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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 16 Documents
 1   2 
Search results for , issue "Vol 2, No 2 (2015)" : 16 Documents clear
The Problems in Professional Competence of Teachers in Teaching English Subject at Vocational High Schools Syamsinar Syamsinar; Baso Jabu
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.312 KB) | DOI: 10.26858/eltww.v2i2.1690

Abstract

This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi, Indonesia. This research applied descriptive qualitative method. The data were collected by using three instruments: questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators are adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The results of this research reveal that the teachers' problems dealing with professional competence in teaching English at vocational high schools include (a) problem in mastering the materials, (b) problems in mastering the curriculum, (c) problem in developing materials creatively, (d) difficulties in developing the teacher professionalism continuously, (e) problems in using the information technology and (f) problems of classroom management. Keywords:  professional competence, experienced English teachers, inexperiencedEnglish teacher.
Interpersonal Communication that Inspires in EFL Teaching Muhammad Amin Rasyid
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (345.58 KB) | DOI: 10.26858/eltww.v2i2.1686

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 researchers’ 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 students’ 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
Do Male and Female Students Learn Differently? Jamiah Jamiah; Murni Mahmud; Maemuna Muhayyang
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (600.94 KB) | DOI: 10.26858/eltww.v2i2.1691

Abstract

This paper points out the gender differences in English learning.It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ 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 strateg, 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
The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua Wa Lisda; Muhammad Asfah Rahman; Haryanto Atmowardoyo
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.009 KB) | DOI: 10.26858/eltww.v2i2.1687

Abstract

This research is conducted to find out: (1) whether the use of  Macromedia Flash Animation  enhance  students'  writing  skill  or  not;  (2)  the  students'  interest  in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the 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 researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' 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 the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on  the  questionnaire,  it  is  found  that  the  mean  score  is  80.15  which  was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ 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 students’ interest and students’ writing ability. Specifically,  the  research  result  indicates  that  Macromedia  flash  animation  is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.
The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi Ridwan, Asriani
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (785.01 KB) | DOI: 10.26858/eltww.v2i2.1692

Abstract

The objectives of this research were to find out: (1) the students’ MI profiles, (2) whether the implementation of MI-Based English Classroom Activities could increase the students’ 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  students’  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  students’  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 students’ English Achievement. Key words: Multiple Intelligence (MI) and English Classroom Activities.
The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability Lista, Litta; Atmowardoyo, Haryanto; Salija, Kisman
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.686 KB) | DOI: 10.26858/eltww.v2i2.1688

Abstract

The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving students’ writing ability and the students’ 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 Bontomarannu in academic year 2014/2015. This research used cluster random sampling. The sample consisted 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 students’ writing ability after the treatment. The students’ result of posttest of experimental group was more significantly improved than the students’ 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 level0.05 inwhich the P-value is lower than the significant level (0.0001 < 0.05). The mean score of the students’ interest in the experimental group was 91.63 and it was categorized as strongly interested. Key words: VAK Learning Style, Writing, Learning Style

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