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<![CDATA[The Alignment of Assessment Tasks with Teaching Objectives and Activities Based on Bloom Taxonomy: Case Study ]]>
<![CDATA[Nazelya Puspita Kencana]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.21510
<![CDATA[Assessment plays an important role in teaching process to show students’ understanding and comprehension about the material. Good assessment task is the one which can achieve the teaching objective. Then, this research discusses about the alignment of assessment task with teaching objectives and activities on Junior High School Teacher’ lesson plan based on Bloom Taxonomy. This study uses qualitative descriptive which focuses on document analysis. In getting the data, the researcher asked the Junior High School Teacher’s lesson plan and analyzed each components based on Taxonomy Table. The results highlighted that the assessment tasks which Junior High School teacher designed do not align with teaching objectives and activities since the teacher did not break down the objectives properly even though the analysis on the Taxonomy Table shows good alignment. Further discussion is elaborated in this research.]]>
<![CDATA[Perceived Instructional Supervision Practices, Professional Learning Communities Practices, And School Performance in The Division of Eastern Samar ]]>
<![CDATA[Felicidad L. Duras]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.32448
<![CDATA[Instructional supervision is deemed effective way to support professional growth and competency and has been identified as an integral component of staff development while Professional Learning Communities (PLC) is believed to be a more effective way of continuing professional growth and development among its staff focused on the academic performance of learners. This study was based on determining the instructional supervision practices based on its four (4) dimensions, the professional learning communities practices based on five (5) dimensions and the school performance based on the quality parameter of School-Based Management (SBM) of the twenty-two (22) central schools of the Eastern Samar Division. Results revealed that the instructional supervision practices are perceived by the principals and the teachers to be “highly practiced.” Professional learning communities’ practices are likewise perceived by both respondents to be “very highly practiced.” Test on significant difference indicated that there is no significant difference in both the instructional supervision practices and professional learning communities’ practices as perceived by the elementary school principals and their respective teachers. Generally, none of the schools investigated have satisfied and surpassed the quality standards for school –based management as only more than one-half of the school population investigated fall under “moving towards mastery” level.]]>
<![CDATA[A Systematic Review on Integrating MALL in English Language Teaching ]]>
<![CDATA[Sahril Nur]]>;
<![CDATA[Ranta Butarbutar]]>;
<![CDATA[Sri Yulianti Ardiningtyas]]>;
<![CDATA[Andi Haeriati Alimuddin]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.30409
<![CDATA[The use of technology in language learning has been going on for a long time. Many technological characteristics are currently utilized in language learning as a result of the rapid growth of technology. MALL is one of them. This study aims to review integrating MALL in English language teaching (ELT). The study employed a systematic review checklist as a method. Findings suggest that MALL has a good impact on students' English language development, which leads to positive outcomes, according to the overall findings. Parents, teachers, and students expressed an interest in promoting MALL in ELT. Teachers were enthusiastic about MALL and felt that it could be utilized to teach English. MALL also had a positive influence in educational contexts, with students enthusiastic about utilizing it in English classes. They also believe that MALL provides them with numerous benefits when performing their tasks. Due to the challenges teachers and students encounter in applying and using MALL in ELT, such as psychological, pedagogical, and technical limits, stakeholders are expected to develop solutions and policies to achieve effective technology-oriented learning in ELT. Keywords: Systematic review, MALL, ELT]]>
<![CDATA[Collaborative Efforts to Education in The New Normal: Evidence Among Pantawid Pamilyang Pilipino Program (4ps) Parents in The Philippines ]]>
<![CDATA[Glory Fe Oraller-Balazo]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.32446
<![CDATA[The only way to prevent COVID-19 from deepening inequality for the entire generation of children is to equip families to support learning at home. With this, the DepEd decided to have the various distance learning modalities wherein parents will now serve as front liners when it comes to supporting their children’s education. A descriptive study that aims to examine the level of awareness and readiness of Pantawid Pamilyang Pilipino Program (4Ps) parents in assisting their children’s education via distance learning modalities in the new normal was conducted. The data was collected using a survey questionnaire and were analyzed using descriptive and inferential statistics. Findings revealed a significant relationship between the awareness of (4Ps) parents on the different distance learning modalities and their preparedness to assist their children's education in the new normal. Moreover, it shows no significant relationship between the (4Ps) parents' profile in terms of their source of income and parenting status to the awareness and readiness on the various distance learning modalities.]]>
<![CDATA[Effects of Implicit and Explicit Instruction on Learning Adjective Order ]]>
<![CDATA[Shefali Elizabeth Mathew]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.28943
<![CDATA[This study tests the effect of implicit and explicit instruction in the learning of the order of adjectives for advanced second language learners of English. Ten participants were randomly divided into two groups of five each. The first group was shown grammatically correct and incorrect sentences, but were not given the details as to how the sentences were grammatically correct or incorrect. This was the group that received implicit instructions. The second group was given the same work sheet, but also received explicit instructions detailing the correct order of adjectives. Following two trails rounds, both groups were given tests with 15 tasks to assess correct placement of adjectives in a sentence. Results showed that those who received explicit instructions performed twice as well as those who received implicit instructions, making only five mistakes in total (33%), as opposed to ten mistakes made by those who had implicit instructions (66%). The most common mistakes were related to placement of the adjectives used for “opinion” and “physical quality”. The study supported the hypothesis that explicit instruction was more effective than implicit instruction in learning adjective order.]]>
<![CDATA[Instructor – Cadets Interaction in Maritime English Classroom (A Case Study at Politeknik Pelayaran Barombong) ]]>
<![CDATA[Fitriani Hilal]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.20056
<![CDATA[The present study was to explore instructor-cadets interaction in maritime English classrooms. Specifically, it sought to reveal (1) the patterns of the instructor-cadets interaction in the classrooms and (2) cadets’ perception on the indicated interaction patterns. Designed to be a single-case study, the research was conducted at Politeknik Pelayaran Barombong, Makassar, one of the leading seafaring education and training institutions in East-Indonesia. The data were obtained through classroom observation and interview.As the results, the findings elucidate that (1) the patterns of the instructor-cadets interaction were categorized into one-way, two-way, multi-way traffic, even there was a new hypothetical traffic proposition “semi multi-way traffic” identified emprically besides the three traffics, and (2) based on the cadets’ perceptions toward the indicated patterns, it could be revealed that (a) they were aware of the indicated patterns and (b) there are some determinant factors of the three indicated interacton patterns, especially for the one-way traffic, i.e; having not understood the lesson materials, fear of being underestimated, teacher’s negative prejudice behavior, and being exhausted physically and psychologically by the military learning activities.]]>
<![CDATA[The Effective Use of Storytelling to Encourage EFL Students' Participation and Interest in Speaking English ]]>
<![CDATA[Sulastri Sulastri]]>;
<![CDATA[Ratnawati Ratnawati]]>;
<![CDATA[Andi Hudriati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.19981
<![CDATA[The purpose of this research is to increase students' participation and enthusiasm in English speaking through story telling. The research examined the following components of speaking ability: pronunciation, grammar, vocabulary, fluency, and comprehension. Classroom action research was employed as the research approach. The subjects of this study were third semester students in the literary faculty for the academic year 2019/2020, a total of 30 participants. The data were gathered using a series of tests, an observation checklist, a questionnaire, and a video recording. It was assessed utilizing a descriptive test, an observation checklist, a questionnaire, and a video recording, as well as the mean score formula. The findings suggested that story telling elevated the participation and engagement of students speaking English in two cycles. The results of the analysis of the category of speaking skills or student participation indicated an improved performance in the average percentage of students who obtained a score of 55 very low with a percentage of 63.33 % and 0% in the very high category, the first cycle with a percentage of 13.33 % in the high category with a score of 80-89, and the second cycle with a percentage of 46.6 % who obtained a high score of 14. While the questionnaire data revealed the students' interests. These findings demonstrate that when a story telling model is used, participation and enthusiasm in speaking increased.]]>
<![CDATA[Online Teaching Amid the Covid-19 Pandemic: How Self-Efficacious Pre-service EFL Teachers Are? ]]>
<![CDATA[Mercya Christ Sita Dewi]]>;
<![CDATA[Kenti Sugiyati]]>;
<![CDATA[Rachmah Yunita]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.22902
<![CDATA[ The sudden transition from an in-person class to online education due to the Covid-19 pandemic is not a new thing. Subsequently, it encourages educators to keep accommodating an effective learning environment. Studies agree that having a high level of self-efficacy in online teaching stands among the fields that educators need to have since it influences their behavior and motivation. Concerning this fact, the study intends to explore the self-efficacy of 53 pre-service EFL teachers who have already accomplished their online teaching practice. By distributing a self-administrated questionnaire, data revealed that pre-service teachers had a high level of self-efficacy on teaching online. The highest self-efficacy level was related to technology integration (m=4.75), followed by communicative language teaching (CLT) (m= 4.39), pedagogy (m=4.35), and the last; self-management (m=4.26). The findings also addressed that they had high self-efficacy to employ various online platforms to support and motivate students in online learning. Contrastingly, they had the lowest self-efficacy for managing their workload when teaching online. Come to an end, the study offers implications for education and teachers training programs to prepare their graduates to be accustomed to teaching online, considering the latest education need due to the Covid-19 pandemic.]]>
<![CDATA[Exploring Content-Based Syllabus For Indonesian EFL Nursing Students At Politeknik Kesehatan Makassar ]]>
<![CDATA[Baharuddin Kordja]]>;
<![CDATA[Muhammad Basri]]>;
<![CDATA[St Rahmatia]]>;
<![CDATA[Ismail Ismail]]>;
<![CDATA[Nasrullah Nasrullah]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.32456
<![CDATA[The objective of the study was to explore the most appropriate content-based syllabus for EFL nursing students and to identify the suitable and relevant topics to the language learning process at Politeknik Kesehatan Makassar. The study employed quantitative descriptive approach. The samples were fourth semester students of Nursing Department, English lecturers and nurses at Wahidin Sudirohusodo Hospital Makassar. The total sample of this study was 50 respondents which were selected based on purposive sampling techniques. The researcher took 40 nursing students, 5 English lecturers, and 5 senior nurses who were experienced in foreign countries. The collection of data was done by distributing the questionnaires to the respondents to identify the students’ needs to attend the Nursing Department and their objective or their experiences, and also to discover their mastery level on the competencies needed and the main priority of competencies. The data was analyzed by applying descriptive statistics The findings of the study indicated that the appropriate syllabus for Nursing Students at Politeknik Kesehatan Makassar is the topical syllabus which is organized by the topics or themes. The suitable topics consisted of content-subjects, general subjects, and suggested subjects. The present study provides empirical data on a successful ]]>
<![CDATA[Enhancing Reading Comprehension through Collaborative Strategic Reading ]]>
<![CDATA[Muhammad Lukman Syafii]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i1.23659
<![CDATA[This study aims at improving learners’ reading comprehension through collaborative strategic reading. This study is implemented in the first semester of the accounting study program of Universitas Muhammadiyah Ponorogo. The investigator got two matters in the teaching and learning of learners in the first semester: (1) The learners’ attainment scores were poor in reading skills. (2) The English lecturer generally recited the story first and then he just requested the learners to go over after him. To overcome these problems, the researcher applied the classroom action research design. The subject of this research is class A consisting of 30 students. The researcher utilized some instruments such as an observation, checklist, field notes, and reading comprehension tests. The result shows that the students’ achievement score improved from 30% (9 students) of 30 students in the preliminary study to 53.3% (16 students) in Cycle 1 and then improved to 77% (23 students) in Cycle 2. From this, It can be concluded that the students could understand the texts comprehensively and they found a progressive enhancement in their attainment scores in reading comprehension.]]>
