JoEELE
JoEELE: Journal of Excellence in English Language Education is an international peer-reviewed and open-access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. The scope of the journal: assessment and testing in language learning and education; applied linguistics methodologies and issues; classroom language teaching issues; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism, and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism, and bilingual education; and teacher training, gender and equality in language education.
Articles
90 Documents
<![CDATA[Teacher’s Questioning Strategy in Classroom Interaction ]]>
<![CDATA[Sintia Ekawati]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Maemuna Muhayyang]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 3, July (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This research aimed to find out the questioning strategy used by teacher, the ways of the teacher use the questioning strategy and the ways of the teacher's questioning strategy help students to be more active in learning English at SMP Telkom Makassar. This research applied descriptive qualitative method. The data were collected from the observation by video recorder and interview by audio recorder. The data was taken from an English teacher at SMP Telkom Makassar. The result of this research showed that the teacher employed prompting questions and probing question. The teacher applied prompting question and probing question by giving clues or instructions to questions, guiding students to easily answer questions and explore specific questions so that it can help students to be more active and communicative in the learning process. It can be concluded that the questioning strategy used by the teacher, namely prompting questions and probing questions, can help students to be more active and communicative in the learning process.]]>
<![CDATA[An Analysis on Students’ Ability in Writing Expository ]]>
<![CDATA[Annisa Ramadhani]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Amra Ariyani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 2, April (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aims to determine students' ability to write expository text in the form of essays that focus on cause and effect based on five aspects of writing, namely content, organization, vocabulary, language use, and mechanics, at the Faculty of Language and Literature, specifically in the Business English class A semester of 2019. Eighteen (18) students did up the research sample. In this research, the descriptive qualitative approach was applied. To collect data, a writing test was conducted. According to the findings, students who wrote expository texts concentrating on cause and effect were able to write expository texts because the outcomes of their students' writing revealed that they were able to master five elements of writing which almost all students had the perfect vocabulary.]]>
<![CDATA[An Analysis of Students’ Difficulties in Writing Narrative Text ]]>
<![CDATA[Nandha Amelya]]>;
<![CDATA[Samtidar Samtidar]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 4, October (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aims to find out the difficulties were experienced by the students in writing narrative text. This study used descriptive qualitative method. To achieve the research objectives, researchers used written test and interview as the instruments in collecting the data. The subjects of this study were students of XI IPS 1 in SMAN 5 Bone, there were 26 students as the participants and there were six students as the respondent of the interview. This study used random sampling technique to determine the subject of research. Based on the results of the study, the researchers found that difficulties were experienced by the Eleventh-grade students of SMAN 5 Bone are classified into psychological difficulties, linguistic difficulties, and cognitive difficulties. Psychological difficulties were experienced by the students are low confidence, low motivation, and writing anxiety. They also experienced difficulties in four writing aspects, there are; vocabulary and language use which are classified into linguistic difficulties, content and mechanic which are classified into cognitive difficulties. Then, the most difficulties that happened to the students when writing narrative text are vocabulary and language use aspect. The students still had limited vocabulary. They also are less knowledge about English grammatical. In accordance to those difficulties, students also have internal problems; writing anxiety, low confidence and motivation.]]>
<![CDATA[An Analysis of Seating Arrangement on Students’ Learning Attention ]]>
<![CDATA[Ahmad Syaifullah]]>;
<![CDATA[Munir Munir]]>;
<![CDATA[Amra Ariyani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 1, January (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The objective of this research was to find out how row and U-shaped seating arrangements affect the students’ learning attention. This research employed a descriptive qualitative method. The subject of this research was class VIII A consisted of 25 students taken by using purposive sampling. The instruments in collecting data were observation checklist and interview. The data were obtained through observation to see the Row and U-shaped seating arrangements and kinds of students’ learning attention. The data from the interview were analyzed by recording and transcribing them. The result of this research showed that the U-Shaped seating arrangement is a better form to apply in the class than the Row form. The classroom needs a lot of communication and communication is exchanging information with each other. The information exchange happened by giving attention. Students learning engagement is formed by eye contact with the teacher or among the students themselves because eye contact stimulates external factors to get maximum attention. A u-shaped form is the best form to facilitate eye contact.]]>
<![CDATA[The Students' Learning Motivation in EFL Online Learning ]]>
<![CDATA[Sri Nurfitri Amriyati]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Ahmad Talib]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 4, October (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study was carried out at SMA 9 Makassar to determine students' learning motivation in EFL online learning. The goal of this study is to determine what students' intrinsic and extrinsic motivations are for online learning. The XII grade students of SMA N 9 Makassar are the focus of this study. In this study, data was gathered through observation, interviews, and documentation. According to the findings of this study, students' intrinsic motivation is caused by an internal desire to get good grades or a desire to receive something in the form of a gift in order to motivate these students to learn. The second finding is that healthy students' physical condition and senses make them more motivated. the most motivating thing from the extrinsic motivation of students was indeed guidance or encouragement, support from parents and family, the second is a supportive environmental factor, and interesting and not boring material.]]>
<![CDATA[Improving Students’ Speaking Ability Using Show and Tell Technique ]]>
<![CDATA[Isra Alvionita]]>;
<![CDATA[Munir Munir]]>;
<![CDATA[Syarifah Faradiba]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 3, July (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This research aimed to improve students' speaking abilities at SMAN 12 Makassar by employing the Show and Tell Technique. The researchers applied the pre-experimental method with one group pretest-posttest design. Class XI MIPA 3 which consisted of 36 students was chosen as a sample in this research using cluster random sampling. To collect data, the researchers used the interview as a speaking test to know the students’ speaking ability in terms of accuracy, fluency, and comprehensibility before and after administering the treatment. The result of this research indicated that the use of the Show and Tell Technique was effective in improving the students’ speaking ability. It was proved by the result of data analysis which showed that there was an improvement in the students’ scores in pre-test and post-test. In the post-test, the mean score of the student was 50.62. It was higher than the mean score in the pre-test which was 27.01. Therefore, the Show and Tell technique is effective to improve the students’ speaking ability in terms of accuracy, fluency, and comprehensibility.]]>
<![CDATA[Correlation between Teacher’s Classroom Management and Students’ English Academic Achievement ]]>
<![CDATA[Wa Ode Juniati]]>;
<![CDATA[Samtidar Samtidar]]>;
<![CDATA[Ahmad Talib]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 2, April (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The study aimed to find out the correlation between teachers’ classroom management and students’ English academic achievement. This research employed quantitative research method. The subject of this research were the three classes of 3rd grade students of natural science at SMAN 2 Soppeng that consisted of 36 students which were taken by using cluster random sampling. The instruments used to collect data were a questionnaire and a test. According to the research findings in the questionnaire results, the four levels of classroom management were perceived by the students in varying numbers. There are 10 students (27.7%) who scored in the very high cluster, 14 students (39%) whose scored in the high cluster, 8 students (22.2%) who scored in the average cluster, and 4 students who scored in the low cluster (11.1%). In other word, teacher’s classroom management at SMAN 2 Soppeng was adequate. For their academic achievement, 28 students (78%) were in the very good cluster, while 1 student (2.7%) was in the good cluster, 2 students (5.5%) were in enough cluster, and 5 students (13.8%) were in poor cluster. From the data, it can be inferred that the score of Pearson Product Moment Correlation was found that there was a significant correlation between classroom management and students’ academic achievement in English subject at SMAN 2 Soppeng (r-.610). This means that classroom management have relationship toward students’ academic achievement.]]>
<![CDATA[Using Local Short Stories to Improve Students’ Vocabulary ]]>
<![CDATA[Sariana Sariana]]>;
<![CDATA[Syarifuddin Dollah]]>;
<![CDATA[Ahmad Talib]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 1, January (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The objective of the research was to find out whether or not the use of local short stories could improve students’ vocabulary. This research involved 25 students in grade IX.B of UPTD SMPN 6 Barru. This sample was taken using the purposive sampling technique because the observation showed that students lack vocabulary achievement and have low motivation to learn English. This pre-experimental study employed a one-group pretest-posttest design; the treatment of this research consisted of four meetings in the class. The data were collected through vocabulary tests before and after giving local short stories as treatment in four meetings. The pretest and posttest results were analyzed using SPSS version 25. It showed a significant improvement after local short stories were applied in the treatment, proving that the students’ experimental post-test mean score of 79.92 was higher than their pretest mean score of 41.84. This indicates that local short stories can improve students’ vocabulary achievement.]]>
<![CDATA[The Implementation of Reflective Teaching through Students’ Feedback in Teaching English at MTsS YMPI Rappang ]]>
<![CDATA[Ayu S]]>;
<![CDATA[Syarifuddin Dollah]]>;
<![CDATA[Chairil Anwar Korompot]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 4, October (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aimed to find out the implementation of reflective teaching through student’s feedback in teaching English at MTsS YMPI Rappang and find out the obstacles that teachers at MTsS YMPI Rappang face in doing reflective teaching through students’ feedback. This research includes qualitative research with descriptive qualitative. The subject of the research is an English teacher of MTsS YMPI Rappang that implements reflective teaching through student’s feedback. This study uses purposive sampling. The data was collected through interview and observation. The data was collected by means of reduction, data display and draw a conclusion. Based on the finding of research, the researchers found that the teacher implemented reflective teaching through students’ feedback in 4 steps, namely data collection, data analysis, reflection, and plan for action. The obstacle that the teacher at MTsS YMPI Rappang faced in doing reflective teaching through students’ feedback is time because he has to provide time to teaching in the school, teaching in his English course, and providing time as teacher guidance and counseling.]]>
<![CDATA[Vocabulary Learning Through Videos: Captions, Advance-Organizer Strategy, and Its Combination for Fifth Grade Students ]]>
<![CDATA[Siti Nurwulan]]>;
<![CDATA[Khusaini Khusaini]]>;
<![CDATA[Syifa Fadhilah Hamid]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 3, July (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This research describes the use of Videos media for learning vocabulary and has found positive results in improvement students' vocabulary mastery. The purpose of this research is to find out whether there was an improvement in vocabulary mastery at fifth grade of SDN Kutajaya I in Academic Year 2021/2022 after using Videos. The sample used is 30 students. The writer used quantitative methods with pre-experimental design one group pretest and posttest. The writer was conducted a research using pretest, treatments and posttest. The results showed that the use of Videos can improve students' vocabulary learning. The data hypothesis test used the Wilcoxon Signed Ranks Test, and the results were Ha accepted and Ho was rejected. It can be shown that Sig. < (0.05). This means that there is a significant difference between the pre-test and post-test at SDN Kutajaya I. Learning vocabulary by using Videos can make students more interested in the learning activity. In addition, it is not easy to make students feel bored because learning atmosphere is more exciting.]]>
