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<![CDATA[Yell Video Technique to Develop the Third Semester Students' Ability in Present tense ]]>
<![CDATA[Safra Apriani Zahraa]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.15263
<![CDATA[Abstract: The purpose of this study was to determine the level of third semester students’ ability in mastering simple present tense using a Yell Video technique. The research method used was a Classroom Action Research (CAR). The research data included the results of the pre test and post test regarding the simple present tense. The data collection techniques used were classroom observation, interviews, notes, pre test and post test. The results of this study indicated that the use of a Yell Video can improve students' ability to understand the simple present tense. ]]>
<![CDATA[A Correlative Study on EFL Students’ Binge Watching Behaviors and Their Vocabulary Mastery ]]>
<![CDATA[Burhanuddin Burhanuddin]]>;
<![CDATA[Rosmiaty Rosmiaty]]>;
<![CDATA[Nurul Fadilah]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.15387
<![CDATA[In this study, the writer aims to know the correlation between students habits in watching english movie and their vocabulary mastery of The Fourth Semester Students in ABA-UMI 2017. The whole population of this study was The Fourth Semester Students of ABA-UMI. The sample was 20 students, the sample is taken by using purposive sampling technique.Based on the analysis of Data, the students habit in watching English movies, 3 students are in bad category (15%), 10 students are in fair category (50%), 7 students are in good category (35%), and no students are in very strong category. The vocabulary mastery, there are no students who got score less than 50 (poor category). Furthermore, there are 2 students (10%) who got score between 50 and 59 (low category); 2 students (10%) who got score between 60 and 69 (fair category); 10 students (50% ) who got score between 70 and 79 (good category); and 6 students (30%) who got score between 80 and 100 (excellent category).The result revealed that there is correlation between students habit in watching English movies and students’ vocabulary mastery. It is suggested that (1) The use of media cannot be separated from teaching and learning process. The use of movie is very helpful in learning process because it can makes more interested to the material and make students learn happily. (2) Hopes that students can improve their English ability independently. For example; by using media to improve their English.]]>
<![CDATA[ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) ITEMS IN SENIOR HIGH SCHOOL ENGLISH NATIONAL EXAMINATION 2019 ]]>
<![CDATA[Nurul Wahyuni Ilham]]>;
<![CDATA[Baso Jabu]]>;
<![CDATA[Chairil Anwar Korompot]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.14764
<![CDATA[In order to fulfill the 21’st century skills, the implementation of HOTS items to enhance students’ reasoning skills is deemed important. Nonetheless, we need to observe more about the extent and specific dimensions of HOTS applied in the English National Examination in Indonesia. The present study, therefore aimed to classify the items that fulfilled the indicators of HOTS items in ENE 2019 and specific dimension of knowledge types and dimension of cognitive process skills of the HOTS items. The results showed there was a sufficient total of a HOTS item in ENE 2019. Out of 35 questions, 15 (42.86%) were considered as HOTS items. The second finding was the dimension of cognitive process skills were on the stage of Analyze and Create. The findings indicated that ENE 2019 already had sufficient amount of HOTS items, although the distribution of the cognitive abilities is still monotonous. It was suggested for the exam developers to implement adequate proportion of the HOTS cognitive abilities to enhance students’ HOTS.]]>
<![CDATA[A Contrastive Analysis Study Between English and Macassarese in Request Sentence ]]>
<![CDATA[Sulastri Sulastri]]>;
<![CDATA[Rizkariani Sulaiman]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.15337
<![CDATA[This study examines the English and Makassar language request phrases. The imperative phrase of both languages from its form, purpose, and category in a sentence was studied in this analysis. The research used descriptive approach and contrastive analysis in terms of methods, the entire data were gathered by observing and interviewing the native speakers of Lakiung dialects who still speak in their everyday communication. In the analysis, the writer outlined and compared the differences and similarities in request sentences, classified and explained request sentences into subject, predicate, object and adverb. The results revealed that the request sentences in English and Macassarese have some similarities and differences were found in form of sentences and the function of adverb. The differences between English and Macassarese request sentence pattern, particularly on the element of predicate (P) in a sentence. While the similarity was S – P – O – K and S – P construction.]]>
<![CDATA[IMPROVING STUDENTS' SPEAKING SKILLS THROUGH SOCIODRAMATIC PLAY AT THE SECOND GRADE STUDENTS OF SMA NEGERI 2 MAMUJU ]]>
<![CDATA[Muhammad Ybnu Taufan]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.9644
<![CDATA[This study aims at finding out the effectiveness of sociodramatic play in improving students' speaking skills. This study is quantitative research with Classroom Action Research (CAR) design. Data sources of the study were the second grade students of SMAN 2 Mamuju. The participants were taken through purposive random sampling technique. Data were collected by using observation, test and questionnaire. In this study, post-test was conducted in three cycles. The results of the study show that students had made some progress during the learning process. In pre-test, most of the students were having poor speaking skills with as many as 53% participants were in this category. However, there were significant improvements toward students' speaking skills with no more students with both very poor and poor speaking skills in third cycle. From the result of the test, it can be concluded that sociodramatic play is useful to improve the students' speaking skills. In addition, most of students feel interested in and enjoy the learning process by having sociodramatic play in speaking class.]]>
<![CDATA[The Effect of Audiobook on Reading Comprehension of the Eleventh Grade Students of SMA Negeri 2 Buru ]]>
<![CDATA[Abd. Rahman]]>;
<![CDATA[Ibnu Hajar]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.14931
<![CDATA[ABSTRACTThe audiobook does not only involves multiple senses of the students, but also the inclusion of its speech, helping them to improve their comprehension. This study sought to investigate the effects' of audiobook on students' reading comprehension, and to find out students' interest in audiobooks on the teaching of reading. The mixed method called the Quan-qual model applied at this study. Some sixty eleventh-grade students participated, and data were collected by employing reading comprehension tests and questionnaires (open-ended questions). The quantitative data analyzed using paired and independent sample t-test through SPSS 20 Version, and the qualitative data analyzed through an open-coding technique. The use of audiobook was more effective than the non-audiobook. It is proven by the comparison of the mean score from both of the groups which (68.00 ˃ 48.80). The p-value in the post-test is .000, and the level of significance is α 0.05, the p-value is smaller than α (.000<0.05). The hypothesis testing found that t-value = 14.699 was higher than t-table = 2.045 (p=.000, df=29); it means that Ha was accepted, and Ho was rejected. Another, the students are interested in using audiobooks because it stimulating, challenging, available, powerful and innovative in the reading activity. Keywords: Audiobook, Reading Comprehension, Student Interest.]]>
<![CDATA[Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia ]]>
<![CDATA[Muhammad Yunus]]>;
<![CDATA[Abdollah Abdollah]]>;
<![CDATA[Andi Hudriati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.15390
<![CDATA[This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.]]>
<![CDATA[ABILITY OF READING COMPREHENSION USING COOPERATIVE SCRIPT FOR NON-ENGLISH DEPARTMENT ]]>
<![CDATA[Hidayatur Rohmah]]>;
<![CDATA[Khusnul Khotimah]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.15512
<![CDATA[The objectives of this study are implementation, and evaluation using Cooperative Script method in reading comprehension. It also to determine whether or not there is an increase in reading comprehension results using the Cooperative Script method. This research referred as qualitative research, which is an action thought on a particular object. The type of this research is Classroom Action Research. Classroom action research is a digestion of learning activities in the form of an action, which is deliberately raised and occurs in a class together. The process of reading comprehension in this study uses the Cooperative Script method, which consists of 2 cycles of 5 meetings. The first cycle consisted of two meetings and the second cycle of two meetings, one meeting was used for the pre-test. In planning, the researcher compiles a learning implementation plan, makes learning media compile an observation instrument to observe students in learning activities. The process of implementing evaluation in this learning is carried out at the end of each cycle. The assessment is carried out to determine the ability of students' reading comprehension in using the methods that have been applied. The success rate in each cycle has increased, starting from the pre-test which increased on average 45 in cycle I to 61.10 then increased again in cycle II to 72.3. From the results of the assessment it can be proven that the application of the Cooperative Script method can improve students' reading comprehension.]]>
<![CDATA[Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook ]]>
<![CDATA[Dewayani, Gracia Putri]]>;
<![CDATA[Ngadiso, Ngadiso]]>;
<![CDATA[Sarosa, Teguh]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.14476
<![CDATA[Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.]]>
<![CDATA[TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS) ]]>
<![CDATA[Sri Endang Kusmaryati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.9723
<![CDATA[ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.]]>
