These results suggest that the Flipped Learning Model is a feasible and promising strategy for improving listening comprehension and should be considered for wider implementation in language education.
Teachers' Perceptions of the Importance of 21st Century Skills (Critical Thinking, Communication, Collaboration, and Creativity) in the English Language Learning Process Alya Zalsabila; Munir; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/ag4e5c18

Abstract

21st century skills are a set of abilities and competencies that are considered important for individuals to have in order to live, learn, and work successfully in today's fast-paced, complex, and technology-based globalization era. This study aims to explore English teachers' perceptions of the importance of 21st century skills, especially the 4C skills (Critical Thinking, Communication, Collaboration, and Creativity), in the learning process at the secondary school level. Using a qualitative descriptive approach, data were obtained through in-depth interviews with two English teachers at SMPN 27 Makassar. The results showed that teachers had positive perceptions of the application of 21st century skills in teaching English. They considered that 4C skills are very important for forming students who are able to think critically, work together, communicate effectively, and create creative ideas, in line with the demands of a dynamic era. Teachers also recognize their important role in instilling these skills through an active and contextual learning approach. This study reinforces the importance of teachers' understanding of 21st century skills as a foundation for developing relevant and adaptive learning strategies in the modern era.
EFL Teachers’ Perspectives on Implementing 6C Skills in Indonesian Classrooms Iin Bulkis; Muhammad Tahir; Geminastiti Sakkir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/z59k9c97

Abstract

This study aimed to examine the implementation of 21st-century 6C skills (Critical Thinking, Creativity, Collaboration, Communication, Citizenship, and Character) in EFL classrooms, focusing on teachers' perceptions. The research theories were grounded in social constructivism by Vygotsky (1978) and language teacher cognition by Borg (2003) to frame the understanding of learning processes and skill development. Using a qualitative approach, the research collected data through classroom observations, semi-structured interviews, and document analysis. Two experienced EFL teachers from SMPN 27 Makassar, Indonesia participated in the study. Findings revealed that teachers perceived 6C skills as crucial for developing students' global competence. The study highlights the need for targeted teacher professional development, enhanced school resources, and policy adjustments to effectively integrate 6C skills in EFL instruction.
The Implementation of Students' Active Learning (SAL) Approach in Teaching English at SMK Nasional Makassar Widya Astuti Ridwan; Abd Halim; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/ynmyv221

Abstract

The objectives of this research were to find out: (1) Interpretation of the Teacher’ perception toward Students’ Active Learning implementation (2) The classroom management of Students Active Learning implementation (3) The strengths of Students’ Active Learning approach in teaching English. To achieve the purpose above, the researcher applied a Descriptive Qualitative Approach. This research was carried out at SMK Nasional Makassar. The subjects of this research were students' and the teacher of classes XI at SMK Nasional Makassar. All of them were chosen by using purposive sampling, it will be narrowed as a sample of 2022-2023 academic years. For the students, the researcher takes the classes taught by the teacher i.e teacher A taught XI TKJ 1 then teacher B taught XI TKJ 2. each class has 30 students. The researcher conducted field research method by using observations (video recording and field notes) and Interviews as the research instrument. It revealed that Students Active Learning (SAL) approach is good. There is a correlation between the Students Active Learning approach and classroom management in the teaching English at SMK Nasional Makassar. The learner is the center point in exploratory teaching and learning. The teacher should be proficient in a variety of techniques and teaching methods that must be used when the learning process is carried out, even though the instructions must be clear to prevent students from becoming confused. The process of classroom management of SAL in classroom, teachers divided the lesson into three activities. They are Pre activity, whilst activity and post activity. The activities in whilst activity involves observing, asking, data collection, associating, and networking where whole the activity is done by the students through the guidance of the teacher. Keywords: Students Active Learning (SAL), Classroom Management of SAL
Exploring Learning Style Preferences in English Speaking Class: Students’ Perceptions from a Vocational High School Context Arya Priyangga Sumardi; Amra Ariyani; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/mkgcfw85

Abstract

This study explores students’ perceptions of their learning styles in the context of an English-speaking class. Using a descriptive qualitative design, data were collected through semi-structured interviews and documentation involving tenth-grade Culinary A students at SMKN 2 Gowa. The findings indicate that while students are unfamiliar with the theoretical concept of learning styles, they exhibit clear visual, auditory, and kinesthetic preferences in receiving, processing, and evaluating information. The results highlight that visual learners depend on visual aids, auditory learners seek verbal clarification, and kinesthetic learners prefer physical or group activities. Despite their conceptual limitations, students are aware of effective learning strategies that align with their personal styles. These insights underscore the importance of recognizing individual learning preferences to enhance instructional design in speaking classes.
Strategies for Alleviating Language Anxiety in Students’ Academic Speaking Performance Vina Asterina; Muhammad Tahir; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/ft9q6y82

Abstract

Language anxiety represents a significant barrier for English as Foreign Language (EFL) learners, particularly in academic speaking tasks where performance pressure is elevated. This study aimed to identify the strategies second-semester English Literature students employed at Universitas Balikpapan to alleviate anxiety during academic speaking activities. Utilizing a descriptive qualitative research design, data were collected through semi-structured, face-to-face interviews with 20 purposively selected students who reported experiencing speaking anxiety. The interviews consisted of five key questions designed to elicit detailed descriptions of students’ experiences with language anxiety and their coping mechanisms. Thematic analysis revealed four main strategies consistently employed by students to manage language anxiety during academic speaking: preparation, relaxation, conviction, and resignation. Preparation emerged as a frequently reported strategy, wherein students meticulously practised their presentations, organized notes, and rehearsed vocabulary to build confidence (8 students). Relaxation techniques, including deep breathing, positive self-talk, and listening to music before presentations, were widely used to calm nerves (10 students). Conviction involved fostering a mindset of self-belief and positive affirmation, with students recognizing that mistakes are an integral part of learning (3 students). Lastly, some students adopted a strategy of resignation, accepting their anxiety but proceeding with the task regardless, often viewing it as a necessary challenge (2 students). These strategies varied according to individual coping styles and levels of self-efficacy. The findings underscore the importance of managing language anxiety to enhance academic speaking performance. The study recommends that educators cultivate supportive classroom environments and incorporate explicit anxiety-reduction techniques into speaking curricula. This research contributes novel insights by focusing specifically on anxiety management within academic speaking tasks, offering practical guidance for improving pedagogical approaches in EFL education. Future research could explore the long-term effectiveness of these strategies and the impact of instructor-led interventions on students’ anxiety management skills.

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