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
 6   7   8   9   10 
Analysis of Students' Interest in English Songs as a Media for Listening Learning Riska Humaera; Nurdin Noni; Yunitari Mustikawati
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/svcpg839

Abstract

Listening ability is one of the basic skills in learning English that is often considered difficult by students. This is caused by several factors such as lack of understanding, the speed of native speakers, and monotonous learning materials. To overcome this, innovative and interesting learning media are needed. One of the media that is considered effective and close to the world of teenagers is English songs. Songs not only present authentic language, but are also able to create a pleasant learning atmosphere. Based on this background, this study aims to determine the interest of class XI Harmonis students in the use of English songs in listening learning.This study uses a quantitative descriptive approach. The instrument used is a closed questionnaire consisting of 12 statements, each with four answer choices scored 1–4. The research subjects were 30 class XI Harmonis At SMAN 1 Pangkep. The data were analyzed to determine the total score, percentage, and classification of student interest levels based on certain intervals.The results of the study showed that 23 students (77%) were in the high interest category (Very High Interest) and 7 students (23%) were in the very high interest category (Very High Interest). There were no students in the medium or low interest category. This shows that the use of English songs is very popular with students and can be an effective medium in listening learning. The conclusion of this study is that English songs have great potential to increase students' interest in learning to listen. Therefore, it is recommended that English teachers consider the use of songs as part of a learning strategy, by choosing songs that are appropriate to the level of ability and interest of students so that learning becomes more enjoyable, meaningful, and effective
The Analysis Factors Affecting Students' Willingness to Communicate In EFL Classroom Mega Syafitri; Munir; Amra Ariyani
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/t7m14x90

Abstract

This research employed a descriptive qualitative method to explore the primary factors affecting students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL). The study was conducted through observation, in-depth interviews, and documentation with EFL students and analysed using theories from Macintyre et al.’s (1998) heuristic model of WTC as the theoretical framework. The findings reveal that a complex interplay of individual, social, and pedagogical factors influences WTC. Key internal factors include communicative self-confidence, language anxiety, motivation (both instrumental and integrative), and personality traits such as introversion and extroversion. Students reported greater WTC when interacting with familiar peers, when they perceived the conversation partner as less dominant, or when the topic was familiar and engaging. Linguistic competence, particularly vocabulary and grammar mastery, also significantly impacted their willingness to speak. While the social context emerged as equally influential, students highlighted that peer support, a positive classroom atmosphere, and a non-threatening environment facilitated their WTC, while fear of making mistakes or negative evaluation, especially during formal interactions with lecturers, served as communication barriers. The flexible use of Bahasa Indonesia in combination with English was also noted as a scaffold that helped ease anxiety and improve comprehension. Overall, this study concludes that WTC is not a fixed trait but a dynamic construct shaped by psychological readiness, linguistic ability, interpersonal relationships, and instructional methods. This research should be conducted in a more varied sample. Replicating this study across different regions, educational levels, and learner demographics will help generalize the findings and strengthen the evidence base for best practices in EFL teaching. Besides, Research into how variables such as emotional intelligence, self-efficacy, and language learning beliefs interact with WTC can contribute to more personalized language teaching approaches to investigating students' WTC in the EFL classroom.
Teacher And Students Interaction: An Exploration of Politeness Strategies sutyrajmi s; Murni Mahmud; 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/cx4a8w11

Abstract

Politeness constitutes a system of social interaction designed to facilitate interpersonal relationships by minimizing the potential for conflict and resistance across various human activities. This research aims to (1) identify the types of politeness strategies employed by teachers and students in class X1.3 at SMAN 1 Gowa,. The study adopts a descriptive qualitative approach, utilizing classroom observation and audio recordings as methods for data collection. The data were analyzed and categorized based on the politeness strategy proposed by Brown and Levinson (1987), which includes four main types: bald-on-record, positive politeness, negative politeness, and off-record strategies.The result of the study reveal one research question: (1) All four types of politeness strategies were employed by the teacher, with positive politeness emerging as the most frequently used strategy.
A Study on the English Learning Difficulties Faced by Low Achiever Students at SMA Negeri 7 Bulukumba Nurul Latifa Amin; Muhammad Tahir; Muhammad Arham Basri
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/xmzy8h78

Abstract

This study analyzes the difficulties faced by low achiever students in learning English at SMA Negeri 7 Bulukumba. Focusing on two research questions, the study aims to (1) identify the causes of low achievement in English learning and (2) explore the perceptions of both students and teachers, particularly related to the use of technology. This qualitative case study involved five eleventh-grade low achiever students and two English teachers. Data were collected through interviews, observations, and documentation. Findings show internal factors such as low motivation, limited vocabulary, and poor grammar mastery hinder learning. Externally, the lack of family support, teacher-centered methods, and unproductive technology use compound these issues. While digital tools could aid learning, students’ low digital literacy and teachers’ limited technological integration reduce their impact. The study recommends personalized instruction, increased teacher support, and infrastructure improvements to address these challenges.
Exploring EFL Teachers’ Perception and Implementation of Project-Based Learning in the Context of the Merdeka Curriculum Muhammad Irham; Murni Mahmud; Sultan Baa
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/e51mha94

Abstract

This study aims to describe the implementation of Project-Based Learning (PjBL) method in teaching English as a foreign language at SMA Negeri 9 Wajo. Using a descriptive qualitative approach, data were obtained through observation and semi-structured interviews with English teachers who implemented PjBL. The results showed that the implementation of PjBL includes six main stages according to Delisle's model, namely: connecting the problem, developing the structure, visiting and reviewing the problem, producing the product, and conducting evaluation. Despite challenges such as limited time and facilities, teachers managed to actively engage students through contextualized and collaborative projects. This study concludes that PjBL is a relevant and effective approach in improving students' English language engagement and skills in the EFL classroom.
Self-Efficacy in Writing the Final Research Report among EFL Undergraduate Program Students Andini Putri Utami; Murni Mahmud; La Sunra
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/qchqww66

Abstract

Self-efficacy is the theory by Bandura (1986), it refers to an individual's belief in their ability to accomplish specific tasks. This study aims to explore undergraduate student’ self-efficacy regarding the levels and perception in writing the final research report. The researcher applied mixed-method to achieve the research objectives. The data were collected through questionnaire and semi-structured interview. The participants were 30 students of English Language Education Undergraduate Program of Universitas Negeri Makassar in the academic year of 2021/2022 to conduct the questionnaire and six students for the interview. The result of the study reveal that most undergraduate students have moderate to high levels of self-efficacy in using artificial intelligence (AI) tools to write final research reports. This result reflects a fairly strong belief in facing academic challenges, particularly in the final research report. Furthermore, the students perceived that they often used artificial intelligence tools with the various types based on their needs. They also perceived that AI contribute to writing the final research report, including generates ideas, solve the language and grammar problems, provide relevant literature, and as a supporting tool but not replace the human effort to thinking. In addition, this study is only limited to one education levels, it is recommended for the next researches to study more participants from different backgrounds and also explore the influence of AI on other aspects.
Empowering Inclusive Classrooms: Teacher Perceptions on IMLO in Developing Reading Interest Mardiana; Munir; Abdul Wahid
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: 10.66720/9b2g2r19

Abstract

This study explores teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.
Exploring EFL Students’ Perceptions of Self-Affirmation and Speaking Anxiety in an Indonesian Islamic High School: A Phenomenological Study M. David Hidayatulloh; 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/kr3cr544

Abstract

The ability to speak confidently in English remains a major challenge for students in English as Foreign Language (EFL) contexts due to psychological barriers such as anxiety and low self-belief. While self-affirmation has been proposed as a promising strategy to enhance emotional resilience, its application in secondary EFL settings, particularly in non-Western cultures, remains underexplored. This qualitative phenomenological study investigates how students perceive the role of self-affirmation in managing speaking anxiety and enhancing speaking performance in an Indonesian Islamic high school. Data were collected through semi-structured interviews with Grade 11 students and analyzed thematically. Findings revealed that students view self-affirmation as a tool for mental readiness, anxiety reduction, and confidence building—though not a substitute for speaking practice. Fear of social judgment emerged as a key anxiety trigger, and students demonstrated varying self-assessments of their performance. The study concludes that integrating affective strategies like self-affirmation can complement linguistic training and foster emotionally supportive EFL classrooms. This research offers context-specific insights into learner psychology and expands the use of self-affirmation beyond Western academic environments. Keywords: self-affirmation, speaking anxiety, speaking performance, EFL learners, qualitative research, phenomenology, Islamic
Fostering Speaking Confidence in Indonesian EFL Learners: Teaching Strategies at Cambridge English School Sulistiana Ulpa; Muhammad Tahir; Fatimah Hidayahni Amin
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: 10.66720/2ndqvn67

Abstract

Speaking confidence is a crucial factor in successful English language learning, particularly in EFL settings where anxiety and low self-esteem often hinder oral participation. This qualitative study investigates the teaching strategies employed by English teachers at Cambridge English School, a private language institution in Makassar, Indonesia, to foster students’ confidence in speaking. Utilizing classroom observations and in-depth interviews with three experienced teachers, the study applies Braun and Clarke’s thematic analysis to identify six key strategies: reflective questioning, warm-up activities, use of relevant and authentic topics, mixed-ability group work, prioritizing fluency over accuracy, and encouraging feedback. Findings reveal that mixed-ability groupings serve as a vital mechanism for peer scaffolding and emotional support, consistent with socio-constructivist and social cognitive theories. Other strategies contribute to creating a psychologically safe and motivating environment that enhances students’ willingness to communicate. The study underscores the importance of learner-centered practices that integrate cognitive and affective dimensions to build speaking confidence. Implications for EFL teaching and teacher training include deliberate group composition and fluency-focused instruction to foster risk-taking and spontaneous speech. This research bridges theory and practice, offering practical insights for educators aiming to cultivate oral confidence in diverse EFL classrooms.
An Analysis of English Pronunciation Made by Students with Makassarese Accent in Pronouncing Plosive Voiceless Consonants Ahmad Shideng; Maemuna Muhayyang; Muhammad Arham Basri
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: 10.66720/2rh4v848

Abstract

This study investigates the challenges faced by students at IMMIM Boarding School in Makassar regarding the pronunciation of plosive voiceless consonants (/p/, /t/, /k/). Using descriptive qualitative analysis, the research identifies the types and causes of pronunciation errors and explores the teacher's role in addressing these issues. Data were collected from 19 second-grade students through pronunciation tests, recordings, and teacher interviews. The results revealed a total of 98 errors, with omission being the most prevalent. Internal factors such as age and motivation, along with external factors like language exposure, contributed to these errors. The findings emphasize the need for targeted instructional strategies to improve pronunciation skills.    

Page 8 of 15 | Total Record : 141

 6   7   8   9   10 

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