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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 8 Documents
 1 
Search results for , issue "Vol 4, No 1 (2017)" : 8 Documents clear
The Successful Teacher’s Verbal Cues in View of Interpersonal Communication to Lead EFL Adult Beginner Learner’s Accuracy in Calling Interaction Nurul Hatifah
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.501 KB) | DOI: 10.26858/eltww.v4i1.3203

Abstract

The objectives of the research are to give descriptive account of (1) the successful teacher’s verbal cue leading the adult beginner learner’s accuracy via calling interaction and (2) the learner’sperception of the teacher’s verbal cues leading her accuracy. This research applied descriptive qualitative research. By using purposive sampling technique, one teacher and one adult learner of White House Indonesia, English institution, were chosen as the research objects. The data regarding with teacher’s verbal cues in view of interpersonal communication used in calling interaction were collected by recording voice by using Voice Call Recorder, and semi-structured interview obtained the data regarding with the learner’s perception of the teacher’s verbal cues. The results revealed that (1) verbal indirect cue covering recalling cue, clarifying cue, associating cue and exemplifying cue, and verbal direct cue covering recalling cue and clarifying cue were the typically successful verbal cues used by the teacher to lead the adult beginner learner’s accuracy. (2) The teacher’s verbal cues were helpful to lead the learner’s accuracy in term of pronunciation, vocabulary, and grammar in calling interaction. Therefore, it can be concluded that the teacher’s verbal cues could facilitate the learners to respond the teacher’s questions accurately since the teacher and learners were involved in interpersonal communication. Keywords: Verbal cues, interpersonal communication, English accuracy.
Designing an English Syllabus for Nursing Students based on need analysis in Indonesia Dedi Bae
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (318.488 KB) | DOI: 10.26858/eltww.v4i1.3209

Abstract

This paper aims to find out (1) Learning needs of the students, (2) Language needs of the students, and (3) Design an appropriate English syllabus based on the students’ need. The researcher applied descriptive quantitative method. This research used some techniques in selecting the sample. Those are purposive sampling and convenience sampling. The subject consist to two groups, they were the nursing students of Stikes Mega Buana Palopo and graduate students who work in Hospital. The result of this research showed that (1) learning needs consist of language skills and learning preferences. In language skills, all the language skills are used at the rate of often in the classroom. In learning preferences of learning English with others, study in pairs is preferred than study alone, and study in small group is more preferred than study in big group while learning preferences in terms of learning by using teaching technique, study by listening and pronouncing, and  by using games and  role play are mostly preferred by the students. (2) Language needs consist of the use of English in workplace. regarding to use English in workplace, the graduates students hardly ever speak English in hospital. In language function, based on the graduates’ perspective about language function, all the categories fall into important  level that used in hospital. (3) The syllabus design was based on the students’ need where it includes, topic, language function, teaching strategies, and language focus. Key Words: Need analysis, Syllabus, Teaching Materials, Learning Needs, Learning Style, Language Function, Teaching Strategies, and Language focus.
The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students Rusdiah Rusdiah
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.303 KB) | DOI: 10.26858/eltww.v4i1.3201

Abstract

This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students.                    Key words: social skills, speaking, undergraduate English language teaching students 
Improving Students’ TOEFL Score by Applying Discourse Strategies on TOEFL Listening Part A in Program Intensif Bahasa Asing (PIBA) of Universitas Islam Negeri (UIN) Alauddin, Makassar Muhammad Syihab As'ad
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.868 KB) | DOI: 10.26858/eltww.v4i1.3236

Abstract

This research was aimed to give an encouraging sight of students about reaching a good score on TOEFL. Then, this research facilitated the students to find the best way of increasing their TOEFL listening score in part A which is the focus of this research conducted in PIBA (Program IntensifikasiBahasaAsing) UIN Alauddin, Makassar. This research applied pre-experimental design. The data were collected from the subject which consist of 23 students. In the pre-test, there were only 22% who reach the good classification. After the treatment, the subjects’ score rose significantly by reaching 89% for good category. It was proven by the data of the mean score in pre-test was 392.61 while post-test got 445.65 for the mean score. The data indicated that the treatment gave slight increase in the research.Moreover, test of significant testing showed that the value of the t-table was higher than t-test.Through the interview, the researcher found that among all students, there were 54% used the sound-alike word, 38% applied the restatement idea, and only 8% used the most different option. Furthermore, this research revealed that the answer of TOEFL listening part A could be determined through intonation. The real situation of a conversation and speaker’s intention can be identified by the speaker’s intonation. Consequently, the findings and conclusions noted that the technique and strategies applied and revealed in this research were positively proposed. It is concluded that the students’ TOEFL score can slightly be increased by using discourse technique and by applying the strategies given in this research. Keywords: TOEFL score, discourse strategies, TOEFL listening part A, intonation.
Teachers’ Expressions in EFL Classrom at a Senior High School Humaeroah, Humaeroah
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.881 KB) | DOI: 10.26858/eltww.v4i1.3196

Abstract

Expression is one of  the way people communicate with others  deals with exploring feeling, meaning, idea, and suggestion by using verbal or non-verbal communication. The objectives of the research are to find out (1) types of Expressions uttered by teachers, (2) the dominant expressions uttered by teachers, and (3) the students’ responses toward teachers’ expressions. This research employed descriptive quantitative research design. This research took two English teachers and two classes of students in SMA Neg 11 Pinrang as the participants of the research which were taken through purposive sampling. The data of this research were collected by classroom observation, video recording and interview. The research findings show that (1) there are eight expression which uttered by teachers based on Alfaro’s classifications, they are greetings/farewells, spontaneous reaction, getting student’s attention, telling students to do something, encouraging expressions, organizing contents, time, and places, showing sympathy, checking students’ understanding, (2) telling student’s to do something is the mostly expressions uttered by teachers, (3) the students responses toward teachers’ expressions categorized into into two kinds, they are positive and negative response. Most of students gave positive responses on greetings, spontaneous reaction and encouraging expressions by giving feedback, doing teacher’s instruction and feeling happy if the teachers uttered those expressions. Some of the students gave negative responses on the other expressions uttered by the teachers by ignoring their teacher expressions.. Key Words: Teachers’ expressions, expressions of Alfaro’s classifications, students’ response.
Classroom Management Talk in Teaching English at SMPN 2 Watampone Mukhlis Mukhlis
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (778.61 KB) | DOI: 10.26858/eltww.v4i1.3200

Abstract

This paper depicts the transactional expressions used by the teacher in teaching English, the students’ understanding of those transactional expression used, and the transactional expressions which gave benefit to the students. There were twenty two students and one English teacher involved as the subjects. The subjects were the students of the seventh grade of A of SMPN 2 Watampone and an English teacher who taught English in that class. This research employed a descriptive qualitative method by using a discourse analysis. The triangulation data were applied in this research. The researcher used observation sheet that entailed video recording to collect the data about the transactional expressions used by the teacher. To get deeper data about the transactional expressions used by the teacher, the researcher also employed interview instrument entailing audio recording. An open ended questionnaire was also distributed to the students to know about their understanding of the transactional expressions used by the teacher and the transactional expressions which gave benefit to them. The findings of this research revealed the real transactional expressions (management talk) used by the teacher in teaching English, the percentage of the students’ understanding of the transactional expressions used, and the beneficial transactional expressions for them.Key words: Classroom interaction, Management talk (transactional expressions), Students’ understanding, the beneficial transactional expressions, English Teacher, Students 
The Influence of Teacher Talk toward Students’ Attitude to Speak English Ahmad Munawir
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (815.296 KB) | DOI: 10.26858/eltww.v4i1.3195

Abstract

This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher  applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was   low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude,  the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English
Students’ Perception of Teachers Nonverbal Immediacy Behavior toward Students’ Attitude and Motivation in Learning English Rendra Kusuma Wijaya
ELT Worldwide: Journal of English Language Teaching Vol 4, No 1 (2017)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (926.676 KB) | DOI: 10.26858/eltww.v4i1.3198

Abstract

The objectives of the research were to provide information about students’ perception of teachers’ nonverbal immediacy behavior toward students’ attitude and motivation in learning English. This research is descriptive by nature employing mixed method QUAN-qual model. Participants of this research were the students of X IIS 2 and XI MIA 4 who were taught by male and female teacher. The data were obtained from questionnaire, group interview, and observation. The data from questionnaire were analyzed by using simple descriptive statistic and the data from interview and observation were analyzed by using interactive model of data analysis procedure consisting data collection, data reduction, and data display, and conclusion drawing. The finding showed that the mean score of students’ attitude was 76.56 under category positive attitude. The mean score of students’ motivation was 75.43 under category motivated. The students perceived that teachers’ nonverbal immediacy behavior influenced their attitude and motivation positively or negatively depending on particularr determinant factors such as religion, culture, and age. The findings led to the onclusion that managing nonverbal immediacy behaviors was very important for teachers because the behaviors could help changing students’ attitude from negative attitude became positive attitude and changing students motivation from demotivated became motivated during learning process in the class.Key words: Nonverbal immediacy behavior, attitude, motivation 

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