Articles
299 Documents
<![CDATA[The Pivotal Role of Cooperative Learning Activities in Indonesian EFL Learning Contexts ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.24343
<![CDATA[To fulfill our nation’s mission in breeding more proficient, autonomous, and compassionate future professionals, educationalists are commissioned to divert their old teacher-centered teaching belief into a more student-centered approach. One of the integrative 21st-century teaching approaches worthwhile to be cultivated in our ELT enterprises is cooperative learning. Previous researchers overtly theorized that cooperative learning activities promoted a higher degree of second language enjoyable learning experiences transfiguring learners to be more highly responsible, competent, socialized, and compassionate academicians. This current qualitative library study aimed to delve more profoundly into the pivotal role of cooperative learning activities in Indonesian EFL learning contexts to encourage all ELT parties to apply this relevant student-centered learning approach in their variegated classrooms. To fulfill this research objectivity, some relevant major findings yielded by 30 cooperative learning studies were critically integrated to produce more robust research results. Based on the data analysis, it was found out that Indonesian EFL learners have gradually transformed into more professional future academicians upholding life-long learning behavior. Hence, it can be phrased that cooperative learning activities are one of the supportive learning methods rewarding to be internalized in daily-based Indonesian EFL classroom vicinities.Keywords: cooperative learning activities, EFL learning contexts, qualitative library study ]]>
<![CDATA[The Students’ Perception of Small Group Discussion for Developing EFL Students’ Speaking Skills ]]>
<![CDATA[Hadijah Hadijah]]>;
<![CDATA[Musfirah Musfirah]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.37739
<![CDATA[The purposes of this research were to know the students’ speaking skill and perceptions about The small group discussion program in Intensive English Guidance Program (UPGRADING) who will joining the English program upgrading or intensive English Guidance and aims to determine students' perceptions about the small group discussion program in learning speaking skills. This research is a qualitative study with ten students as subjects and ten instructors. The instruments used were interview sheets and voice recordings. Interview sheets that were given to students as well as instructors were improved to see their perceptions of learning speaking skills. It was found that the students 'perceptions of the small group discussion program were good for the learning process of students' speaking skills in their English development, and also the instructors 'perceptions of the program were good in developing students' English, especially in their speaking skills where there was fluency, grammar, vocabulary, pronunuciation, and understanding although there are many perceptions about one aspect of speaking skills, namely that grammar is not able to develop their speaking skills towards the program but can fulfill all factors that are in the process of learning speaking skills . The data analysis method is was done by applying the procedures suggested by Miles and Huberman covering data condensation, data display, and verifying conclusion. The results showed that the students perception on small group discussion in learning speaking skill was the students can increase their speaking skill, the program effective for speaking skill learning process, the program is motivational for speaking learning process, the difficulties they face in speaking skill learning process through small group discussion program, and the instructors’ ways to handle the program have an affect on students improvement.]]>
<![CDATA[The Role of Teachers’ Reading Habits and Perception about EFL Reading Towards Students’ Literacy ]]>
<![CDATA[Yohanes Eugnasius Nai]]>;
<![CDATA[Anselmus Sahan]]>;
<![CDATA[Delti Yulita]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.35701
<![CDATA[The purpose of this study was to find out how teacher’s reading habits and perception affect students’ literacy. Firstly, the researcher investigated teacher’s reading habits by using Iftanti (2012) questionnaire about reading habits. It is found that teachers have very limited reading habits per day and they didn’t have solid reading habits even they have studied and read English text since junior high school and senior high school. Moreover, teachers’ notion about reading is changing along with the development of technology where teachers tend to find reading source from Internet and read through smartphone rather than books. Secondly, the researcher investigated students’ literacy about interview students’ reading habit at school and home and gave test to measure their ability to comprehend the text. It was found that students’ literacy was low due to their lack of time on extensive reading. Based on the result, it is concluded that teachers’ reading habits gives significant effect on students’ literacy. Teachers hold an important role to build a solid reading habits to increase students’ literacy, specifically in EFL reading. Thus, in order to build that good reading habits, teachers must have their own good reading habits. Teachers need to consistently increase their reading time on daily basis and starts to collect many sources of reading.]]>
<![CDATA[Applying Two Stay Two Stray Technique in Improving the Students’ Reading Comprehension ]]>
<![CDATA[Siti Hardiyanti Bahnar]]>;
<![CDATA[Rahmi Rais]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.37139
<![CDATA[This study investigates the effect of the Two Stay Two Stray (TSTS) Technique on the reading comprehension of report texts by eleventh-grade SMAN 1 Barru students. In this study, there are two problem statements: 1)Is the Two-Stay Two-Stray strategy beneficial in enhancing the reading comprehension of report material among eleventh-grade students of SMA Negeri 1 Barru? And 2) Are the students enthusiastic about reading instruction utilizing the TSTS Technique?. This study utilized a quasi-experimental approach with one pre-test and one post-test for each of two classes. The sample was obtained from the population using a cluster random sampling technique. Teachers typically employ a standard style and technique when instructing their students. Two Stay Two Stray is a teaching strategy that can be implemented by teachers in reading classes as a result of this study. The outcome of the posttest suggested that there was a significant difference in the comprehension achievement of students before and after reading instruction utilizing the TSTS Technique. The study discovered, based on their study of the data, that the Two Stay Two Stray Technique could enhance students' reading comprehension.]]>
<![CDATA[Non-EFL Students' Perception of Their Difficulties in Writing English Application Letter ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.31760
<![CDATA[The objective of this study is to know the Non-EFL students' perception of their difficulties in writing an English application letter. This research is descriptive quantitative research. The subject of this study is 199 students from the fifth-semester of Non-EFL students of ITB AAS Indonesia especially Diploma Students are involved in this research. The result analysis shows the students’ perception toward English writing that writing is one of the most difficult English skills, English Job Application Letter' is an interesting topic, writing a job application letter in English is more difficult than writing a job application letter in Indonesian because there are many aspects to be considered such as grammar, vocabulary, spelling, and punctuation. The students have several difficulties in writing English application letters, such as 1) finding job vacancies in English. 2) understanding the contents of job vacancies in English. 3) understanding the elements of a job application letter from the opening, body, and closing of the letter in English. 4) Write the elements of a job application letter in English at the opening, body, and end of the letter. 5) choosing the appropriate vocabulary. 6) writing based on English grammar (for example writing sentences and selecting the appropriate tenses. 7) using correct punctuation. 8) writing a job application letter in Indonesian first and then translating it into English by using Google Translate. After writing an English application letter, the students agree that writing a job application letter can improve their English writing skills, know a lot of English vocabulary and understand English grammar well and correctly. 4) after writing a job application letter, the students can find English job vacancies easily, and they feel that it can be useful for their career in the future when applying for a job.]]>
<![CDATA[The Students’ Perception on Blended Learning Used by the English Teachers at SMAN 3 Maros ]]>
<![CDATA[Muhammad Fadli]]>;
<![CDATA[Andi Tenri Ampa]]>;
<![CDATA[Nur Qalbi]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.29861
<![CDATA[A person's habit of putting what they have learned into practice is a metric that can be used to measure perception, regardless of whether the person agrees with, disagrees with, or justifies what they have learned. In this study, 35 students from class XII MIPA 4 SMAN 3 Maros participated, and descriptive qualitative research methods were employed to conduct the study. The purpose of the research was to investigate the perspectives of students towards blended learning in English. In particular during the COVID-19 pandemic, where there were no dominants in blended learning, students felt that offline learning was still the most important thing major compared to online learning. The conclusion of the students' perceptions on blended learning assists students in accepting their right consciousness to learn English. The study implies a pedagogical perspective into EFL senior high school students’ view towards blended learning post-pandemic time where offline and online classes have only recently begun in Indonesia.]]>
<![CDATA[Writing Achievement of The Students Taught Through Peer Responses ]]>
<![CDATA[Anggun Saptarani]]>;
<![CDATA[Magdad Hatim]]>;
<![CDATA[Santi Mayasari]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.35785
<![CDATA[This study aims to find out whether or not the writing scores of the eleventh-grade students who were taught by using peer responses were higher than those who were not taught. This methodology of research was a true experimental design and applied pre-test and post-test. The population of this study was the eleventh grade the sample was two classes were experimental and control group. By using the cluster random sampling technique two groups were taken as samples. The data collection technique used was a written test. The instrument was tested on students at Senior High School 4 of Palembang. Based on the test of students learning outcomes using the peer responses technique, they were in the good category with significant results, namely t table 5.089, significant level 0.05 with df = 48. Based on the results of this study, it could be concluded that there was a significant difference in students writing scores using peer responses, so the peer responses technique is declared effective to be used.]]>
<![CDATA[Digital Storytelling Through #Endsars.Com as A Form of Narative Memorial ]]>
<![CDATA[Jayne I. Owan]]>;
<![CDATA[Onyekachi Peter Onuoha]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.37973
<![CDATA[Communal digital (auto) biographical is a memorial of trauma that exists in a synthetic frame referential to the memories of abuse. #Endsars.com highlights the collective narratives of netizens who are abused and subjugated by the Nigeria Police Force. Through the application of the concept of remembering, this study examines #Endsars.com as a digital memorial erected in the digital space by netizens through an autobiographical narrative method. This study employs a mixed-methods approach based on well-established social media research techniques and is founded on social media analytics and latent semantic analysis. This study observes that the Endsars.com narrative is a form of digital activism and resistance to police brutality in Nigeria. This paper submits that the (auto) biographical narrative style in Endsars.com is an expression of traumatic memories. This paper concludes that #Endsars.com amplifies the voices of those protesting against police brutality in the organic space. The study concludes that #Endsars.com is a digital Nigerian netizen memorial for victims of police brutality.]]>
<![CDATA[Meta-Cognitive Strategies in Teaching Listening in Higher Education ]]>
<![CDATA[Maulida Hasanah]]>;
<![CDATA[Novia Hermawati]]>;
<![CDATA[Puteri Nur Syifa Nindita Arifah]]>;
<![CDATA[Siti Khadijah]]>;
<![CDATA[Shahid Rasool]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.32816
<![CDATA[Student's ability to learn more effectively is based on their ability to develop metacognition, which is particularly important in the listening domain. Examples of metacognitive processes that may be used include planning, monitoring, and evaluating. This project aims to improve hearing education by learning about metacognitive strategies, learning more about the approaches for using a metacognitive strategy in listening teaching, and the benefits of doing so. The lecturer and 14 students from the Listening II course participated in the event. It was observed that the researchers used two different types of instruments: observation and interview. The findings indicated that students' reactions to instructional tactics might assist them in expanding their knowledge and making it more straightforward for them to undertake listening activities when they have gained the necessary abilities. The implication of this study supports the previous study on the positive outcome resulting from the use of Metacognitive Strategy in improving Listening Skills.]]>
<![CDATA[Formative Assessment Practiced By EFL Lecturers in STAIN Majene ]]>
<![CDATA[Delfina Gemely]]>;
<![CDATA[Baso Jabu]]>;
<![CDATA[La Sunra]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v9i2.33765
<![CDATA[This research aimed to find out (1) how do EFL lecturers perceive formative assessment? (2) How do EFL lecturers practice formative assessment? This research employed a qualitative research design based on a case study approach involving three EFL lecturers in STAIN Majene. Data collection methods include interviews, classroom observations, and documentation. The result of the study showed that (1) the EFL lecturers perceived formative assessment practice mainly as a process of giving feedback for the student's improvement and for adjusting their instruction. and (2) learning targets, monitoring, feedback, self-assessment, and peer assessment assisted the EFL lecturers and students in achieving their learning objectives. The present study concluded that EFL lecturers perceived that the experience of implementing formative assessment has shaped their perceptions of EFL lecturers. The EFL lecturers got various and different experiences in practicing formative assessment.]]>
