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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 18 Documents
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Search results for , issue "Vol 10, No 1 (2023)" : 18 Documents clear
EFL Students’ Translation Strategy of Narrative Text of English Language Education Study Program Lina Anisah; La Ode Muhammad Idrus Hamid Basri
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.v10i1.38323

Abstract

This research aimed to investigate the translation strategies employed by 5th semester students of the English Language Study Program at Sembilanbelas November Kolaka University when translating narrative texts. The authors sought to understand the students' approaches to translating these texts, as well as identify the errors they made throughout the process. By doing so, the authors hoped to provide valuable insights to students regarding the most effective translation strategies and assist them in recognizing and correcting their translation errors. A qualitative research design was utilized to examine the translation strategies of narrative texts. Data collection involved a translation test taken by 30 students, which served as the foundation for the authors' analysis. Based on the findings, the authors concluded that the students mainly implemented three translation strategies to translate narrative texts. The first strategy was literal translation which was used 84% of the time. Literal translation strategy means that the translators translate texts as is. The second strategy that was linguistic amplification. It was used 2.41% of the time. Linguistic amplification is a translation strategy where translators add more details into the TL. The third strategy that was used was generalization at 2.29%. Using this strategy means that the translators decide to use the general term of a word instead of translating it specifically based on the SL. The authors also found out that the most common errors that the students made while translating the texts they were given was incorrect word errors. In other words, the students incorrectly translated the words from the SL to the TL which may cause confusion for the readers. By doing this research it is expected become an insight about language teaching especially on the translation related to translation strategi that used to translate. The appropriate implementation of translation method in translating process will produce accurate translation. The findings of this study underscore the importance of providing targeted instruction on translation strategies for EFL students. By doing so, educators can help students develop the skills and knowledge necessary to produce high-quality translations that effectively convey the meaning and nuances of the source text.
Digital Visual Grammar Concept Map Facilitated EFL Holistic Grammar Comprehension Jonathan Y. Chin; Ben Chang; Yen-An Shih
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.v10i1.44939

Abstract

Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom. 
Investigating The Relationship Between University Students’ Perceptions of Themselves as Writers and Their Writing Performance Beleta, Dejene Mendera; Kebede, Seime
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.v10i1.42925

Abstract

This study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels. 
Citation Practices in Colombian Undergraduate English Teachers’ Academic Writing Salazar Obeso, Wilmar
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.v10i1.45409

Abstract

Citation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English   teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations.  The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant   in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers.
EFL Teachers’ English Language Use During the Pandemics in the Indonesian Senior High School Context Saleh, Asmaul
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.v10i1.49094

Abstract

In response to the significant upheaval caused by the global pandemic, education systems worldwide have shifted from traditional classroom settings to remote teaching methods. This drastic transition has presented numerous challenges, particularly in the realm of English as a Foreign Language (EFL) education in non-English speaking countries, such as Indonesia. This study embarks on an in-depth exploration of how the teaching methodologies and language functions utilized by EFL teachers at an Indonesian senior high school, MAN 2 Parepare, have adapted to these new learning environments. The research adopts a descriptive qualitative research design, providing a comprehensive view of the phenomena under investigation. The in-depth investigation focuses on the practices of two English teachers at MAN 2 Parepare, analyzing the way they employ different language functions during their online classes. The analysis seeks to elucidate the interaction between instructional language and the online learning environment, how it affects student comprehension, and the potential for instructional refinement. Findings indicate a broad range of language functions used by both teachers in their instructional strategies, demonstrating the adaptive potential of EFL instruction under the pressures of pandemic-induced remote teaching. Notably, the study reveals that the use of students' native language and the target language - English - plays a crucial role in aiding students' comprehension, highlighting the importance of maintaining a balance between the two. In sum, this paper offers valuable insights into the language function dynamics at play in online EFL classrooms during the pandemic. The findings have implications for informing instructional best practices and contribute to the broader understanding of language education in a rapidly changing global context.
A Study on Teacher Professionalism in Teaching English After Pandemic Khairunnisya Ilyas; Sukardi Weda; Abdul Halim
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.v10i1.49151

Abstract

This comprehensive qualitative study delves into the ramifications of the COVID-19 pandemic on teacher professionalism, particularly in the domain of English language teaching (ELT) in Indonesian senior high schools. Teachers hold a pivotal role in any education system, with their professionalism gauged by the mastery of certain competencies and skills tailored to meet the demands of the teaching profession. In the realm of foreign language education, the overarching goal is to equip learners with essential communication skills, necessitating the design of classroom activities that encourage learners to express themselves effectively through language. The onset of the pandemic posed unprecedented challenges to this goal, forcing a rapid transition to online and offline hybrid learning models and demanding flexibility and innovation from teachers. This study, conducted at MAN 2 Parepare in 2022, explores how English teachers responded to these challenges, analyzing their teaching strategies and techniques to maintain the quality of education amidst this turbulent period. The study identified four primary strategies employed by teachers - expository, inquiry, contextual teaching and learning, and problem-based instruction. Teachers adapted these methods to foster an engaging learning environment that caters to the unique challenges posed by the pandemic, such as virtual classrooms and social distancing measures. The study reveals not only the teachers' adaptability and resilience but also their commitment to nurturing their students' linguistic abilities, even in times of crisis. Furthermore, the study uncovers the difficulties faced by these professionals, providing a clear picture of the pressing need for targeted support and professional development initiatives in these exceptional circumstances. The findings of this research have broad implications for policymakers and educators alike, highlighting the importance of fostering teacher professionalism and adaptability in the face of adversities and contributing to the ongoing discourse on effective English language teaching during a global pandemic.
Factors Influencing Teachers’ Motivation of English as a Foreign Language Instructors Cigdem Fidan
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.v10i1.45530

Abstract

In education, the concern is often on students’ motivation for learning. However, motivation for teaching is also critical because teachers’ involvement, excitement, and motivation in the teaching process correlatively help students’ learning process. Applying a mixed-method research design, this study examines teachers’ motivation of English as a foreign language instructors working at public universities in the Southeast region of Turkey. An adapted Attitude of Motivation Test Battery was applied to 40 English as a foreign language instructors. Moreover, semi-structured interviews conducted with 20 participants, 5 classroom observations, and teacher diaries written by 2 participants were used to gather qualitative data. While Statistical Package of Social Sciences 15.0 was used to analyze quantitative data, content analysis was applied to analyze data gathered through semi-structured interviews, classroom observations, and teacher diaries. The results show that there are internal and external factors influencing teachers’ motivation. The results also show that despite the negative influence of some external factors on teachers’ motivation, instructors showed enthusiastic attitudes while teaching English. Therefore, the study suggests establishing professional standards and better physical conditions in and around the teaching contexts to increase the teachers’ motivation of English as a foreign language instructors teaching at public universities.
Investigating the Challenges Faced by EFL Teachers in Remote Teaching During COVID-19 Emergencies at Indonesian Senior High School Context: A Qualitative Descriptive Study Ni Made Desi Puspasari; IGA Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
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.v10i1.41174

Abstract

The COVID-19 pandemic has prompted a rapid shift from traditional face-to-face teaching to remote learning in educational institutions worldwide, including Indonesian senior high schools. This qualitative descriptive study explores the challenges faced by English as a Foreign Language (EFL) teachers during this transition, focusing on technology infrastructure, student engagement, assessment, and adapting teaching methods. The data were collected through semi-structured interviews with two English teachers who teach at XII and XI grade at Sma Negeri 1 Seririt and Smk Karya Usada in Buleleng regency. The findings reveal that EFL teachers experienced difficulties in accessing and utilizing technology, maintaining student engagement, developing and administering effective assessments, and adapting their teaching methods and materials for remote instruction. The findings provide valuable insights into the experiences of EFL teachers during the pandemic, as well as recommendations for overcoming these challenges, including improving technology infrastructure, enhancing student engagement, developing new assessment methods, and providing professional development opportunities for EFL teachers. This research contributes to the understanding of the impact of the COVID-19 pandemic on EFL education in Indonesia and offers a foundation for future studies and policy-making in the area of remote EFL teaching.

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