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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 284 Documents
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STUDENTS EXPECTATIONS TOWARD THEIR TEACHERS: A STUDY ON TEACHERS’ COMPETENCE, GENDER ISSUES AND POLITENESS BETWEEN TEACHERS AND STUDENTS IN INDONESIAN CONTEXT Mahmud, Murni
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

This paper depicts the students’ perception on the ways their teachers teach them. There were 80 respondents involved in this research consisting 40 students from undergraduate and 40 students from graduate program. The respondents are the English students of the Graduate and undergraduate Program of the State University of Makassar. An open ended questionnaire was distributed to them to reveal their perception towards their teachers’ teaching styles. The findings of this research revealed expectations from students towards their teachers in terms of the use of materials and methods in the class, the classroom interaction and management by the teachers, and the teachers’ personal identities. Some other aspects such as gender relation and politeness were taken into consideration on the students’ preferences.
TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM CONTEXT: A DISCOURSE ANALYSIS AT ONE UNIVERSITY IN SOUTH SULAWESI Saputra, Wongso Adi; Atmowardoyo, Haryanto
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

In teaching and learning process of the L2, the use of L1 in mediating the learning is needed to be considered. Therefore, this article aimed at finding out the support of the translanguaging on TEFL since translanguaging is the way of functioning L1 in teaching L2. The qualitative method was done in this research. The subjects were two English lecturers of Muhammadiyah University of Makassar in English Teaching and Training Department. The data were collected through interviewing and observing those two lecturers in the classroom teaching and learning process. Then, in addition to the data, those lecturers’ students were interviewed in order to dig their perception of the used of translanguaging in the L2 acquiring process. Furthermore, the data were analyzed using descriptive qualitative analysis. In the research findings there were five types of translanguaging as the way of the L1 and the L2 interacted each other in the classroom that used by the lecturers in teaching and learning process. Besides, there were ten functions of translanguaging as the action toward the L1 and the L2 in the classroom. Furthermore, translanguaging gives the support on TEFL in the classroom context.
THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE Mahmud, Adi F; Rahman, Andi Qashas; Mahmud, Murni
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

ABSTRACTTo achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied.  Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting.
LANGUAGE LEARNING STRATEGIES OF NON-ENGLISH MAJOR STUDENTS IN DEVELOPING THE STUDENTS’ ORAL COMMUNICATION Atbar, Mustahrim; Atmowardoyo, Haryanto; Weda, Sukardi
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

Abstract Developing oral English communication proficiency for English major students is something usual, but for non-English major students who required to be proficient in oral English communication is obviously unusual. The questions that might arise are what strategies they apply to be proficient, how they apply those strategies and what makes those strategies useful or valuable for them. Therefore, the research questions for this problem are (i) What learning strategies are used by Civil Aviation Safety and Engineering Academy (CASEA) students in developing oral English communication? (ii) How do learning strategies facilitate CASEA students to be successful in English oral communication? (iii) What conditions are valuable for developing CASEA students’ English oral communication? The research aims at (i) Examining the learning strategies used by CASEA students in learning English. (ii) Exploring the ways learning strategies facilitate the CASEA students’ English oral communication. (iii) Exploring the conditions which valuable for developing students’ English oral communication. The research is applying qualitative research in the form of case study. The results of this study reveal that (i) the cadets in CASEA Makassar employed five strategies to develop their oral communication proficiency namely preparing production strategies, encouraging production strategies, effective production strategies, comprehension reaction strategies, and reinforcing comprehension strategies. (ii) Each of the employed strategies was facilitated the students to be proficient in oral English communication in certain way. It starts from collecting and organizing ideas (by preparing production strategies), lowering tense (by encouraging production strategies), covering limitations (by effective production strategies), understanding people’s ideas (by comprehension reaction strategies), and ensuring comprehension (by reinforcing comprehension strategies). (iii) Developing English oral communication can be maximal by the support of six conditions both internally and externally. The conditions are the presence of (1) certain motivation types, (2) extroverted personality, (3) prior English experience and preference in an English skill or element, (4) institutional policies, (5) supportive atmosphere, (6) media. Keywords: learning strategies, develop, oral communication, CASEA Makassar
THE ANALYSIS OF STUDENTS’ MOTIVATION IN LEARNING ENGLISH AS AN EFL ON DOUBLE-DEGREE PROGRAM OF FOREIGN LANGUAGE ACADEMY (ABA-YW UMI MAKASSAR) Burhanuddin, -
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

The aim of this research was to analyze and to find out (i) the types of students’ motivation in learning English as an EFL on Double-Degree program of Foreign Language Academy (ABA-YW UMI Makassar, South Sulawesi) where the Double-Degree program is applied, (ii) how the motivation emerged in the classroom during the teaching and learning processes, and (iii) the students’ perceptions of Double-Degree program and the impact to their achievements. The students of Moslem University of Indonesia have time and opportunity to study on Double-Degree program through the foreign Language academy (ABA YW-UMI Makassar) since 2009. The researcher used the descriptive qualitative method. The data were collected from four respondents of the Academy. The instrument of the research is the researcher himself. The researcher did the classroom observation, observation sheets, list of questions, recorded video and interview photo. The researcher carried out the observation and semi structured-interview in collecting the data. And then the researcher followed the steps in data analyzing they are: reading memoing, describing and classifying. The results of the research showed that (i) most of the respondents had the integrative motivation in learning a foreign language (English), (ii) the students’ motivation emerged in the classroom during the teaching and learning processes when they met and exchange ideas in the classroom from the different majors or faculties, and (iii) their perceptions on the Double-Degree program and its applications, and the impact to their achievements were high/positives and they believed that by having the two degrees or skills, they will be easy to apply and to finding jobs, status, and career. The theory related to the research is the socio-educational theory and motivational views theory, they are: self-determination theory, goals theory and attribution theory. Learners’ motivation to these theories in order to receive externally administered rewards: praise, gold starts, grade, certificate, diplomas, scholarship, financial independence, and ultimate happiness Key words : Analysis of LLM, Motivation in learning EFL, Integrative and Instrumental Motivations in EFL
THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUCTIONAL TALK IN ENGLISH CLASSROOM INTERACTION Sirajuddin, Suharti
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

Instructional[u1]  talk has a decisive position in teaching and learning process. The question will arise when teacher instructional talk deals with phonological perspective. Phonological here wants to figure out teachers’ pronunciation of teacher instructional talk.      The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive qualitative and the total number of participants were 2 English teachers and 6 students who were divided based on their grade. The instrument used for this study was classroom observation, video recording and interview.      The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.        Key words: Phonological perspective, instructional talk, classroom interaction 
THE EFFECTIVENESS OF VOCABULARY-BASED-INTEGRATED ACTIVITIES IN IMPROVING THE STUDENTS’ VOCABULARY COMMAND Alimuddin, Andi Haeriati
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

Andi Haeriati Alimuddin State University of Makassar Abstract Finding a method to be used in vocabulary teaching and learning to different learning style students is a big challenge for English teachers at SMA Negeri 1 Soppeng Riaja as the result of preliminary study found that the students’ vocabulary command is still low and the teacher promoted less awareness of the different students’ learning style in vocabulary learning. An explanatory research was conducted to investigate the effectiveness of Vocabulary-based Integrated Activities in improving the students’ vocabulary command by involving the second year students of natural science class of SMA Negeri 1 Soppeng Riaja in academic year 2012/2013. It is concluded from quantitative and qualitative findings that the Vocabulary-based Integrated Activities are: (1) most effective to improve the students’ vocabulary command in terms of knowing, understanding the words and how they are said and written; (2) most effective to improve the students’ vocabulary command in terms of using the words in written form; (3) effective to improve the students’ ability the students’ vocabulary command in terms of using the words in oral form; (4) able to cover all students with different learning style, because there is no significant difference of vocabulary command among visual, auditory, and haptic students after they were taught by the method. In addition, students have good perception of the Vocabulary-based Integrated Activities. Key words: Vocabulary-based Integrated Activities, Vocabulary Command Learning Style
A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR Asriati, Asriati; Atmowardoyo, Haryanto; Sukardi, Weda
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

ABSTRACT An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability Litta, Lista
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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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 Bontomarannuin academic year 2014/2015.This research used cluster random sampling.The sampleconsisted 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 level 0.05 in which 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
THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION Suharti Sirajuddin
ELT Worldwide: Journal of English Language Teaching Vol 2, No 1 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v2i1.1255

Abstract

The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method  with  the total number of participants of  2 English teachers and 6 students  divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.         Key words: Phonological perspective, instructional talk, classroom interaction

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