Articles
299 Documents
<![CDATA[Instagram as a Media to Foster EFL Students’ English Writing Skill ]]>
<![CDATA[Mursyidah Saleh]]>;
<![CDATA[Maemuna Muhayyang]]>
<![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.v8i2.22588
<![CDATA[The rapid development of technology encourages educators to create interesting learning methods that are attractive to students. Using Instagram as the learning medium in teaching, this research aimed to find out students’ writing skills improvement and their perception after being taught using Instagram. This research used a mixed-method design to analyze the students’ writing improvement and perception of the use of Instagram. To collect data, the researcher carried out a pretest and posttest of one class pre-experiment with 25 students and a semi-structured interview of ten participants who got the significant posttest writing improvement. Statistical findings revealed the students’ result of the posttest was higher than pretest, the data shows that the Significance (2-tailed) value is smaller than 0.05. It means statistically there is a significant difference between students’ pretest and posttest results. This was supported by the semi-structured interview on which the result shows the students’ perceptions of the use of Instagram as a learning medium were mostly positive. The findings of this research are relevant to the development of English Language Teaching, particularly to create interesting learning strategies that are attractive to students.]]>
<![CDATA[Graduate Students’ Perceived Self-Efficacy in Task-Based Learning ]]>
<![CDATA[Fidelia Ratih Widya Wardani]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![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.v8i2.19599
<![CDATA[Self-efficacy is very important for graduate students and therefore has to be strongly instilled in order to encourage them to achieve their learning goals successfully including using English to communicate academically. Students are required to be studious and robust in learning and doing assignments. Nevertheless, many students feel anxious about their ability to perform their tasks moreover task-based learning. Conducted during the pandemic situation, this research aimed to investigate graduate students’ perceived self-efficacy in task-based learning. One research question was formulated: How does self-efficacy assist English Education Master Students in TBL learning? This research employed a mixed-method utilizing survey and interview to gather data from English Education Master Students, who had experienced task-based learning in Sanata Dharma University. The result shows that the students’ self-efficacy assisted them to be dare and confident in using the second language as the communicative tool in the TBL approach and achieve their learning goals]]>
<![CDATA[EFL Teachers’ Perceptions Towards the Implementation of Online Formative Assessment Amidst the Covid-19 Pandemic ]]>
<![CDATA[Fitri Rahmawati Astiandani]]>;
<![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.v8i2.21326
<![CDATA[During the pandemic era, the educational system has made several adaptations, including the ways of assessing students. One type of assessment that teachers frequently use is formative assessment. A large number of online platforms can be used as formative assessment tools at this time. Thus, this study explores the EFL teachers’ perceptions of their implementation of online formative assessment, its affordances and constraints during its implementation, as well as ways to overcome constraints. A qualitative research design is employed in this study. Data was gained from six Indonesian secondary EFL teachers through an open-ended questionnaire. Findings revealed the same perceptions of both groups, namely positive. Even though teachers are from public or private schools, they experience the same affordances and constraints when implementing online formative assessment. Moreover, they also shared several ways to deal with the constraints and conveyed their suggestions to the stakeholders in the educational sector. The findings of this study will encourage educational stakeholders, especially teachers, to enhance the quality of the education system by ameliorating the assessment aspects in the teaching and learning process.]]>
<![CDATA[Virtual Implementation of Mobile-Game Based Learning: Enhancing Students’ Vocabulary Mastery and Self-Motivation ]]>
<![CDATA[Jihan Nawal Aini]]>;
<![CDATA[Ulfatul Ma’rifah]]>
<![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.v8i2.22631
<![CDATA[This paper is based on a research on students’ vocabulary mastery at the first grade students of Junior High School at Loeitadnonputtana School, Loei Thailand using Mobile-Game Based Learning strategy. This research is conducted based on the preliminary study which indicated that the students faced some difficulties in mastering English vocabulary. The purpose of this research is to enhance students’ vocabulary mastery through Mobile Game Based Learning. The data were collected by quiz, teacher made-tests, observation, and questionnaire. The data were analyzed by using triangulation. The research design used on this study is Classroom Action Research (CAR). The result of this study shows that Mobile Game Based Learning can significantly enhancing students’ vocabulary mastery from 72% into 86%. Mobile Game Based Learning also makes the students enjoy in learning vocabulary so that they feel motivated and interested more in learning and mastering vocabulary.]]>
<![CDATA[The Impact of ICT Towards Saudi EFL Students’ Writing Skills: A Quasi-Experimental Study ]]>
<![CDATA[Abdullahi Salisu Kademi]]>
<![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.v8i2.20784
<![CDATA[This study aimed to investigate the impact of using the word processor application on the writing achievement of Saudi EFL learners at Jubail Technical Institute. It used embedded-experimental mixed methods research design in which the qualitative data set provides an auxiliary role in a study that is primarily quantitative. Nested sampling technique was used to select participants for both the dominant quantitative and the auxiliary qualitative phases of the study. The participants were divided into two groups: the experimental group, which studied writing using the word processor, and the control group, which learnt writing using the traditional method. It was hypothesized that the experimental group participants would have a higher achievement in a writing performance test than those of the control group. After establishing that the two groups had homogenous writing abilities before the treatment, post-test results showed that the experimental group participants had a statistically significantly higher achievement in the writing performance test (t(67) = 6.21, p < .001) than the control group. The study recommended introducing computer-assisted writing programs in composition classes and training teachers on how to use such programs to help students develop their writing skills.]]>
<![CDATA[Teachers’ Perception in Google Forms-Based English Assessment in An Indonesian Vocational High School ]]>
<![CDATA[Musdalifah Yakkop]]>;
<![CDATA[Muhammad Basri]]>;
<![CDATA[Murni Mahmud]]>
<![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.v8i2.22145
<![CDATA[The use of ICT for learning evaluation is important. Today, Google Forms is a paperless-based system that is widely used for learning evaluation. The significant implication of using Google Forms as an assessment tool is that it can lighten the workload for teachers. This study is qualitative research with a case study approach. This research aims at finding out the teachers' perception of Google forms-based application in the EFL classroom. This research was conducted at SMK Muhammadiyah 3 Makassar. The subject of the research is three English teachers who use Google Forms-based applications in the EFL classroom. The instruments used were observation, interviews, and documents. This research found that The teachers' perception of Google forms-based application in assessing English is classified into two categories namely highly and moderately perceived on Google forms-based application in assessing English. Besides that, the positive features of the Google forms as an EFL assessment tool is considered more efficient, practical, simple, and save more time, money, and energy.]]>
<![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.]]>
