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All Journal ELT Worldwide: Journal of English Language Teaching ELS Journal on Interdisciplinary Studies in Humanities Idea Pengabdian Masyarakat An Idea Health Journal
Syamsu, Awaluddin
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Arts Humanities Dentistry Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences

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Journal : ELT Worldwide: Journal of English Language Teaching

 1 
EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases Syamsu, Awaluddin; Hadijah, Hadijah
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.44976

Abstract

The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties.  Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.
Narrowing Proficiency Gaps in Heterogeneous Secondary EFL Classrooms with Cooperative Learning Hudriati, Andi; Syamsu, Awaluddin; Selfiyanti, Selfiyanti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76376

Abstract

Heterogeneous proficiency remains a persistent challenge in English as a Foreign Language (EFL) classroom, where students’ varied skills in vocabulary, grammar, reading, and writing often lead to unequal participation and achievement. This study investigated the impact of cooperative learning (CL) on managing proficiency differences in a secondary classroom and explored students’ perceptions of the approach. A pre-experimental one-group pretest–posttest design was employed with 20 tenth-grade students at a public secondary school in Indonesia. The intervention spanned four sessions incorporating Think-Pair-Share, Jigsaw information sharing, and guided peer feedback. Data were collected through a composite proficiency test and a 10-item Likert-scale perception questionnaire. Results showed a substantial improvement in proficiency, with mean scores rising from 56.40 (SD = 11.84) to 82.95 (SD = 6.53), t(19) = 11.56, p < .001, Cohen’s d = 2.58. Classifications shifted from heterogeneous (“Poor,” “Fair,” “Good”) to uniformly higher levels (“Good,” “Very Good”). Student perceptions were predominantly positive, with highest agreement for increased motivation (75%), responsibility (70%), and confidence (65%). These findings demonstrate that short, structured CL interventions can significantly enhance proficiency and foster inclusivity, supporting both sociocultural and cognitive load theoretical perspectives. The study contributes to international debates on equity in language education and offers practical guidance for teachers and policymakers seeking scalable, student-centered strategies for heterogeneous classrooms.
Co-Authors Abna, Nurjannah Bahtiar, Dewi Pratiwi Oktavia Chalid, Lukman Hadijah Hadijah Hudriati, Andi Ikhram Hardi S Ismail, Astri Arsi Muhammad Yunus Nisa, Azzahra Khaerun Nurmiati Muchlis Selfiyanti, Selfiyanti Shamad, Ishaq Triwahyuningsih, Triwahyuningsih Yusuf, Rezky Aulia