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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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The Impact of Lecturer Code-Switching felt by The Students in Online and Offline English Learning at IAIN Bone Samsinar; Sukardi Weda; 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/r02gmp40

Abstract

This study was conducted to explore the impacts of code-switching implemented by lecturers in offline and online English classes based on students’ opinions. The research employed a descriptive qualitative approach, with participants consisting of fourth-semester students from the English Department at the State Institute of Islamic Studies of Bone. Participants were chosen using purposive sampling from a class that experienced blended learning and regular use of code-switching during instruction. Data were gathered through semi-structured interviews and documentation. The results showed that students experienced both positive and negative impacts from the use of code-switching in the classroom. Positively, students reported that code-switching helped them improve their vocabulary, understand English more effectively, and better comprehend the subject matter. Many students felt that when lecturers explained English terms using Indonesian, it allowed them to grasp complex ideas more clearly and retain new information more easily. Code-switching was also seen as a tool to reduce confusion and anxiety, especially for students who lacked confidence in their English skills. It enabled a smoother transition into English comprehension and made classroom learning more inclusive. In both online and offline settings, students expressed appreciation for this approach as it allowed them to focus more on the material rather than struggling with unfamiliar language. However, they still get a negative impacts which is from the online classes. The main negative impact stemmed from poor internet connections, which led to unclear audio and pronunciation issues, especially during English portions of the lecture. This made it harder for students to fully understand the content. Despite this, students developed strategies such as note-taking and asking for clarification to overcome these obstacles. Overall, the study concludes that code-switching, when used effectively, serves as a valuable instructional strategy in bilingual classrooms, enhancing comprehension, supporting language development, and helping students participate more confidently in both online and offline learning environments.
Differentiated Instruction in Teaching Vocabulary: Senior High School in Indonesia Nurmalayanti Amar; La Sunra; 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/ag41ea05

Abstract

This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing English vocabulary acquisition among senior high school students in Indonesia. Recognizing the varied learning styles, interests, and readiness levels among learners, DI offers a flexible approach tailored to individual needs. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group taught using DI and a control group taught using conventional methods. Data were collected through vocabulary tests and a student engagement questionnaire. The results revealed that students in the DI group demonstrated significantly higher vocabulary mastery and greater engagement in the learning process compared to those in the control group. These findings suggest that Differentiated Instruction is a promising strategy to support vocabulary development and foster active participation in English language learning at the secondary education level.
Teachers’ Strategies in Teaching English: The Impact of the Strategies Used by English Teacher to ADHD Students Adeliah Syam; Syarifuddin Dollah; A. Muliati
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/yy81ns51

Abstract

Teaching English to ADHD students is certainly not an easy task. The characteristics of ADHD students, such as being very active, having difficulty focusing, and struggling to control their emotions, present unique challenges for teachers when teaching English in the classroom. Therefore, knowledge of appropriate teaching strategies for ADHD students is essential for teachers. This thesis aims to examine the impact of the strategies used by English teacher on the ADHD students. This research design uses case study qualitative methods. The subject of this study are 3 teachers consists of main teacher and two support teachers who teach ADHD students in grade 6 of Athirah Islamic Elementary School. Data collection was conducted through non-participant observation and semi-structure interview. Based on the preliminary observation, the researcher found strategies used by teachers are, structured environment, visual aids, interactive learning, immediate feedback, frequent breaks, differentiated instruction, and co-teaching. The results of this study reveal a positive effect on ADHD students, including improve academic performance, better behavioral management, and increased focus and engagement in the learning process. This study contributes valuable insights into effective teaching strategies for ADHD students.
Teachers’ Strategies in Managing Classroom through Integration of Canva Audiovisual Media in English Speaking Learning Nurlinda; Nurdin Noni; 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/gv8wnh36

Abstract

This qualitative study explores classroom management strategies used by English teachers using Canva-based audiovisual media to improve students' English speaking skills. Conducted at IMMIM Boys' Islamic Boarding School Makassar, this study investigated how Canva—an educational design platform—was integrated into speaking activities to increase classroom engagement and interaction. Using a descriptive case study approach, data were collected through in-depth interviews, classroom observations, and documentation. Participants included one English teacher and ten eighth-grade students. The study findings revealed that effective classroom management involves a combination of clear rules, efficient time allocation, flexible seating arrangements, and differentiated learning strategies supported by Canva's visual and audio features. This study contributes to the understanding of how digital tools such as Canva can meaningfully interact in classroom management and English language teaching. It offers insights for educators who want to modernize their teaching methods using technology-based strategies.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Ade Surya Anugrah; Syarifuddin Dollah; 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/ftrjfg07

Abstract

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.
An Investigation of Obstacles Experienced by 8th Grade Junior High School Student in Speaking Performance at SMP Swasta Muhammadiyah 1 Medan Maharani Amelia Hasibuan; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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: 10.66720/59xpjy30

Abstract

This study investigated the obstacles faced by 8th grade students at SMP Swasta Muhammadiyah 1 Medan in speaking performance and the reasons behind these obstacles. Using Ur's (1996) theory, qualitative methods like observation and interviews were employed. The analysis revealed three main problems: inhibition, nothing to say, and mother tongue use. Inhibition was the primary issue, involving verbal disfluency, facial expressions, voice characteristics, and physical behavior. Nothing to say led to superficial content, while mother tongue use, such as code-switching, was a minor obstacle. Several causes of those obstacles, including affective factors such as anxiety, worries, nervousness, shyness, forgetfulness, confusion, lack of confidence, and discomfort; linguistic factors, such as the fear of making mistakes in pronunciation, grammar, and word choice, unfamiliarity with speaking in English, difficulty in organizing words or sentences, and limited proficiency in English; meanwhile performance conditions involve issues such as time pressure, lack of preparation and external disturbances from peers.
Reducing Plagiarism of Undergraduate Students' Thesis Proposal by Using QuillBot Paraphraser Sri Wahyuni; Syarifuddin Dollah; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/x292rz38

Abstract

The intention of this study is to determine how students experience about using QuillBot as a tool to minimise plagiarism in their thesis proposals. To accomplish the objectives of the study, a quantitative research approach was used. Data were collected through a structured questionnaire distributed to seventh-semester undergraduate students majoring in English Education at STKIP YPUP Makassar during the 2023/2024 academic year. According to the results, 60% of students think QuillBot is helpful for paraphrasing, and 40% concur that it is user-friendly and beneficial. Additionally, all participants (100%) agreed that QuillBot is a useful tool for paraphrasing. After using QuillBot, most students reported improvements in their writing clarity (60%) as well as in their grammar and sentence structure. Furthermore, 40% of students strongly suggested QuillBot to others, and 60% of students said they would be willing to keep using it. These findings imply that QuillBot is an effective supporting tool for encouraging academic integrity and helping students develop their academic writing, even though some students still need more direction to make the most of it.
The Effect of Social Media on English Language Learning Study in Indonesian Secondary Education Wulan Nia Umrah; Sukardi Weda; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/rrqz5206

Abstract

Social media has become the most influential media used by society. Social media changes the way people communicate and access information. Although not directly created for educational purposes, social media has attracted the attention of educators, especially in the field of English language learning. Several studies have concluded that social media can be used as a medium in English classes. However, to use social media effectively, it is important to know the influence and effects of social media on students as a reference. Therefore, this study was conducted to explore and determine the effects of social media on Indonesian high school students, the use of social media for English language learning. A total of 30 students from one of the High Schools in North Kolaka were involved in this study. This study uses a qualitative and quantitative approach with a case study design using questionnaires, interviews, and observations as data collection methods. The results showed that students in this study used social media to improve their English. They chose YouTube as the most widely used social media to learn English. Furthermore, some of them also use other social media such as TikTok, Facebook, Instagram. They stated that social media provides a source of English content to practice their English skills, expand their vocabulary and pronunciation. They also stated challenges in using social media for learning, such as internet connection issues, privacy, and inappropriate content. Keywords: Social media, English learning, Indonesian secondary schools, language learning.
Exploring Teachers' and Students' Perceptions of Differentiated Instruction in Merdeka Curriculum EFL Classes Ikhlasul Hamzah; La Sunra; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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: 10.66720/43bvc277

Abstract

Differentiated Instruction (DI) is central to the Merdeka Curriculum's student-centered framework in Indonesia. Despite theoretical support, its practical implementation, particularly in English as a Foreign Language (EFL) classes, remains inconsistent. This qualitative case study investigates both teachers' and students' perceptions of DI in EFL classes at SMK Negeri 4 Makassar. Data were collected through interviews, observations, and documentation, and analyzed using thematic analysis. Findings reveal that teachers possess intuitive but limited understanding of DI, with partial and situational implementation. Institutional support was reported as general and inadequate, and barriers such as large class sizes and lack of resources hinder effective DI application. Students perceived the learning experience as uniform and lacking in differentiation by learning style or interest. Although supportive teacher behavior was noted, DI aspects such as content, process, product, and environment differentiation were not comprehensively applied. The study concludes with recommendations for enhanced training, infrastructure, and strategic planning to better align DI with Merdeka Curriculum goals.
The Use of Cooperative Learning to Enhance Students Engagement in English Classroom Rafika Wulandari; Amirullah Abduh; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/v4z7j067

Abstract

This study investigates the use of cooperative learning to enhance student engagement in the English classroom at SMP Negeri 1 Mare. Using a qualitative case study approach, data were gathered through observations and interviews involving one teacher and ten eighth-grade students. The research explores perceptions and challenges in implementing cooperative learning and seeks strategies for improvement. Findings indicate that both teacher and students perceive cooperative learning as highly beneficial. The teacher integrates strategies such as Think-Pair-Share, role assignments, and reflective questioning to foster active participation and collaborative learning. Students report increased motivation, reduced anxiety, and improved confidence in using English, especially in speaking and vocabulary tasks.However, challenges persist. Unequal participation, time management issues, and occasional group conflicts were observed. The teacher addresses these through structured group roles, frequent feedback, and adaptive support. Students also demonstrate problem-solving by improving communication and collaboration skills. The study concludes that cooperative learning promotes a more interactive, inclusive, and dynamic classroom environment. While implementation challenges remain, strategic adjustments and clear guidance can significantly enhance the effectiveness of cooperative learning. These insights offer practical implications for teachers seeking to optimize engagement in English language instruction through collaborative methods.

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