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e-Journal of ELTS (English Language Teaching Society)
Published by Universitas Tadulako
ISSN : 23381841     EISSN : 27212157     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
e-Journal of ELTS (English Language Teaching Society) is an electronic open-access journal that aims to publish the latest research results in the area of English education from academicians, professionals, and other practitioners at all levels of English education. The journal coverage includes the following: current trends of ELT methodology, curriculum, and material development, language assessment and evaluation, linguistics in education, teacher professional development, and literature in education
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 170 Documents
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ARTIFICIAL INTELLIGENCE AND THE EROSION OF EDUCATIONAL INTEGRITY: A CALL FOR ACTION A. Gusti Efendy; Novita Pratiwi; Vemmy Maidita Nur Aisyiah
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.5608

Abstract

The widespread adoption of artificial intelligence (AI) across contemporary society has fundamentally changed the educational landscape. However, this technological advancement introduces significant challenges to the fundamental pillar of academia: academic integrity. This research systematically examines the rapid rise of AI-generated academic work, its implications for pedagogical methods, and the resulting erosion of scholastic standards. By conducting a systematic review of current scholarly literature, this study identifies the principal components and potential ramifications of this complex issue. The investigation stresses the need for a comprehensive framework to defend academic integrity while concurrently capitalizing on AI's potential benefits. This research proffers evidence-based guidelines to contribute to the preservation of intellectual honesty in the digital age.
PRIVATE SPEECH IN ADULT FOREIGN LANGUAGE ACQUISITION: MECHANISMS, IMPLICATIONS, AND PATTERNS AMONG TERTIARY LEARNERS Rahayu Prasetyaningsih; Ernitasari Mulyadi; Dewi Rara Amiati; Hasriana
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6144

Abstract

This research investigates the mechanisms of private speech in adult foreign language acquisition, particularly English language, focusing on how tertiary learners utilize self-directed talk to manage cognitive load during motor-language tasks. The study aims to identify the specific triggers, behavioral patterns, and self-regulatory functions of private speech when learners are required to coordinate physical actions with real-time English narration. Employing a qualitative phenomenological design, the study involved five sophomore students at Universitas Muhammadiyah Palu who participated in an Action-Sequence Protocol followed by Video-Stimulated Recall Interviews (SRI). Data were analyzed through observation of behavioral markers and thematic condensation of interview reflections. Results indicate that private speech acts as a vital cognitive bridge, manifesting through three primary functions: iterative planning for task management, affective self-soothing to mitigate frustration, and spontaneous error monitoring. Findings reveal a dichotomy in strategies, where some learners externalize cognitive load through audible whispering while others internalize it through prolonged pausing. These results prove that hesitation and mumbling in adult learners are sophisticated self-regulatory strategies rather than linguistic deficiencies. The study implies a necessary paradigm shift in tertiary pedagogy, suggesting that educators should recognize and encourage private speech as a legitimate scaffolding tool to reduce speaking anxiety and foster learner autonomy in English language context. These insights establish a foundation for future exploration into culturally integrated speaking tasks and longitudinal pedagogical interventions. Keywords: Private Speech; Action-Sequence; Foreign Language Acquisition; Tertiary Learners; Self-Regulation
ENHANCING YOUNG LEARNERS’ PRONUNCIATION THROUGH PHONICS-BASED STRUCTURED ACTIVITIES IN AN EXTRACURRICULAR EFL SETTING Dewi Rara Amiati; Rahayu Prasetyaningsih; Muhammad Idham Asfar
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6146

Abstract

This study examined the effectiveness of phonics-based structured activities in enhancing young learners’ pronunciation in an extracurricular EFL setting. Pronunciation remains a challenging aspect of English learning, particularly for young learners in EFL contexts where exposure to authentic spoken English is often limited. To address this issue, this study implemented a series of phonics-based structured activities designed to improve learners’ pronunciation accuracy, clarity, and word stress. A pre-experimental one-group pretest–posttest design was employed. The participants were 18 elementary students in Grades two and three enrolled in an extracurricular English program at SDN 24 Palu. The intervention was conducted over eight meetings, including one pre-test session, six treatment sessions, and one post-test session, with each session lasting 60 minutes. Data were collected through an oral pronunciation assessment consisting of 12 vocabulary items evaluated across three pronunciation dimensions: accuracy, clarity, and stress. The findings indicated a substantial improvement in students’ pronunciation performance. The mean pre-test score was 62.69, while the post-test mean increased to 85.69. Statistical analysis using a paired-sample t-test revealed that the improvement was significant, t(17) = 8.39, p < .001. These findings suggest that phonics-based structured activities can effectively support pronunciation development among young learners in extracurricular EFL contexts. The study offers practical implications for English educators seeking developmentally appropriate pronunciation instruction for young learners. Keywords: young learners; pronunciation; phonics; extracurricular EFL; pronunciation instruction
USING VISUAL COMIC STRIPS TO IMPROVE DESCRIPTIVE TEXT WRITING SKILLS OF SEVENTH GRADE STUDENTS AT SMPN MODEL TERPADU MADANI PALU Balgis Himran; Budi Budi; Desrin Lebagi; Andi Patma Sari
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6184

Abstract

The purpose of this study is to determine whether or not the use of visual comic strips is effective to improve the descriptive text writing skills of seventh grade students at SMPN Model Terpadu Madani Palu. The researcher used quasi-experimental research design. The sample consisted of two classes: the experimental group (n = 22), which was taught using Comic Strips, and the control group (n = 22), which received conventional writing instructions methods. An analytical scoring rubric was used to evaluate students' writing abilities. It focused on three areas: mechanics (5 points), organization (35 points), and content (20 points), for a total of 60 points that were converted to a 100-point scale. According to the descriptive statistics, the experimental group improved significantly, with the mean score rising from 41.82 in the pre-test to 85.00 in the post-test, whereas the control group changed very little, from 32.27 to 73.41. A significant difference between the groups was established by the Independent Sample t-test, with an Asymp. Sig. value of 0.001 < 0.05. These results show that comic strips facilitate collaborative work revision and better concept organization for students. Therefore, Comic Strips is effective to improve descriptive writing skills of seventh grade students at SMPN Model Terpadu Madani Palu.
ENHANCING PRIMARY SCHOOL STUDENT PARTICIPATION IN EFL CLASSES THROUGH GAME-BASED LEARNING DURING AFTERNOON SESSIONS Avilia; A. Gusti Efendy
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6193

Abstract

This study investigates the impact of Game-Based Learning (GBL) on student participation during afternoon English as a Foreign Language (EFL) lessons in a Grade III primary school classroom. Declining learner engagement during afternoon sessions represents a persistent challenge in primary EFL instruction, as accumulated fatigue and diminished concentration frequently impede students’ active involvement in teacher-led question-and-answer activities. This Classroom Action Research (CAR) was conducted at SD Katolik Santo Yohanes Kalipare, Malang Regency, East Java, involving eight Grade III students as research participants. Data were collected through systematic quantitative observation, recording both the number of actively participating students and the frequency of individual responses during question-and-answer sessions, before and after the intervention. The GBL intervention consisted of individual interactive quizzes implemented as an ice-breaking activity for 10–15 minutes at the midpoint of the lesson, incorporating a points-based reward system. Findings revealed a significant increase in student participation. Prior to the intervention, only 3 of 8 students (37.5%) actively participated, with a mean response frequency of 0.375 answers per student. After the GBL intervention, the number of active students rose to 8 of 8 (100%), with the mean response frequency increasing to 2.125 answers per student. These results indicate that individual interactive quizzes as a GBL strategy effectively re-energise students and encourage active participation during afternoon EFL lessons. The study recommends the systematic integration of GBL strategies in primary EFL instruction, particularly during high-fatigue lesson periods.
EXTENSIVE READING IN HIGHER EDUCATION: WHY AREN’T ESP TEACHERS DOING IT? Canda Putri Anggini; Hamka Munir; Denny Hendra Cipta; Ismail Ramli; Halman; Al Amin; Lusy Rahmawati; Siffa Annisa Fitri Ramadhani
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

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

Abstract

Extensive Reading is rarely used by the teachers in teaching and learning process in Indonesia. Extensive reading is proved to have many benefits in teaching learning process especially for students. However, many ESP teachers are reluctant to apply the program in the class. This study aims at finding ESP teacher’s attitude towards extensive reading. The subjects of this study are 24 ESP teachers. This study is a qualitative research. The data were collected by using guided interview to the subjects. Then, the data were analyzed by using content analysis. The results of the study indicated that ESP teachers have positive cognitive and conative attitude but negative affective attitude towards extensive reading. Teachers are suggested to raise their awareness on extensive reading and apply it in the class. Other researchers are also suggested to do research in similar topic with wider scope and in different education level.
The IMPACT OF INTERACTIVE LEARNING ACTIVITIES ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH Muh. Arfah Fauzi Ochi; Rizkariani Sulaiman; Hadijah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

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

Abstract

Students’ low motivation in learning English in Makassar, especially at the junior high school level, is often caused by monotonous traditional teaching methods that are less engaging. Limited variation in teaching strategies and the pressure of national examinations often lead to low motivation and reduced participation. This study aimed to identify interactive learning activities, particularly ice breaking and games, used in English classes, describe students’ perceptions, and analyze differences in students’ motivation before and after their implementation. A quasi-experimental design with a control group pre-test and post-test was conducted at SMPN 10 Makassar for one month using two classes. Data were collected through questionnaires, observation sheets, pre-tests, and post-tests and analyzed using SPSS. The results showed that the experimental group’s mean score increased from 67.50 (pre-test) to 79.90 (post-test) with a significance value of 0.000 (<0.05), indicating a significant improvement in students’ intrinsic motivation.
THE MISTAKE BUSTER TECHNIQUE TO IMPROVE LOWER SECONDARY STUDENTS’ GRAMMAR MASTERY OF TENSES Muthyaningsih Rahmadhani; Muh. Yusuf; Mujahidah; Nur Asiza
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6316

Abstract

This study aims to examine the effectiveness of the Mistake Buster Technique in improving lower secondary EFL students’ grammar mastery, particularly in the use of the simple present tense, present continuous tense, simple past tense, and past continuous tense. This research employed a quantitative method with a pre-experimental design using a one-group pre-test and post-test model. The sample consisted of 19 eighth-grade students of MTs DDI Kanang selected through purposive sampling. The data were collected through a grammar test administered before and after the treatment. During the treatment, students were guided to identify, analyze, and correct grammatical errors individually and collaboratively. The data were analyzed using descriptive statistics, a normality test, and a paired sample t-test. The findings showed that the students’ mean score increased from 53.947 in the pre-test to 70.921 in the post-test. The paired sample t-test result showed a significance value of 0.00, which was lower than 0.05, indicating a significant difference between the students’ grammar mastery before and after the treatment. These results indicate that the Mistake Buster Technique was effective in improving students’ grammar mastery. The study implies that error-based and student-centered grammar instruction can help students become more active, reflective, and aware of grammatical rules, especially in learning basic English tenses.
EXPLORING TRANSLANGUAGING PRACTICES AS A PEDAGOGICAL STRATEGY IN TEACHING ENGLISH AT VOCATIONAL HIGH SCHOOL Nafisah Ainiyyah; Yulie Asni; Zulfah Fakhruddin; Abdul Haris Sunubi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6317

Abstract

This study aims to describe the implementation of translanguaging practices by English teachers in vocational high school classrooms and to explore the perceived benefits and challenges of this pedagogical strategy. Utilizing a field-based qualitative descriptive approach, the research was conducted at SMKN 3 Parepare, involving one English teacher and eight students. Data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching modules, then analyzed using the Miles and Huberman interaction model. The findings reveal that translanguaging is primarily implemented as a spontaneous, rather than planned, instructional response. It serves crucial functions in classroom management, cognitive scaffolding—particularly in grammar instruction by comparing local languages (Buginese and Indonesian) with English—and facilitating student interaction. The perceived benefits include bridged comprehension, reduced speaking anxiety, and increased student confidence. However, a significant challenge emerged regarding students' limited basic vocabulary, leading to a high risk of dependency on their native languages. These findings imply that educators should adopt a flexible, linguistically inclusive approach rather than strict English-only policies, validating students' multilingual resources as cognitive bridges. Nevertheless, teachers must manage translanguaging systematically to prevent over-reliance on the first language and gradually guide students toward English independence
EFL Students' Experiences of AI-Assisted Reading in Developing Vocabulary Knowledge: A Qualitative Study La Ode Rasmin; Hikmawati Hikmawati; Siti Rahmatia Kaif
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6318

Abstract

The rise of artificial intelligence (AI) has impacted English language training, particularly in vocabulary development and reading instruction. This study investigates how EFL students utilize AI-assisted reading to improve their vocabulary in a Reading for General Purposes course. Ten pupils were purposefully chosen from a single class using a qualitative descriptive method. Students' experiences using AI to comprehend English reading materials were gathered through written interviews via a Google Form with 8 open-ended questions. Braun and Clarke's framework, comprising data familiarization, coding, and theme generation, was used to analyze the data thematically. Six major themes emerged from the findings: AI as a reading comprehension aid; AI's role in developing contextual vocabulary; useful AI features for reading instruction; modifications to students' reading experiences and learning strategies; difficulties and constraints of AI use; and students' affective reactions and attitudes toward AI integration. Overall, the findings show that students' vocabulary, reading comprehension, and confidence are all enhanced by AI-assisted reading. To avoid over-reliance, the study also emphasizes the value of digital literacy and the lecturer's responsibility in directing AI use. To achieve more critical and effective technology-integrated reading instruction in EFL contexts, these findings offer pedagogical insights.

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