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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 299 Documents
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Functions Of Reporting Verbs In The Literature Review Of Master’s Theses In The Discipline Of Economics
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.36262

Abstract

Citation practices are realised through the use of reporting verbs which act as persuasive devices to achieve rhetorical impacts. Several studies have investigated citation practices in several disciplines in different contexts, with little done in the discipline of Economics. The study aimed to explore the citation practices in the literature review sections in master’s theses published in the Economics discipline. Using Hyland’s (2002) classification of reporting verbs, fifteen (15) literature review chapters were extracted from fifteen Economics master’s theses and analysed with AntConc software. Following the results of the study, it was revealed that all three types of reporting verbs were employed varyingly in the theses. Denotatively, the Discourse Acts was the frequently used category of the reporting verbs as compared to the Research Acts and Cognition Acts. On the evaluative function, findings and assurance verbs were employed frequently. While the study contributes to existing literature, it guides the practice of appropriate use of reporting verbs in academic writing.
Factors Hampering EFL Higher Education Students’ Speaking Ability in the Time of Online Learning Nur Islah; Anugerah Febrian Syam; Andi Nurhikmah
ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i1.36619

Abstract

The objective of this study is to investigate the factors that hampered EFL students’ speaking ability in the time of online learning. Descriptive study with a statistical approach undertaken to EFL higher education students as selected participants in this study. Online surveys were employed and analyzed using descriptive statistics. The results revealed two aspects: linguistic and nonlinguistic that impede students’ ability to speak during EFL online learning. On the one hand, the common problem that students face when speaking is related to linguistic aspects covering five indicators: pronunciation, vocabulary, grammar, comprehension, and fluency. In linguistic factor, EFL students mostly experienced difficulty in speaking when dealing with grammar issue, while some students constrained in sentence form and word organization. Linguistic factors become significant obstacle when dealing with speaking ability in EFL online learning. On the other hand, non-linguistic aspects including seven indicators: technology, interaction, lack of self-confidence, fear of making mistakes, anxiety, shyness, and lack of motivation contribute succeeding to constraint EFL students’ speaking ability. In this aspect, technology became the common obstacle of students in speaking. Online learning offers various things comparing to face-to-face learning such as providing appropriate gadget and making sure network bandwidth and connection become a must-have challenge in dealing with online learning. Some students were aware of adapting with meeting conferences applications that cause problems in students’ speaking ability during the period of online learning.
Technology-Mediated Task-Based Language Teaching at Private Universities in Bangladesh: Students' and Teachers' Perceptions
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.37051

Abstract

Task-based language teaching (TBLT) facilitates the process of language learning by focusing on communicative skills in real life. The English language teaching (ELT) system at the private universities of Bangladesh is trying to integrate TBLT with technology nowadays. This study aims to explore the proportion of successful implications of technology and tasks, the perceptions of teachers and learners regarding technology-mediated tasks, the challenges faced by both sides and recommendations to overcome limitations at three private universities in Bangladesh. Besides, this study identifies the task patterns used by teachers as well as the types of tasks preferred by students. Both qualitative and quantitative methods were applied to conduct this study. Data were collected from the teachers and learners of Pundra University of Science & Technology, Bogura; Varendra University, Rajshahi; and Rabindra Maitree University, Kushtia by providing them with Google Docs semi-structured questionnaires. The teachers of the department of English, and the students of the department of English, Computer Science Engineering (CSE) and Business Administration participated in the data collection procedure. The study found that technology-mediated TBLT is implemented alongside traditional teaching methods in language teaching. Students appreciate technology-based tasks in learning a target language. They recommend more skilled and experienced teachers. Teachers suggest that financial funding and skilled IT officers are needed to implement TBLT. Poor internet connection, inadequate technological support, faulty projectors and sound systems are the difficulties faced by teachers and students.
Mitigating Readers’ Doubts: The Use of Exemplification in Students’ Academic Writing
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.33069

Abstract

This study explores the use of Exemplification in undergraduate students’ academic writing at a university in Lesotho. Research indicates that Exemplification is a prevalent feature of academic writing. However, it has also been established that learners experience difficulties in forming and using Exemplification effectively. Using a corpus created from research projects written by final year undergraduate students in six faculties at a university in Lesotho, the study examined the use of Exemplification, focusing on the exemplification markers students used, the patterns of exemplification as well as the errors in using exemplification effectively. Findings indicate that students used a limited set of exemplification markers and only a few patterns. It was also observed that students had challenges using exemplification appropriately. The study concludes that there is a need for explicit teaching of Exemplification in EAP classes. 
Acquisition of Vocabulary of ESL Engineering Students through a Newspaper: An Empirical Study
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.36909

Abstract

Vocabulary plays a vital role for an effective communication and fluent language usage among ESL (English as Second Language) learners. Newspaper reading helps the students to develop vocabulary level beyond the classroom. The present empirical study assesses the participants’ vocabulary level by using a newspaper article. Based on the aim of this empirical study, it was decided that the best method for this investigation to better understand the levels of the students is to adopt the qualitative and quantitative research design. To find out the vocabulary level of the participants this research developed a questionnaire. A total of ten open ended questions are framed in this questionnaire. Based on the collected data the findings explored that, the participants’ have vocabulary gaps. The findings of this study also revealed that, the student participants’ vocabulary level is not up to the excepted mark. The randomly selected undergraduate engineering students (n=142) have taken the part in this study. Finally, this empirical study was concluded with recommendations to the participants to improve vocabulary knowledge.   
Effectiveness of Online Focus Group Discussion on English Reading Skill: A Classroom Action Research During Pandemic Covid-19
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.23410

Abstract

English as international language is being taught at school, establishing a variety of teaching and learning method in improving the four language skills. Focus Group Discussion (FGD) is deemed to be suited in improving the aforementioned skills providing discussion as its main benefit in English learning, especially in Reading skill. This research implemented CAR (Classroom Action Research) by employing Focused Group Discussion as the research method. The research process is carried out directly through online meeting as required during the pandemic Covid 19 situation. The research subjects are students of MTs Surya Buana School in Malang who are willing to take a part in this research as the research participants. This research employed interview and questionnaire techniques conducted in one pre meeting and two cycles of Classroom Action Research. The instruments used by authors to collect data were pre-test and posttest, observation sheet and interview guide. Based on the collection of data from this classroom action research, the authors concluded that the students 'reading ability by applying the focus group discussion method was very helpful and also can be a good method to improve students' reading skill. Focus group discussions not only improve students 'reading skill but also increase students' self-confidence. This method also enhances communication and interaction with other students. The research implied that online FGD is effective to enhance reading skill.
The Effectiveness of Integrating CALL Into Iranian EFL Contexts Challenges and Opportunities Peyman Abbasi
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.34062

Abstract

Computer and its software-programs are educational instruments that succor and facilitate instructors, teachers, and students to perform conveniently and achieve their predetermined EFL/ESL teaching and learning goals and tasks in contrast to traditional methods.  This study attempts to investigate impacts of integrating CALL in Iranian EFL contexts. Researcher to collect qualitative and quantitative data, has employed mixed method strategy, and also descriptive style. As Creswell states, mixed method is the best way for research fulfillment. Total participants are 87 Iranian high school students that were dived into two separate groups. Control group (35) students that have been traditionally taught or teacher-based strategy, and experimental group (52) students that have been educated just via CALL. Subsequently, observations and findings predict and reveal that computer is useful for teacher and leaner groups to teach and learn receptive and productive L2 skills like listening, speaking, reading, and writing.
A Genre Analysis of Research Article Abstracts in Forensic Linguistics Isaac Essoun; Dorah Kwakyewaa Adusei; Emmanuel Mensah Bonsu
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.34524

Abstract

As a key genre in the academic discourse community, research articles (RA) have enjoyed great popularity over the years. A key component of the RA is the RA abstract. Its essence is seen in its objective of giving an overview of the study. Given the dearth of genre analysis in the Forensic Linguistics discipline, the study aimed at exploring the move structure and lexico-grammatical features of RA abstracts published in Forensic Linguistics. Adopting Hyland’s five-move model for analysing abstracts, the study randomly sampled ninety (90) RA abstracts from three different Forensic Linguistics journals. Guided by Hüttner’s classification model, the study identified the Purpose move as an obligatory move with 100%. It was revealed that the abstracts follow the semi-linear move sequence, i.e., M1>M2>M3>M4, which was the preferred pattern. The highest textual space was allocated to the Introduction move, and the average number of words in the abstract was 264. With the linguistic realisation of the moves, the present verb tense was preferred, occurring frequently in the Introduction, Purpose, Product and Conclusion moves. Adjunct adverbials were found to dominate the Introduction move, while disjunct adverbials never occurred in any of the moves. The study has insightful implications for language pedagogy, knowledge in the field of Forensic linguistics, and further research.
EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases Syamsu, Awaluddin; Hadijah, Hadijah
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.44976

Abstract

The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties.  Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.
Teachers’ Challenges in Virtual Learning Process to Maximize The Students’ Achievement in 4.0 Era at UPT SMPN 1 Duampanua Mansyur, Desy; Nur, Rafi'ah; Larekeng, Siti Hajar
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.23139

Abstract

This study is aimed to find out the teachers’ challenges in virtual learning process to maximize the achievement of High School students in Indonesia. This research applied qualitative descriptive research with 5 English teachers as subjects of this research. The instruments are used in this research were interview and observation. The data has been analyzed by three steps according to Miles and Huberman theory. The results of this research showed that (a) the teachers’ challenges in virtual learning process are students’ far distance from internet sources, (b) difficult to access the clear explanation from the teachers and students, (c) lack of motivation to teach in limit access of students’ distance and network trouble, and (d) students’ less knowledge if using the internet and difficult to start the meeting using a different application. This study reveals that many challenges come over when the teachers applied virtual learning. Most of teachers were getting into trouble when entering the class if the students did not attend in virtual class because of far distance from internet sources. Another difficulty that challenges the teacher is their lack of giving motivation was not ineffective to teach their class. And the limit of network access made the students in loading to respond to the teachers' explanation and assignment to evaluate their knowledge.

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