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English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 28077954     EISSN : 28077350     DOI : https://doi.org/10.24252/elstic-ij.v2i1.26395
Core Subject : Education,
Languange, Linguistic, Communication & Media
ELSTIC-IJ dispenses access to scholarly communication for professionals, researchers, lecturers, teachers, students, and other curious minds. This platform opens access for those academicians to contribute their innovative works, their fruits of research, in a number of fields covering English language, theoretical English linguistics, applied English linguistics, English language teaching and learning, Curriculum and Instructional development in ELT, English Phonetics and Phonology, English Morphology, English Syntax, English Semantics, English Pragmatics, Sociolinguistics, Psycholinguistics, Anthropological Linguistics, Discourse Analysis, Language and Culture, etc.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 68 Documents
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E-Portfolios and Digital Literacy: A Powerful Combination for English Language Learners Subiana, Ismiati Purwaningsih; Afif, Ahma
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i02.47433

Abstract

The paper was aimed at exploring the implications of e-portfolios and Padlet on the digital literacy development of ELLs. A qualitative approach under the case study design was implemented along with the use of classroom observations, interview sessions, and documented study served as the instruments to collect the data. The findings revealed that the ELL students who implemented e-portfolios using Padlet found that the students made considerable development in their digital literacy skills. They achieved proficiency in the use of digital tools and technologies, improved their communication and cooperation abilities, gained the capacity to produce and spread content via digital platforms, and strengthened their critical thinking and reflection skills. The study indicated that e-portfolios and Padlet can be helpful tools for assisting ELLs in developing the digital literacy skills required to succeed in the 21st-century classroom. IT implied that the teachers might consider giving ELLs the chance to use e-portfolios and Padlet to advance their digital literacy.
Decoding Mistakes: An Insightful Study on Students' Errors in Writing Recount Texts Arsjad, Rahmayanti A; Wahab, Isnaeni; Tanasy, Novalia; Zul Astri
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.47429

Abstract

This study aimed to determine the types of errors found in writing recount texts at SMA Negeri 3 Pangkep and to identify the most frequently occurring errors when students write recount texts at SMA Negeri 3 Pangkep. The researchers used a mixed-method approach, consisting of both qualitative and quantitative methods. The population in this study comprised class XI students, which consisted of six classes: XI IPA 1 (32 students), XI IPA 2 (31 students), XI IPA 3 (32 students), XI IPA 4 (30 students), XI IPS 1 (35 students), and XI IPS 2 (32 students). The total number of students was 192. Sampling was done using a purposive sampling technique, and the sample in this study was students from class XI IPA 1, consisting of 32 students. The results of this study, referring to the classification by Betty S. Azar, showed that the total number of errors was 370. The two most frequent types of errors were verb tense errors, with 73 errors (16% of the total), followed by word choice errors, with 38 errors (13.9% of the total).
STUDENTS' PERCEPTION TOWARDS THE DIFFICULTY OF GRAMMATICAL FEATURES AT UIN ALAUDDIN MAKASSAR Rahman, Indah Fadhilah; Asmawati, Andi; Elmayana, Elmayana
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.51968

Abstract

This research investigates how students perceive the difficulty of various grammatical features in the English language. Furthermore, the grammatical features in this research are based on the Semester Learning Plan (RPS) for the grammar subject. A quantitative approach was employed, utilizing survey research methodology with a sample of 70 students chosen through purposive sampling. The students' perceptions of twelve grammatical features were assessed using a Likert scale, ranging from “very easy” to “very difficult.” The results revealed diverse perceptions among students regarding the difficulty of these grammatical features, reflecting the complexity of language acquisition. Part of speech, modals, WH-Question, question tag, gerund, direct and indirect, degrees of comparison, and passive voice were perceived as not all difficult. Tenses, causative, infinitives, and conditional sentence were perceived as difficult. These findings underscore the importance of tailored teaching strategies and support to address students' varying perceptions of grammatical difficulty. This research contributes to the field of language education by shedding light on students' perspectives on the difficulty of various grammatical features, filling a gap in research on grammatical difficulty from the learners' viewpoint. The insights gained from this study can guide educators in adapting their teaching methods to better support students in mastering English grammar, ultimately improving their proficiency in the language and facilitating effective communication in both academic and real-world contexts.
ARTIFICIAL INTELLIGENCE (AI) DALAM MENDUKUNG PRODUKSI TEKS MULTIMODAL SISWA DI SEKOLAH MENENGAH ATAS HIDAYAT, R RIZKIKI AZKIA; HIDAYAT, RADEN AULIA UTAMI
elstic : english language linguistics culture Vol 4 No 03 (2024): Volume 04, Number 03, December 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.49896

Abstract

In the digital age, integrating artificial intelligence (AI) into educational practices has revolutionized students' capabilities in producing multimodal texts, which encompass a diverse range of communicative forms, including text, images, audio, video, and interactive content. This study explores the multifaceted role of AI in supporting students' multimodal text production. It examines how AI-driven tools and platforms facilitate content generation, provide personalized feedback, enhance collaborative efforts, and improve accessibility for diverse learners. The participants of this study were an English teacher and her students at one of the public senior high schools in West Java, Indonesia. A qualitative design in the form of a case study was selected as the methodology. Classroom observation and interviews were employed to collect the data. Through a comprehensive analysis of current AI applications such as Grammarly, Chat-GPT, and Canva, this paper highlights the transformative potential of AI in enhancing students' creativity, technical proficiency, and academic success. The findings suggest that AI not only aids in the efficient creation and refinement of multimodal texts but also fosters a more inclusive and adaptive learning environment. This study underscores the importance of integrating AI technologies into educational curricula to equip students with the necessary skills to thrive in a multimodal and increasingly digital world.
CHATGPT AS A TOOL FOR ENGLISH ESSAY WRITING: PERCEPTIONS OF INDONESIAN EFL STUDENTS Silalahi, Rentauli
elstic : english language linguistics culture Vol 5 No 01 (2025): Volume 05, Number 01, April 2025
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.49949

Abstract

ChatGPT has been widely used by university students for assignments, including writing English essays. This study aims to contribute to the literature on Indonesian students’ perceptions of ChatGPT’s ease of use and usefulness as an assistant for writing their English essays. Data was collected from 123 undergraduate students from IT and non-IT majors at a private university in Indonesia. The Technological Acceptance Model (TAM) was used to examine the students’ perceived ease of use and usefulness of ChatGPT 3.5 (free version) through closed-ended and open-ended survey questions. Descriptive analysis was employed to analyse the quantitative data, while thematic analysis was used for the qualitative data. Findings from the thematic analysis confirm those from the descriptive analysis, as both reveal that students find ChatGPT easy to use and helpful in generating ideas, finding resources, and addressing language issues. However, issues regarding ChatGPT’s limitations in understanding complex prompts, leading to inaccurate responses, were identified as a reason for caution when using the tool. This study indicates that ChatGPT has a positive impact on education, particularly for English as a Foreign Language (EFL) students, despite some concerns that should be well addressed, including work originality and over-reliance on the application.
STUDENTS’ PERCEPTION ON USING QUIZLET IN LEARNING ENGLISH Abubakar, Multazam
elstic : english language linguistics culture Vol 4 No 03 (2024): Volume 04, Number 03, December 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines students' perception on using Quizlet in learning English class eight at MTsN 1 Kota Makassar. This study aims to determine whether the students have positive or negative perception. The method is quantitative. Data were collected by giving questionnaires through the Google form. The subjects of this study were 40 students of grade eight Tahfidzh 1 at MTsN 1 Kota Makassar. To determine the sample, the researcher used purposive sampling technique. The results of this study indicated positive perceptions of the 22 statements. Based on the four adopted indicators such as ease of access having the highest percentage of 86.25%, then perceived usefulness with the highest percentage of 81.87%, communication and interaction with the highest percentage of 83.75%, then on student satisfaction has the highest percentage of 80.62%. Researcher found that respondents had positive perceptions about using Quizlet. Students stated that Quizlet is a learning while playing application because the features provided make students are not feel bored, and students enjoy to using that system. Students also admit that besides being fun, Quizlet can also increase their vocabulary. The implication of this research is that Quizlet can be used as a learning media as well as an assessment media to support teaching and learning processes. Therefore, the teacher at the school has implemented Quizlet in the English vocabulary subject. However, before accessing Quizlet should the students consider the stability of the internet connection before implementing the application in class.
Examining the Correlation Between Habit of Watching English Videos and Vocabulary Mastery Among Students Mole, Anggreini; Sengkey, Virginia Gabrella
elstic : english language linguistics culture Vol 5 No 01 (2025): Volume 05, Number 01, April 2025
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v5i01.52760

Abstract

The purpose of this study was to find out the correlation between students’ habit of watching English videos and their English vocabulary mastery. This study also aimed to find the level of students’ habit of watching English videos and students’ vocabulary mastery. The researcher adapted the questionnaire and test from Adhim (2023) that was distributed to grade 8 parallel B, C, D, E, and F with a total number of 80 students at SMP X, which is in North Sulawesi who were enrolled in the second semester of the academic year 2023/2024. Descriptive analysis of mean score and Pearson Product Moment Correlation Coefficient were used to answer the research questions. The results showed that: (1) the level of students’ habit of watching English videos was 3.28, indicating a moderate level, (2) the level of students’ English vocabulary mastery was 44.31, indicating a less level, and (3) the p = .308 and r = .115 showing no significant correlation between students’ habit of watching English videos and their English vocabulary mastery. Therefore, since there is no significant correlation between two variables, it is concluded that it is not the students’ habit of watching English movies that helps improve their vocabulary mastery.
Students’ Engagement in Narrative Writing Skills Through Digital Story Telling Platforms Ima, Nur; Pratiwi, Dian Fera; Anggung, Sinta Dewi; Julianti , Rahmah
elstic : english language linguistics culture Vol 5 No 01 (2025): Volume 05, Number 01, April 2025
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v5i02.60695

Abstract

This study aims to investigate students’ engagement in improving narrative writing skills through the use of digital storytelling platforms. As writing continues to be a core component of academic success, finding innovative and engaging instructional methods has become increasingly important. Digital storytelling (DST), which combines text, visuals, audio, and multimedia elements, offers a student-centered approach that supports creativity, motivation, and deeper learning. This research employs a quantitative survey method involving 20 undergraduate students of English Education Department. The study focuses on analyzing three dimensions of engagement behavioral, emotional, and cognitive as well as students’ perceptions of how Digital story telling influences their narrative writing abilities. Data were collected through a structured questionnaire and analyzed using descriptive statistics. The results show that students demonstrated high levels of engagement across all three dimensions, with emotional engagement scoring the highest. The findings suggest that integrating digital storytelling into writing instruction can effectively foster student engagement and support the development of key writing skills. This study recommends to highlights the importance of providing technical support to maximize its impact. Future research may consider longitudinal approaches or classroom-based observations to examine long-term improvements in writing performance and digital literacy.

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