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Journal of Language, Literature, and Educational Research
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30627915     EISSN : 30627885     DOI : https://doi.org/10.37251/jolle
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Language, Literature, and Educational Research is a scientific journal published by Cahaya Ilmu Cendekia Publisher. This journal distributes papers based on studies and literature reviews in Indonesian, Regional, and Foreign Education for primary, secondary, senior, and higher education. Journal of Language, Literature, and Educational Research is published in Print and Electronic formats
Arjuna Subject : Umum - Umum
Articles 119 Documents
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Enhancing Students’ Vocabulary Mastery Through Big City Adventure Game in Junior High School English Learning Aswar Aswar; Katharina Maria Glas; Benghezla Mohamed
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3247

Abstract

Purpose of the study: This study aimed to determine whether the use of the computer game Big City Adventure was effective in developing students’ vocabulary mastery, especially noun vocabulary, among eighth-grade students of Junior High School Muhammadiyah Palopo in the 2025/2026 academic year. Methodology: This study used a pre-experimental design with one-group pre-test and post-test. The population consisted of 20 eighth-grade students, and total sampling was applied. Instruments included vocabulary tests (50 noun vocabulary items), questionnaires (10 Likert-scale items), computer, LCD projector, dictionary, and the Big City Adventure computer game as learning media. Main Findings: The findings showed significant improvement in students’ vocabulary mastery after treatment. The pre-test mean score was 4.99, while the post-test mean score increased to 8.38. Most students moved from poor and fair categories to good, very good, and excellent categories. Students also gave positive responses toward learning vocabulary using the computer game. Novelty/Originality of this study: This study introduced Big City Adventure as an interactive computer game for teaching noun vocabulary in junior high school. Unlike conventional memorization methods, this approach combined visual learning, student engagement, and enjoyable gameplay, helping reduce boredom and increase motivation, interest, and vocabulary retention in English learning.
Improving Students’ Speaking Ability through Audiolingual Method in Producing Asking, Giving, and Refusing Expressions at Junior High School Irwansyah Jurmasari; Masoud Rahimi Domakani; Amin Ali Mubarak
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3248

Abstract

Purpose of the study: This study aimed to determine whether the implementation of the Audiolingual Method could improve the speaking skill of first-year students at Junior High School State 26 Makassar, particularly in producing asking, giving, and refusing expressions in English conversations. Methodology: This study used Collaborative Classroom Action Research (CAR) based on Kemmis and McTaggart’s model with two cycles consisting of planning, action, observation, and reflection. The subjects were 23 students of SMP Negeri 26 Makassar. Instruments included speaking tests, observation checklists, lesson plans, students’ worksheets, and scoring rubrics adapted from Heaton (1988) covering accuracy, fluency, and comprehensibility. Main Findings: The findings showed significant improvement in students’ speaking skills after applying the Audiolingual Method. The mean score increased from 2.2 in the pre-test to 3.8 in Cycle I and 4.4 in Cycle II. Students also showed better classroom participation, confidence, cooperation, pronunciation, fluency, and comprehensibility during speaking activities. Novelty/Originality of this study: This study highlights the effectiveness of the Audiolingual Method through systematic drilling and repetition activities to improve junior high school students’ speaking performance. Unlike previous studies focusing on pictures or questioning techniques, this research emphasizes oral habit formation, pronunciation practice, and communicative confidence using structured dialogue repetition in classroom action research.
Improving Narrative Essay Writing through Elaboration of Deductive Paragraphs among Senior High School Students Juliarsi Jufri; Toufik Boukel; Shakhzodabonu Yuldasheva
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3250

Abstract

Purpose of the study: This study aimed to identify the effective ways of using elaboration of deductive paragraphs in teaching writing, especially narrative essay writing, for twelfth-grade students of Senior High School Pesantren Modern Datok Sulaeman Putri Palopo. Methodology: This study used Classroom Action Research (CAR) with two cycles consisting of planning, acting, observation, and reflection. The participants were 18 students of class XII Natural science. The instruments included writing tests and observation sheets. Writing assessment covered content, organization, vocabulary, grammar, and mechanics using Heaton’s scoring rubric. Main Findings: The findings showed that students’ writing achievement improved significantly after applying elaboration of deductive paragraphs. In cycle I, the mean score was 63.61 and students were less active. In cycle II, the mean score increased to 78.27, with students becoming more active, reaching 72.2% active and 27.8% very active participation. Novelty/Originality of this study: This study offers a practical teaching strategy by applying elaboration of deductive paragraphs to improve students’ narrative writing skills. It emphasizes motivation, intensive guidance, peer-sharing, independent writing practice, and outdoor learning, which provide a more structured and engaging approach for developing writing competence in senior high school students.
Improving Reading Comprehension of Narrative Texts through Know, Want, Learn (KWL) Technique among Senior High School Students Jumasri Jumasri; Jaraswat Trairat; Mehriban Safarova
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3251

Abstract

Purpose of the study: This study aimed to improve the reading comprehension skill of the eleventh-grade students of State Islamic Senior High School Palopo through the implementation of Know, Want, Learn (KWL) technique. The study focused on helping students understand narrative texts more effectively and increasing their active participation during the reading process. Methodology: This study used Classroom Action Research (CAR) consisting of two cycles: planning, acting, observing, and reflecting. The subjects were 26 students of class XI Natural science 1 State Islamic Senior High School Palopo. The instruments included observation sheets, interview lists, reading comprehension tests, and a camera for documentation. Data were analyzed using descriptive quantitative and qualitative methods. Main Findings: The findings showed that students’ reading comprehension improved after applying the KWL technique. In the first meeting of Cycle I, the mean score was 52.88, and in the second meeting it increased to 61.01. Students also showed better participation, stronger motivation, improved understanding of narrative texts, and greater confidence in completing the KWL chart activities. Novelty/Originality of this study: This study provides a practical classroom strategy by integrating the KWL technique into reading comprehension instruction for narrative texts. It emphasizes activating prior knowledge, setting reading purposes, and reflecting on learned information, which creates a more structured, student-centered, and interactive reading process for senior high school students.
Pedagogical and Professional Competence of English Teachers in EFL Learning at Islamic Senior High School Nurull Azhar; Aya Maher Tawfik; Aytan Hajiyeva
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3252

Abstract

Purpose of the study: This study aims to analyze the pedagogical and professional competencies of English teachers in English as a Foreign Language (EFL) learning at Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa, South Sulawesi, particularly in classroom management, teaching implementation, and mastery of teaching materials. Methodology: This study used a qualitative descriptive method. The subjects were two English teachers at Madrasah Aliyah Madani Alauddin Pao-Pao. Data were collected through classroom observation, structured interviews with teachers, unstructured interviews with students, lesson plan review, and observation checklists. Data were analyzed using the Miles and Huberman interactive model. Main Findings: The findings revealed that pedagogical competence between the two teachers showed significant differences. One teacher was considered less effective due to monotonous teaching methods and limited classroom engagement, while the other teacher was more favored because of interactive teaching strategies. Both teachers demonstrated adequate professional competence in material mastery, technology use, and continuous professional development. Novelty/Originality of this study: This study specifically compares pedagogical and professional competencies of English teachers in an Islamic senior high school context by combining teacher observation and student perceptions. It highlights how student-centered teaching strategies significantly influence teacher effectiveness, providing practical insights for improving EFL teaching quality in madrasah settings.
Arabic Grammatical Errors in Translating Islamic Texts Among Tarjamah Students Yupi Desfina; Konul Babayeva; Maryam Nawaf Al Dhahab
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3254

Abstract

Purpose of the study: This study aims to identify common Arabic grammatical errors made by eighth-semester Tarjamah students in translating Islamic texts and to analyze the factors influencing these errors in Arabic-to-Indonesian translation practices. Methodology: This study employed a qualitative field research design combined with library research. Data were collected through questionnaires, interviews, translation tests, documentation, and literature review involving eighth-semester Tarjamah students of State Islamic University Syarif Hidayatullah Jakarta. Data analysis techniques included editing, tabulating, classification, and grammatical error analysis focusing on nahwu and sharaf aspects in Islamic text translation. Main Findings: The findings revealed that many students still experienced difficulties in applying Arabic grammar rules, particularly nahwu and sharaf, during the translation process. Frequent errors were found in identifying fi’il-fa’il structures, jumlah ismiyyah and fi’liyyah, mudhaf-mudhaf ilaih, and grammatical sentence positions. These weaknesses affected translation accuracy, coherence, and naturalness. Internal learning motivation, limited practice, instructional methods, and insufficient mastery of qawa’id were identified as major contributing factors. Novelty/Originality of this study: This study specifically examines Arabic grammatical errors in translating Islamic manuscripts among Tarjamah students using authentic translation tasks from Jâmi’ al-Fiqih texts. The research contributes new insights into the relationship between Arabic grammar mastery and translation quality while highlighting pedagogical weaknesses in Arabic grammar instruction within higher education translation programs.
Exploring Rater Perceptions in Argumentative Writing Assessment: A Qualitative Case Study of Experience, Nativeness, and Rhetorical Variability Gül KARAAGAC ZAN
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.2039

Abstract

Purpose of the study: This study aims to explore how linguistic background and teaching experience influence evaluation criteria, rhetorical interpretation, and scoring decisions during assessment of argumentative writing. It also examines how raters perceive rhetorical variation in essays written by students from different cultural backgrounds. Methodology: This study employed an exploratory qualitative case study design using Concurrent Think-Aloud Protocols (TAP). Participants consisted of four English as a Foreign Language instructors with different linguistic backgrounds and teaching experience. Data were collected through audio-recorded assessment sessions and analyzed using structural coding and pattern coding to identify recurring evaluation themes and scoring behaviors. Main Findings: Findings revealed that native English-speaking raters emphasized coherence, audience awareness, and rhetorical organization, whereas non-native English-speaking raters focused primarily on grammatical accuracy and content. Rhetorical variation influenced evaluation decisions, producing differences in assigned scores across participants. Teaching experience and linguistic background contributed to variation in assessment criteria, rhetorical interpretation, and scoring practices during evaluation of argumentative writing. Novelty/Originality of this study: This study integrates linguistic nativeness, teaching experience, and rhetorical variation within one qualitative investigation using Think-Aloud Protocols. Unlike previous studies emphasizing score comparison, it explores cognitive processes underlying writing assessment decisions. Findings provide deeper understanding of how rater characteristics shape evaluation practices and support development of more inclusive and reliable writing assessment in multilingual educational contexts.
English Language Education for Intercultural Communication: A Course Study in Alauddin State Islamic University Neelam Nisar; Mehartab Rabica; Muhammad Ali Adam
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3115

Abstract

Purpose of the study: This study evaluates the effectiveness of the course English for Intercultural Communication in enhancing English proficiency and intercultural communicative competence among students at Alauddin State Islamic University, Makassar, Indonesian. It also explores pedagogical practices and students’ preparedness for intercultural communication in multicultural contexts. Methodology: This study employed a qualitative research design. Data were collected through teacher interviews, classroom observations, and document analysis. The analyzed documents included curriculum materials, assessment instruments, and students’ feedback. No software, survey instrument, or review method was used in this study. Main Findings: The findings provide critical insights into prevailing practices and challenges in the instruction of English for intercultural communication in Indonesian. The study identifies areas for improving curriculum design, pedagogical strategies, and educational policy while supporting educational stakeholders in preparing students for global citizenship through English language education in multicultural contexts. Novelty/Originality of this study: This study examines English as a vehicle for intercultural communication by focusing on both pedagogical practices and students’ preparedness within the English for Intercultural Communication course at Alauddin State Islamic University. The findings contribute practical recommendations for curriculum design, pedagogy, and educational policy in multicultural English language education  
The Evolution of the ESL Learner: A Review of Affective, Structural, and Cultural Hurdles from Literacy to Native-Like Fluency Mardy Serey; Chanrathany Sam; Sannisa Seng; Toknoy San; Sam Et Ry; Soeung Sit; Sophat Phon
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3303

Abstract

Purpose of the study: This comprehensive review article synthesizes current literature on second language acquisition (SLA) to examine the primary hurdles ESL learners encounter throughout their evolutionary trajectory - from basic literacy to native-like fluency. The paper aims to provide a holistic understanding of the learner's experience and to evaluate pedagogical interventions designed to mitigate these hurdles. Methodology: The study methodology is narrative/integrative literature review. It integrates theoretical perspectives and empirical research into SLA with literature based on established theoretical models including Krashen’s Affective Filter Hypothesis, Dörnyei’s L2 Motivational Self System, Selinker’s Interlanguage Theory, the Contrastive Analysis Hypothesis, and Vygotsky’s Zone of Proximal Development. Since this methodology was conceptual and desk-based, there was no primary data collection. Main Findings: The review also finds that achieving native-like fluency requires not only cognitive and linguistic development but also profound socio-emotional adaptation. Pedagogical interventions, such as scaffolding, communicative language teaching, and translanguaging, are identified as effective strategies for mitigating these hurdles. Novelty/Originality of this study: Novelty of this paper is that it adopts a tripartite, integrative framework focusing on affective, structural, and cultural barriers in a single review — it deviates from previous studies that examine these domains in isolation. By mapping the ESL learner's entire developmental trajectory from literacy to native-like fluency through this holistic lens, the paper advocates for a novel, inclusive, culturally responsive, and psychologically supportive ESL educational framework that addresses the learner as a whole person rather than merely a linguistic processor.

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