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Desrin Lebagi
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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 158 Documents
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FROM DATA TO CLAIM: UNDERSTANDING THE WARRANT DEFICIT IN INDONESIAN UNDERGRADUATE ACADEMIC WRITING Muthmainnah Mursidin; Sitti Nurjannah
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.v14i1.6323

Abstract

Constructing logical warrants to connect factual evidence with interpretive claims represents a core yet widely underemphasized writing skill among university students. This investigation examines why EFL undergraduates at an Indonesian university encounter persistent difficulties in warrant-based argumentation and how such difficulties constrain the growth of their higher-order thinking capacities. A descriptive qualitative approach guided data collection from 20 students at Universitas Islam Makassar, South Sulawesi, using three complementary instruments: a critical-thinking writing assessment, a timed argumentative composition task, and semi-structured interviews. Student outputs were coded and evaluated through the lens of Toulmin’s Argumentation Model (2021), with particular attention to the logical bridges students constructed—or failed to construct—between their evidence and their conclusions. Results expose a striking “Synthesis Crisis”: although the overwhelming majority of students (85%) showed competence in distinguishing facts from opinions at the sentence level, a mere 10% succeeded in weaving these elements into warranted arguments within extended writing. The investigation pinpoints three intertwined barriers: (1) an evidence-accumulation strategy devoid of interpretive purpose, exhibited in 35% of written outputs; (2) a pervasive equation of academic stance with subjective personal feeling, documented among 60% of respondents; and (3) a near-total failure to articulate logical warrants, observed in 80% of all essays examined. The study concludes that prevailing EFL writing pedagogy in Indonesian tertiary institutions—preoccupied with correctness and structure—falls critically short of fostering genuine argumentative competence. Curricular reform centered on warrant-explicit instruction is urgently warranted.
EXPLORING BANGGAI COASTAL CULTURE LITERATURE AS ENGLISH READING MATERIALS TO INCREASE STUDENTS’ CULTURAL AWARENESS Nurafni Azzahra Dg Pacidda; Mifta Zalianti; Kasih Marchela Z. Larau; Anitha Thalib Mbau; Nadya Septiani Rahman; Nurlaela
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.v14i1.6341

Abstract

This study aims to identify what local literature of Banggai coastal culture is appropriate as English reading materials for junior high school students to enhance their cultural awareness. This study employs content analysis. The data sources are two books about Banggai folktales written in English. The data are collected by applying note-taking techniques. The instruments used to gather the data include the researchers as the primary data collectors and analysts, a rubric of analytical constructs as a guide for collecting relevant data, and datasheets as the media for recording the data. The data, then, are analyzed both quantitatively and qualitatively. Inter-coder agreement (peer debriefing) is used to maintain the trustworthiness of the study. This study finds that Banggai folktales are predominantly characterized by cultural aspects, including behaviors (35%) and norms (31%). However, readability analysis reveals that more than half of the twenty-seven texts fell into the uneven (55.5%) and invalid (26%) categories, and only a few texts, such as "The Legend of Lemelu Lake" and "The Legend of Tendetung Lake," are at an appropriate level for grade 7. This study is limited to text analysis without classroom application. The study concludes that Banggai folktales hold promise as alternative EFL reading materials, given that teachers adapt the texts to balance cultural richness with readability.
FROM OBSERVATION TO COMPOSITION: OUTDOOR CLASSROOM ACTIVITIES IN ENHANCING EFL STUDENTS’ DESCRIPTIVE WRITING SKILLS Hariyantidj Hariyantidj; Safrudin Sahmadan
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.v14i1.6365

Abstract

Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners, particularly in producing descriptive texts that require students to generate ideas, organize information, and use appropriate vocabulary. Despite the growing emphasis on student-centered learning, many EFL classrooms continue to rely on conventional instructional approaches that provide limited opportunities for authentic learning experiences. Therefore, this study aimed to investigate the effectiveness of outdoor classroom activities in improving students’ descriptive writing ability. This study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The research was conducted at Junior High School North Maluku and involved 33 eighth-grade students selected through purposive sampling. Data were collected through writing tests administered before and after the implementation of outdoor classroom activities. The obtained data were analyzed using descriptive statistics and a t-test to determine the significance of students’ improvement. The findings revealed a substantial increase in students’ writing achievement. The mean score improved from 47.48 in the pre-test to 68.55 in the post-test, with a gain of 21.07 points. Furthermore, the calculated t-value (4.795) was higher than the critical t-value (2.037) at the 0.05 significance level (df= 32) indicating a statistically significant improvement in students’ descriptive writing performance. In conclusion, outdoor classroom activities represent an effective instructional strategy for improving EFL students’ descriptive writing ability. The study highlights the pedagogical value of integrating authentic learning environments into writing instruction to support more contextualized and meaningful language learning experiences.
SPEAKING DIFFICULTIES OF INTROVERT AND EXTRAVERT EFL STUDENTS: A PSYCHOLINGUISTIC ANALYSIS THROUGH LEVELT'S MODEL Rezki Mawlani; Kalsum Kalsum; Zulfah Fakhruddin; Mujahidah
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.v14i1.6358

Abstract

Speaking is a crucial yet challenging productive skill for English as a Foreign Language (EFL) learners because it demands the simultaneous processing of several linguistic components in real time. Beyond linguistic limitations, personality traits such as introversion and extraversion shape how learners cope with the cognitive and affective pressure of speaking. However, most existing studies compare speaking achievement scores rather than the internal processes through which speech is produced. This study investigates the speech disfluencies and speaking difficulties of introvert and extravert students from a psycholinguistic perspective by mapping them onto the stages of Levelt's Speech Production Model: conceptualization, formulation, and articulation. Using a qualitative descriptive-exploratory design, we involved 15 second-semester undergraduate students of Class A at IAIN Parepare, selected through purposive sampling based on the extraversion dimension of the Big Five Inventory. Data were gathered through a picture description task, a retrospective think-aloud protocol, and semi-structured interviews, then coded into six disfluency tokens and traced to specific production stages. The findings show that extravert learners lean toward communicative fluency, using filled pauses and spontaneous translanguaging as floor-holding strategies during formulation, whereas introvert learners prioritize accuracy through extended silent pauses, repetitions, and self-correction driven by intensive internal monitoring. The study contributes a stage-specific mapping of how personality modulates the internal mechanisms of L2 speech production at the tertiary level.
English as a Global Language in Islamic Education: Students' Perceptions and Religious Identity Marwa Marwa; Nurul Hasanah; Zulfah Fakhruddin; Yessicka Noviasmy
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.v14i1.6361

Abstract

English has become an important global language used in international communication, education, and professional development. In Islamic educational contexts, English learning may involve negotiation between global communication needs and the preservation of religious identity. This study aimed to investigate students’ perceptions of English as a Global Language and its compatibility with religious identity in an Islamic senior high school context. This study employed a quantitative descriptive research design involving 40 students of MAN 2 Parepare, Indonesia. The data were collected through a structured questionnaire consisting of 21 items measured using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviation. The findings revealed that students generally had positive perceptions toward English as a Global Language, with an overall mean score of 4.09 categorized as high. Students strongly recognized the importance of English for global communication, academic purposes, and future career opportunities, although acceptance of different English varieties received a relatively lower score. The findings also showed that students generally perceived English learning as compatible with their religious identity, with an overall mean score of 4.15 categorized as high. Students believed that English learning did not conflict with Islamic values and could coexist with their religious and cultural identities. The study concludes that students in Islamic educational contexts are able to maintain strong religious identities while simultaneously developing positive attitudes toward English as a Global Language. These findings highlight the importance of culturally and religiously responsive English language teaching practices in Islamic educational institutions
ACCENT VARIATION AND LISTENING LEARNING STRATEGIES: STUDENTS’ EXPERIENCES IN UNDERSTANDING ACCENTED ENGLISH Siffa Annisa Fitri Ramadhani; Yuanita Susanti; Tita Kinasih Intani; Vicky Hidantikarnillah
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.v14i1.6367

Abstract

English as a global lingua franca exposes EFL learners to various English accents that often create difficulties in listening comprehension. However, limited studies have explored how learners use strategies to cope with accent variation. This study investigated students’ learning strategies and experiences in understanding accented English in an Advanced Listening class. Using a mixed-methods sequential explanatory design, the study involved 30 university students in Tangerang. Data were collected through listening tasks, questionnaires, and semi-structured interviews. The findings showed that students frequently used cognitive and metacognitive strategies, such as focusing on key words, predicting meaning, monitoring comprehension, and using subtitles to support understanding. Memory, affective, and social strategies were also applied, although less intensively. Students experienced difficulties related to speech rate, pronunciation differences, and unfamiliar accents, especially non-native varieties. Despite these challenges, students demonstrated positive attitudes and strong self-efficacy toward improving their listening ability through practice and exposure. The study concludes that listening to accented English is a multidimensional process requiring strategic competence, emotional regulation, and broader exposure to diverse English varieties. These findings imply the need for strategy-based listening instruction and increased integration of accent diversity in EFL classrooms.
The Profile of 21st Century Skills on Students with Diverse Learning Preferences in EFL Classroom Ismail Manangkari; Ernitasari Mulyadi; Abdah Abdah; Dewi Rara Amiati; Nurul Khasanah
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.v13i3.6387

Abstract

This study aimed to investigate the profile of 21st-century skills among students with diverse learning preferences in an EFL classroom and to identify learning patterns associated with different learning preference groups. This study employed a qualitative descriptive design involving 17 students enrolled. Data were collected through classroom observations and semi-structured interviews conducted over the course of the study. Classroom observations focused on students’ participation, interactions, problem-solving behaviors, communication practices, and creative contributions during learning activities. The interviews were conducted to gain deeper insights into students’ learning experiences, preferred learning strategies, and perceptions of their own skill development. To ensure the credibility and trustworthiness of the findings, data were analyzed using triangulation techniques by comparing and cross-checking information obtained from observations and interview responses. The findings revealed that all participants demonstrated evidence of the four dimensions of 21st-century skills; however, the degree and manner in which these skills were expressed varied according to students’ learning preferences. Visual learners predominantly demonstrated creativity through visual representation, innovative project development, and the use of diagrams, images, and multimedia tools to convey ideas. Auditory learners exhibited stronger communication skills, characterized by active participation in classroom discussions, effective verbal interactions, and confidence in expressing opinions and responding to peers. Read/write learners showed higher levels of critical thinking through analytical reading, reflective writing, information synthesis, and the evaluation of arguments and evidence. Meanwhile, kinesthetic learners displayed stronger collaboration skills through active engagement in experiential learning tasks, group projects, and hands-on activities that required teamwork and collective problem-solving.
MICRO, MESO, AND MACRO CONTEXTUAL FACTORS INFLUENCING SENIOR HIGH SCHOOL TEACHERS’ PREFERENCE FOR READING ACTIVITIES Benedicta Gatri Puspaningpuri; Thomas Wahyu Prabowo Mukti
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.v14i1.6401

Abstract

English teachers could choose among various teaching methods available to them, but instructional choices are often shaped by their surrounding environment. This preliminary study investigates the contextual factors affecting English teachers’ reading instruction preferences using a quantitative method with thirty-two English teachers from senior high schools in Yogyakarta as participants. Data were collected using questionnaire via Google Forms. The researchers focus on three contextual factors: micro, meso, and macro. The results revealed micro factors (x̄ = 4.01 out of 5) influenced teachers’ preferences and decisions in teaching reading, followed by macro factors (x̄ = 3.94) and meso factors (x̄ = 3.83). Participants tended to use intensive reading strategies, frequently using small group discussions, scanning and skimming, finding main ideas, and text analysis strategies, both as individual work and/or group work. The findings suggest that to optimize reading instruction and foster students’ literacy, educators, institutional leadership, and national policymakers should be more coherent and complementary.

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