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<![CDATA[The Effectiveness of Using Comic Strips Toward Students' Reading Comprehension on Narrative Text ]]>
<![CDATA[Pasha Syiami Ahmad]]>;
<![CDATA[Sayid Ma’rifatulloh]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.50567
<![CDATA[The objective of this study was to examine the potential impact of Comic Strips on the reading comprehension skills of eighth-grade students at Mulia Insani Junior High School in Loa, Bandung-West Java. This study employed a pre-experimental research design, specifically utilizing a pre-test and post-test design. The sample methodology employed in this study was purposive sampling. The research was conducted on the VIII B class at Mulia Insani Junior High School during the academic year 2022/2023. The data was collected by the administration of a reading exam in a multiple-choice format. Next, the obtained data was subjected to analysis using the paired sample t-test. There were a total of four meetings, with two meetings dedicated to therapy and the remaining two meetings allocated for pretest and posttest purposes. The findings of the study indicate a notable impact of using comic strips as a post-treatment intervention, as seen by the observed increase in post-test scores. According to the findings, the average score of the posttest was 87.41, whereas the average score of the pretest was 39.67. Additionally, according to the results of the paired sample t-test, the two-tailed significance value (sig) was found to be 0.000, which is below the conventional threshold of 0.05. The study of the paired sample t-test yielded statistically significant results. Hence, this study provides evidence that the utilization of comic strips has a notable impact on the reading comprehension of students, particularly in relation to narrative material. The research was conducted in the VIII B class at Mulia Insani Islamic Junior High School in Loa, Bandung-West Java.]]>
<![CDATA[Use Of Jacobs ESL Composition Profile to Evaluate University Students’ Writing ]]>
<![CDATA[Hari Prasad Tiwari]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.51632
<![CDATA[A teacher should have an access to a reliable soring rubric in order to assess the ESL/ EFL (English as a Second Language/ English as a Foreign Language) students' writing abilities accurately. One of the most widely used tools for assessing writing skills of non-native speakers of English is Jacobs ESL Composition Profile which can help teachers tailor their instruction to better meet the needs of their students. The present study attempts to determine the internal consistency between teachers i.e. raters who use Jacob’s Scoring Rubric (SR) to evaluate students' essays, describe the level of students' writing performance as measured by the Jacob’s SR, and describe teachers' viewpoints while using the profile. The research utilizes descriptive quantitative research design. The participants consisted of two ESL/EFL teachers who have been teaching and testing writing at bachelor’s level for more than five years and 40 fourth year ESL/ EFL students studying at undergraduate level at Madhypaschim Multiple Campus, Nepalgunj Banke, Nepal. The researchers used judgmental sampling to select the participants of the study. The teachers were instructed to score 40 essays written by fourth-year students. The finding revealed High internal consistency (r = 0.86, α = 0.00 < 0.05) between TA and TB when assessing student essays using the Jacobs ESL Composition Profile. In addition, the Cronbach alpha analysis reveals a value of 0.918, which suggests a high degree of consistency. The writing performance of students was found to be in four categories: very good (3.75 %), good (52.5 %), satisfactory (36.5 %) and acceptable (7.5 %). The outcome of the research demonstrates that the Jacobs ESL Composition Profile remains reliable for essay scoring, even though proficiency and experience are necessary due to its comprehensive guidelines.]]>
<![CDATA[The Role of Target Culture in English Language Education: EFL Teachers’ Perspectives ]]>
<![CDATA[Mohamed, Anes]]>;
<![CDATA[Farahani, Ali]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.50517
<![CDATA[This research inquired into the ways in which EFL teachers think of the role of target culture in English language education. Of special interest in this research was the issue of whether teaching the target culture is seen as important when it comes to English language learning and teaching in EFL contexts or not. Equally important was the question of whose target culture is taught. Data was collected through semi-structured interviews with ten EFL teachers at different language institutes: five were from Khartoum, Sudan and five from Tehran, Iran. The interview questions, which were formulated after extensive reading of germane literature, explored themes related to culture and its role in English language education. The main and most important finding of the research indicates that EFL teachers think that it is necessary to teach elements of the target culture that are not at odds with their local cultures. Another related finding is that the target culture is conceptualized in monolithic terms and is equated with American and British cultures. ]]>
<![CDATA[Challenges in Translating Idiomatic Expressions from English into Arabic ]]>
<![CDATA[Abdalla, Nor Alhadi Hamed]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.51894
<![CDATA[The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.]]>
<![CDATA[Students’ Critical Thinking Skills in Writing Analytical Exposition Text ]]>
<![CDATA[Hardianti, Hardianti]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Salija, Kisman]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.52992
<![CDATA[The objective of this study is to assess the proficiency of students' critical thinking skills in composing analytical exposition texts, as well as to examine their perceptions regarding the development of critical thinking skills in this particular writing genre. The research employed a descriptive qualitative methodology, utilizing data gathering instruments such as observations and interviews. A study was undertaken at SMA Negeri 4 Gowa Regency during the academic year of 2021/2022. The participants in this study consisted of 30 students enrolled in the class XI MIA 3 during the second semester. However, for the purpose of data collection, the researchers selected a subset of 15 students by purposive sampling for interviews. The findings of this study suggest that students frequently commit errors when it comes to utilizing generic structures and language elements in their written analytic exposition texts. Based on the identified faults, the researcher saw that a majority of the students exhibited deficiencies in adhering to the prescribed guidelines of the analytical exposition text. Furthermore, it was noted that critical thinking skills were not adequately incorporated in the writing sessions conducted within this particular class. The observed phenomenon can be attributed to the insufficient comprehension and instruction provided to students within the educational setting, hindering the development of critical skills. Additionally, the absence of thought-provoking inquiries posed by educators may impede students' progress in enhancing their critical thinking abilities. Based on the analysis and observations conducted, the researcher has reached the conclusion that the students of class XI MIA 3 at SMA Negeri 4 Kabupaten Gowa demonstrate a moderate degree of critical thinking skills, as assessed by the critical thinking characteristics outlined by Facione (Facione, 2013).]]>
<![CDATA[Integrating Culture into Language Instruction: Enhancing Speaking Skills at SMAN 3 Pangkalpinang ]]>
<![CDATA[Akbar, Lingga Oka]]>;
<![CDATA[Hermansyah, Hermansyah]]>;
<![CDATA[Mayasari, Santi]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.51068
<![CDATA[This study explored the integration of cultural components in speaking skills instruction at SMAN 3 Pangkalpinang. Utilizing a descriptive qualitative approach, data was sourced from a questionnaire given to 130 students and interviews with two teachers. Secondary data was extracted from documentation. Multiple cultural components were identified as beneficial for speaking instruction, including intellectual values, lifestyle behaviors, media, artistic values, family, minor values, major values, and formal values. These components exhibited mutual support, rendering them inseparable. Both educators and students acknowledged the effectiveness of integrating these components in enhancing English oral proficiency. The intertwined nature of the cultural components suggests a need for a holistic approach to language instruction, emphasizing both linguistic and cultural elements. Educational institutions should consider adapting their curricula to incorporate these components, ensuring a comprehensive understanding of language and its associated cultural nuances. Furthermore, educators require training to effectively weave these components into their teaching strategies. The unanimous positive feedback indicates that such integration not only bolsters linguistic capabilities but also enriches overall communication skills. Incorporating cultural components into language instruction presents a promising strategy for enhancing speaking skills, with significant implications for curriculum design, pedagogical approaches, and improved language outcomes.]]>
<![CDATA[Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers ]]>
<![CDATA[Mpofu, Nhlanhla]]>;
<![CDATA[Mavambe, Tsitsi]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.51319
<![CDATA[This study focuses on the instructional strategies employed by experienced teachers to teach reading comprehension to non-readers in the Namibian upper primary phase within mainstream classrooms. Existing literature suggests that the support provided by experienced teachers is critical for non-readers. However, little is known about the specific strategies used by primary school ESL (English as a Second Language) teachers in Namibia for this purpose. To address this gap, the study utilized a qualitative approach with an exploratory case study design. Data was gathered through class observations and two stimulated recall interviews conducted before and after the observations. Five Grade 5 teachers in the Oshana region of Namibia were purposefully selected as participants. The findings reveal that the teachers employed various strategies to enhance reading comprehension among non-readers. Pre-reading activities involved activating non-readers’ linguistic schema using manipulatives, dictionaries, and glossaries to define new words. Linguistic resources such as flashcards, wall posters, real objects, and pictures were used to expand non-readers’ vocabulary knowledge. Instructional reinforcement strategies, like motivation, activation of prior knowledge through oral discussions, games related to the text, and discussions of reading comprehension rules, were also utilized to support non-readers’ comprehension. The findings hold value for Grade 5 ESL teachers, providing them with effective teaching strategies and opportunities for self-reflection when teaching reading comprehension to non-readers. Additionally, ESL subject advisors can benefit from understanding the needs of primary school non-readers in the Ompundja circuit, Oshana region, to offer appropriate support to upper primary phase ESL teachers in mainstream classes. ]]>
<![CDATA[Utilizing Facebook And Instagram (Facegram) To Create A Digital Learning Program For Integrated English Skills ]]>
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Burhamzah, Muftihaturrahmah]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.53645
<![CDATA[The objective of this study is the development of a digital educational tool for English language instruction by utilising social media platforms, specifically Facebook and Instagram. The ADDIE (Analyse, Design, Develop, Implement, and Evaluate) paradigm, developed by Gagne et al. in 2005, was employed in the research and development (R&D) project under consideration. The primary objective of this study is to demonstrate the process of creating a digital learning module for Integrated English Skills (IIC) education by utilising social media posts from Facebook and Instagram (FaceGram). Facebook and Instagram, because to their nature as social media platforms, are perceived as attractive resources for the purpose of facilitating Integrated English Skills instruction. The utilisation of Facebook and Instagram as platforms for English language training is anticipated to undergo a transformative process, resulting in a pedagogical approach that is both intellectually stimulating and distinctively innovative. This study aims to enhance the four English language skills, namely writing, speaking, reading, and listening, through the utilisation of Facebook and Instagram posts as educational resources. This study aims to provide several illustrative instances of information sourced from Facebook and Instagram that can be effectively utilised for the purpose of instructing Integrated English Skills within the context of digital learning. The present study employed a survey methodology within the English Literature Programme at Universitas Negeri Makassar. The participants consisted of students enrolled in the Integrated English Skills course. The findings of this study could serve as a valuable resource for educators of English as a second language, enabling them to develop engaging and distinctive instructional materials.]]>
<![CDATA[Lecturer’s Perception on the Integration of 21st Century Learning Skills in the Teaching of English Prose ]]>
<![CDATA[Hasbi, Muhammad]]>;
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Halim, Abdul]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.50610
<![CDATA[This study aims at investigating lecturer’s perception on the integration of 21st century learning skills or 4Cs in the teaching of English prose. This research employed a descriptive qualitative research design with a single case study approach. A semi-structured in-depth interview was used to obtain data from the subject of the research and the data was analyzed by using Braun and Clarke’s six steps thematic analysis. The result of the research shows that (a) the lecturer has a positive perception on the integration of the 4Cs in the teaching of English prose; (b) the lecturer has a good perception and understanding on the content of the 4Cs; and (c) the lecturer also has good perception on the implementation of the 4Cs in the teaching of English prose by identifying four key elements related to the integration of the 4Cs in the teaching of English prose. The expressed perception aligns with the implementation of 4Cs in the teaching of English prose, where the lecturer strives to design English prose learning activities that are tailored to the elements of 4Cs to ensure that the target of improving students' 4Cs skills can be achieved. The present study implies the positive evaluation and comprehension of the lecturer, combined with the recognition of essential components for application, underline the prospect of expanding the quality of English composition education.]]>
<![CDATA[An Analysis Of Code Mixing And Code Switching On Najwa Shihab Podcast “Susahnya Jadi Perempuan” (Catatan Najwa) ]]>
<![CDATA[Situmorang, Korinthya Exaudia]]>;
<![CDATA[Pasaribu, Tiara Kristina]]>;
<![CDATA[Sembiring, Rony Arahta]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.53616
<![CDATA[This research focuses on analyze the occurrence of code-mixing and code-switching in Najwa Shihab's podcast episode entitled "Susahnya jadi Perempuan" (Catatan Najwa). The podcast episode discusses various challenges and experiences faced by women in society. This research aims to identify the types and how code-mixing and code-switching are used in the podcast. To achieve this, the authors used a qualitative descriptive method based on Muysken's theory and Poplack's theory. The data were then categorized based on the types of code-mixing and code-switching, such as Insertion, Alternation, and Congruent Lexicalitation code-mixing as well as Inter-sentential switching, tag switching and Intra-sentential switching. The data obtained from this podcast amounted to 87 data. The results are as follows; there are 62 code mix data consisting of 46 (74%) insertion data, 10 (16%) alternation data, and 6 (10%) congruent lexicalization data. Furthermore, there were 25 code switching data found, which consisted of 9 (36%) inter-sentential switching data, 3 (12%) tag switching data, and 13 (52%) intra-sentential switching data. The authors found that the use of code-mixing and code-switching in this podcast was greatly influenced by the person, such as, the social environment of Najwa and her guest stars. A notable finding from the research is the evident influence of the speakers' social environment on their linguistic choices. Specifically, the interactions between Najwa and her guest stars, coupled with the thematic content of the episode, played a pivotal role in shaping the patterns of code-mixing and code-switching observed. This expanded research offers a deeper understanding of the dynamic interplay of languages in contemporary media formats, emphasizing the significance of sociolinguistic factors in shaping linguistic choices. The study not only contributes to the existing body of knowledge on code-mixing and code-switching but also underscores the importance of analyzing modern mediums to capture the evolving nature of linguistic practices.]]>
