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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 21 Documents
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Search results for , issue "Vol 10, No 2 (2023)" : 21 Documents clear
Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition Wati, Rina; Bunau, Eusabinus; Rahmani, Eka Fajar; Sudarsono, Sudarsono; Husin, Syarif
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.44439

Abstract

Educational methodologies have continually evolved to accommodate the diverse needs of learners. One such evolution has seen the rise of game-based learning, aiming to make education more interactive and engaging. This research focused on determining the efficacy of the Jeopardy game in enhancing the understanding of the simple present tense among seventh-grade students at SMP Negeri 7 Sungai Ambawang during the Academic Year 2022/2023. Using a pre-experimental research design, this study delved into the potential advantages of game-based learning over traditional teaching methods. A sample size of 25 students from class VII A was meticulously chosen to ensure the results' consistency and accuracy. To measure the students' grasp of the simple present tense both before and after the Jeopardy game intervention, a multiple-choice test, consisting of 20 items, was administered. Each item in the test offered four options (a, b, c, and d) for students to choose from. Statistical analysis of the gathered data resulted in compelling outcomes. The null hypothesis (H0), which posited that the Jeopardy game would have no significant impact on the students' understanding of the simple present tense, was soundly rejected. In contrast, the alternative hypothesis (Ha), suggesting the game's effectiveness, was accepted. This conclusion was bolstered by a notable t-value of 9.62, surpassing the critical t-table value of 2.064 at 24 degrees of freedom with a 5% significance level. Furthermore, the study highlighted a strong effect size of 1.9, indicating the game's substantial impact on learning.
Teaching & Learning Written Comprehension in French at Post-Fundamental Level: Bujumbura City Hall Mperejimana, Adelin
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.50450

Abstract

This article seeks to address the contribution of teaching and learning written comprehension in the new perspective of post-fundamental education recently implemented in Burundi. The students do not understand the message conveyed in the text and have missed the main thrust of the text. This problematic raised led us to ask questions and make possible hypotheses. Among the obstacles to reading comprehension are a lack of vocabulary, linguistic and semantic knowledge, and so on. To make our work effective, we used the questionnaire method, addressed to teachers of the 3rd post-fundamental language in Bujumbura town hall. Another scientific method used was the observation method, which consists in verifying the practical realities of teacher-learner interactions, as well as the methodological approaches implemented in a text lesson. To analyze the results obtained, the quantitative method was used. This method of analysis enables us to arrive at results which stipulate that learners are unable to understand what is written due to a lack of vocabulary, syntactic and semantic knowledge, extralinguistic, problems in the classroom, methodology, lack of support notebooks and problems in reading books. On the whole, students experience difficulties in reading comprehension due to a lack of lexical, linguistic and literary mastery. In this research, we have identified the problems of developing written comprehension among students in the 3rd year of post-fundamental education. These obstacles are related to the lack of vocabulary, linguistic and extralinguistic semantic knowledge, and grammatical structures. These factors remain a hindrance for students in written comprehension.
Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts Sahril Nur; Nofvia De Vega
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53803

Abstract

This study investigates the influence of social presence on online learning in Indonesian bachelor's degree programs. The objective is to identify effective strategies for enhancing students' online learning experiences by promoting social presence. Data was collected through 20 semi-structured interviews and 269 online surveys, analyzing qualitative and quantitative information. The findings highlight a significant positive relationship between social presence, engagement, happiness, and academic success in online courses. Notably, increasing one unit of social presence leads to a remarkable 10.28-point improvement in academic achievement. These results emphasize the importance of prioritizing interaction, collaboration, and community building in the online learning environment. Policymakers and educators can utilize these insights to design effective online courses tailored to bachelor's degree students' unique needs. By incorporating strategies that foster social presence and create a sense of belonging, educators can enhance students' engagement, satisfaction, and overall learning experiences. Therefore, this research underscores the significance of social presence in online learning and provides valuable insights to improve students' academic achievements and online learning experiences.
Psychosocial Learning Environments of English Classes and Students’ Motivational Intensity in Learning English Language Lemma W/Michael Gelete; Tamene Kitila Dhaba
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53767

Abstract

The psychosocial learning environments of English classes could determine students’ motivation to learn English because students spend much amount of time in English classrooms which are the primary setting in which English learning occurs. This study investigated the extent to which English classroom psychosocial learning environments influence students’ motivational intensity in English learning. A correlational research design was used to attain this purpose. Simple random sampling was utilized to select 371 samples from the population. The data were gathered through “What Is Happening In this Class” and Motivational Intensity questionnaires, and were analyzed using inferential statistics. The results showed that each aspect of the psychosocial learning environment was related to students’ motivational intensity significantly. Further, the influence of the set of six psychosocial environment aspects on students’ effort and engagement in learning English was significant. Three of the six aspects, namely, task orientation, student involvement, and teacher support accounted for the influence on students’ motivational intensity significantly. This implies that students exert greater effort and engage in learning English when they are provided with a more task-oriented classroom environment, opportunities to be involved in the learning process, and adequate support from their English teachers. Therefore, the psychosocial environments of English classes need improvement to boost students’ motivation to learn English. In particular, the learning environment aspects of task orientation, student involvement, and teacher support play a vital role in motivating students to learn English.
The Benefits of The Asynchronous Online Learning Model at Post-Pandemic Covid-19: Students’ Perception Geminastiti Sakkir; Ice Trisnawati; Auliyanti Sahril Nurfadhilah
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.51636

Abstract

In the rapidly evolving landscape of education, asynchronous online learning has emerged as a significant model, offering students the flexibility to access materials and lectures at their convenience. This research aimed to delve deeper into students' perceptions of the benefits of the asynchronous online learning model at Institut Parahikma Indonesia, a prominent educational institution. Employing a qualitative descriptive approach complemented by a phenomenological design, the study sought to capture the lived experiences and nuanced views of students regarding this learning model. Data were meticulously gathered through semi-structured interviews, ensuring a comprehensive understanding of students' perspectives. A total of seven respondents participated, comprising three males and four females from Institut Parahikma Indonesia. These participants were selected using a convenience sampling method, providing a diverse range of insights. The findings of this study were illuminating. Students predominantly perceived the asynchronous learning model as beneficial, highlighting aspects such as motivated learning, insightful experiences, flexibility in managing their time, and the advantage of accessing easier-to-understand material. They appreciated the ability to learn at their own pace, revisit lectures, and balance their studies with other commitments. However, it's noteworthy that not all feedback was overwhelmingly positive. A segment of students expressed a longing for direct, synchronous interactions, indicating a preference for traditional learning dynamics. The present study offers a fresh perspective on the asynchronous online learning model, emphasizing its benefits while also shedding light on areas of potential improvement. The insights garnered hold significant implications for educational institutions, policymakers, and educators, urging them to consider a more blended approach that caters to the diverse needs of students.
Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills Rosmiaty Rosmiaty; Ratnawati Ratnawati; Yuriatson Yuriatson; Lusy Angraeny; Farah Muthiah Azani
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53641

Abstract

Writing, as a fundamental skill in language acquisition, is intrinsically linked with grammar. For English as a Foreign Language (EFL) learners, especially those from linguistically diverse backgrounds like Indonesia, mastering grammar is both crucial and challenging. While the significance of grammar in writing is well-documented, there is a noticeable gap in research focusing on the specific needs and challenges of Indonesian EFL students. This study aimed to investigate the impact of explicit grammar instruction on the academic writing skills of Indonesian EFL students. It sought to identify specific grammatical challenges faced by these students, assess the effectiveness of targeted grammar instruction, and understand the strategies employed by learners to navigate these challenges. A qualitative research approach was employed, with purposive sampling selecting seven active grammar class attendees from the 6th semester of ABA UMI. Data collection instruments included observations, open interviews, writing tests, and documentation review. An interactive model of analysis was used for data interpretation. Preliminary results indicate that while all participants had foundational grammar knowledge, challenges persisted, especially with certain verb tenses. Explicit grammar instruction showed positive impacts on their writing skills, with real-world tasks enhancing the applicability of learned grammar. Participants also showcased diverse strategies to overcome grammatical challenges, underscoring the need for flexible instructional approaches. Explicit grammar instruction plays a pivotal role in enhancing the academic writing skills of Indonesian EFL students. Recognizing specific challenges and aligning instruction with real-world tasks can further optimize learning outcomes. This study offers valuable insights for educators, curriculum designers, and EFL learners, emphasizing the need for targeted, context-specific grammar instruction.
Enhancing EFL Speaking Skills Through Thematic Comic Strips: An Exploration in a Junior High School Setting Munir Munir; Sudarwinoto Sudarwinoto; Suhesty Suhesty; Suriama Yaman
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53829

Abstract

This study investigates the novel application of comic strips as a pedagogical tool to enhance speaking skills among EFL students in a junior high school setting, with a thematic focus on "Celebrating Independence Day." Drawing from a sample of students from VIII.1 class of UPT SPF SMPN 23 Makassar, the research employed pre-test and post-test measures to gauge the impact of comic strips on speaking proficiency. The findings revealed a significant improvement in students' speaking skills, with the post-test mean score (76.75) surpassing the pre-test mean score (57.02). This increase, backed by a P-value of 0.000, which is smaller than the chosen significance level (α) of 0.05, underscores the efficacy of comic strips as an innovative teaching tool. The results not only highlight the potential of comic strips in EFL instruction but also emphasize the added value of integrating cultural themes into language learning for a richer, more contextualized experience.
Students' Responses To Using Pictionary Games of Vocabulary Instructional Media Miranty, Delsa; Fatmawati, Amelia Yustina; Hamer, Welliam
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.45872

Abstract

This paper presents a study that was undertaken to investigate the students' reactions towards the utilization of Pictionary games as a form of vocabulary educational media. The research was conducted among tenth-grade students at MAN 1 Lebak. The present study employed a descriptive quantitative approach as its chosen research methodology. The participants in this study consisted of students enrolled in class X at MAN 1 Lebak. A sample of 37 students was selected from the population of students in 10 MIA 2. The research data utilized in this study consisted of questionnaire responses obtained from students. These responses were collected to gather insights on the implementation of Pictionary games as a means of vocabulary instructional media. The results of the study indicate that the utilization of Pictionary games elicited a favorable response from the students in terms of enhancing their vocabulary proficiency. The use of Pictionary games was found to be effective in strengthening students' vocabulary skills and fostering an enjoyable learning experience.
Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL Marpaung, Tiara Septinia; Pangaribuan, Rotua Elfrida; Pasaribu, Donna Ria
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53617

Abstract

Lexemic idioms refer to phrases or expressions that possess a distinct meaning that surpasses the literal interpretation of their constituent words. This study examines the lexemic idioms present in the lyrics of songs from Taylor Swift's Evermore album. This study employs a qualitative descriptive methodology, drawing on Makkai's (1972: 135-178) theoretical framework, which categorizes idioms into two distinct types: lexemic and sememic idioms. The concept of lexemic idiom can be classified into six distinct types. The topic of discussion pertains to phrasal verbs and idiomatic expressions. Idiomatic expressions... The concept of irreversible binominal idioms is being discussed. The topic under consideration pertains to phrasal compound idioms. Utilizing verb idioms… The objective of this study is to identify and analyze the many types of lexemic idioms included in the lyrics of the record, with the aim of determining their respective meanings. The objective of this analysis is to elucidate the proficient utilization of idiomatic expressions by Taylor Swift in effectively conveying her thematic and emotional intentions, encompassing the realms of love, grief, nostalgia, and hope. The study yielded a total of 95 lexemic idioms, which have been categorized based on their respective types and forms. The distribution of idioms in the given text is as follows: 14 idioms of phrasal verbs (14.74%), 45 idioms of tournure (47.37%), 8 idioms of irreversible binomials (8.42%), 23 idioms of phrasal compounds (24.21%), and 5 idioms incorporating verbs (5.26%). No instances of pseudo-idioms were identified within the song lyrics of Taylor Swift's album evermore. The predominant categories of lexemic idioms in the lyrics of Taylor Swift's songs on the evermore album, when considering the percentage of the entire data, indicate that tournure idioms exhibit the most dominance compared to other types. Furthermore, the study's implications for English as a Foreign Language (EFL) pedagogy introduce an innovative approach to teaching, suggesting the integration of popular song lyrics for a more holistic language learning experience. This research not only contributes a fresh perspective to the field of linguistics but also underscores the profound impact of idiomatic expressions on language, culture, and emotion.
EFL Students' Attitude Towards English Lessons Through Indonesia’s Merdeka Curriculum Sitohang, Caecilia Adinda Rosa; Tarigan, Karisma Erikson; Ginting, Fiber Yun
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.50916

Abstract

The purpose of this study was to examine the attitudes of students towards English lessons within the context of the Merdeka curriculum. Specifically, the study aimed to investigate the impact of the Merdeka curriculum on students' attitudes towards English lessons, as well as identify the factors that contribute to students' positive attitudes towards the Merdeka curriculum at SMA Swasta Katolik Tri Sakti Medan. The analysis of qualitative data revealed that students exhibited favorable attitudes towards English lessons within the Merdeka curriculum. Specifically, in the cognitive component, the findings indicated that 62% of students held positive attitudes, 18% held negative attitudes, and 20% remained neutral. In the affective component, 53% of students displayed positive attitudes, while 22% exhibited negative attitudes and 25% maintained a neutral stance. Lastly, the conative component demonstrated that 59% of students showcased positive attitudes, 14% displayed negative attitudes, and 27% remained neutral. The present study employed qualitative data collection methods. The findings indicated that a majority of the student population, specifically 146 out of 197 students, expressed contentment in their English language learning endeavors. It was observed that certain factors contributed to the cultivation of positive attitudes among students towards English lessons. Firstly, students exhibited a preference for English lessons. Additionally, the presence of an engaging, knowledgeable, and perceptive subject teacher played a crucial role in creating an enjoyable learning environment. The impact of pupils' positive attitudes on their learning achievements is significant.

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