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<![CDATA[English Education Master Students' Attributional Beliefs in Their Academic Reading Venture ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.20131
<![CDATA[ABSTRACT To breed more successful, tenacious, and proficient L2 academic readers, the precise conceptions of attributional beliefs should be introduced earlier at the commencement of the L2 academic reading venture to better assist them in coping with a wide variety of academic reading learning issues potentially quenched their potent reading learning endeavor. Specifically, adaptive attributional beliefs played an important role in this academic learning arena since graduate university EFL learners will accurately attribute their reading learning success and failure as the minimum expendable efforts rather than lack of learning competencies along with luck. This present qualitative study aimed to investigate English Education Master Students’ attributional beliefs in their academic reading venture. One research problem was enacted in this study namely, what are the specific attributional beliefs upheld by English Education Master Students while engaging in the academic reading venture? Qualitative content analysis was harnessed in this study to yield a set of renewable conceptions out of the tangible phenomenon. The suggestive findings succinctly recited that the full induction of adaptive attributional beliefs had enabled the participants to be more creative, innovative, independent, strategic, and competent L2 academic readers amid laborious academic reading learning enterprises. Keywords: attributional beliefs, adaptive attributional beliefs, English Education Master Students, qualitative content analysis]]>
<![CDATA[Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges ]]>
<![CDATA[Fatma Rahayu Nita]]>;
<![CDATA[Syafi'ul Anam]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.21338
<![CDATA[As the previous studies lack proof of teachers' experience and perceptions, especially in secondary school; thus, this current study concerns teachers’ knowledge of the implementation of peer assessment. This study attempts to answer the three research questions: (1) What are EFL teachers' perceptions and experiences towards implementing peer assessment in speaking skills? (2) What are the reasons EFL teachers utilize peer assessment in speaking skills? (3) What are the obstacles faced by EFL teachers in using peer assessment in speaking skills? This current study employed a qualitative approach. It examined the narratives of eight teachers who give responses on the questionnaire and a virtual interview. The results reveal that most teachers gain positive experience in implementing peer assessment in the classroom. It sheds light on three themes of opportunities and five pieces of challenges that have been matched with the literature. Eight teachers encounter more challenges since they don’t commonly use peer assessment in the class. Most importantly, a peer assessment provides an opportunity to enhance student’s learning, and it should be applied to give a chance for the students to develop their skills. Therefore, educational institutions for secondary EFL teachers should consider incorporating peer assessment into their instructional designs so that they are experienced and make peer assessment a precious alternative to language assessment.]]>
<![CDATA[The Design of Moodle-Based English Language Learning Environments (Case Study of Indonesian Higher Education) ]]>
<![CDATA[Rizky Eka Prasetya]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.19934
<![CDATA[Integrating English learning content enhance complexity and unconventional demands challenge lecturers in Higher Education. The study investigates and determines an English learning course design through Moodle, the most suitable approach that develops an online environment’s essential language learners’ accomplishment outcomes. The study was conducted with the qualitative approach with a case study research design. The thirty-eight lecturers generate as respondents from Higher Education in the Jakarta area. The result has found that Moodle could implement the demands-complexity of English language learning in the electronic ecosystem. The English course should have obtained attention or engagement with familiarize, encourage, fulfill, evaluate, and understand actual content material integrated Moodle feature. The Moodle-based designer must develop topological technologies to request the particular necessities of learners needs. Moodle is not fundamentally constructed as a mechanism concerning language learning, and it should have been noticed that the electronic model was not a flawless online learning system for the English educational process. Nonetheless, it presents various resources and excellent learning designs. It frequently engaged learners’ and lecturers’ adverse responses to the acquiring of English as a foreign language. Technical problems and educational challenges should not be neglected while utilizing Moodle program in the electronic ecosystem]]>
<![CDATA[Purposive Communication is Not Enough: Exploring English Language Learning from the perspectives of English majors in a Philippine Higher Education Institution ]]>
<![CDATA[Rafael Michael Paz]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.23094
<![CDATA[The structural changes brought by the K to 12 basic education program significantly impact not only ELT and ELL in basic education, but ELT and ELL in higher education as well. English language courses in the higher education general education domain were phased out, or for the majority of HEIs in the Philippines, reduced to a course called Purposive Communication. Using data from students who had taken Purposive Communication in their year 1 in the university, this paper argues that Purposive Communication is not enough to reinforce all the English language skills expected for higher education students to perform during and after their time in the university. This paper invokes policy implementers to consider the inclusion of additional English-language courses in higher education to provide avenues for students to practice their communication skills in English and address the country’s declining proficiency in using the English language.]]>
<![CDATA[Paraphrasing as a Strategy to Develop Reading Comprehension at The Tertiary Level of Education ]]>
<![CDATA[Nivedita Malini Barua]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.21633
<![CDATA[The three aims of this study are to determine (1) the reading proficiency and the motivation level of a group of tertiary level learners, (2) how far paraphrasing as a strategy can help in developing the reading comprehension of the learners, and (3) whether this strategy also motivates the learners to read more. This study employed a quasi-experimental design. The research population comprised all 18 students in the third semester of the MA in ELT (English Language Teaching) programme of Gauhati University. The data were collected by using (1) two types of tests to measure abilities in literal and inferential comprehension, (2) paraphrasing as technique for reading and (3) questionnaires. The results showed that there was a greater engagement with the text and higher levels of motivation while using the paraphrasing strategy. However, more research needs to be carried out to obtain conclusive evidence that the reading comprehension of students can be developed substantially with the use of the paraphrasing strategy.]]>
<![CDATA[Fostering Students’ Vocabulary Mastery Through K.I.M (Keyword, Information, And Memory Clue) Strategy at an Indonesian Junior Highschool Context ]]>
<![CDATA[Assyarifullah Ramli]]>;
<![CDATA[Rivaldin Rivaldin]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.23977
<![CDATA[The objectives of this study were: “To find out the development of students' vocabulary mastery taught by the KIM method in class VIIA SMP N 3 Wundulako. Where the consequences of this study would be one of references material for English teachers or similar study in an effort to develop the students vocabulary. In this situation, Classroom Action Research (CAR) which became the research design was applied by the researcher. Researchers collaborated with English instructor at SMP Negeri 3 Wundulako. The samples of this study were 15 students of class VIIA. Data collection was done by means of tests that are prepared in the form of multiple choices and also observation sheets to measure the level of success or achievement of learning objectives in teaching and learning activities in class. This research was conducted in two cycles where the first cycle showed that only six students achieved the KKM score. And nine students with an average value of 56 with a success percentage of only 40%. While in the second cycle there was an increase in 13 students achieving the KKM score with an average value of 83 with a percentage of 86%. Which proved that by using vocabulary teaching strategies using KIM (keyword information and memory clue) strategies can improve students' vocabulary skills.]]>
<![CDATA[Motivating EFL Learners to Write Using Padlet Application ]]>
<![CDATA[Syarifuddin Dollah]]>;
<![CDATA[Muh. Farid Sehuddin]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.21169
<![CDATA[E- learning is a system or concept of education that utilizes information technology in teaching and learning. One of them is Padlet, which is an internet site that allows people and other users to collaborate on text, photos, links or other content. Each of these collaborative spaces called a “wall” that can be used as a personal bulletin board. Tecahers and companies generally use Padlets to encourage creative multimedia conversation and exchange of opinions. So, this media is expected to be useful for teachers and students in narrative writing learning class. This study is the quasi experimental research that aimed to know the effect and the correlation of the implementation of Padlet to the students’ achievement and motivation in writing. The implementation Padlet as independent variables and the students’ achievement and motivation in writing as a dependent variable. The population in this research is all second grade students in one of senior high school at Makassar that consist of eight classes. One class took as a control group and one class as an experiment group through cluster random sampling technique. The data of the research was obtained by the study results test on the subject of the velocity reaction for pre-test and post-test and questionnaire. Based on analysis of inferential statistics for writing achievement, the P = 0.001, and for motivation, the P = 0,012 and it less than = 0,05 was obtained, it is means that the implementation Padlet is significantly influence to the students’ motivation and achievement in writing of the second grade senior high school students’ on the material subject of writing.]]>
<![CDATA[Teaching Classroom Management Subjects Through the Implementation of Assure Model Instructional Design ]]>
<![CDATA[Yudi Hari Rayanto]]>;
<![CDATA[Supriyo Supriyo]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.20528
<![CDATA[The aim of this research is to know and find out the practicality of ASSURE Model as one of instructional design implemented in the classroom. This research is taken during Pandemic covid-19 in English Department at PGRI Wiranegara University. From 38 learners, researcher divides the number of learners into 2 classes; they are online and offline class. There are 20 learners as offline class and the rest as online class. The instrument used on this research is questionnaire. During the implementation of ASSURE Model in three meetings, the researcher also requires observers. The involvement of observers is really needed to gain some additional benefit input for making positive revision or suggestion. There are two observers which taken from university lecturer. In gaining data, Researcher distributes similar items of questionnaire both to learners and observers. Based on the result from questionnaire, it is found that ASSURE Model is practical to be implemented both for offline and online class. Although, it is undeniable that there are some problems occur in online class during teaching activity but online class wholly stated that ASSURE Model practically used.]]>
<![CDATA[Developing English Teaching Instruction Based on Islamic Values in Non-Formal Education for The Children of Indonesia ]]>
<![CDATA[Andi Hudriati]]>;
<![CDATA[Rusdiah Rusdiah]]>;
<![CDATA[Sulastri Sulastri]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.25088
<![CDATA[One of the primary goals of studying English is to improve one's capacity to communicate in English. Islamic-based English classes for children at a local Mosque are ideal since they are provided with Islamic-based English materials derived from Islamic principles and tailored to the needs of Muslim youngsters while learning a second language. The present study aims to investigate an Islamic-based language learning instruction suitable for children in a non-formal setting. The study employs a qualitative research approach which observes and surveys Indonesian language and religious teachers to develop a suitable model for children in an informal setting. The results of the study revealed a means to enhance knowledge about Islam, while learning English as a tool of communication. The following conclusions can be taken from the stated results and discussions; (1) the planning and implementation of Islamic-based English language instruction in non-formal setting have not been optimally implemented thus far therefore the study provided an Islamic-based language instruction suitable for children, (2) educators require innovation in planning and implementing authentic learning for children since they are characterized by their playful nature and learn best by considering such nature, and (3) the foundations of Islam are best taught in early childhood, hence should be prioritized as the content material of their learning.]]>
<![CDATA[Language and Morality: An Analysis of Gabriel Okara’s The Voice ]]>
<![CDATA[Baridisi Hope Isaac]]>;
<![CDATA[Ishmael Ukie Gwunireama]]>;
<![CDATA[Tamunosiki Victor Ogan]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v8i2.31272
<![CDATA[Man’s perceptions or worldviews about reality are conditioned and shaped by the language in which they are expressed. Thus, our knowledge of morality is expressed in the language we use. This paper examines the interrelatedness of language and morality using the matrix of Gabriel Okara’s The Voice. It explores the relationship between language and morality, and how they feature in the actual state of affairs. It utilizes the method of textual analysis and hermeneutic phenomenology in carrying out the research. It concludes that language and morality are inseparably bound together. It recommends a reappraisal of Okara's conception of language and morality within the framework of African ethics.]]>
