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ELT Worldwide: Journal of English Language Teaching
Published by Universitas Negeri Makassar
ISSN : 23033037     EISSN : 25032291     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
ELT Worldwide is a Journal of English Language Teaching published by the English Language Education Graduate Program of the State University of Makassar, Indonesia. This journal publishes research articles of English Language Education practices around the world. The editors welcome experts and researchers of ELT from all over the world to share their inventions here for free.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 7 Documents
 1 
Search results for , issue "Vol 1, No 1 (2014)" : 7 Documents clear
Subtitled Films and Learning Listening Comprehension: A Study in Bulukumba, Indonesia Anugrah Febrian Syam; Andi Qashas Rahman
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.496 KB) | DOI: 10.26858/eltww.v1i1.842

Abstract

This present study is aimed at finding out (1) the possible effect of subtitled and non-subtitled movies on students’ listening achievement, and (2) the difference between using subtitled and non-subtitled movies in students’ listening comprehension. A Comparative study using two groups with a pre-test and post-test design was undertaken in this research. The data were collected using the IELTS listening test. There were two results in the data analysis of IELTS listening test. The first, a general improvement was noted. It was found that both procedures (presenting the movie with or without subtitles) produced a positive effect. Second, the result of movie task data analysis indicated a positive effect for both groups; both groups significantly improved during six weeks. It was revealed that subtitled group exercised a better performance than non-subtitled group. Keywords: Subtitled movies, Non-subtitled movies, The IELTS Listening Test.
Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia Ryan Rayhana Sofyan; Murni Mahmud
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.197 KB) | DOI: 10.26858/eltww.v1i1.841

Abstract

The research aims at analyzing teacher talk in classroom interaction based on Foreign Language Interaction Analysis (FLINT) system in speaking classroom of English department of Language and Literature Faculty of State University of Makassar. The method used in this research was a descriptive method. The instruments were FLINT system. The participants of the research were the lecturer and students of a speaking class during the second semester of academic year 2011/2012 at English Department of Language and Literature Faculty of State University of Makassar. The results of the research are: teacher talk of giving praises and encouragement is approximately less, the asking questions category dominate the teacher talk category, which means it is in the beneficial function. The lecturer asked the questions to the students and the students responded it well by speaking eagerly. The utterances of giving direction occurred in relatively short times. While in student talk, there are students’ problems and difficulties in speaking. The extracts of student talk in classroom interaction revealed the students problems such as the lack of vocabulary, anxiety, inability to form ideas in English language form, and grammar error. The teacher talk frequency was still excessive, but the lecturer made group and pair discussions to balance the effective talk for students in student-student interaction. Keywords: Classroom, interaction, FLINT, Speaking
Setting Reading Goals and the Ultimate Achievement of Persian EFL Learners in a Computer-Mediated Environment Amir Toghyani Khorasgani; Mohaddeseh Toghyani Khorasgani
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (151.745 KB) | DOI: 10.26858/eltww.v1i1.843

Abstract

This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer- mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males & 30 females) in three groups of 20 were provided with one of three reading goals: read to comprehend the text, read to take a test, and read to teach the material to another student. Then, the participants were asked to read two passages on a computer screen. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages. This study proposed a way to reduce the burden of teaching on teachers and made the learners responsible for their study. Keywords: reading goals, computer-mediated reading environment, learning, immediate and delayed recall. 
Project-Based English Language Instruction: A Study of Secondary School Learners in India Syed Faiz Zaidi
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.964 KB) | DOI: 10.26858/eltww.v1i1.840

Abstract

The idea of Project-Based Learning (PBL) is based on a holistic instructional strategy, which is becoming more meaningful in today’s society as teachers increasingly teach groups of young learners having different learning styles and ability levels. These learners primarily come from the northern part of India and have not been properly exposed to the learning of English because of varied linguistic, cultural, schooling and social backgrounds. The study aims at assessing the effectiveness of PBL in teaching young learners (14-16 years of age) Aligarh Muslim University, India. The methods employed in the study rely on data obtained with both qualitative and quantitative research instruments. Keywords: Project-based language instructions, project-based learning
The Effect of Strategy-Based Instruction on Students’ Speaking Skills atLakidende University Irawati .; Haryanto .; Syarifuddin Dollah
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (198.882 KB) | DOI: 10.26858/eltww.v1i1.844

Abstract

This study aimed at investigating the effect of strategies-based instruction on students’ speaking skill at Lakidende University and the students’ interest in learning English through strategies-based instruction. This research employed Quasi Experimental Method, with non-equivalent control group design. This research assigned experimental group and control group (30 students for each).Speaking test was used to see the effect of strategies-based instruction on students’ speaking skill and questionnaire was used to see students’ interest in learning English through strategies-based instruction. The data obtained through the speaking test were analyzed by using descriptive statistics and inferential statistics. Meanwhile, the data from questionnaire were analyzed in percentage and descriptive statistics. The students’ speaking skill covered three components: accuracy, fluency, and comprehensibility. The findings showed that there was an improvement on the students’ speaking ability after the treatment. There was a significant difference between the results of post-test of experimental and control group, where the mean score of post-test of experimental group was 70.37, which was higher than the mean score of post-test of control group was 59.63.The value of P-value or sig. (2-tailed) shows that P-value or sig. (2-tailed) is smaller than α (0.00 < 0.05).Furthermore, the data that were collected from questionnaire showed that the students were very high interest toward strategies-based instruction. It is showed by the mean score in scale of 89.6, which was categorized as very high interest. Keywords: effect, strategy-based instruction, speaking skill
Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts Helen Jang
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.781 KB) | DOI: 10.26858/eltww.v1i1.839

Abstract

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study
Learner Perspective of L1 Use in L2 Collaborative Writing: An Emic View Mohanraj, Sathuvalli; Chimirala, Uma Maheshwari
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.425 KB) | DOI: 10.26858/eltww.v1i1.838

Abstract

Studies investigating the use of L1 in the L2 classroom space have done so from three viewpoints: the teacher’s use of L1, the learner’s perspective about the teacher’s use of L1 and the learner’s use of L1 in L2 writing as the learners participate in think aloud protocols or in collaborative writing. All three perspectives present the etic view of the act of using the L1 and report mixed and sometimes contradictory findings of what learners’ feel about the role L1 can play in the L2 learning context. Rarely have studies explored the learner’s perspective of their own use of L1 after a collaborative writing activity. By and large the image that emerges from the learners’ perspective is that the L1 is useful but thatit could be a blockade and a hindrance in acquiring the L2. We ask if this view would still persist if the learners were to bank on their L1 capabilities rather than comment on their Teacher’s Bi/Multilingual capabilities. Therefore, we interviewed 24, class 8, beginner level dyad writers (12 pairs) in a Zillah Parishad High School after they had collaboratively created three texts together. Qualitative analysis of the dyad interviews suggests that the learner’s need to be ‘allowed’ to explore their language capabilities before they realize the pedagogic potentiality of the L1 and decide on whether L1 is useful or otherwise. Key words: L1 use in L2 collaborative writing; learner’s perspective; emic view

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