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<![CDATA[The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Studentsâ Writing Ability ]]>
<![CDATA[Litta, Lista]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving studentsâ writing ability and the studentsâ interest in VAK learning style as a technique in studying English writing.This research employed quasi experimental design. The population of this research was the eleventh grade students of Science Program SMA Negeri 1 Bontomarannuin academic year 2014/2015.This research used cluster random sampling.The sampleconsisted of 60 students that belonged to two groups: 30 students in the experimental andcontrol group.The data was collected by using writing test and questionnaire.The findings showed that there was an improvement on the studentsâ writing ability after the treatment. The studentsâ result of posttest of experimental group was more significantly improved than the studentsâ result of posttest of control group by the mean score 73.2 > 58.1.The difference of both scores was statistically significant based on the t-test value at significant level 0.05 in which the P-value is lower than the significant level (0.0001 < 0.05).The mean score of the studentsâ interest in the experimental group was 91.63 and it was categorized as strongly interested.
Key words: VAK Learning Style, Writing]]>
<![CDATA[Interpersonal Communication that Inspires in EFL Teaching ]]>
<![CDATA[Rasyid, Muhammad Amin]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[ABSTRACT
This study attempted to reveal the perception of EFL students on the lecturer verbal and nonverbal interpersonal communication that they experience and expect to foster their positive attitudes and nurture their motivation in learning English at State University of Makassar, Indonesia. The respondents consisted of 152 fifth semester students of undergraduate program, majoring in English Education, attending TEFL course in 2013/2014 academic year. The study was guided by the researchersâ teaching belief stating that teaching is communicating and inspiring virtues in the forms of knowledge, skills and attitudes. The instruments used were (a) The 14 lecturer verbal interpersonal communication measure (VICM) and (b) the 14 lecturer non-verbal interpersonal communication measure (NVICM) developed by the researcher. The data analysis showed that four of the 14 VICM were not inspiring, namely telling students his personal experience, responding studentsâ reasons for being late, asking students to tell their most impressive learning English experience, and allowing students to call their lecturers by their first name; and three of the 14 NVICM were not inspiring, namely moving around the class when teaching, touching (shaking hands), coming closer to students when lecturing.
Key concepts: perception, inspiring, interpersonal, communication,]]>
<![CDATA[The Problems in Professional Competence of Teachers in Teaching English Subjects at Vocational High Schools ]]>
<![CDATA[-, SYAMSINAR -]]>;
<![CDATA[Jabu, Baso]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[      This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi. This research applied descriptive qualitative method. The data were collected by using three instruments namely questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The research found that there were eleven problems faced by the teacher in relation to their professional competence. In English teachersâ competence especially in linguistic aspect, the major problem faced by the teachers is dealing with lacking of the vocabulary for special terms. In addition, the research also indicated that there were two other serious problems faced by the teachers. First, they faced problem in developing the teacher professionalism continuously. Second, they do not use information and communication for communicating maximally.Keywords:   professional competence, experienced English teachers, inexperienced   English teacher ]]>
<![CDATA[The Use of Macromedia Flash Animation to Enhance Studentsâ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua ]]>
<![CDATA[Lisda, Wa]]>;
<![CDATA[Rahman, Muhammad Asfah]]>;
<![CDATA[Atmowardoyo, Haryanto]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[This research is conducted to find out: (1) whether the use of macromedia flash animation enhance studentsâ writing skill or not; (2) the studentsâ interest in English writing class using macromedia flash animation; (3) whether studentâs interest have relationship to studentâs writing ability or not.The research employs quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in experimental group and 24 students in control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researcher applies macromedia flash animation as the medium to experimental group while the teacher in the control group uses power point presentation. The research results indicated that macromedia flash animation can enhance studentsâ English writing skill at the seventh grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of experimental group is higher than the mean score of control group, it does not show asignificant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in experimental group are significantly different (55.41-73.93). Moreover, based on the studentsâ response on the questionnaire, it is found that the mean score is 80.15 which was categorized âinterestedâ. The Pearsonâs r for correlation shows that the correlation coefficient between studentsâ interest and studentsâ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between studentsâ interest and studentsâ writing ability. Specifically, the research result indicates that macromedia flash animation is interesting and effective to enhance studentsâ writing skill.
Key words: macromedia flash animation, writing skill, interest.]]>
<![CDATA[The Language Learning Strategies Used by Students of Merchant Polytechnics Makassar ]]>
<![CDATA[Rustam, Nilam Sari]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[This thesis aims to (1) to investigate the kinds of language learning strategies the merchant marine polytechnics students use in learning English, (2) to investigate the most dominant language learning strategies used by successful and unsuccessful students, and (3) to find out whether or not the successful students employ different language learning strategies from the unsuccessful students. The researcher applied descriptive quantitative method. The population of this research was the students of merchant marine polytechnics of Makassar in academic year 2014/2015. The sample was the fourth semester students of nautical study program, class C which consisted of 30 students. This research used cluster random sampling technique. This research used 2 kinds of instruments; they were English skill tests and questionnaire. The research data was collected by using English skill tests and SILL questionnaire which were analyzed by descriptive and inferential statistic through SPSS 20.0 for windows program. The result of the descriptive quantitative data showed that (1) the nautical students of merchant marine polytechnics used six kinds of language learning strategies namely metacognitive, compensation, social, memory, cognitive, and affective strategy (2) the most dominantly used language learning strategies among the successful students is metacognitive strategy and the most frequently used language learning strategies among unsuccessful students is social strategy (3) there is a difference in using language learning strategies between successful students and unsuccessful students. The six language learning strategies were employed by the students in learning English. The successful students employed two kinds of language learning strategies; metacognitive and compensation strategy while the unsuccessful students employed four kinds of language learning strategies namely social, memory, cognitive, and affective strategy.
Keywords: Language Learning Strategies, Successsful/Unsuccessful Students, Metacognitive, Compensation, Social, Memory, Cognitive, And Affective Strategy]]>
<![CDATA[Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level ]]>
<![CDATA[Nusrat, Masrufa]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[Using literary material for developing language skills has once again achieved much rationale for both L1 and L2 learners in the last two decades. In my paper I would like to explore the possibilities and loopholes of teaching language through literature in Bangladesh at tertiary level by providing a birdâs eye-view of survey into the reality of our language classrooms. Our English language classes follow traditional lecture-based teaching techniques and use almost no literary materials for teaching language. Mostly âreferentialâ materials are taught by Communicative Language Teaching (CLT) method which are exclusively confined to everyday real-life situational use and does not engage learnersâ imaginative faculties. Therefore, in this paper I have tried to demonstrate how literary texts or ârepresentational textsâ can develop English proficiency, foster critical thinking and involve learners in creative language use. I have also critiqued our teaching approaches; student evaluation; irrelevant material selection and rote learning during exam. As a result the gap between language and literature in our academia is widening and hampering adequate language acquisition. Although critical practices like- Literary Theory and Cultural Studies have come to academic forefront and impressive curriculum such as- World Literature in English, Comparative Literature and Applied Linguistics and ELT gained much popularity, learnersâ basic linguistic competence failed considerably. I have tried to recommend ways to solve these problems by bridging the gap between language and literature by introducing language-based teaching approach and integrating language and literature in our English classrooms.
Keywords: representational material, referential material, language-based approach, stylistics, literature with a small âlâ, literary language, imaginative language use, literary and linguistic competence]]>
<![CDATA[Do Male and Female Students Learn Differently? ]]>
<![CDATA[-, Jamiah]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[This paper points out the gender differences in English learning. It investigated studentsâ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female studentsâ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking and like cooperating with their peers while the males refered to the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar.
Keywords: language learning strategy, gender differences, classroom interaction]]>
<![CDATA[The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi ]]>
<![CDATA[Ridwan, Asriani]]>
<![CDATA[ ELT WORLDWIDE Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Makassar ]]>
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<![CDATA[The objectives of this research were to find out: (1) the studentsâ MI profiles, (2) whether the implementation of MI-Based English Classroom Activities could increase the studentsâ English achievement or not, and (3) whether the students are interested toward the implementation of MI-Based English Classroom Activities or not. This research was conducted through Quasi-Experimental Method. The population of the research was the eleventh grade students of the second semester in SMAN 2 Mamuju of West Sulawesi Province in 2014/2015. This sample was selected through purposive random sampling technique. The data of the research were analyzed inferential and descriptive statistic. The results of the research were: (1) the studentsâ MI profiles showed 80.6 % students in existential and interpersonal intelligences, 74.2 % students in verbal-linguistic and naturalist intelligences, 67.7 % students in logical-mathematical and musical intelligences, 58.1 % students in visual-spatial intelligence, 51.6 % students in bodily-kinesthetic and intrapersonal intelligences, (2) the implementation of MI-Based English Classroom Activities could increase studentsâ English achievement (3) The students were interested toward the implementation of MI-Based English Classroom Activities. So it can be concluded that the implementation of MI-Based English Classroom Activities was very effective to be applied in increasing the studentsâ English Achievement.
Key words: Multiple Intelligence (MI) and English Classroom Activities.]]>
<![CDATA[The Language Learning Strategies Used by Students of Merchant Marine Studies Polytechnics Makassar ]]>
<![CDATA[Nilam Sari Rustam]]>;
<![CDATA[Arifuddin Hamra]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1689
<![CDATA[This thesis aims to (1) to investigate the kinds of language learning strategies the merchant marine polytechnics students use in learning English, (2) to investigate the most dominant language learning strategies used by successful and unsuccessful students, and (3) to find out whether or not the successful students employ different language learning strategies from the unsuccessful students. The researcher applied descriptive quantitative method. The population of this research was the students of merchant marine polytechnics of Makassar in academic year 2014/2015. The sample was the fourth semester students of nautical study program, class C which consisted of 30 students. This research used cluster random sampling technique. This research used 2 kinds of instruments; they were English skill tests and questionnaire. The research data was collected by using English skill tests and SILL questionnaire which were analyzed by descriptive and inferential statistic through SPSS 20.0 for windows program.The result of the descriptive quantitative data showed that (1) the nautical students of merchant marine polytechnics used six kinds of language learning strategies namely metacognitive, compensation, social, memory, cognitive, and affective strategy (2) the most dominantly used language learning strategies among the successful students is metacognitive strategy and the most frequently used language learning strategies among unsuccessful students is social strategy (3) there is a difference in using language learning strategies between successful students and unsuccessful students. The six language learning strategies were employed by the students in learning English. The successful students employed two kinds of language learning strategies; metacognitive and compensation strategy while the unsuccessful students employed four kinds of language learning strategies namely social, memory, cognitive, and affective strategy. Keywords: Language Learning Strategies, Successsful/Unsuccessful Students, Metacognitive, Compensation, Social, Memory, Cognitive, And Affective Strategy]]>
<![CDATA[Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level ]]>
<![CDATA[Masrufa Ayesha Nusrat]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1685
<![CDATA[Using literary material for developing language skills has gained new attention for both L1 and L2 learners in the last two decades. In my paper I would like to explore the possibilities and loopholes of teaching language through literature in Bangladesh at the tertiary level. Our language classes follow traditional lecture-based teaching techniques and use almost no literary materials for teaching language. Mostly ‘referential’ materials are taught by Communicative Language Teaching (CLT) method which are exclusively confined to everyday real-life situational use and does not engage learners’ imaginative faculties. Therefore, I have tried to demonstrate how literary texts or ‘representational texts’ can develop English proficiency, foster critical thinking and encourage creative language use. I have also critiqued our material selection; teaching approaches; evaluation; and rote learning during exam. As a result a gap has long been created between language and literature at the tertiary level, hampering language acquisition. Although critical practices like, Literary Theory and Cultural Studies, have enriched our academia and generated impressive curriculum (such as World Literature in English, Comparative Literature and Applied Linguistics and ELT), learners’ basic linguistic competence has declined considerably. I have tried to recommend ways to solve these problems by introducing language-based teaching approach and integrating language with literature. Keywords: representational material, referential material, language-based approach, stylistics, literature with a small ‘l’, literary language, imaginative language use, literary and linguistic competence, product-based and process-based teaching and learning]]>
